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1.
《The Internet and Higher Education》2004,7(2):79-93
The key elements of online course design and pedagogy suggested by research as promoting effective learning are discussed through the lens of constructivist epistemology. Presentation of content, instructor–student and student–student interactions, individual and group activities, and student assessment are each addressed, in turn. The focus is on learning and recognition that, from time-to-time, all students are teachers as they bring diverse expertise, experiences, and worldviews to the task of learning. Reflection on past experiences, interaction with other members of the learning community, immediate instructor behavior, authentic group activities, and diverse assessment tasks with timely and detailed feedback are underscored. 相似文献
2.
Ye Diana Wang 《Distance Education》2014,35(3):345-359
As online learning continues to gain widespread attention and thrive as a legitimate alternative to classroom instruction, educational institutions and online instructors face the challenge of building and sustaining student trust in online learning environments. The present study represents an attempt to address the challenge by identifying the social and technical factors that can likely induce or influence students’ perception about the trustworthiness of an online course and integrating the factors into a socio-technical framework that can be empirically validated. The methodology used and the data obtained from a university-wide survey conducted in an American university are reported in this article. Feedback from students with disabilities was further investigated, and the result has important implications for our understanding of disabled students’ acceptance for online learning. 相似文献
3.
The purpose of this study was to examine the role of goal orientation and academic self-efficacy in student achievement mediated by effort regulation, metacognitive regulation, and interaction regulation in an online course. The results show that intrinsic goal orientation and academic self-efficacy predicted students’ metacognitive self-regulation; however, extrinsic goal orientation did not predict any type of regulation. Effort regulation and the amount of time spent in Blackboard predicted students’ academic achievement in the course, and interaction regulation predicted the amount of time spent in the online course. Results show the importance of individual students’ intrinsic goal orientation and academic self-efficacy in academic achievement. Discussion relates to current research and implications for online teaching and learning practice. 相似文献
4.
在线学习投入是保证"停课不停学"期间在线教学质量的重要条件。对大学生开展调查,运用描述统计和回归分析法对疫情期间大学生在线学习准备度的现状、大学生在线学习投入度的现状进行分析,可以发现在线学习准备度对大学生在线学习投入度的影响以及在线学习自我效能感、感知教师支持、在线学习平台体验在其中的中介作用。结果表明:大学生在线学习准备不足;大学生在线学习投入整体不高;大学生在线学习准备度对大学生在线学习投入度具有显著影响;在线学习自我效能感、感知教师支持、在线学习平台体验在在线学习准备度和在线学习投入度之间存在中介效应。因此,可以从技术支持维度、在线学习资源设计维度、教师支持维度着手提升学生的在线学习投入度。 相似文献
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The authors recognized a close similarity between practices used in online genealogy research and those common in online education. Uses of a popular online database service were examined within a peer instruction community dedicated to researching a family history topic. Three community subgroups were divided into leaders, who base their work on external sources, and followers who copy the leaders’ conclusions. The accuracy and error levels of the 21 family trees produced by these researchers were calculated in relation to data obtained from offline archives. The trees created in the online process all contained flawed details and invalid conclusions due to practices similar to those of massive open online courses. The inconsistent reliability of the online approaches is discussed in terms of the ‘fog’ that descends upon knowledge when facts are distorted by academic jargon, disciplinary trends, and institutional priorities, and which increases with its transmission to others by non-experts. 相似文献
7.
Mary Thorpe 《Open Learning》2013,28(2):105-119
The use of computer-mediated communication (CMC) as an integral part of the design of distance taught courses raises interesting challenges to our thinking about course design and learner support. These have typically been conceptualised as two complementary but distinct systems in distance education, characterised by different practices often carried out by different groups of staff. Where CMC is designed as an integral part of the course, with collaborative learning as essential to assessment and study, this separation breaks down. The design of online activities is integral to both learner support and the course content, with new possibilities for open and distance learning as a result. Where the learning group itself is a resource for study and personal development, it also becomes feasible to orientate courses and programmes towards local teams and communities. Online tutors play a key role and need to develop 'the technology of conversation' and expertise in the design of activities, as part of their facilitator role. 相似文献
8.
Cass M. Johnson 《Education and Information Technologies》2016,21(6):1483-1507
As colleges continue to expand online offerings, student participation within courses should be assessed to ensure that teachers can best implement effective, responsible lesson plans. This study examined discourse in an online classroom in order to gauge student participation by observing student-to-student and student-to-instructor exchanges within the discussion board. Classroom discourse was analyzed using Stahl’s computer supported collaborative learning methodology. Data was collected to assess development of classroom dialogue through group collaboration, and to determine whether participants were interpreting previous posts and contributing to the development of the discussion topic. This study shows that students within the online classroom were able to construct deeper meanings in classroom dialogues through thoughtful and personal contributions, thereby reaching new understandings through collaborative discussion. This study contends that through insightful planning and guided responses, instructors can manage online classroom discussions to better direct student communications in order to improve collaborative learning and knowledge construction. 相似文献
9.
Hsiu-Mei Huang 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(1):27-37
Since online learning has a different setting from the conventional classroom, online educators need to use some special techniques and perceptions to lead to success. Moreover, adults have special needs and requirements as learners compared with children and adolescents, thus online educators should know how adults can learn best because of their special characteristics. Philosophical and methodological shifts also affect instruction. Many researchers have suggested that constructivism should be applied in distance education. Thus, this paper attempts to examine the impact of constructivism in online learning environments when focusing on adult learners. The author develops the connection between constructivism and adult learning theory. In addition, the paper proposes instructional guidelines using the constructivist approach in online learning for adults. 相似文献
10.
Robin Goodfellow 《Assessment & Evaluation in Higher Education》2005,30(3):261-271
This article explores some specific issues involved in online learning and assessment. It draws on data from a postgraduate course for professional educators, delivered globally online, and highlights the relationship between students’ online discussion and their written assessed work, arguing that we need to focus on both of these in terms of the writing demands they make on students. In so doing it utilizes a theoretical framework which conceptualizes writing as contextualized social practice. The paper illustrates the complexity of the rhetorical demands being made on students in these new environments of teaching and learning and, in focusing on writing, complements present approaches to online learning which have, to date, tended towards collaborative and constructivist perspectives. The article highlights the relationship between pedagogy, technology and assessment. It concludes with a discussion of the design of an online writing resource to support student writers on this particular masters programme. 相似文献
11.
Efforts to enhance learning through peer interaction in an electronic forum are now commonplace. However, facilitation and moderation of such a forum by academic staff can be of limited effectiveness and very time‐consuming. The skills required by peer learners to effectively manage such distributed discourse for themselves have rarely been clearly identified. This paper compares the social, organizational and cognitive characteristics of effective peer learning interactions in face‐to‐face and online environments (with particular reference to peer tutoring and peer assessment). This leads to a specification of transferable skills for online peer learning, at the macro and micro levels, with commentary on areas needing particular attention. The implications for assessment of such online distributed discourse process skills are explored with reference to professional practice and future research. 相似文献
12.
Iain McAlpine 《Distance Education》2000,21(1):66-80
The decision to offer a course by online delivery involves a range of issues relating to teaching/learning methodology, instructional design, and delivery software. This article describes the development of a Masters course that uses collaborative learning as the teaching/ learning method. The theoretical basis for collaborative learning is explained and related to instructional design for online delivery. Evaluation data from the first three subjects are included. These are based on questionnaires and content analysis of computer conferences. Evaluation data reveal issues that are important to successful outcomes using this way of teaching. 相似文献
13.
Sharon E. Booth Shaun B. Kellogg 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):684-698
The popularity and pervasiveness of online communities have led researchers and practitioners alike to closely examine the utility of online communities for supporting and facilitating professional learning. As economic constraints leave fewer resources available for professional development, educators in particular are examining the potential of online communities to enhance and extend traditional professional development opportunities. Leveraging the potential of online communities requires an in‐depth understanding of the value that members find through their participation. This study used Wenger, Trayner and de Laat's value creation framework to better understand cycles of value creation in online communities. Findings illuminate how members with varying perspectives and levels of expertise co‐construct new forms of meaning and understanding in ways that are individually and collectively valuable, and how they apply that knowledge to their professional practice. Additionally, the study offers insight into the ways in which actions of community leaders and a sponsoring organization support and facilitate value creation through different types of activities, tools and interactions. 相似文献
14.
Ron Oliver 《Distance Education》1999,20(2):240-254
This paper explores various strategies for creating engaging online learning environments. It describes a framework which identifies and distinguishes between the critical elements needed in the design of online learning: the content of the course, the learning activities and the learning supports. It demonstrates through practical examples how each of these elements can be manipulated in deliberate ways to influence learning processes and outcomes. The paper supports the notion that online courses are best when they arc engineered to take advantage of the learning opportunities afforded by the online technologies, rather than being used as supplements to conventional teaching programs. 相似文献
15.
Nicole C. Green Helen Edwards Brenda Wolodko Cherry Stewart Margaret Brooks Ros Littledyke 《Distance Education》2010,31(3):257-273
The purpose of this collaborative inquiry project was to examine teacher education practices in two early childhood degree programmes in a school of education at a regional university in Australia. All students are enrolled in these online courses as distance learners. The reconceptualised online pedagogy immersed students, peers and their lecturers in ‘teaching through assessment’ (Edwards, 2010) in a collaborative online environment that mirrors the complexity that students are experiencing in their workplaces. This article describes the pedagogical and conceptual underpinnings we used to reconceptualise our degree programmes. It also outlines our evolving conceptualisations of learning as knowledge creation (Hong & Sullivan, 2009) in the context of our teaching and learning in online courses. 相似文献
16.
《The Internet and Higher Education》2006,9(2):91-105
Higher education has been impacted significantly by the proliferation of online instruction. Despite this trend, empirical investigations of this delivery method have lagged. Many have documented the need for research on online student characteristics, yet current literature consists of personal teaching experiences and anecdotal observations. To address these issues the authors conducted three studies. The goals were to describe how the new measure of online student characteristics (i.e., TOOLS — Test of Online Learning Success) was constructed and validated, outline the contributions the measure has made to our knowledge of online learners, and review the research literature that supports the findings. The results demonstrated the measure's simple and stable structure, construct validity, criterion validity, internal reliable, and test–retest reliability. The measure, administration guidelines, scoring procedures, and outcome interpretations are provided in the public domain. The different purposes for which the measure may be used are discussed. The paramount student characteristics that emerged are presented and discussed in regards to other research findings. 相似文献
17.
Liz Falconer 《Interactive Learning Environments》2013,21(2):117-129
Metaphor appears to be an innate tendency in human communication and can be shown to have significant potential when applied to the design of online learning environments. This paper describes and discusses an example of an online research methods learning resource that employs metaphoric navigation. Feedback from the tutors who design and populate the resource and from early pilots with student users is discussed. A particular focus for the discussion is the problem faced by sufferers of autism spectrum disorder, brain damage, and other cognitive disabilities that affect the comprehension of metaphor. Research that demonstrates that autistic tendencies also exist in members of the general population is also discussed as an important consideration in learning environment design. The paper concludes that there appears to be evidence that many people in the general population have traits associated with autism spectrum disorder that are likely to affect their engagement with online learning. This variation in approaches to learning strongly suggests that one single online environment is unlikely to facilitate learning equally in all students. Currently most learning sites and commercial and open source virtual learning environments offer some facility for customization of the interface, but no opportunity for students to choose from a range of environments in which to study. This paper argues that the creation of multiple learning environments which overlay the same learning content is a priority if we are to optimize the experience for the greatest number of learners and avoid exclusion due to disability or learning preferences. 相似文献
18.
Peter Hosie Renato Schibeci 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(5):881-895
A review is undertaken of what different commentators have written about the evaluation of educational courseware in higher education. Speculation is made on the reasons for the lack of such evaluations. The role of checklists for evaluating online courseware is discussed despite the acknowledged limitations. Checklists have been developed at Edith Cowan University specifically for assessing aspects of online pedagogical learning materials in higher education. These checklists are intended to be useful indicators of the areas where online learning materials are strong and identify areas that may be deficient rather than to arrive at a numeric score. The form of checklist proposed is a valuable screening device to use before undertaking a context‐bound evaluation of courseware. Contextual evaluations are a complementary and valuable alternative to traditional forms of evaluation of educational courseware, such as checklists. A case is also made in this article for using a checklist developed for assessing aspects of online pedagogical learning materials in higher education. It is argued that, when used in conjunction with a context‐bound approach, such checklists may be more useful in indicating the pedagogical quality of online learning materials. Quality of the instructional design remains an important consideration in evaluating courseware. Continuing comments and dissent are invited on the value of contextual evaluations of educational courseware to reinvigorate the debate over appropriate ways of evaluating online courseware that will provide helpful information for higher education. 相似文献
19.
Peter Hosie Renato Schibeci Ann Backhaus 《Assessment & Evaluation in Higher Education》2005,30(5):539-553
A case is made in this paper for using checklists and context‐bound evaluations of online learning materials in higher education. Context‐bound evaluations complement traditional forms of evaluation of educational courseware, such as checklists. Context‐bound approaches are useful for indicating the pedagogical quality of online learning materials that may be productively used in conjunction with checklists to evaluate online learning. Edith Cowan University has developed a framework and checklists for assessing aspects of online pedagogical learning materials in higher education. These checklists, which are intended to be useful indicators of the areas where online learning materials are strong and to identify areas that may be deficient, and are a valuable screening and information gathering device to use when undertaking a context‐bound evaluation of learning materials. As such, the quality of the instructional design remains an important consideration in evaluating courseware, and such information needs to be presented in a form that is accessible and useful for educational developers and researchers. Comment and dissent is invited on the value of contextual evaluations to reinvigorate the debate over appropriate ways of evaluating online learning materials in higher education. 相似文献
20.
网络学习的出现产生了网络学习群体。学习者以信息技术为中介进行人际交互,并在人际交互中进行知识意义的建构。网络学习中的人际交互具有积极主动和交互层面广等特点。这种积极、广泛的人际交互对于掌握网络学习方法及对传统课堂教学都有不少有益的启示。 相似文献