Gotowe bibliografie tematyczne / Online learning design

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Online learning design”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 21 lutego 2023

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Artykuły w czasopismach na temat "Online learning design"

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Rahadian, D., S. H. Bariyah, I. Nasrullah, Y. Purwanti, and K. Imania. "Development of online learning design." Journal of Physics: Conference Series 1402 (December 2019): 066044. http://dx.doi.org/10.1088/1742-6596/1402/6/066044.

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Park, Ji Yong. "Communication Design for Online Visual Design Learning." International Journal of Learning: Annual Review 15, no. 2 (2008): 223–32. http://dx.doi.org/10.18848/1447-9494/cgp/v15i02/45605.

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Holmes, Wayne, Quan Nguyen, Jingjing Zhang, Manolis Mavrikis, and Bart Rienties. "Learning analytics for learning design in online distance learning." Distance Education 40, no. 3 (July 3, 2019): 309–29. http://dx.doi.org/10.1080/01587919.2019.1637716.

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Sheets, Laura A. "Instructional design: Resources for online learning." College & Research Libraries News 81, no. 3 (March 3, 2020): 149. http://dx.doi.org/10.5860/crln.81.3.149.

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Librarians, perhaps more than most professionals, understand the meaning of “other duties as assigned” in our job descriptions. Frequently, we are tasked with quickly learning a new technology, process, or even a new discipline with little support for training. As academia evolves and the priorities of administrations shift, so do our job duties. Although stressful, it has resulted in what I believe to be the strongest asset of librarianship and librarians: flexibility. We are quick learners, early adopters, and will (usually) roll with the punches.
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Park, Ji Yong. "Online Learning of Visual Design Course." International Journal of Learning: Annual Review 14, no. 12 (2008): 13–22. http://dx.doi.org/10.18848/1447-9494/cgp/v14i12/45528.

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McLaughlan, R. G., and D. Kirkpatrick. "Online roleplay: design for active learning." European Journal of Engineering Education 29, no. 4 (December 2004): 477–90. http://dx.doi.org/10.1080/03043790410001716293.

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Stone, Nancy J. "Environmental Design, Personality, and Online Learning." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 62, no. 1 (September 2018): 1171–75. http://dx.doi.org/10.1177/1541931218621269.

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Students completed an online tutorial presented as a video or PowerPoint presentation in a room with or without a window with blue, green, red, or white draperies to determine the impact of the environment on online learning. Students’ scores improved significantly from pretest to posttest; however, contrary to expectation, there were no main effects of windows, color, or the type of tutorial. There was a Room X Color interaction effect. Contrary to expectation, posttest scores were highest in the windowed room with red drapes and in the windowless room with green or white drapes. The lowest p
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Fujita, Nobuko. "Transforming online teaching and learning: towards learning design informed by information science and learning sciences." Information and Learning Sciences 121, no. 7/8 (July 23, 2020): 503–11. http://dx.doi.org/10.1108/ils-04-2020-0124.

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Purpose The purpose of this paper is to provide an overview of the practical work of learning designers with the aim of helping members of the information science (IS) and learning sciences (LS) communities understand how evidence-informed learning design of online teaching and online learning in higher education is relevant to their research agendas and how they can contribute to this growing field. Design/methodology/approach Illustrating how current online education instructional designs largely ignore evidence from research, this paper argues that evidence from IS and LS can encourage more
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Heidemann, G., H. Bekel, I. Bax, and H. Ritter. "Interactive online learning." Pattern Recognition and Image Analysis 17, no. 1 (March 2007): 146–52. http://dx.doi.org/10.1134/s105466180701018x.

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Balalle, Dr Himendra, and Dr L. Tudor Weerasinghe. "Re-design the Classroom for Online Learning." International Journal of Innovative Research in Science, Engineering and Technology 10, no. 1 (January 18, 2021): 252–57. http://dx.doi.org/10.15680/ijirset.2021.1001043.

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Rozprawy doktorskie na temat "Online learning design"

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Wargo, Katalin. "Online Faculty Development: Disorienting Dilemmas In Learning To Teach Online." W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627407585.

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This dissertation explores how faculty development for online teaching in higher education might facilitate transformative learning and the transfer of instructional practices across teaching modalities. The first manuscript examines how the essential constructs of transformative learning are promoted in online faculty development and which elements of faculty development help to foster transformative learning. The second manuscript describes a case study that emerged from a university faculty development seminar to prepare instructors to teach online. The purpose of this study was to examine
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Sun, Susan Yue Hua. "Online Language Learning: Design and Co-configuration." Thesis, The University of Sydney, 2020. https://hdl.handle.net/2123/21749.

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This thesis brings together research in the fields of computer-assisted language learning (CALL) and design for learning to investigate CALL design. It explores ways of connecting CALL design to design for learning and the wider educational design community in pursuit of advancing CALL design and producing new design knowledge for all. It draws on various frameworks and approaches of design for learning for the theoretical framing, design, analysis, and methodological modelling of six separate but interrelated research studies presented and discussed in this thesis. It argues that these framew
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Pralle, Mandi Jo. "Visual design in the online learning environment." [Ames, Iowa : Iowa State University], 2007.

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Ford, William. "Online Learning in Biology: An Investigation into Designing Online Learning Resources." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3330.

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As technology continues to advance, many instructors are incorporating online activities into their courses. While online learning has several benefits, there is still debate on how instructors can best develop and utilize these resources in their classroom. This study is split into two smaller projects that both aim to provide further insights on how to develop online activities that target undergraduate biology students. The first project revealed that elaborative feedback in a phylogenetic activity was more useful for students who had some exposure to phylogenetics prior to completing the a
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Kilgore, Whitney Kay. "Design of Informal Online Learning Communities in Education." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862820/.

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The U.S. Department of Education, Office of Ed Tech Future Ready program has encouraged the use of open informal learning communities as professional learning opportunities for educators. This study categorizes 46 state Twitter chats by their moderation techniques and design. A purposive sample of Twitter chat designers participated in this phenomenological exploration that demonstrates how the designs of these informal learning spaces are aligned with the designers' pedagogical philosophies. Recommendations for supporting, growing, and sustaining similar learning communities are included.
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Winegarden, Claudia Rebola. "Visualizing Communication Structures of Nonverbal Information for Online Learning Environments." NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-12012005-172840/.

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This doctoral level study aims to advance research in the visualization of Spontaneous Interactive Gestures produced by students in online learning environments, and how they can best be used as interfaces in compute-mediated communications. Visual channels, both gestural and graphical (Visual Co-Activations), will be evaluated in the performance of demonstrating participation and facilitating feedback (interaction) for online synchronous communication, more specifically multi-videoconferencing. The goal is to give a more naturalistic, integrative and interactive means of synchronous computer-
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Richburg, Jason E. "Online Learning as a Tool for Enhancing Design Education." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1368532104.

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Lau, Kung Wong. "Learning design thinking online : studying students' learning experience in shared virtual reality." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10006494/.

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My study attempts to deepen understanding about the learning experiences of design students in undertaking design-thinking exercises in a shared virtual reality. This study has identified the areas of an appropriate pedagogy for E-Learning and the use of a shared virtual environment for students in tertiary design education. Specific questions arising ji"Om this research are: (1) in what ways can the virtual environment release the creative potential of design students? (2) how does the virtual space affect the students' learning experience? and (3) what is the role of computer and virtual tec
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Tompkins, Abreena Walker. "Brain-based learning theory an online course design model /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Snyder, Martha Marie. "The Design of Online Learning Communities for Older Adults." NSUWorks, 2002. http://nsuworks.nova.edu/gscis_etd/852.

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Rapid, ongoing advancements in the growth of the Internet and web-based technology coupled with the steadily increasing number of older adults in our society create a significant need for the design of safe, convenient, and accessible online learning communities for this demographic. The primary goal of this dissertation was to conduct formative research into methodologies for developing a new instructional-design theory for establishing online learning communities for older adults. The aim of this work was to apply formative research, which is a type of developmental research used to create a
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Książki na temat "Online learning design"

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Canton, Reinaldo L. Programmed instruction in online learning. Youngstown, N.Y: Cambria Press, 2007.

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Project management approaches for online learning design. Hershey PA: Information Science Reference, 2013.

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Designing online learning with Flash. San Francisco: Jossey-Bass, 2009.

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Moore, David Richard. Designing Online Learning with Flash. New York: John Wiley & Sons, Ltd., 2008.

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Beaudoin, Michael F. Online learner competencies: Knowledge, skills, and attitudes for successful learning in online settings. Charlotte, North Carolina: IAP, Information Age Publishing Inc., 2013.

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Morris, Shawn. Teaching and learning online: A step-by-step guide for designing an online K-12 school program. Lanham, Md: Scarecrow Press, 2002.

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Morris, Shawn. Teaching and learning online: A step-by-step guide for designing an online K-12 school program. Lanham, Md: Scarecrow Press, 2002.

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

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Learning management systems and instructional design: Best practices in online education. Hershey PA: Information Science Reference, 2013.

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Clark, Ruth Colvin. Scenario-based e-learning: Evidence-based guidelines for online workforce learning. San Francisco, CA: Pfeiffer, a Wiley imprint, 2013.

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Części książek na temat "Online learning design"

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Eltanahy, Marwa. "Online Curriculum Design Framework." In Overcoming Challenges in Online Learning, 132–41. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003342335-15.

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Dabbagh, Nada, Rose M. Marra, and Jane L. Howland. "Pedagogical Ecology of Meaningful Online Learning: Meaningful Online Learning Design Framework." In Meaningful Online Learning, 16–25. First edition. | New York: Routledge, 2018. |: Routledge, 2018. http://dx.doi.org/10.4324/9781315528458-2.

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O’Donnell, Marcus, and Lucy Schulz. "Learning Design Meets Service Design for Innovation in Online Learning at Scale." In Tertiary Online Teaching and Learning, 45–60. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8928-7_5.

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Murphy, Cheryl A., Elizabeth A. Keiffer, Jack A. Neal, and Jessica Howton. "Customizable Tool for Online Training Evaluation." In Learning, Design, and Technology, 1–27. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17727-4_22-1.

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Fritz, John, Mariann Hawken, and Sarah Shin. "Using Learning Analytics and Instructional Design to Inform, Find, and Scale Quality Online Learning." In Online Learning Analytics, 95–114. Boca Raton: Auerbach Publications, 2021. http://dx.doi.org/10.1201/9781003194620-6.

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Davidson-Shivers, Gayle V., Karen L. Rasmussen, and Patrick R. Lowenthal. "Foundations of Online Learning and Instructional Design." In Web-Based Learning, 43–79. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67840-5_2.

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Abramenka-Lachheb, Victoria. "Integrative Literature Review of Interactions in Online Courses." In Learning, Design, and Technology, 1–26. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-17727-4_197-1.

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Henriksen, Danah. "Online Teaching as an Act of Design." In Tertiary Online Teaching and Learning, 293–98. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8928-7_29.

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Lobczowski, Nikki G., Michael W. Asher, J. Elizabeth Richey, Yun Huang, Cameron Hecht, Shailaja Bhardwaj, Vincent Aleven, Kenneth Koedinger, and Judith Harackiewicz. "Designing a Motivation Intervention for Students Learning Algebra Online." In Learning, Design, and Technology, 1–34. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-17727-4_185-1.

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Baran, Evrim, and Ana-Paula Correia. "What Motivates Exemplary Online Teachers? A Multiple-Case Study." In Learning, Design, and Technology, 1–17. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17727-4_33-1.

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Streszczenia konferencji na temat "Online learning design"

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Abidin, Zainul, Henry Praherdhiono, Eka Pramono Adi, and Yulias Prihatmoko. "Learning Design in Online Learning with AVOD." In Proceedings of the International Conference on Education and Technology (ICET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icet-18.2018.30.

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Borgolte, Ulrich, and Clemens Zang. "Design of an Online Digital Filtering Laboratory." In Technology for Education and Learning. Calgary,AB,Canada: ACTAPRESS, 2012. http://dx.doi.org/10.2316/p.2012.750-047.

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Borgolte, Ulrich, and Clemens Zang. "Design of an Online Digital Filtering Laboratory." In Technology for Education and Learning. Calgary,AB,Canada: ACTAPRESS, 2011. http://dx.doi.org/10.2316/p.2011.750-047.

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Wang, Yuping. "Learning Design for Online Language Learning: A Systems Design Framework." In 2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2014. http://dx.doi.org/10.1109/icalt.2014.128.

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Linawati, Nmae Dewi Wirastuti, G. Sukadarmika, I. M. Arsa Suyadnya, and Duman Care Krishne. "Adaptive online learning design using moodle." In 2016 International Conference on Smart Green Technology in Electrical and Information Systems (ICSGTEIS). IEEE, 2016. http://dx.doi.org/10.1109/icsgteis.2016.7885773.

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Bachtiar, A. M., M. A. Matin, and R. U. Mega. "Application Design on Islamic Online Learning." In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.088.

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Muhammad, Alva, Qingguo Zhou, Ghassan Beydoun, Dongming Xu, and Jun Shen. "Learning path adaptation in online learning systems." In 2016 IEEE 20th International Conference on Computer Supported Cooperative Work in Design (CSCWD). IEEE, 2016. http://dx.doi.org/10.1109/cscwd.2016.7566026.

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Worthy, Shawn. "NO-TEXTBOOK DESIGN OF ONLINE COURSES." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0230.

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Drazatna, Ardi Rahadian, Rita Milyartini, and Diah Latifah. "Kacapi Kawih Wanda Anyar Learning Online." In 4th International Conference on Arts and Design Education (ICADE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220601.009.

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Chieh Wu, Yi. "Applying Service Design to Online Learning to Increase User Experience." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002415.

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Advanced Internet development and the impact of COVID-19 have made online learning the most convenient way for learners to acquire knowledge. Online courses enable learners to communicate directly with teachers one-on-one and achieve mutual learning and real-time interaction. However, some instructors and learners might encounter operational difficulties during online learning. For example, learners might suffer from a frustrating emotion after failing to complete a series of tasks by operating the online learning platform since they are worried about making mistakes during the class. Moreover
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Raporty organizacyjne na temat "Online learning design"

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Noakes, Sierra, Allison Modica, and Kristyn Palazzolo. Edcamp Design for Learning Series: A New Bridge Between Research and Professional Learning. Digital Promise, February 2022. http://dx.doi.org/10.51388/20.500.12265/149.

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In the face of a worldwide pandemic, educators rose to the challenge of engaging students and families remotely to not only continue learning but also to provide as much normalcy as possible at a time of chaos and uncertainty. Many educators were looking for quick, meaningful ways to learn new skills to effectively teach remotely and connect with learners from afar. The Edcamp Community by Digital Promise saw this as an opportunity to further demonstrate how the Edcamp model of professional learning paired with learning sciences research could quickly meet the needs of educators and create spa
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Clement, Timothy, and Brett Vaughan. Evaluation of a mobile learning platform for clinical supervision. University of Melbourne, 2021. http://dx.doi.org/10.46580/124369.

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Context: This report details a formative evaluation of the Clinical Supervision Online (CSO) course, a fee-paying, fully online ‘light touch’ program of study for clinical supervisors offered by the Melbourne Medical School, which was developed in conjunction with the University’s Mobile Learning Unit. The course requires between six to ten hours of self-directed study and is designed for any clinicians who teach. Methods: Evaluation of the course was guided by Rossi, Lipsey and Freeman’s (2004) approach to program evaluation, addressing the need for the course, its design, implementation, imp
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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Lina Haldar, and Julie Neisler. Transfer for Future Learning of Fractions within Cignition’s Microtutoring Approach. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/95.

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In this exploratory research project, our team’s goal was to design and begin validation of a measurement approach that could provide indication of a student’s ability to transfer their mathematics understanding to future, more advanced mathematical topics. Assessing transfer of learning in mathematics and other topics is an enduring challenge. We sought to invent and validate an approach to transfer that would be relevant to improving Cignition’s product, would leverage Cignition’s use of online 1:1 tutoring, and would pioneer an approach that would contribute more broadly to assessment resea
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Davis, Cathlyn. Summative Evaluation: UFERN Framework Professional Learning Community. Oregon State University, March 2022. http://dx.doi.org/10.5399/osu/1153.

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The UFERN Framework Professional Learning Community project was funded as a supplement to the existing NSF-funded Undergraduate Field Experiences Research Network (UFERN), which sought to build a vibrant, supportive, and sustainable collaborative network that fostered effective undergraduate field experiences. The goals of the UFERN Framework Professional Learning Community (PLC) supplement were: • To support a small group of field educators in intentional design, implementation and assessment of student-centered undergraduate field experiences in a range of field learning contexts; • To devel
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Ahmed, Syeda Kashfee, Pru Mitchell, and Jenny Trevitt. Rapid review of effective practice principles in the design and delivery of digital resources for teachers. Australian Council for Educational Research, June 2021. http://dx.doi.org/10.37517/978-1-74286-671-0.

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This rapid review, commissioned by Life Education Australia (LEA), gathered evidence about effective practice in the design and delivery of digital professional learning for teachers. Its goal was to inform development of principles to guide the design and delivery of LEA’s own digital resources for teachers. The key research question for the review was: What does the research evidence say about the design and delivery of digital / online resources for teachers and what practice implications and recommendations could be made based on this research evidence?
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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineerin
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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide
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Bolton, Laura. Climate and Environment Learning Resource Guide. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/k4d.2021.060.

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This guide is designed to provide information about online resources and materials that can be used to develop or refresh knowledge relevant to FCDO’s climate and environment technical competencies. It is not an exhaustive list and further resources may be added. The guide briefly explains what each resource is, what it covers, and an estimate of how long it takes to read/complete (where information is available). The courses and resources are mostly aimed at people with a general level of knowledge about climate and the environment. Particularly useful resources have been highlighted with *Ke
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McGee, Steven, Randi McGee-Tekula, and Jennifer Duck. Does a Focus on Modeling and Explanation of Molecular Interactions Impact Student Learning and Identity? The Learning Partnership, April 2017. http://dx.doi.org/10.51420/conf.2017.1.

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The Interactions curriculum and professional development program is designed to support high school teachers in their transition to the physical science Next Generation Science Standards. Through curriculum materials, an online portal for delivering the digital materials, interactive models of molecular phenomena, and educative teacher guide, teachers are able to support students in bridging the gap between macroscopic and sub-microscopic ideas in physical science by focusing on a modeling and explanation-oriented exploration of attractions and energy changes at the atomic level. During the fa
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Woods, Mel, Saskia Coulson, Raquel Ajates, Angelos Amditis, Andy Cobley, Dahlia Domian, Gerid Hager, et al. Citizen Science Projects: How to make a difference. WeObserve, 2020. http://dx.doi.org/10.20933/100001193.

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Citizen Science Projects: How to make a difference, is a massive open online course (MOOC). It was developed by the H2020 WeObserve project and ran on the FutureLearn platform from 2019. The course was designed to assist learners from all backgrounds and geographical locations to discover how to build their own citizen science project to address global challenges and create positive change. It also helped learners with interpreting the information they collected and using their findings to educate others about important local and global concerns. The main learning objectives for the course wer
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