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Artículos de revistas 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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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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Rasto, Rasto, Sambas Ali Muhidin, Tutik Inayati, and Marsofiyati Marsofiyati. "University Student’s Experiences with Online Synchronous Learning during Covid-19." Jurnal Pendidikan Ekonomi Dan Bisnis (JPEB) 9, no. 1 (2021): 34–43. http://dx.doi.org/10.21009/jpeb.009.1.4.

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This study delivers new insights on students' experiences who have studied their courses at least one semester during the Covid-19 Pandemic. We collected 199 respondents and analyzed the result of the questionnaire. The first finding is that students rather use discussions as a method to conduct online learning in classes. Students also would prefer both methods (asynchronous and synchronous) during online learning. We categorized students' learning experiences into intimacy and connection, supports, coordination and collaboration, technical difficulties, and traits. This study concludes that

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MacMahon, Stephanie, Jack Leggett, and Annemaree Carroll. "Promoting individual and group regulation through social connection: strategies for remote learning." Information and Learning Sciences 121, no. 5/6 (2020): 353–63. http://dx.doi.org/10.1108/ils-04-2020-0101.

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Purpose In a classroom, the teacher and other students play an important role in regulating individual and group learning. However, the sudden shift to remote and online learning, as a result of social isolation during COVID-19, has created a social disconnect, making these immediate regulatory supports less accessible. A need was identified for strategies to support collaborative learning regulation when learning remotely and online. Design/methodology/approach Drawing on models of self-, co, and socially shared learning regulation, a series of resources were developed for students, teachers

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Lee, Woon Jee, and Fengfeng Ke. "The Design of Authentic Inquiry for Online Knowledge-Constructive Interaction and Self-Regulated Learning Processes." International Journal of Online Pedagogy and Course Design 3, no. 2 (2013): 25–39. http://dx.doi.org/10.4018/ijopcd.2013040102.

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This study examined students’ self-regulated learning processes and satisfaction within an authentic, inquiry-based learning module in a graduate-level online course. In this design-based case study, a WebQuest-based, authentic learning module was developed to support self-regulated, collaborative discussions, and implemented with 22 graduate students at a large southeastern university in US. Online discussion transcripts were coded via the Online Learning Interaction Model, and learning satisfaction data were collected via an online survey. As a result, students’ social and knowledge-construc

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Bramer, Clare. "Preregistration adult nursing students' experiences of online learning: a qualitative study." British Journal of Nursing 29, no. 12 (2020): 677–83. http://dx.doi.org/10.12968/bjon.2020.29.12.677.

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Background: Online learning (OL) is widely used in UK preregistration nursing programmes and the latest Nursing and Midwifery Council professional education standards state digital technology must be embedded in the curriculum. An exploration of preregistration adult nursing students' experiences of OL considers how technology supports learning theory and practice, and assists in designing and delivering effective OL in future programmes. Aim: This study aimed to explore preregistration adult nursing students' OL experiences. Method: Two focus groups with students were held and thematic analys

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Andrade, Maureen Snow. "Online English Language Learning: Theory-Based Course Design and Pedagogy." Journal of Education and Training Studies 5, no. 3 (2017): 1. http://dx.doi.org/10.11114/jets.v5i3.2058.

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The demand for higher education is increasing worldwide. To meet this demand, and to provide increased access, flexible forms of delivery are needed. Although online courses are criticized for a lack of interaction, when intentionally designed, they can provide learners with opportunities for collaboration that supports the achievement of desired learning outcomes. The latter may focus on only content mastery, however, rather than on specific learner needs. The diverse learners entering higher education institutions today due to widening access often need help with how to learn and particularl

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Rinekso, Aji Budi, and Ahmad Bukhori Muslim. "Synchronous online discussion: teaching English in higher education amidst the covid-19 pandemic." JEES (Journal of English Educators Society) 5, no. 2 (2020): 155–62. http://dx.doi.org/10.21070/jees.v5i2.646.

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During the outbreak of Covid-19 pandemic, many educational institutions have adapted various online teaching modes. However, studies exploring the employment of synchronous online discussion for teaching English in higher education context were still limited. This study aimed at investigating EFL university students’ perceptions and challenges on the use of synchronous online discussions. Employing virtual observations and semi-structured interviews, five Master students of English education study program of a public university in Bandung participated in this study. Data were based on three do

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Lambert, Sarah R. "Six critical dimensions: A model for widening participation in open, online and blended programs." Australasian Journal of Educational Technology 35, no. 6 (2019): 161–82. http://dx.doi.org/10.14742/ajet.5683.

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Working from the perspective of open and online learning for widening participation in higher education, this article advances a new conceptual model to guide practitioners and researchers in maximising the enablers and minimising the constraints to foundation level online learning for equity students. The model is adapted from technology for social inclusion research addressing persistent inequalities in Internet use. First, the proposed model is introduced with definitions for the six dimensions (course purpose, technology, social support, autonomy, learning materials and skills) and researc

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Kizilcec, Rene F., Christos A. Makridis, and Katharine C. Sadowski. "Pandemic response policies’ democratizing effects on online learning." Proceedings of the National Academy of Sciences 118, no. 11 (2021): e2026725118. http://dx.doi.org/10.1073/pnas.2026725118.

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The COVID-19 pandemic has changed peoples’ lives in unexpected ways, especially how they allocate their time between work and other activities. Demand for online learning has surged during a period of mass layoffs and transition to remote work and schooling. Can this uptake in online learning help close longstanding skills gaps in the US workforce in a sustainable and equitable manner? We answer this question by analyzing individual engagement data of DataCamp users between October 2019 and September 2020 (n = 277,425). Exploiting the staggered adoption of actions to mitigate the spread of COV

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Poitras, Eric G., Negar Fazeli, and Zachary R. Mayne. "Modeling Student Teachers’ Information-Seeking Behaviors While Learning With Network-Based Tutors." Journal of Educational Technology Systems 47, no. 2 (2018): 227–47. http://dx.doi.org/10.1177/0047239518797086.

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Information seeking and acquisition is fundamental to learning from hypermedia, but student teachers often fail to regulate their own learning. A total of 68 students learned with either a static or a dynamic version of nBrowser, a network-based tutor that adapted recommendations of online resources to support information seeking and acquisition. Results indicated that the student teachers’ ratings for the usefulness of online resources can be predicted with 69% accuracy and 77% accuracy on the entire data set using the fully specified model. The learner model is discussed in designing a recom

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Yu, Liu. "Research on General Programming Environment Technology Based on Web." MATEC Web of Conferences 232 (2018): 01040. http://dx.doi.org/10.1051/matecconf/201823201040.

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As the MOOC develops, many users have begun to gradually like and get used to programming learning on the MOOC platform, so virtual online experiments have become a hot spot in the online programming education industry, which is also known as online IDE or online programming environment. Compared with the traditional programming environment, the online programming environment does not require a complicated establishment of local environment, making it easy to be used. At the same time, the online programming environment can also be integrated into the MOOC for learning, and can also be combine

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Sabin, Jerald, and Andrea Olive. "Slack: Adopting Social-Networking Platforms for Active Learning." PS: Political Science & Politics 51, no. 01 (2018): 183–89. http://dx.doi.org/10.1017/s1049096517001913.

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ABSTRACT Online learning in postsecondary institutions has increased dramatically across the United States and Canada. Although research demonstrates the benefits of online learning for student success, instructors face challenges in facilitating communication, delivering course content, and navigating outdated and cumbersome technologies. The authors examine the use of a free third-party platform called Slack as a tool to facilitate better communication among students and faculty, enable the delivery of diverse and dynamic course content, and reach students in an online course that supports b

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Kessler, Aaron, Sheryl Barnes, Krishna Rajagopal, et al. "Saving a semester of learning: MIT’s emergency transition to online instruction." Information and Learning Sciences 121, no. 7/8 (2020): 587–97. http://dx.doi.org/10.1108/ils-04-2020-0097.

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Purpose Prior to March 4th, 2020 only a handful of MIT courses had ever been delivered exclusively online. The purpose of this paper is to detail how over a 25-day period (March 4th-March 30th) approximately 1,250 spring term courses transitioned to being remote online offerings in response to the COVID-19 pandemic. Throughout that time five groups on MIT's campus – the Office of Open Learning (OL), the Office of the Vice Chancellor (OVC), including in particular the Teaching + Learning Lab (TLL), Information Systems and Technology (IS&T) and Sloan Technology Services (STS) - were primaril

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Jin, Dongmei, and Yiping Li. "A Teaching Model for College Learners of Japanese Based on Online Learning." International Journal of Emerging Technologies in Learning (iJET) 15, no. 15 (2020): 162. http://dx.doi.org/10.3991/ijet.v15i15.15929.

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Online learning has not been fully implemented by college Japanese teach-ers, due to the lack of supports from intelligent technology and the poor de-cision-making of college management. This paper attempts to develop a teaching model that effectively integrates online learning to enhance the learning ability of Japanese among college students. To begin with, the au-thors summarized the status quo, impacts, and problems of online learning among Japanese learners in colleges. Through expert survey and literature review, an index system was established to measure the online learning abil-ity of

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Parramore, Sarah. "Online active-learning: information literacy instruction for graduate students." Reference Services Review 47, no. 4 (2019): 476–86. http://dx.doi.org/10.1108/rsr-03-2019-0022.

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Purpose The purpose of this paper is to describe the challenges of teaching information literacy online to graduate students and evaluate software that supports using active learning techniques. Design/methodology/approach This conceptual paper analyzes different software tools and their functionality to aid in active learning, as well as describes elements of online teaching that facilitate active learning for information literacy. Findings Although software serves as the delivery tool, there is not one standalone product that provides all the needed aids to conduct active learning. Many othe

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Salim Muljana, Pauline, and Tian Luo. "Factors Contributing to Student Retention in Online Learning and Recommended Strategies for Improvement: A Systematic Literature Review." Journal of Information Technology Education: Research 18 (2019): 019–57. http://dx.doi.org/10.28945/4182.

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Aim/Purpose: This systematic literature review investigates the underlying factors that influence the gap between the popularity of online learning and its completion rate. The review scope within this paper includes an observation of possible causal aspects within the non-ideal completion rates in online learning environments and an identification of recommended strategies to increase retention rates. Background: While online learning is increasingly popular, and the number of online students is steadily growing, student retention rates are significantly lower than those in the traditional en

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Badrudin, Arief Rachman, Muhammad Hidayat Ginanjar, and Wartono Wartono. "THE EFFECTIVENESS OF ONLINE BASED LEARNING DURING THE COVID-19 PANDEMIC AT PRIVATE SCHOOL IN BOGOR." Edukasi Islami: Jurnal Pendidikan Islam 9, no. 02 (2020): 480. http://dx.doi.org/10.30868/ei.v9i02.909.

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The research is to find out the effectiveness of online distance learning at an elementary school program in Bogor. This study's approach was descriptive qualitative on survey research to 621 respondents, including the headmaster, teacher, and other stakeholders. The results showed that online distance learning at elementary was active. Therefore, the next evaluation from the headmaster, teacher, and local government supports increasing quality. Also, for improving students, competence should have good cooperation from the headmaster, teacher, and parents in service all the equipment online di

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Portugal, Lisa Marie. "Findings Identifying How Administrative Leaders Might Recruit, Select, Train, Motivate, and Support Online Faculty." International Journal of Online Pedagogy and Course Design 5, no. 4 (2015): 27–46. http://dx.doi.org/10.4018/ijopcd.2015100103.

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This study is a phenomenological study exploring faculty experiences teaching online coursework in master's programs in education. The study sought to understand and categorize learning factors that might produce stress and job burnout in the online instructional environment. In addition, the demands, expectations, and associated stress-producing factors in the online instructional environment were examined to distinguish best practices for online faculty. Moreover, attributes required by faculty best suited for the expectations and demands in distance learning were classified. Online faculty

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Wang, Qiao Ling. "Design of the Online Stereo Resources Platform." Applied Mechanics and Materials 687-691 (November 2014): 2809–12. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2809.

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It is the online stereo teaching resources platform that provides teachers the digitized and three-dimensional teaching spaces for managing courses and developing teaching online. The teaching resources platform is an online platform, which is widely shared by gathering various curriculums, multiple teachers and a large amount of students. It favorably supports the establishment of the autonomous, collaborative and interactive teaching and learning model.

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Priess-Buchheit, Julia. "Synchronous hybrid learning in times of social distancing A report and case study on benefits, trainer's challenges, and guidelines." International Journal for Innovation Education and Research 8, no. 10 (2020): 356–64. http://dx.doi.org/10.31686/ijier.vol8.iss10.2689.

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Higher education institutions (HEI) use different learning formats such as onsite lectures or online seminars to support their students learning. In the last decades, higher education actively supported an increase of online offerings to foster flexibility and freedom. Due to the Covid-19 pandemic learning circumstances in higher education transformed dramatically, and many HEIs were forced to shift all their courses to online learning formats. Some institutions implemented synchronous hybrid learning (SHL) as a solution between extremes that balances different needs in times of social distanc

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Et.al, Nafan Tarihoran. "Pre-Service Teachers’ Perception of Online Learning in Islamic University during a Coronavirus (Covic-19) Pandemic." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 4181–89. http://dx.doi.org/10.17762/turcomat.v12i3.1709.

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The threat of Corona Virus (Covid-19) has presented unique challenges for the institution of higher education, and it hit most aspects of life, including the education sector. This study aimed to investigate the effectiveness of online learning during the COVID-19pandemic. Data collection in this study was 113 respondent active students participated in this study at the Faculty of Islamic Education and Teacher Training, the State Islamic University of Banten. The sample collection method used simple random sampling conducted online. This research was a quantitative study using a survey method.

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Burnham Riosa, Priscilla, Andrea Greenblatt, and Barbara Muskat. "An online ASD learning module for pediatric health care professionals." Advances in Autism 3, no. 3 (2017): 154–62. http://dx.doi.org/10.1108/aia-03-2017-0007.

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Purpose Youth with autism spectrum disorder (ASD) often have co-occurring health care needs and are likely to come into contact with several health care professionals over their lives. At the hospital, youth with ASD may require specialized supports to optimize health care experiences and for medical services to be delivered safely. At present, there is a limited understanding of how to best support this patient population. The purpose of this paper is to develop, implement, and evaluate an online training module for hospital staff about ASD. Design/methodology/approach To evaluate participant

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Wan Husssin, Wan Tur Tasnim, Jamalludin Harun, and Nurbiha A Shukor. "Online interaction in social learning environment towards critical thinking skill: A framework." Journal of Technology and Science Education 9, no. 1 (2019): 4. http://dx.doi.org/10.3926/jotse.544.

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Interaction is one of the crucial processes in online learning, which is a process derived from a common encouragement among people action that they able to utilize, store, share and construct knowledge. It is believed that the interaction among students is able to train the students to involve in active learning and enhance critical thinking skill. Recently, critical thinking is recognized as one of the 21st-century skills that students must have to do well in the community. The engagement of the students in a learning environment that supports higher-order thinking activity is the most effec

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Huong, Giang Nguyen Thi. "Implementation of Online Instructional Technology and Hands-On Skills Training." International Journal of Quality Assurance in Engineering and Technology Education 3, no. 2 (2014): 65–76. http://dx.doi.org/10.4018/ijqaete.2014040106.

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Online instructional technology supports an organization's capability in the online environment for training hands-on skills. This study uses the modeling theory by developing an online three-stage training environment of technical skills. This paper describes the implementation of the online environment for the course “making of a network cable”, and evaluates the effectiveness of the online method. A survey was used in comparing the online instruction with face-to-face teaching by using the following criteria: learning content's presentation; students' attitude; students' completion of the s

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Pernantah, Piki Setri, Nova Nova, and Annisa Suci Ramadhani. "Penggunaan Aplikasi Google Meet dalam Menunjang Keefektifan Belajar Daring Masa Pandemi Covid-19 di SMA Negeri 3 Pekanbaru." Pedagogi: Jurnal Ilmu Pendidikan 21, no. 1 (2021): 45–50. http://dx.doi.org/10.24036/pedagogi.v21i1.991.

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So that online learning can run well, teachers are expected to be able to take advantage of technology in their learning. One of the uses of technology is using learning application media. At SMA Negeri 3 Pekanbaru, they have used the Google Meet application, Google Classroom, and Whatsapp in the online learning process. From several observations in the field, SMA Negeri 3 Pekanbaru teachers are more likely to use the Google Meet application in online learning. The Google Meet application is considered to be easier and more effective in delivering learning material. This study aims to describe

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Koo, Alex. "Logic as a Blended Course." Teaching Philosophy 43, no. 2 (2020): 139–56. http://dx.doi.org/10.5840/teachphil2020511121.

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I present Modern Symbolic Logic, an introductory philosophy course in first-order logic, as a blended course. A blended course integrates online video learning with in-class activities, out of class supports, and deliverables into a cohesive and mutually supporting package. Blended courses are an enhancement on hybrid courses, which focus on online video learning but not on the additional supports needed for an effective learning experience. This paper has two central aims. The first is to present a blended course in action in order to address a need in the literature for detailed reports of b

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Kusumaningtyas, Kartikadyota, Eko Dwi Nugroho, and Adri Priadana. "Online Integrated Development Environment (IDE) in Supporting Computer Programming Learning Process during COVID-19 Pandemic: A Comparative Analysis." IJID (International Journal on Informatics for Development) 9, no. 2 (2020): 66–71. http://dx.doi.org/10.14421/ijid.2020.09202.

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COVID-19 has spread to various countries and affected many sectors, including education. New challenges arise in universities with study programs related to computer programming, which require a lot of practice. Difficulties encountered when students should setting up the environment needed to carry out programming practices. Furthermore, they should install a text editor called Integrated Development Environment (IDE) to support it. There is various online IDE that supports computer programming. However, students must have an internet connection to use it. After all, many students cannot affo

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Kop, Rita, Hélène Fournier, and John Sui Fai Mak. "A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses." International Review of Research in Open and Distributed Learning 12, no. 7 (2011): 74. http://dx.doi.org/10.19173/irrodl.v12i7.1041.

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<p>This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators. This pedagogy is based on the building of connections, collaborations, and the exchange of resource

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Mukhlasin, Ahmad, and Mansyur Hidayat Pasaribu. "Effectiveness of Online Learning during The Covid-19 Pandemic in Deli Serdang District Junior High School." EDUTEC : Journal of Education And Technology 4, no. 3 (2021): 460–68. http://dx.doi.org/10.29062/edu.v4i3.173.

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The purpose of this study is to explain about the effectiveness of online learning during the covid-19 pandemic in junior high school in Deli Serdang Regency, North Sumatra, this research method is descriptive qualitative and conducted with online media, the result of this study is: The implementation of online learning in SMP Deli Serdang district contributes to habituation efforts in using online applications that are likely to grow in the future. Teachers' ability to choose learning methods and their skills in operationalizing online learning applications strongly supports the online learni

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Schmidt-Jones, Catherine Anne. "An open education resource supports a diversity of inquiry-based learning." International Review of Research in Open and Distributed Learning 13, no. 1 (2012): 1. http://dx.doi.org/10.19173/irrodl.v13i1.1141.

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There have been numerous calls for research that demonstrates how open education resources (OERs) are actually being used. This case study sought to shed light on the users of a well-visited set of modular music-education materials published at Connexions. Respondents to a voluntary survey included teachers, students, self-directed learners, music ensemble participants, and casual learners. Most reported accessing individual modules on their own initiative, as part of a specific, immediate inquiry, rather than responding to institutional directives or following entire online courses. This was

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Desmoulins, Leisa, Melissa Oskineegish, and Kelsey Jaggard. "Imagining University/Community Collaborations as Third Spaces to Support Indigenous Language Revitalization." Language and Literacy 21, no. 4 (2019): 45–67. http://dx.doi.org/10.20360/langandlit29463.

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This paper explores the development of language instruction programs in universities to support Indigenous language revitalization. Eleven Indigenous educators shared rich insights through interviews. Their visions called for language learning that is functional, inseparable from land-based learning, and within multigenerational learning environments led by Elders. Building on these visions, the authors imagined a third space—an Indigenous-led, in-between space—to discuss the potentialities for universities and local communities to come together. The discussion offers strategies for a third sp

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Prasasti, Prima Dian. "The Effectiveness Of Communications Online Learning In The Middle Of Pandemic Covid-19." MEDIALOG: Jurnal Ilmu Komunikasi 4, no. 1 (2021): 212–22. http://dx.doi.org/10.35326/medialog.v4i1.1033.

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Purpose: The success of online learning in the midst of the Covid-19 pandemic is greatly influenced by communication factors, which are the effective use of electronic communication media by teachers and students. The purpose of this paper is to describe the effectiveness of communication in online learning in the midst of the Covid-19 pandemic. Methodology: This writing uses a type of qualitative research. Qualitative research methods are more appropriate in this paper because the author wants to describe the effectiveness of communication in online learning in the midst of the Covid-19 pande

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de Waard, Inge, Apostolos Koutropoulos, Rebecca J. Hogue, et al. "Merging MOOC and mLearning for Increased Learner Interactions." International Journal of Mobile and Blended Learning 4, no. 4 (2012): 34–46. http://dx.doi.org/10.4018/jmbl.2012100103.

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In this paper, the authors suggest the merger of the Massively Open Online Course (MOOC) format and mobile learning (mLearning) based on mutual affordances of both contemporary learning/teaching formats to investigate learner interactions and dialogues in an open online course. The paper presents a case study of how MobiMOOC, a course created using the MOOC format, demonstrates the synergistic characteristics between the MOOC format and mLearning, making a combination of both fields ideal for contemporary, digital, collaborative learning, and knowledge construction based on learner interaction

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Suleiman Al Qunayeer, Huda. "Exploring EFL Learners’ Online Participation in Online Peer Writing Discussions Through a Facebook Group." Journal of Information Technology Education: Research 19 (2020): 671–92. http://dx.doi.org/10.28945/4621.

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Aim/Purpose: The aim of the present study is to explore the online participation of nine English as foreign language (EFL) Arab learners in group writing discussions through a Facebook group over the study period of three months and how the EFL learners view the role of the Facebook-facilitated peer review activities in promoting their online participation. Background: Research has addressed the issue of isolation among distance learning students by integrating various technological tools into online courses. Yet, little is known about the role of Facebook groups in addressing this issue among

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Schmidt-Jones, Catherine. "Offering Authentic Learning Activities in the Context of Open Resources and Real-World Goals: A Study of Self-motivated Online Music Learning." European Journal of Open, Distance and E-Learning 20, no. 1 (2017): 112–26. http://dx.doi.org/10.1515/eurodl-2017-0007.

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AbstractMany users of online open education resources (OERs) are learners seeking insights into problems encountered as they pursue their everyday interests and activities. As well as benefitting from intrinsic motivation, such authentic learning activity provides context that helps the learner absorb and integrate the meaning of the knowledge. The purpose of this study was to explore barriers that prevent some online learners from using OERs in this way. Participants had experienced difficulties using music theory OERs to pursue personal music-making goals. Provided with online tutoring throu

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Sipayung, Tetty Natalia, Sinta Dameria Simanjuntak, Ariyadi Wijaya, and Sugiman Sugiman. "An Analysis of Students Motivation in Online Learning Based on Realistic Mathematical Comic Videos." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, no. 4 (2020): 3861–71. http://dx.doi.org/10.33258/birci.v3i4.1452.

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In this era of revolution 4.0, it is hoped that everyone will be active in managing their knowledge through digital media. Digital media needs to be well designed attractive. This can have an impact on motivation and learning outcomes, especially in the field of education. In online learning, digital media is an alternative in helping the learning process. Therefore a qualitative research was conducted. The subjects of this study were seventh grade students of SMP HKBP Lubuk Pakam for the 2020/2021 Academic Year who applied online learning assisted by realistic mathematics comic videos. While

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Tu, Chih-Hsiung, Cherng-Jyh Yen, J. Michael Blocher, and Junn-Yih Chan. "A Study of the Predictive Relationship Between Online Social Presence and ONLE Interaction." International Journal of Distance Education Technologies 10, no. 3 (2012): 53–66. http://dx.doi.org/10.4018/jdet.2012070104.

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Open Network Learning Environments (ONLE) are online networks that afford learners the opportunity to participate in creative content endeavors, personalized identity projections, networked mechanism management, and effective collaborative community integration by applying Web 2.0 tools in open environments. It supports social interaction by integrating User-Generated Content, Participatory Web, digital identities, social and networking linkages, and collaborative learning community to allow learners manage and tailor their social presence. The purposes of this study were to assess the predict

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Tamrin, Andi Febriana. "Students’ Perception towards the Use of Edmodo in Online-Based English Learning Class at Universitas Fajar." Celt: A Journal of Culture, English Language Teaching & Literature 19, no. 2 (2020): 302. http://dx.doi.org/10.24167/celt.v20i2.2328.

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Online-based learning or lecture is deemed as a new learning methodology among academics in this present era. This method involves a learning process in which lecturers and students could undergo lectures or courses without being present in the classroom. One of the online applications that supports this method is Edmodo. This study aims to obtain data about the perception of students regarding the use of Edmodo in English language classes at Universitas Fajar. The method used in this study is descriptive study. The result showed that although it has drawbacks, Edmodo is considered as one of t

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Tamrin, Andi Febriana. "Students’ Perception towards the Use of Edmodo in Online-Based English Learning Class at Universitas Fajar." Celt: A Journal of Culture, English Language Teaching & Literature 19, no. 2 (2021): 302. http://dx.doi.org/10.24167/celt.v19i2.2328.

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Online-based learning or lecture is deemed as a new learning methodology among academics in this present era. This method involves a learning process in which lecturers and students could undergo lectures or courses without being present in the classroom. One of the online applications that supports this method is Edmodo. This study aims to obtain data about the perception of students regarding the use of Edmodo in English language classes at Universitas Fajar. The method used in this study is descriptive study. The result showed that although it has drawbacks, Edmodo is considered as one of t

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Aminatun, Dyah, and Lulud Oktaviani. "Memrise: Promoting Students’ Autonomous Learning Skill through Language Learning Application." Metathesis: Journal of English Language, Literature, and Teaching 3, no. 2 (2019): 214. http://dx.doi.org/10.31002/metathesis.v3i2.1982.

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To master English language, students cannot only learn English from what is learned in the classroom given by the teacher. They need to explore many things to support their understanding about language. Therefore, independent learning skill is crucially needed. The students are the one who knows what they need to study according to their priority. However, sometimes, it is hard for students to build their independent learning skill since there is no encouragement from the teacher to promote it, and also students’ lack of awareness related to what they are learning. The role of technology like

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Berry, Sharla. "Student Support Networks in Online Doctoral Programs: Exploring Nested Communities." International Journal of Doctoral Studies 12 (2017): 033–48. http://dx.doi.org/10.28945/3676.

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Aim/Purpose: Enrollment in online doctoral programs has grown over the past decade. A sense of community, defined as feelings of closeness within a social group, is vital to retention, but few studies have explored how online doctoral students create community. Background: In this qualitative case study, I explore how students in one online doctoral program created a learning community. Methodology: Data for the study was drawn from 60 hours of video footage from six online courses, the message boards from the six courses, and twenty interviews with first and second-year students. Contribution

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