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405
Foundations of educational theory for online learning
- In T. Anderson & F
, 2004
"... There is ongoing debate about whether it is the use of a particular delivery technology or the design of the instruction that improves learning (Clark, 2001; Kozma, 2001). It has long been recognized that specialized delivery technologies can provide efficient and ..."
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Cited by 80 (1 self)
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There is ongoing debate about whether it is the use of a particular delivery technology or the design of the instruction that improves learning (Clark, 2001; Kozma, 2001). It has long been recognized that specialized delivery technologies can provide efficient and
Getting the Mix Right Again: An Updated and Theoretical Rationale for Interaction
- International Review of Research in Open and Distance Learning, ISSN
, 2003
"... No topic raises more contentious debate among educators than the role of interaction as a crucial component of the education process. This debate is fueled by surface problems of definition and vested interests of professional educators, but is more deeply marked by epistemological assumptions relat ..."
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Cited by 65 (4 self)
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No topic raises more contentious debate among educators than the role of interaction as a crucial component of the education process. This debate is fueled by surface problems of definition and vested interests of professional educators, but is more deeply marked by epistemological assumptions relative to the role of humans and human interaction in education and learning. The seminal article by Daniel and Marquis (1979) challenged distance educators to get the mixture right between independent study and interactive learning strategies and activities. They quite rightly pointed out that these two primary forms of education have differing economic, pedagogical, and social characteristics, and that we are unlikely to find a “perfect ” mix that meets all learner and institutional needs across all curricula and content. Nonetheless, hard decisions have to be made. Even more than in 1979, the development of newer, cost effective technologies and the nearly ubiquitous (in developed countries) Net-based telecommunications system is transforming, at least, the cost and access implications of getting the mix right. Further, developments in social cognitive based learning theories are providing increased evidence of the importance of collaborative activity as a component of all forms of education – including those delivered at a distance. Finally, the context in which distance education is developed and delivered is changing in response to the capacity of the semantic Web (Berners-Lee, 1999) to support interaction, not only amongst humans, but also between and among autonomous agents and human beings. Thus, the landscape and challenges of “getting the mix right ” have not lessened in the past 25 years, and, in fact, have become even more complicated. This paper attempts to provide a theoretical rationale and guide for instructional designers and teachers interested in developing distance education systems that are both effective and efficient in meeting diverse student learning needs.
How classroom environment and student engagement affect learning in Internet-based MBA courses.
- Business Communication Quarterly,
, 2000
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Online interaction impacts on learning: Teaching the teachers to teach online
- Australasian Journal of Educational Technology
, 2004
"... This paper explores the importance of interaction in the online teaching environment and the important role of staff development in developing teacher presence online. Professionally developing staff to use information and communication technologies is viewed from the standpoint of diffusion of inno ..."
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Cited by 38 (0 self)
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This paper explores the importance of interaction in the online teaching environment and the important role of staff development in developing teacher presence online. Professionally developing staff to use information and communication technologies is viewed from the standpoint of diffusion of innovation, moving from early adopters to mainstream majority, and targeting staff development at this latter group. Approaches to staff development using information and communication technologies are described, and recommendations for staff development for online teaching are made.
A preliminary look at the structural differences of higher education classroom communities in traditional and ALN courses
- Journal of Asynchronous Learning Networks
, 2002
"... This preliminary study again provides evidence that it is the method and not the media that matters the most in learning effectiveness. The present work examines classroom community in order to determine how sense of community differs between students enrolled in traditional face-to-face and those e ..."
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Cited by 35 (0 self)
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This preliminary study again provides evidence that it is the method and not the media that matters the most in learning effectiveness. The present work examines classroom community in order to determine how sense of community differs between students enrolled in traditional face-to-face and those enrolled in asynchronous learning network (ALN) courses. Subjects consist of 326 adult learners who were enrolled in a mix of 14 undergraduate and graduate courses at two urban universities. As operationalized by the Sense of Classroom Community Index (SCCI), there appears no significant difference in classroom community between the two groups of subjects. However, a discriminant analysis shows a significant overall difference in community structure between the two groups. Variations between groups on feelings of similarity of needs, recognition, importance of learning, connectedness, friendship, thinking critically, safety, acceptance, group identity, and absence of confusion are the characteristics contributing mostly to this difference in learning effectiveness.
A comprehensive look at distance education in the K-12 context
- Journal of Research on Technology in Education
, 2006
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Web 2.0 Technology: Future Interfaces for Technology Enhanced Learning
- In Stephanidis C. (Ed.): Universal Access in HCI, Part III, HCII 2007, LNCS 4556
, 2007
"... Abstract. Web 2.0 is an emerging catch phrase and the applications associated with it shocked the traditional eLearning world. However, is this really all new and can it be considered suitable for future interfaces for technology enhanced learning? In this paper, we present some experiences with Lea ..."
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Cited by 23 (7 self)
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Abstract. Web 2.0 is an emerging catch phrase and the applications associated with it shocked the traditional eLearning world. However, is this really all new and can it be considered suitable for future interfaces for technology enhanced learning? In this paper, we present some experiences with LearnLand. This is an application designed and developed at Graz University of Technology and which has been running there since October 2006. It is based on the open-source software ELGG, which is a social software offering a high degree of choice, flexibility and openness and is considered as a system that places people at the hub of the activities. Our experimental research demonstrated that exactly this ease of use aspect is an absolute necessity for successful Web 2.0 learning applications. The tools of Web 2.0 have crossed Moore’s chasm and reached the early majority, where they are evolving rapidly. However, the idea of social software itself, especially in learning scenarios, is not as far developed as we may imagine. It is necessary to take into account the fact that too few innovators and early adopters are actually using Web 2.0 technology to enhance existing learning behaviors. Insufficient educational concepts with Web 2.0 technologies require much future work.
Applying Social Cognitive Constructs of Motivation to Enhance Student Success in Online Distance Education
"... This article relates findings from a review of the literature on six motivational constructs studied in traditional environments to online education concepts to identify methods for ensuring student success in online courses. The six motivational constructs are (a) self-efficacy, (b) locus of contro ..."
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Cited by 23 (0 self)
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This article relates findings from a review of the literature on six motivational constructs studied in traditional environments to online education concepts to identify methods for ensuring student success in online courses. The six motivational constructs are (a) self-efficacy, (b) locus of control, (c) attributions, (d) goal orientation, (e) intrinsic versus extrinsic motivation, and (f) self-regulation. The six motivational constructs have been thoroughly investigated in traditional face-to-face classrooms and in a wide variety of educational disciplines. Very few studies, however, have explored the significance of the constructs in the online environment. The purpose of this article is to discuss the areas of online education and academic motivation, and to suggest methods for ensuring student success in the online environment based upon the findings of the literature review. This article relates findings from a review of the literature on six motivational
Sociable CSCL environments. Social affordances, sociability, and social presence
, 2004
"... Many of the designations used by the manufactures and sellers to distinguish their products are claimed as trademarks. Every attempt has been made to supply trademark information about manufactures and their products mentioned in this dissertation. A list of the trademark designations and their owne ..."
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Cited by 20 (0 self)
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Many of the designations used by the manufactures and sellers to distinguish their products are claimed as trademarks. Every attempt has been made to supply trademark information about manufactures and their products mentioned in this dissertation. A list of the trademark designations and their owners appears below. Trademark notice Access, Netmeeting, Sharepoint Team Services, Windows, and Windows 2000 Server are trademarks of Microsoft Corporation Post-it is a trademark of 3M Linux is a trademark of Linus Torvalds Professional Quest is a trademark of Dipolar Pty Limited Yahoo! Groups is a trademark of Yahoo! Domino is a trademark of IBM/Lotus Authorware is a trademark of Macromedia Toolbook is a trademark of Click2Learn
An interactive online course: a collaborative design model
- Educational Technology Research and Development
, 2003
"... The purpose of this paper is to describe the evaluation results of using an interactive design modelfor the development of an online course. Specfically, it examines: (a) how an interactive design model was used to develop collaborative and cooperative learning activities; (b) how activities were st ..."
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Cited by 19 (0 self)
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The purpose of this paper is to describe the evaluation results of using an interactive design modelfor the development of an online course. Specfically, it examines: (a) how an interactive design model was used to develop collaborative and cooperative learning activities; (b) how activities were structured to promote the level and quality of communications among students, as peers, and between students and the instructors; and (c) how students responded to such interactive design model. The paper also provides information about the delivery process and describes what happened when this interactive model was fully implemented and used. O As the number of Internet-based courses in-creases and distance learning programs grow in popularity, educators raise important questions about the quality of these courses and programs (Muirhead, 2000, 2001). One of the concerms is the level of interactivity (communication, par-ticipation, and feedback) between students and between teachers and their students (LaRose & Whitten, 1999; McNabb, 1994; Sherry, 1996). As Foshay and Bergeron (2000) observed, there is a big difference between being able to distribute information with the Internet and being able to teach with the Internet. While learning is ul-timately an individual enterprise, the support of a group with a common learning objective can produce a synergistic facilitation of learning by each member of that group. Nonetheless, the social dimension of learning in online courses or Internet-based instruction has received little attention. Many educators ad-vocating distance learning believe that interac-tivity is a vital element in the educational
