Bibliografías temáticas / Online learning supports

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Literatura académica sobre el tema "Online learning supports"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 1 de febrero de 2022

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Artículos de revistas sobre el tema "Online learning supports"

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Kaliisa, Rogers, Anders Kluge, and Anders I. Mørch. "Combining Checkpoint and Process Learning Analytics to Support Learning Design Decisions in Blended Learning Environments." Journal of Learning Analytics 7, no. 3 (2020): 33–47. http://dx.doi.org/10.18608/jla.2020.73.4.

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Learning analytics (LA) constitutes a key opportunity to support learning design (LD) in blended learning environments. However, details as to how LA supports LD in practice and information on teacher experiences with LA are limited. This study explores the potential of LA to inform LD based on a one-semester undergraduate blended learning course at a Norwegian university. Our findings indicate that creating valuable connections between LA and LD requires a detailed analysis of student checkpoints (e.g., online logins) and process analytics (e.g., online content and interaction dynamics) to fi
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Dalton, CJ, Antoinette Thornton, Christina Dinsmore, Wanda Beyer, Keren Akiva, and Beverly King. "Multidisciplinary Team-based Model for Faculty Supports in Online Learning." Collected Essays on Learning and Teaching 12 (June 9, 2019): 127–38. http://dx.doi.org/10.22329/celt.v12i0.5382.

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This study examined the experiences of three new online instructors supported by a multidisciplinary, team-based model of course development and how their experiences may transform their knowledge of teaching and learning. In-depth, individual interviews with instructors during the course development process provided insights into participants’ perspectives. Analysis reveals faculty reflected positively on the overall development process and that they intend to incorporate new understandings in future course design, suggesting that the model provides a solid foundation for online course develo
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Rao, Kavita, Caroline Torres, and Sean J. Smith. "Digital Tools and UDL-Based Instructional Strategies to Support Students With Disabilities Online." Journal of Special Education Technology 36, no. 2 (2021): 105–12. http://dx.doi.org/10.1177/0162643421998327.

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In online and blended learning environments, students may experience learning barriers that are more pronounced than in the traditional classroom. When designing online instruction, teachers can use digital tools along with instructional strategies to reduce those barriers. Digital tools have various instructional and assistive features, which can provide supports for students with disabilities as well as other learners. This article addresses how teachers can make meaningful use of various digital tools in alignment with the three principles of Universal Design for Learning (UDL) to reduce ba
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Matuga, Julia M., Deborah Wooldridge, and Sandra Poirier. "Assuring Quality in Online Course Delivery." International Journal of Adult Vocational Education and Technology 2, no. 1 (2011): 36–49. http://dx.doi.org/10.4018/javet.2011010104.

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This paper examines the critical issue of assuring quality online course delivery by examining four key components of online teaching and learning. The topic of course delivery is viewed as a cultural issue that permeates processes from the design of an online course to its evaluation. First, the authors examine and review key components of and tools for designing high impact online courses that support student learning. Second, in this paper, the authors provide suggestions for faculty teaching online courses to assist in creating high quality online courses that supports teaching and, conseq
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Bradley, Vaughn Malcolm. "Learning Management System (LMS) Use with Online Instruction." International Journal of Technology in Education 4, no. 1 (2020): 68. http://dx.doi.org/10.46328/ijte.36.

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Learning Management Systems (LMS) reinforce the learning process through online classroom environments. A standard LMS supports an inclusive learning environment for academic progress with interceding structures that promote online collaborative-groupings, professional training, discussions, and communication among other LMS users. Instructors should balance active learning with the use of LMS technological resources and the use of guidelines from the qualified curriculum. An LMS allows instructors to facilitate and model discussions, plan online activities, set learning expectations, provide
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Pahamzah, John, and Rahman Hakim. "BLENDED LEARNING IN STRUCTURE FOR TOEFL® SUBJECT: HOW THE ONLINE MODE SUPPORTS THE ONSITE LEARNING EFFECTIVELY." Journal of English Language Teaching and Literature (JELTL) 2, no. 1 (2019): 59–65. http://dx.doi.org/10.47080/jeltl.v2i1.545.

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This article discusses about the onsite and online mode of learning processes experienced by the students in structure for TOEFL® Subject. It is a case study that aimed to describe how the lecturer prepared the online mode effectively in supporting the onsite learning of the subject. It figured out how the lecturer inventarized the problems found in structure section of TOEFL, and how the students interact with the materials in the online mode.
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Dolighan, Tim, and Michael Owen. "Teacher efficacy for online teaching during the COVID-19 pandemic." Brock Education Journal 30, no. 1 (2021): 95. http://dx.doi.org/10.26522/brocked.v30i1.851.

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The purpose of this study was to examine secondary teachers’ efficacy for teaching in a fully online teaching environment during the sudden transition to online teaching that happened due to the COVID-19 pandemic. This study was aimed at understanding how specific variables, teaching experience, professional development (PD) experience, and teaching supports might correlate with self-efficacy perceptions of teachers transitioning to online teaching during a pandemic in the domains of student engagement, instructional strategies, classroom management and computer skills. The instrument used to
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Inayati, Nina, Rachyani Ayulis Rachmadhani, and Berliana Nurmustika Utami. "Student’s strategies in online autonomous English language learning." JEES (Journal of English Educators Society) 6, no. 1 (2021): 59–67. http://dx.doi.org/10.21070/jees.v6i1.1035.

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This study investigates the integration of online technology by English language learners, especially those done in autonomous learning. To be more specific, this study aims to discover how systematic is students’ strategies in online autonomous language learning and the supports they expect from the educational institutions and teachers/lecturers in terms of conducting effective online autonomous learning. This study mainly employs survey design which is supported by interview. The population of the study was the undergraduate students of English Language Education Department in a private uni
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Pécsi, Kinga Tünde. "Student Perception of Learning English Online." Central European Journal of Educational Research 3, no. 2 (2021): 47–55. http://dx.doi.org/10.37441/cejer/2021/3/2/9338.

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The aim of this research was to highlight the impact of online education on teaching and learning English as a foreign language among students aged 12-19, and to research the importance of learner autonomy and motivation in the online teaching – learning process. In order to collect data from the 81 subjects, members of five different classes and age groups, a questionnaire created in Google Forms was used. The questionnaire was designed to provide information about the students’ attitude and motivation for studying English in an online context, autonomy and effort invested in the learning pro
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Brunton, James, Mark Brown, Eamon Costello, and Orna Farrell. "Pre-induction supports for flexible learners: The Head Start Online MOOC pilot." Student Success 10, no. 1 (2018): 155–61. http://dx.doi.org/10.5204/ssj.v10i1.434.

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This practice report discusses the development of the Head Start Online MOOC. This initiative targeted flexible learners, defined as adults engaged in part-time or online distance learning, during the initial stages of the study life-cycle. Drawing on the literature, the experiences of major international Online and Distance Learning (ODL) providers, and a set of overarching design principles, the MOOC (Massive open online course) was developed with a suite of digital readiness tools at its heart. These tools were combined with other supporting materials in order to deliver a comprehensive pre
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Tesis sobre el tema "Online learning supports"

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OLIVEIRA, Jean Felipe Fonseca de. "Técnica de aprendizagem automática aplicada a um codificador HEVC em tempo real." Universidade Federal de Campina Grande, 2018. http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/598.

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Submitted by Emanuel Varela Cardoso (emanuel.varela@ufcg.edu.br) on 2018-05-07T19:44:09Z No. of bitstreams: 1 JEAN FELIPE FONSECA DE OLIVEIRA – TESE (PPGEE) 2016.pdf: 4299929 bytes, checksum: 553f9084b2022247c3b7599b696859c9 (MD5)<br>Made available in DSpace on 2018-05-07T19:44:09Z (GMT). No. of bitstreams: 1 JEAN FELIPE FONSECA DE OLIVEIRA – TESE (PPGEE) 2016.pdf: 4299929 bytes, checksum: 553f9084b2022247c3b7599b696859c9 (MD5) Previous issue date: 2018-05-07<br>O padrão HEVC (High Efficiency Video Coding) é o mais recente padrão para codificação de vídeos e tem uma complexidade computaciona
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Fernando, Champika. "Online learning webs : designing support structures for online communities." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/95602.

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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2014.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 71-72).<br>This thesis explores how we can design online learning communities to better support connections to the people and resources beginners need when learning to program. I describe and analyze the design and implementation of the Scripts Workshop, a learning environment that supports members of the Scratch online community who are stuck on a programming problem in a Scrat
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Minton, Brandon. "Examining Social Support Seeking Online." Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/103264.

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Research across healthcare and organizational settings demonstrates the importance of social support to increase physical and mental well-being. However, the process of seeking social support is less well-understood than its outcomes. Specifically, research examining how people seek social support in natural settings is scarce. One natural setting increasingly used by people to seek support is the internet. In this online setting, people seek and provide social support verbally via social media platforms and messages. The present project seeks to further examine the nature of social support se
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Trinh, Xuan Tuan. "Online learning of multi-class Support Vector Machines." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-185084.

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Support Vector Machines (SVMs) are state-of-the-art learning algorithms forclassification problems due to their strong theoretical foundation and their goodperformance in practice. However, their extension from two-class to multi-classclassification problems is not straightforward. While some approaches solve a seriesof binary problems, other, theoretically more appealing methods, solve one singleoptimization problem. Training SVMs amounts to solving a convex quadraticoptimization problem. But even with a carefully tailored quadratic program solver,training all-in-one multi-class SVMs takes a
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Powell, Aaron Wiatt. "Online Support for Intentional, Teacher Community of Practice." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/30253.

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The term Community of Practice (CoP) is often used rather loosely to describe many types of instructional settings that support more constructivist or social learning settings. This study differentiates CoP from other learning communities with greater discipline in defining CoP, as characterized by sustained self-organization for example. Such a CoP sits quite apart from the typical intent of instructional settings. The literature on intentional CoP suggests that the greatest challenges are a sense of interdependence among CoP members, the authenticity of the practice or purpose, and a trajec
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Kehrwald, Benjamin. "Social presence and learner support: understanding learners' experiences with mediated social processes in text-based online learning environments." University of Southern Queensland, Faculty of Education, 2007. http://eprints.usq.edu.au/archive/00003555/.

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[Abstract]: This study focuses on the nature, role and function of online social presence in text-based online learning environments and how it relates to learner support. Ultimately, the study seeks to understand the relationships between the nature, role and function of social presence, the social learning processes employed in contemporary online learning environments and the mechanisms which support learning in these environments. This study is guided by the question: In what ways might social presence enhance the provision of learner support in text-based online learning environments? Of
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D'ARCY, HERNÁNDEZ LIZA HELGA. "Intercultural communication in foreign language learning and retention in online learning." Doctoral thesis, Universitat Politècnica de València, 2016. http://hdl.handle.net/10251/67692.

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[EN] Despite the vast research into motivation in traditional Foreign Language Learning (FLL) environments, there has been little done into retention for online FLL. There are many factors that influence retention in online FLL environments and this thesis' original contribution to knowledge was to study the most important aspects for that context. Thus the objectives of this study are to explore the co-existence and interconnectedness between peers, students' indications of autonomous behaviour and the significance of relevance for continuity within a distant / online learning environment and
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Melki, Gabriella A. "Fast Online Training of L1 Support Vector Machines." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4282.

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This thesis proposes a novel experimental environment (non-linear stochastic gradient descent, NL-SGD), as well as a novel online learning algorithm (OL SVM), for solving a classic nonlinear Soft Margin L1 Support Vector Machine (SVM) problem using a Stochastic Gradient Descent (SGD) algorithm. The NL-SGD implementation has a unique method of random sampling and alpha calculations. The developed code produces a competitive accuracy and speed in comparison with the solutions of the Direct L2 SVM obtained by software for Minimal Norm SVM (MN-SVM) and Non-Negative Iterative Single Data Algorithm
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Wang, Zhuang. "Budgeted Online Kernel Classifiers for Large Scale Learning." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/89554.

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Computer and Information Science<br>Ph.D.<br>In the environment where new large scale problems are emerging in various disciplines and pervasive computing applications are becoming more common, there is an urgent need for machine learning algorithms that could process increasing amounts of data using comparatively smaller computing resources in a computational efficient way. Previous research has resulted in many successful learning algorithms that scale linearly or even sub-linearly with sample size and dimension, both in runtime and in space. However, linear or even sub-linear space scaling
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Tsai, Hui-Hsien. "Learning styles and online participation of practicing teachers in an online support group a mixed method study of the influence of learning styles on online participation, conceptual change, and perceptions of problem solving and support /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6094.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 22, 2009) Vita. Includes bibliographical references.
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Libros sobre el tema "Online learning supports"

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Ertekin, Şeyda. Algorithms for efficient learning systems: Online and active learning approaches. VDM Verlag Dr. Müller, 2009.

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Brindley, Jane E. Learner support in open, distance and online learning environments. Bibliotheks- und Informationssystem der Universität Oldenburg, 2004.

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Bielawski, Larry. Blended elearning: Integrating knowledge, performance, support, and online learning. HRD Press, 2003.

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Blended learning and online tutoring: Planning learner support and activity design. 2nd ed. Gower, 2008.

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Pelissier, Chrysta. Learner Support in Online Learning Environments. Wiley & Sons, Incorporated, John, 2019.

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Pelissier, Chrysta. Learner Support in Online Learning Environments. Wiley & Sons, Incorporated, John, 2019.

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Pelissier, Chrysta. Learner Support in Online Learning Environments. Wiley & Sons, Incorporated, John, 2019.

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1972-, Juan Angel A., ed. Monitoring and assessment in online collaborative environments: Emergent computational technologies for e-learning support. Information Science Reference, 2010.

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Charles, Crook, and Loughborough University. Online Learning and Teaching Project Team., eds. The Learn guide: A guide to using the Loughborough Learn server to support online learning. Loughborough University Online Learning and Teaching Project Team, 2000.

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Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, et al. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.

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These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university
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Capítulos de libros sobre el tema "Online learning supports"

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Dabbagh, Nada, Rose M. Marra, and Jane L. Howland. "Technologies to Support Meaningful Online Learning." In Meaningful Online Learning. Routledge, 2018. http://dx.doi.org/10.4324/9781315528458-4.

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Brodie, Maxine, Christopher Tisdell, and Judyth Sachs. "Online Writing Feedback: A Service and Learning Experience." In Student Support Services. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_13-1.

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Brodie, Maxine, Christopher Tisdell, and Judyth Sachs. "Online Writing Feedback: A Service and Learning Experience." In Student Support Services. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_13-2.

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Yukselturk, Dr Erman, and Dr Meltem Huri Baturay. "Online Project-Based Learning." In Student Satisfaction and Learning Outcomes in E-Learning. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-615-2.ch016.

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This study integrated Project-based learning (PBL) in an online environment and aimed to investigate critical issues, dynamics, and challenges related to PBL from 49 student perspectives in an online course. The effect of PBL was examined qualitatively with open-ended questionnaire, observations, and students’ submissions who were taking an online certificate course. According to the findings, students thought that an online PBL course supports their professional development with provision of practical knowledge, enhanced project development skill, self confidence, and research capability. This support is further augmented with the facilities of the online learning environment. Students mainly preferred team-work over individual work. Although students were mostly satisfied with the course, they still had some suggestions for prospective students and instructors. The findings are particularly important for those people who are planning to organize course or activities which involve online PBL and who are about take an online or face-to-face PBL course.
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Manzoor, Amir. "Blended Learning in Higher Education." In Online Course Management. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch075.

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This chapter aims to explore Pakistani students' perspective on an appropriate mix of online and-face-to-face activities in different courses offered at various UK universities. Identifying aspects that students evaluate as supportive, challenging and efficient in their learning is important for the design of an appropriate mix in blended learning courses. A questionnaire was provided to the respondents consisting of both open-ended and closed questions. Applying both statistical and content analysis, this chapter provides a deeper understanding of students' responses and concludes that blended learning is an approach that supports a range of learning styles and life styles.
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Tasker, Twyla J., and Crystal M. Kreitler. "Online Faculty Community." In Shifting to Online Learning Through Faculty Collaborative Support. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6944-3.ch006.

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The chapter provides a thorough account of a developed online resource: a learning management system organization named online faculty community. The resource supports faculty in the cognitive, social, and teaching areas. The authors provide a description of the resource, its areas of strengths, and the lessons learned from implementation. The authors also assessed the resource's efficacy via a survey, and they highlight quantitative and qualitative results in the chapter. This chapter is particularly innovative as the authors describe a project that was created shortly after the shutdown of universities due to a pandemic across the world in efforts to stay connected. Learning about unique ways to engage faculty in a pandemic is important, and the project was a collaborative effort of faculty leaders seeking to serve other faculty in a difficult time.
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Ceglie, Robert John, and Ginger C. Black. "Perceptions of Online Learning." In Handbook of Research on Lessons Learned From Transitioning to Virtual Classrooms During a Pandemic. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6557-5.ch006.

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This chapter examines the parent/guardian perceptions of the rollout and implementation of online instruction during the move to online instruction during the COVID-19 pandemic. The authors begin this chapter with an examination of how the transition to online learning occurred for K-12 public schools in North Carolina starting in March 2020. They explore the current landscape and environment for this type of learning within this state and describe what supports and tools were in place prior to the move to remote learning. They discuss the best practices for online learning in K-12 schools and explore the research that exists on parental opinions and beliefs of education and online instruction. While this literature is not particularly robust, it provides a foundation for the work of which they engaged. Next, they discuss the findings from a survey that was sent to parents in North Carolina and describe the implications for this information. Finally, they offer suggestions for future considerations of ways to act on the parental perspectives.
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Levesque, Annette, and Doug Reid. "Factors Influencing International Student Success in a K-12 Blended Learning Program." In Online Course Management. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch082.

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This research explored the experiences of foreign students enrolled in the Canada eSchool distance learning program. The study included one secondary school in Nigeria and three in Malaysia that had students enrolled in a program based on a blended learning model. A mixed mode data analysis model including qualitative and quantitative data analysis was undertaken. The purpose of the study was to examine factors that influence student success in blended learning programs accessed by foreign students. Results indicated that students in the study were most successful if they were self-disciplined and had access to a variety of local supports including: an effective learning environment with access to quality technology; assistance in the development of English as a second language; and support in navigating pedagogical transitions between educational systems. In theory, the results of this study point to a connection between the local and Canadian support communities for foreign students enrolled in Canadian blended distance education programs, and their academic success.
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Thompson, Sherwood. "Surviving Learning and Teaching Online." In Handbook of Research on Developing Engaging Online Courses. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2132-8.ch020.

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The incorporation of high-impact teaching and learning practices with online students can be a rewarding experience. In this personal narrative, a comparison between online and face-to-face instructional practices is documented. This chapter illustrates that online instruction can be just as satisfying to an instructor as any other type of delivery model. The outcomes and implications are different, and the former experience has a more impactful outcome than the latter. This narrative supports the value of using high-impact teaching and learning practices to enhance instructional strategies, especially online.
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Heafner, Tina Lane. "The Effects of Formative Supports in Online and Face-to-Face Teacher Preparation Programs." In Research Anthology on Developing Effective Online Learning Courses. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8047-9.ch090.

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Using a widely accepted measure of teacher candidates' performance, edTPA, this chapter examines the role of formative supports in supporting candidate-learning outcomes in a graduate teacher preparation program. The chapter compares performance outcomes for two program tracks: online and face-to-face. Authors conclude formative supports impact the preparation of teacher candidates in both online and face-to-face contexts. Online program delivery modes support greater candidate independence and self-efficacy in teaching preparation skills whereas face-to-face programs create contexts in which candidates are more dependent upon instructors and formative supports to ensure teaching success.
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Actas de conferencias sobre el tema "Online learning supports"

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Montebello, Matthew, Petrilson Pinheiro, Bill Cope, et al. "Enriching Online Education through Differentiated Learning." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8019.

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Online education has been going through numerous transformations as new and innovative technologies influence and shape new e-learning portals. Differentiated e-learning promises to add value and enhance the educational services provided by an academic institution. In this paper we present our online learning model that advocates and endorses differentiated learning as an e-learning affordance that has been facilitated through the development of new learning technologies. We demonstrate how the online portal enables and supports multiple instances whereby differentiated learning is applied and
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Todd, Carol, Maureen Powers, Rene Manning, and Elaine Omann. "SUPPORTS TO IMPROVE STUDENT OUTCOMES IN AN ONLINE LEARNING ENVIRONMENT." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0323.

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Acosta, Tania, and Sergio Luján-Mora. "COMPARISON FROM THE LEVELS OF ACCESSIBILITY ON LMS PLATFORMS THAT SUPPORTS THE ONLINE LEARNING SYSTEM." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1579.

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Uyehara, Lisa, та Naomi Rombaoa Tanaka. "PROJECT HOʻOKUʻI - NA KUMU ALAKAʻI: HOW AN ONLINE PROFESSIONAL DEVELOPMENT PROGRAM SUPPORTS SECONDARY FACULTY AND NATIVE HAWAIIAN STUDENTS". У 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0415.

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Park, Jung Yeon, Jinho Kim, and Wim Van den Noortgate. "On the Use of Bayesian Probabilistic Matrix Factorization for Predicting Student Performance in Online Learning Environments." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11137.

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Thanks to the advances in digital educational technology, online learning (or e-learning) environments such as Massive Open Online Course (MOOC) have been rapidly growing. In the online educational systems, however, there are two inherent challenges in predicting performance of students and providing personalized supports to them: sparse data and cold-start problem. To overcome such challenges, this article aims to employ a pertinent machine learning algorithm, the Bayesian Probabilistic Matrix Factorization (BPMF) that can enhance the prediction by incorporating background information on the
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Shafrir, Uri, Masha Etkind, Ron Kenett, and Leo Roytman. "Pedagogy for Conceptual Thinking in the Digital Age: Enhancing Learning Outcomes with Meaning Equivalence Reusable Learning Objects (MERLO) Formative Assessments." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2581.

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The research presented in this paper is the fruit of an ongoing international collaboration with the goal of enhancing students learning outcomes by implementing and sharing a novel pedagogy for conceptual thinking, and use of an innovative didactical and methodological tool: Meaning Equivalence Reusable Learning Objects (MERLO) that provide student-centered, weekly formative assessments for exploring and discussing conceptual situations in small groups. It was developed, tested, and implemented in Canada at University of Toronto and Ryerson University, as well as in Israel, Italy, Russia, and
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Buzzetto-More, Nicole, and Retta Sweat-Guy. "Incorporating the Hybrid Learning Model into Minority Education at a Historically Black University." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2970.

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Proponents of hybrid learning proclaim it to be an effective and efficient way of expanding course content that supports in-depth delivery and analysis of knowledge (Young, 2002) and increases students satisfaction (Campos &amp; Harasim, 1999; Dziuban &amp; Moskal, 2001; Rivera, McAlister, &amp; Rice, 2002; Wu &amp; Hiltz, 2004). In the years to come, hybrid learning is poised to cause a paradigm shift in higher education (Allen &amp; Seaman, 2003; Lorenzetti, 2005; Young, 2002). Graham B. Spanier, president of Pennsylvania State University, was quoted in Young (2002) as saying that hybrid lea
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Mayende, Godfrey, Andreas Prinz, Ghislain Maurice N. Isabwe, and Paul Birevu Muyinda. "Supporting Learning Groups in Online Learning Environment." In 7th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005433903900396.

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"Student Autonomy in Online Learning." In 5th International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004353102290233.

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Wu, Chi-Hui, Jing Li, Reed-Joe Chang, and Tung-Jung Lin. "Determinants Affecting Online Learning Behaviour and Learning Effectiveness." In 11th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0007734703750382.

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Informes sobre el tema "Online learning supports"

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Fried, Michael, and Jenna Joo. How to Support and Lead the Urgent Transition to Quality Online Learning in Intro Math. Ithaka S+R, 2020. http://dx.doi.org/10.18665/sr.314225.

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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0026.

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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen with
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Scoular, Claire, and Ian Teo. Developing strategic plans for an aligned approach to 21st century skills integration. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-626-0.

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This report describes an online course developed to support education systems to build an aligned and sustainable approach to integration of 21st Century Skills (21CS). 21CS are those skills that are considered particularly important to succeed in today’s knowledge-based society in which innovation and technology are predominant. Prominent examples include critical thinking, creative thinking, and collaboration, and such skills need to be better understood in order for them to be integrated. While different countries may have their own frameworks or priorities surrounding 21CS, a consistent ap
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McKenna, Patrick, and Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, 2021. http://dx.doi.org/10.5204/rep.eprints.211133.

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Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 p
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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and p
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