Key issues in e-learning: research and practice
Abstract
This book offers education practitioners insights that will enable them to improve their professional practices in relation to the conceptualisation, design, implementation, assessment and evaluation of approaches to e-learning. The authors pay attention to the perspectives of both teachers and learners when exploring key questions including:
• How do online technologies affect pedagogy?
• How can online technologies best support learning?
Key Issues in e-Learning avoids simplistic conceptualizations of online teaching and learning. Instead, this text draws on a wide range empirical, conceptual and theoretical evidence and outlines practical approaches to improving practice and research.
... Furthermore, the Association of American Colleges and Universities (2007) identified the study of languages as an essential component in preparing students to meet 21 st Century challenges. However, the boom in online learning has not necessarily brought about innovative or effective educational practices; in many cases, online course design is little more than a transfer of classroom materials to a digital environment (Pachler & Daly, 2011). Careful investigation and implementation of methodologies, media, and course design principles that enhance learning are necessary to maximize the benefits of e-learning. ...
... Taking time for socialization (e.g. providing opportunities for quality communication and collaboration) is important for creating a sense of belonging that fosters meaningful learning (Pachler & Daly, 2011). Thus, during the first week of the course, the text discussion served as a space for getting to know each other. ...
... According to interaction hypothesis, language learners must have opportunities to receive input, produce in the target language, and negotiate meaning in order to promote SLA (Long, 1996). Interaction, particularly in synchronous CMC, can also promote social presence and a sense of belonging that is an essential component in rich learning experiences (Pachler & Daly, 2011;Ko, 2012). SPAN 210W was designed for instructor-learner and learner-learner interaction through asynchronous discussion boards (text and voice) and synchronous conversation (video conferencing). ...
Selected Papers from the 2015 Central States Conference on the Teaching of Foreign Languages Aleidine J. Moeller, Editor 1. Creating a Culture-driven Classroom One Activity at a Time — Sharon Wilkinson, Patricia Calkins, & Tracy Dinesen 2. The Flipped German Classroom — Theresa R. Bell 3. Engaging Learners in Culturally Authentic Virtual Interactions —Diane Ceo-Francesco 4. Jouney to Global Competence: Learning Languages, Exploring Cultures, Transforming Lives — J. S. Orozco-Domoe 5. Strangers in a Strange Land: Perceptions of Culture in a First-year French Class — Rebecca L. Chism 6. 21st Century World Language Classrooms: Technology to Support Cultural Competence — Leah McKeeman & Blanca Oviedo 7. Effective Cloud-based Technologies to Maximize Language Learning — Katya Koubek & John C. Bedward 8. An Alternative to the Language Laboratory: Online and Face-to-face Conversation Groups — Heidy Cuervo Carruthers 9. Free Online Machine Translation: Use and Perceptions by Spanish Students and Instructors —Jason R. Jolley & Luciane Maimone 10. A Corpus-based Pedagogy for German Vocabulary — Colleen Neary-Sundquist 11. Grammar Teaching Approaches for Heritage Learners of Spanish —Clara Burgo 12. Going Online: Research-based Course Design — Elizabeth Harsma
... Denne udvidelse vil åbne op for et nyt syn på, hvordan laering på universitetet og biblioteket (naermere: i bibliotekets virtuelle domaener) er sammenhaengende processer, som bibliotekerne og deres e--ressourcer på helt naturlig vis kan indgår i. Her skal anlaegges en staerk vinkel på e--laering (Chaka, 2010;DaCosta, 2011;Littlejohn, 2005;Pachler & Daly, 2011), idet bibliotekernes teknologiske kompetencer i håndteringen af e--materialer kan nyttiggøres gennem e--laeringens fokus på computere og internettet. E-laering kan, så at sige, vaere bibliotekernes entrebillet og interface til deres akademiske brugere, hvis e--materialer således indlejres i laeringsbrug (Engerer, 2013). ...
... Om forskningsbibliotekernes e--materialer, herunder både "primaere" som e--bøger og online--tidsskrifter og "sekundaere" materialer som bibliografiske ressourcer til informationssøgning, også er e-laeringsmaterialer, er der ikke et enkelt svar på, da laering og e--laering er begreber med mange definitioner (Garrison, 2011;Pachler & Daly, 2011;Ravenscroft, 2001 giver et godt overblik over e--laeringens rødder og laereteoretiske grundlag indtil ca. år 2000). ...
... Moderne e--laeringssystemer har deres domaene fortrinsvis inden for den faglige, tekstrelaterede laering, som er rettet mod bevidst refleksion (gennem skriftlighed) og synkron/asynkron laeringsrelateret kommunikation mellem laerende og underviser og mellem de laerende indbyrdes (Garrison, 2011;Pachler & Daly, 2011). Dette socialkonstruktivistiske syn på e--laering (sml. ...
Artiklen er et forsøg på at koble de studerendes informationshandlinger (at søge og håndtere videnskabelig information) til deres læringsaktiviteter som læsning af tekster og diskursiv forarbejdning af stoffet. Der tages udgangspunkt i e-læringens hybride sammenknytning af ressourcer af forskellige type i én læringsplatform, herunder primære ressourcer (især videnskabelige artikler og bøger) og sekundære som bibliografiske baser og andet hjælpemateriale. At disse ressourcer er organiseret i ét virtuelt læringsrum, er en vigtig forudsætning for, at også disse sekundære ressourcer, som almindeligvis forbindes med biblioteksdomænet, kan få status af læringsobjekter på lige fod med de traditionelle, primære dokumenter. – På baggrund af e-materialernes integrationsgrad i virtuelle læringsomgivelser introduceres begrebet ”læringspotentiale”, som undersøges i form af klassiske emneredskaber (tesaurus og klassifikation) i hybride materialetyper, både primære (fx e-bogspakker) og sekundære (bibliografier). Der kan bl.a. konkluderes, at biblioteker i vid udstrækning har den viden, der hører til for at formidle disse ressourcer i de virtuelle læringsmiljøer.
Abstract in English
This paper is an attempt to connect students’ information activities (to seek, to handle scientific information …) to their learning activities like text reading and the discursive processing of learning contents. Starting point is a, for e-learning typical linking of resources of different type on one learning platform, hereunder primary resources (scholarly articles and books in the first place) and secondary ones like bibliographical databases and other supporting material. The fact that these resources are organized in one virtual learning space is an important precondition that secondary materials, being as a rule associated with the library domain, can acquire the status as learning objects as well, on equal bar with traditional, primary documents. – On the background of virtual integration of e-materials the notion of “learning potential” is introduced, analyzed empirically in the form of classical topical search tools (thesauri and classification systems) realized in hybrid types of material, including both primary (for example, e-book packages) and secondary material (bibliographies). One practical consequence of this is that libraries do have the right competence to mediate these resources in virtual learning environments.
... To focus upon the key literature for this study, it is helpful to seek clarity between similar terms used in conjunction with online learning. Commonly employed terms in the literature include online education, e-learning, Internet learning, distributed learning, blended learning, networked learning, flexible learning, tele-learning, virtual learning, computerbased learning, web-based learning, mobile learning, open learning, and distance learning (Ally, 2004;Pachler & Daly, 2011;Mason & Rennie, 2006). An effort to distinguish some of these terms has been conducted by Moore, Dickson-Dean, and Galyen (2011). ...
... There are also differing views on whether e-learning and online learning could be considered as a type of distance learning. Most definitions of e-learning in the literature are less concerned about learning at distance; rather they are more concerned about forming the best and most appropriate ways of promoting effective learning (Mason & Rennie, 2006;Nichols, 2003;Pachler & Daly, 2011;Wagner, 2001). The letter "e" in e-learning typically stands for "electronic" (Pachler & Daly, 2011, p. 11), and may refer to a wide range of technology applications, strategies, and tools. ...
... The letter "e" in e-learning typically stands for "electronic" (Pachler & Daly, 2011, p. 11), and may refer to a wide range of technology applications, strategies, and tools. Thus, e-learning may include a wide spectrum of instructional activities involving the use of electronic media, to include computer-based training (CBT), course management software (CMS) or learning management system (LMS), computer-managed instruction (CMI), computer mediated conferencing, virtual learning environment (VLE), and online distributed learning (Pachler & Daly, 2011;Wagner, 2001). ...
The aim of this qualitative research study was to uncover in-depth understandings of the self-regulatory beliefs and actions of adult undergraduate students learning in online credit courses. A social cognitive model of SRL by Zimmerman (1989, 1990) was used as the theoretical framework for this study. This study was guided by three research questions: (1) What key beliefs do adult students hold about themselves as online learners? (2) How do adult students describe their engagement in the online learning process? (3) What strategies do adult
students use to support their online learning?
Eleven NC State undergraduates who were identified as adult students volunteered to participate in this study in fall 2014 semester. All participants met the requirements of 25 years of age or above, had a self-supporting job and/or key family commitments; and were completing their courses in fall 2014 in online distance education format. Data were primarily gathered using semi-structured interviews to solicit participants’ experiences and critical incidents in online learning that led and informed their self-regulatory process. The study findings suggested that there were specific beliefs and actions that emerged as interwoven elements of the adult students’ online SRL process. These interwoven elements broadly suggested the complexity of the adults’ SRL process based in their personal beliefs, learning actions, their online course settings, as well as their broader life influences as adults.
The study delineated three specific conclusions based on the findings. First, the study concluded that adult students’ desire to self-regulate while learning online was motivated by key personal beliefs related to their goal commitments, perceived abilities to learn online, and perceived abilities to be a responsible learner. Secondly, the study found that adult students’ online self-regulatory process was adaptive in nature. Third, this study identified
adult students’ use of a variety of key SRL strategies to meet the expectations of their online courses, their individual learning needs, as well as their multiple role demands. Following the conclusions, implications for theory, practice, and research were offered to impart the study’s contributions to the literature.
... The implementation of various teaching applications reflects the fact that teaching and learning removes collaboration and participation. As one of the rapid growing fields in education and training, its mission is to include greater dimensions of openness and flexibility for social and economic development (Pachler & Daly, 2011). ...
... This may eventually help them to broaden their awareness towards pedagogic opportunities and develop their skills and knowledge in online learning design to change their pedagogical orientation and practices. Also, this programs should address complex factors such as membership in a community practice, teachers' pedagogical orientation and subject subculture, teachers' personal and professional use of technology, vision for technology-supported teaching and learning, institutional support for technology integration, and policy environment (Pachler & Daly, 2011). ...
The method that was used in this study was a descriptive-cross-sectional method of research in which the primary focus for the research is to describe some phenomenon or to document its characteristics. The respondents of this descriptive-cross-sectional study were all the teachers from Division of Pampanga high schools, Philippines for the school year 2022-2023. Total enumeration was employed in the study. This study shows that teaching ability towards technology as to basic computer skills, internet or online skills, software productivity skills, and training attended revealed no significant relationship to teaching styles and strategies, confidence, motivation, and time management as their attitude towards a successful online teaching. This means that the ability of the teachers on technology do not significantly affect their attitudes towards a successful online teaching, and finally, relationship of the teachers' attitude towards a successful online teaching and their acceptance on distance learning were statistically shows not significant. After having a series of computation, analysis, and interpretations, the following statements are hereby suggested: (1) a deeper understanding about the teachers' readiness on distance learning should be qualitatively evaluated and (2) a study on the reasons on the response of the teachers in terms of their readiness as compared to their profiles is hereby suggested for further research.
... Moore, Dickson-Deane, and Galyen (2011) noted that most definitions of e-learning in the literature infer to different technological tools and interactivity element as one of the descriptors. The letter 'e' in e-learning normally stands for "electronic" (Pachler & Daly, 2011). Mason and Rennie (2006) credited Jay Cross for coining the term e-learning in 1998. ...
... (as cited by Mason & Rennie, 2006, p. xiv). E-learning is often synonymously used with the term 'online learning' (Pachler & Daly, 2011). As observed by Moore, Dickson-Deane, and Galyen (2011) in the literature, the term online learning is positioned as being wholly online, where access to learning experiences are fully provided through the use of some technology. ...
... Indeed, changing teachers' pedagogical orientations and approaches requires a broadening of the teachers' awareness of the pedagogic opportunities afforded by learning technologies and the development of their knowledge and skills in online learning design through a professional development programme that fosters critical reflection on technology use in teaching and learning (Hughes, 2004;Daly & Pachler, 2007). In addition, such programmes should be holistic and address a complex of factors such as the following: the policy environment (Conole, 2007;Pachler & Daly, 2011); institutional support for technology integration (Kirkwood, 2009;Sharpe, Benfield & Francis, 2006); a vision for technology-supported teaching and learning (Bates, 2000;Hughes, 2004); teachers' personal and professional use of technology (Becker, 2000;Russell, Bebell, O'Dwyer & O'Connor, 2003); teachers' pedagogic orientation and subject subculture (John, 2005;John and La Velle, 2004); and member-ship in a community of practice (John, 2005;Laurillard, 2011;Otero, Peressini, Meymaris, Ford, Garvin, Harlow, Reidel, Waite & Mears, 2005). Kirkwood & Price (2006) argue for professional development that includes not only the individual teacher but also departmental faculty and senior university managers in order to "help engender an evidence-based and genuinely developmental approach" to e-learning policy development within higher education institutions (p. ...
... 10). Policy development needs to address policy gaps as well as "policy tensions" (Hardy, 2008;Pachler & Daly, 2011) or conflicting policy pressures arising from incompatible or contradictory policies, procedures, and guidelines, "whether ratified or tacitly agreed" (Masterman & Vogel, 2007, p. 58). For example, there can be tensions between policy on assessment of student learning and policy promoting innovation with ICT (Pearson & Naylor, 2006) as well as contradictory discourses within policies promoting innovation that, when coupled with pressure to rapidly implement a complex learning reform agenda, can militate against policy support for good practice in professional development in e-learning (Hardy, 2008). ...
p class="Style2">Rapid advances in information and communications technology in the digital age have brought about significant changes in the practice of distance education (DE) worldwide. DE practitioners in the Philippines’ open university have coined the term ‘open and distance e-learning’ (ODeL) to refer to the new forms of DE, which are characterised by the convergence of an open learning philosophy, DE pedagogies, and e-learning technologies. This paper discusses the issues and challenges that ODeL poses for the Philippines’ open university from the point of view of the institution’s leading ODeL practitioners. The paper concludes with a discussion of the policy development and administrative changes required to support innovative teaching practice across the institution. The findings and conclusions are relevant for other institutions in the same stage of ODeL development.
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... If an approach has value to a lecturer, it is likely to be more deeply embedded into curriculum delivery, and in turn more likely to be used by and useful to students. Thus e-learning can be considered as "learning facilitated and supported through the use of information and communication technologies" [1]. This definition is useful as it presents a framework for how e-learning may be integrated into our curriculum delivery. ...
... The provision of resources, formative assessments and support frameworks are a means to enable learners to achieve this status. To emphasise this point, the term "technology enhanced learning" has emerged in more recent years in place of the application of technology to learning [1]. Several popular models of elearning design incorporate these principles, including Gagné's nine principles [3], the ADDIE model [4], and Salmon's five stages [5]. ...
If the last decade was of the rise of online content, the coming one is likely going to focus on how best to use this content in the teaching and learning of the chemistry curriculum. The boundary between online material and the content as delivered in the lecture hall is becoming increasingly blurred, as educators seek to use the online space to support and supplement their in-class teaching. Online materials can be used to prepare for lectures or laboratories and supplement lecture content with additional explanatory material. Classroom conversation can move online to discussion boards, and there is a diversity in assessment methods available, often automated, which allows students to get immediate feedback on their understanding of a topic. The lecturer's toolkit has expanded enormously, and the difficulty is likely to center on how best to design the curriculum delivery to meaningfully incorporate learning technologies so that they enhance learning in and out of the classroom. In this chapter, we present a series of learning technologies, some better known than others, with an emphasis on how they may be usefully incorporated into the twenty-first century classroom. We advocate these technologies by basing them on what is known about how people learn. In order to be useful to practitioners in higher education, we supplement them with examples from the chemistry practice literature.
... There are varying conceptualisations of e-learning (e.g., Haythornthwaite & Andrews, 2011;Horton, 2012;Mason & Rennie, 2006;Pachler & Daly, 2011), with an emphasis being placed in recent years on socially constructed learning through the use of ICTs (Garrison, 2011). Yet, as Haythornthwaite and Andrews (2011) observe, e-learning is dynamic and constantly changing. ...
This paper reports on a case study of university lecturers’ professional learning about digital technologies over four years, and their development of associated innovative teaching practices. During the first year, new hardware and software, as well as planned professional development (PD) opportunities, were made available to assist lecturers involved in initial teacher education in a Faculty of Education at an Australian university to integrate digital technologies into their teaching. Over the 2011-2014 period, some transformed their teaching practices substantially. It turned out that the provision of formal PD was only a trigger – much unplanned and unanticipated professional learning occurred through informal interaction, with lecturers co-learning with colleagues, and indeed with students, in an environment of enthusiastic experimentation. Formal learning was thus complemented by a networked model of the spread of knowledge and skills among colleagues, students, and wider educational communities. This paper, which focuses on the learning of two staff members who changed their practices considerably, suggests that educators benefit from a combination of formal and informal professional learning strategies when it comes to integrating digital technologies into their practices in pedagogically innovative ways.
... 31). Pachler & Daly (2011) indicate that BL means the combination of different technologies based on the Internet, and different teaching approaches (p. 24). ...
... In positivistic subjects, such as the natural sciences and mathematics, the meanings are fixed. In humanistic subjects the meanings are subject to interpretation and dispute (Pachler and Daly, 2011). Experiences of mathematics, however, may be about personal experiences of working with patterns, following processes or even developing new approaches. ...
Learning technologies are increasingly common in higher education institutions, but academics are frequently unsure how best to use these. Staff development activities focussed on technology skills are not sufficient for academics to design sound technology-based educational experiences. This research study explores this problem, seeking to increase understanding on how academic developers can support academics to make pedagogically-informed uses of learning technologies. An exploratory case study methodology was used for this 44-month research study. The data collection included class teaching observations, document analysis, semi-structured interviews and forum postings during a professional development (PD) course. The first phase of research involved the development and testing of a class teaching observation schedule, to understand current practice. The second phase of research included class teaching observations and interviews with participating academics to identify their learning needs. These research activities informed the design, development and delivery of the first part of a PD course. The final phase of research involved (a) interviews to understand the participants’ experience of the first part of the course and to identify their expectations for the remaining part of the course and (b) the delivery of the remaining part of the PD course. A thematic analysis of the participants’ forum posts and mid-course interviews led to the identification of five themes. The main contributions of this research study are related to (a) the process of academic development for learning technology use, and (b) the process of studying academic development. This study shows how the teaching development of academics can be addressed through flexible and just-in time academic development, and engaging academics in activities related to their teaching context. The student experience of technology-based teaching, the course learning resources and activities, the facilitator’s guidance, the diversity of participants’ experiences and peer discussions support academics to develop pedagogically-informed positions on teaching and learning technologies. Methodologically, the thesis suggests that researchers should use a diversity of data collection tools to gather and analyse evidence about academic development.
... In addition, traditional learning has limitations including time-space constraints and costs [9]. It should be noted that various online training programs are currently being held for health science graduates and postgraduates more than ever before [10]. In fact, as an alternative to traditional education, digital education in health care professional development could be more flexible and accessible. ...
Background
Nurses, as multidisciplinary Diabetic Foot Care (DFC) team members, need to be trained in DF prevention and management. Regarding the increasing use of e-learning educational courses as the new learning strategy with potential benefits among health care providers, this study attempted to evaluate the educational effects of an e-learning course on DFC compared to that of an interactive workshop in the related knowledge attainment.Methods
This was a quasi-experimental study compared two non-randomized groups consisting of nurses who attended an e-learning course (intervention group) and a face-to-face interactive workshop (control group) on DFC using a pre- and post-test design. The eligible nurses enrolled by convenience sampling. All five e-modules on DF prevention and care were the same for both groups. A P value of <0.05 was considered as significant.ResultsThe study findings indicated that both e-learning course and interactive workshop increased DFC knowledge among nurses. There is a significant difference between the learning level (after training) in the intervention and control groups (P < 0.01).Conclusions
The findings suggest that the e-learning course of DF could be as effective as conventional educational methods. However, considering the time, cost savings and providing an opportunity to learn anytime and anywhere, of the e-learning course, it is recommend for the future and required that more health care providers be trained to use of distance learning.
... Time management One major point emphasized in e-learning research is the students' freedom to learn when they want or find it best to learn (Pachler and Daly 2011). One interesting question is therefore whether the students make use of their freedom and freely distribute their periods of activity throughout the task frame, or whether they tie their activities to the physical teaching periods within the department. ...
This paper implements a dynamic (i.e. temporal and local) research design for collaborative digital writing (CDW) in writing assignments in higher education. This research design builds on my paper “Temporality revisited: Dynamicity issues in collaborative digital writing research”, published in this journal (Engerer 2020). The design identifies current state-of-the-art approaches to digital writing and introduces 1) the components of text (the process and products of writing and learning communication), 2) external variables such as learning orientations and group composition, 3) an intermediate layer of time management that is related to organizing the assignment, and 4) the sphere of knowledge construction. The main modification, however, is the addition of four features specifically connected to time-related aspects: 5) micro-analysis, 6) dynamicity, 7) writer relevance and 8) source status. This dynamized research design is applied in a study of writing assignments carried out by the author with students of information science in the spring term of 2016. It is demonstrated how the temporal organization of a CDW process can be visualized and how central concepts such as Task structure, Reference structure and Final target structure are construed, operationalized and dynamically related to each other. Furthermore, a real-time analysis of sequential concept building is provided. The discussion shows that the study integrates all the above elements 1)-8) of a dynamic research design for CDW, although to different degrees. The study presented here can provide a general background for designing research in CDW and can inspire CDW researchers to capture in their research designs the dynamic, time-related features in CDW.
... According to Pachler and Daly (2011) e-learning is defined as a learning-teaching process facilitated and supported by the utilization of Information, Communication, and Technologies (ICT). E-learning may cover utilization of some or all technological devices, such as: 1) desktop computer and laptop; 2) software, including additional software; 3) interactive whiteboard; 4) digital camera; 5) mobile devices and wireless, including smartphone; 6) electronic communication media, including email, discussion board, chat facilities and video conferencing; 7) Virtual Learning Environments (VLEs); and 8) learning management system. ...
The aim to be reached in writing this article is to inform the readers on how SPADA as one of instructional media based technologies today is effective to increase the quality of the learners in their self-regulated learning. In recent years, technology has increasingly developed with its widespread use in the economy, tourism and even education in the world. The existance of technology-based media in teaching and learning activities is needed to accompany the increasingly modern era of globalization. One of the technology-based media used in education is e-learning media. E-learning is a type of teaching and learning that allows the delivery of teaching materials to learners using the internet, intranet or other computer network media (Hartley, 2001). With this technology-based media, teaching and learning activities that previously only took place on campus or school, can be conducted anywhere and anytime, not limited by space and time. One of the e-learning media on campus is SPADA (Online Learning System). This system is developed to answer some of the challenges of higher education and organize learning without limits. The use of the SPADA website as a utilization of learners' self integration means how the use of SPADA can facilitate learners to practice their self-regulated learning. It means that by using SPADA, the learners are expected to increase their learning activities autonomously. By doing so, the lecturers/teachers only need to give their learners the lesson materials and perhaps some assignments then the rest of learning process will be left entirely to the learners, giving them freedom to pick their own learning pace. In this case, SPADA as one of instructional media based technologies is effective to improve the quality of the learners’ self-regulated learning.
... Έτσι, τα παιχνίδια μετατρέπονται σε εργαλεία εκπαίδευσης και κατάρτισης (Liarokapis & De Freitas, 2010). Συνεπώς, ο συνδυασμός ΕΠ, ΣΠ και του μοντέλου mlearning υπόσχεται μάθηση σε αυθεντικά περιβάλλοντα ενώ ταυτόχρονα οι συμμετέχοντες ψυχαγωγούνται (Sintoris et al., 2010;Pachler & Daly, 2011;Kraut, 2013). ...
Η ενσωμάτωση τεχνολογιών επαυξημένης πραγματικότητας στις φορητές υπολογιστικές συσκευές (tablets/smartphones), σε συνδυασμό με την εξάπλωση του ασύρματου διαδικτύου δημιουργούν νέες δυνατότητες για μαθησιακές εφαρμογές. Εφαρμογές, για μάθηση μέσω φορητών συσκευών (mobile learning), που απευθύνονται στην τυπική εκπαίδευση μαθητών/τριών ή/και στην άτυπη εκπαίδευση και ψυχαγωγία των πολιτών και των επισκεπτών μιας πόλης, ενός μουσείου και γενικά ενός πεδίου με μαθησιακό ενδιαφέρον. Το πλήθος των εφαρμογών, αυτού του είδους, αυξάνεται, όμως ο σχεδιασμός και η αξιολόγηση τους αποτελεί ακόμα ανοικτό ζήτημα που απαιτεί επιπλέον μελέτες. Στην εργασία παρουσιάζεται η περίπτωση του σχεδιασμού και της αξιολόγησης της υποδοχής του σοβαρού παιχνιδιού «Ρόδος, 1521». Το παιχνίδι στοχεύει στην άτυπη μάθηση σχετικά με την εποχή των Ιπποτών στη Ρόδο και απευθύνεται σε παιδιά και ενήλικες. Η αξιολόγηση του παιχνιδιού έδειξε θετική υποδοχή, εντόπισε στατιστικά σημαντικές διαφορές, στην εκτίμηση της ευκολίας χειρισμού της εφαρμογής, ανάμεσα στις ηλικιακές ομάδες των παικτών και έδωσε προτάσεις για μελλοντικές βελτιώσεις.
... Throughout history, educational artifacts-the chalkboard, pen and paper, the overhead projector, the computer, and all the other paraphernalia of the classroom-have been used by educators, under their control, and largely at their discretion, to enhance the quality of teaching. Much has been written regarding the profound (digital) revolution that has taken place in the last two decades, whereby technology is no longer an aid but a powerful shaper of education as a national project, to the extent that it now largely determines the educational process in institutional and "classroom" settings across all levels of education (Gosper et al., 2008;Green, Banas, & Perkins, 2017;Hamilton, 2016;Pachler & Daly, 2011;Price & Kirkwood, 2014;Spector, 2016). With remarkable prescience, philosopher and social critic Ivan Illich (1926Illich ( -2002, in his well-known book Deschooling Society (1971), proposed a radical change to schools as institutions. ...
Public universities, as the predominant source of nurse education, serve an instrumental role as pressure mounts to produce large numbers of workready graduates to meet the needs of the labor market. Neoliberalism is recognized as the dominant political and economic philosophy across the globe, and new managerialist, corporatized practices, as its “organizational arms,” are ubiquitous within the higher education sector worldwide. Intersecting this agenda are dramatic developments in the way university courses are being conceived and delivered based upon the increasing integration of digital technologies. Given the radical transformations brought about by Web 2.0 technologies, it is timely to critically analyze current narratives shaping the teaching and learning agenda and their impact on the nature and quality of nursing higher education. This article draws on the “McDonaldization thesis” of George Ritzer, concepts from the work of the Italian philosopher Giorgio Agamben, Habermasian social theory, and critical pedagogy. It concludes with a short overview of possible outcomes of the new agenda, and some strategies for resistance. Although the focus is on Australia, it is relevant to other countries to the extent that they are facing similar challenges and undergoing analogous pedagogic transformations.
... While New Faculty Orientation programs (all new faculty in on-ground, hybrid, and online courses take this training) include topics such as learning styles, Bloom's taxonomy, technology instruction, and the cultural of the university, leadership training does not appear to be a major component of these sessions. Fifty percent of the respondents in this study did acknowledge that their college provided leadership training, but there was no information on whether that was included in the New Faculty Orientation (Pachler & Daly, 2011). Effective collaboration is an integral part of leadership and necessary for student success. ...
... Reflective of wider inconsistences and discrepancies (Pachler and Daly 2011) e-learning is variously defined across the texts; indeed, in some of the policies e-learning is not defined at all. Furthermore, rather than being "a neat single entity" e-learning is "riddled with complications, contradictions and conflicts" (Selwyn 2014: 6). ...
Both as discourse and as practice, e-learning in Higher Education (HE) is shaped by many factors, the most critical of which are the political motivations driving its adoption. In this dissertation I attest that e-learning policies relevant to HE issued by government departments and non-departmental public bodies in the United Kingdom (UK) between 2003 and 2013 were predominantly underpinned by neoliberal ideology. The enquiry is grounded in the Critical research paradigm’s intention to expose, critique, and ultimately overcome sources
of oppression. Thirteen policy texts were analysed via two critical lenses. First, via thematic analysis (Braun and Clarke 2006) of the corpus I identified recurring themes. These were then clustered around a trilogy of master narratives: Marketisation, Instrumentality, and Modernisation. Through an ideology critique of these master narratives, I uncovered and unpacked the motivations underpinning claims made in relation to e-learning. My second mode of analysis was a detailed Critical Discourse Analysis (CDA) of each document. CDA sees the wider context as essential to making sense of a text (Bloor and Bloor 2007; Van Dijk 2008). My critique, therefore, considered each document within its historical and socioeconomic context, and examined the extent to which the three master narratives were evident both over time, and across England, Scotland, and Wales. How policy is communicated and presented is as important as what is said (Barnett 2000). Indeed, ideologies can be both enacted and obscured by language (Jones and Stilwell Peccei 2004; Henriksen 2011). My analysis, therefore, also examined the role of visual presentation, lexical choices, and rhetorical techniques in communicating the policies. Taken together, the two prongs of my analysis demonstrate that − although there are variances in different contexts and at different times − overall, the policies considered were motivated by neoliberal imperatives aimed at placing HE within the realm of the market and enhancing the UK’s economic
competitiveness. The policies also persistently reflect a deterministic and uncritical perspective towards technology. Furthermore, many of the claims made are exaggerated, unsubstantiated, contradictory, and even duplicitous, or are justified via reference to contested discourses. While neoliberal ideology is privileged and promoted across the corpus, alternative value systems are not. I argue that this problematic framing of e-learning is intensifying the negative impacts of neoliberalism on HE’s role as a public good, as well as exacerbating social inequalities. Furthermore, it is channelling e-learning into a restricted form that limits any possible pedagogical or egalitarian opportunities that the judicious application of digital technologies in HE teaching and learning might support. I reflect on the implications of this for HE and for society, and for the professional practice of Learning Technologists. Finally, I present an alternative vision for e-learning in HE.
... Liu et al. (2014) explained that the design or performance of teaching materials requiring lots of information or prior knowledge would cause extreme working memory load to reduce students' learning outcome. Pachler & Daly (2011) mentioned that a large amount of schema, specific problems, and problem-solving strategies were stored in the long-term memory; learners without adequate schema or immediately correlated problemsolving strategies would proceed reasoning and searching in the short-term memory to waste the capacity of working memory, appear cognitive load, and generate learning difficulties. In this case, information with remarkable relevance and contrast characteristics would have learners presenting more working memory on reasoning and exploring (Rabionet, 2011). ...
The statistics reveals that about many students have learning difficulties. For this reason, appropriate curricula and materials should be planned to match with multimedia teaching design in order to reduce students'learning frustration and obstacle caused by insufficient experiences and basic competence. Multimedia dynamic, a curriculum oriented teaching instrument combined with cognitive psychology, cognitive load theory, and multimedia teaching theory, could easily attract students 'attention in the performing process so as to guide the learning, reduce the load of working memory, and further reduce the cognitive load. With multimedia dynamic presentation, teachers could design materials matching with class teaching for the attention guidance to help students actively search, select, and organize information, reduce the load of working memory and cognitive load, and enhance the learning effect. It is expected to apply multimedia dynamic teaching to attention guidance in this study. Under the principle of material design, multimedia dynamic teaching is regarded as the design subject and three classes are proceeded the teaching experiment. The results show that including images into structural text information presents significant effects on students'learning outcome and the reduction of cognitive load.
... Continuing professional development, graduate and postgraduate programs in health sciences and clinical education in Australia and many other countries are increasingly delivered online to accommodate the needs of adult, professional learners and address their expectations to be able to work, study and learn wherever and whenever they choose [1]. Evidence for comparable learning outcomes between online, internet-based and face-to-face course delivery has generally been established, although strategies for successful e-teaching and e-learning design and its effective implementation are still emerging [2][3][4][5]. ...
Background
Graduate and post-graduate education for health professionals is increasingly delivered in an e-learning environment, where automated, continuous formative testing with integrated feedback can guide students’ self-assessment and learning. Asking students to rate the certainty they assign to the correctness of their answers to test questions can potentially provide deeper insights into the success of teaching, with test results informing course designers whether learning outcomes have been achieved. It may also have implications for decision making in clinical practice. MethodsA study of pre-and post-tests for five study modules was designed to evaluate the teaching and learning within a pharmacotherapeutic course in an online postgraduate clinical pharmacy program. Certainty based marking of multiple choice questions (MCQ) was adapted for formative pre- and post-study module testing by asking students to rate their certainty of correctness of MCQ answers. Paired t-tests and a coding scheme were used to analyse changes in answers and certainty between pre-and post-tests. A survey evaluated students’ experience with the novel formative testing design. ResultsTwenty-nine pharmacists enrolled in the postgraduate program participated in the study. Overall 1315 matched pairs of MCQ answers and certainty ratings between pre- and post-module tests were available for evaluation. Most students identified correct answers in post-tests and increased their certainty compared to pre-tests. Evaluation of certainty ratings in addition to correctness of answers identified MCQs and topic areas for revision to course designers. A survey of students showed that assigning certainty ratings to their answers assisted in structuring and focusing their learning throughout online study modules, facilitating identification of areas of uncertainty and gaps in their clinical knowledge. Conclusions
Adding certainty ratings to MCQ answers seems to engage students with formative testing and feedback and focus their learning in a web-based postgraduate pharmacy course. It also offers deeper insight into the successful delivery of online course content, identifying areas for improvement of teaching and content delivery as well as test question design.
... Det er derfor måske ikke helt forkert at sige, at disse principper i dag indgår i mange moderne konceptioner af 'formel' laering, som den finder sted på uddannelsesinstitutionerne. Laering i universitetsdomaenet foregår som regel eksplicit og under bevidst tilrette-‐‑ laeggelse og forberedelse af både den studerende og underviseren og er i denne for-‐‑ stand 'formel' (Notari & Honegger, 2012, s. 23; Pachler & Daly, 2011, s. 43, 55; Qvor-‐‑ trup, 2006, s. 39). Ved siden af denne eksplicitte laering sker der også implicit laering, 'uformel', automatisk, uden bevidst kontrol. ...
... Learning in the university domain is often described in terms of formal (intended) and informal (non-intended) effects of learning. Intended learning indicates conscious planning and preparation (Notari & Honegger, 2012, p. 23; Pachler & Daly, 2011, p. 43), while informal learning typically happens without conscious control. One characteristic result of informal learning is tacit knowledge, hereunder tacit attitudes to one's discipline, acquired typically in communicative practices in formal and informal learning environments (Wenger, 1998). ...
The paper contrasts two paradigms of learning, information seeking and use: the prevalent (mainstream) cognitivist paradigm on the one hand, and lesser-known action-oriented approaches on the other. Cognitivist applications on disciplinary learning and information seeking imply a two-stage model of learning, where the student in the first step finds the needed information and in the second step learns from it. At a practical level, this sequential conception has some substantial consequences for information seeking/searching and behavior, some of which are outlined in the paper. The main part of this contribution is a deconstruction of the cognitive assumptions about learning and seeking/searching in the light of action-oriented approaches. We develop two types of action-oriented approach. The first approach, which comes from Critical Psychology, understands learning as a primarily social phenomenon. In contrast to the cognitivist conception, learning is here substantialized through social interactions and conceptualized epistemologically as dialectic. The second approach stems from Agential Realism and brings forward a somewhat radical critique of the cognitivist approach and of the Critical Psychology approach as well. Both have a significant impact on conceptions of information seeking/searching and information literacy.
... En måde at karakterisere laering i universitetsdomaenet på er fx ved at differentiere mellem formel eller intenderet laering og uformel medlaering, intenderet laering som det, der bevidst er tilrettelagt og forberedt af både den studerende og underviseren, og som i denne forstand er " formel " (Notari & Honegger, 2012, p. 23; Pachler & Daly, 2011, p. 43, 55; Qvortrup, 2006, p. 39). Ved siden af denne intenderede laering sker der også medlaering, dvs. ...
In this article we investigate different understandings of learning underlying the interpretation of students’ and researchers’ moves between learning in the university domain and learning processes, usually associated with information literacy, the latter including information managing activities like information seeking. We show that mainstream concepts like information need, “Anomalous State of Knowledge”, information seeking or topic inherit their learning theoretic background from a cognitive constructivist view on learning, dominating the understanding (and implementation) of learning in the domain of higher education. In order to construct a coherent understanding of disciplinary learning and information managing activities, cognitive constructivist assumptions on learning and the nature of information in learning processes are implicitly transferred to the domain of information literacy as well, establishing fields like generic or disciplinary information literacy. The application of cognitive constructivist assumptions on information literacy learning produces, in our opinion, an inadequate characterization of information related activities in the context of higher education, ignoring their unconscious, purely activity based character. In order to link information literacy as emergent, incidental learning to the typically formal and conscious contexts of disciplinary learning we propose a Critical Psychology framework, conceptualizing individual learning as a primarily activity based concept. This move makes the students’ and researchers’ shifts between the two domains understandable and allows reconstructing those movements as instantiations of coherent learning activities.
... To start with, a number of basic concepts related to online learning and distance education need to be established. Many of them are used interchangeably (Pachler & Daly, 2011), however, crucial differences that occur between these call for ample discussion in the present chapter. The general definition of e-learning is proposed by Daly and Pachler (2010) as follows: ...
Among the terms for technology-enhanced education, ‘e-learning' may be an umbrella one to cover various types; on the mobile platform, ‘mobile learning' or ‘m-learning' has gained a solid foothold. A historical review of the development from e-learning to m-learning may help draw a clearer picture of technology-enhanced education in history and in the future. The change of the major medium from computers to smartphones involves not only where learning may occur in the digital age but also how. M-learning shares some similarities with e-learning, for example, enhancing learner autonomy, yet facing the difficulty in assessing efficacy and effectiveness. In the meantime, with advancing mobile technology, m-learning can achieve higher portability and personalisation in three aspects: devices, materials, and learners. How to engage, retain, and motivate mobile learners in the informal and spontaneous settings merit more attention. Solid theoretical underpinnings and empirically validated practice in other disciplines may shed light on the avenues of future research.
Este artigo tem como objetivo discutir Cursos Virtuais Abertos e Massivos (do inglês, MassiveOpen Online Courses – MOOCs) voltados à aprendizagem de língua estrangeira. Esses cursos sãocompreendidos como um campo recente e complexo de pesquisas e práticas acadêmicas. Oprincipal foco das discussões apresentadas recai no desenho instrucional e em sua interface com aaprendizagem de letramentos orais acadêmicos. Espera-se que as reflexões tecidas possamcontribuir para o debate acerca do ensino e aprendizagem de línguas em ambientes digitais sob umenfoque crítico e transformador.
Pedagogy can be described as the art of teaching. It refers to the techniques, approaches, and types of instruction. The adoption of technology adds another factor in course design to consider. To produce successful e-learning and teaching require a comprehension of how students learn and communicate with technology. Before new courses are developed, teachers understand the pedagogy that will underpin their e-learning setting. This chapter aims to provide the basis by which teachers can comprehend the strategies for developing effective online courses.
Mobile learning has moved in the last decade from being a small, scattered research interest to being viewed by many international agencies as a way of delivering their humanitarian missions to the developing contexts of the global South. This paper explores and documents fundamental concepts and concerns that characterize or perhaps jeopardise the relationships between the ‘old’ research communities and ‘new’ policy maker communities working to improve the nature and scope of learning in the developing contexts of the global South using personal mobile digital technologies. As becomes apparent, these concepts and concerns are relevant and interesting across a broader range of domains, touching perhaps under-privilege and access to education and technology in both the global North and the global South, the uses of technology to extend, enhance and transform learning and the various pressures and determinants of policy-making and of the public funding of research.
This study explores the efficiency of the shift to E-learning strategy during Covid-19 circumstances in Algeria. It is concerned with the E-learning measures taken by the Algerian authorities through reviewing official publications and a webometric analysis on a sample of educational channels and websites. The results have shown that the online learning started to show a very slow and weak online traffic with a negative rate of views, subscribers and visitors. This negative rate was despite of the daily updates of the channels and websites with online courses. The researchers called for further studies.
Durante la pandemia COVID-19, garantizar el acceso y continuidad a la educación ha sido posible mediante plataformas educativas. El grado de efectividad de tales tecnologías puede ser abordado desde la satisfacción de sus usuarios, siendo relevante la valoración de los docentes quienes son los encargados de generar y orientar la experiencia formativa a través de su integración a los procesos educativos. El objetivo del presente estudio es determinar el nivel de satisfacción de los docentes pertenecientes a la Facultad de Ciencias de la Salud de la Universidad de Tarapacá (Arica, Chile), con el uso de eLearn (Moodle) durante el
2020 en el contexto de educación remota de emergencia. Se realizó un estudio de corte transversal basado en cuestionario online autoadministrado, enviado a 56 docentes, compuesto por tres secciones: antecedentes generales, uso y percepción de dificultad ante las herramientas de eLearn y satisfacción con
la plataforma. Esta última fue abordada a través de las dimensiones de usabilidad, interacción y utilidad percibida. Las características de la muestra fueron evaluadas mediante estadística descriptiva. Se aplicaron pruebas paramétricas y no paramétricas para analizar la correlación entre las dimensiones y determinar diferencias de medias o medianas entre los grupos en estudio y la satisfacción percibida. La tasa de respuesta fue de 71,4%. Se observó un uso mayoritario de la plataforma como repositorio (97,5%) y para la realización de evaluaciones (85,8%), con menor uso de herramientas interactivas H5P (47,5%). La
utilidad percibida fue el dominio mejor evaluado, mientras que el de interacción recibió la menor valoración. La satisfacción general con eLearn fue alta (11,0±0,4 sobre 15,0 puntos), siendo influida por la cantidad de cursos impartidos por docente (p<0,05). El nivel de satisfacción con eLearn refleja que, desde la perspectiva docente, constituye una herramienta altamente valorada y viable para seguir siendo empleada durante y tras la pandemia.
Este libro trata precisamente de la Educación del siglo XXI y cada autor, en cada capítulo, pone su mayor empeño por aportar, desde los resultados de su investigación, para que se materialicen los principios y orientaciones que el término significa. El lector podrá notar que los objetivos, teorías y resultados de los trabajos que contiene, tienen una sola finalidad: aportar el logro de la revolución al sistema de educación. El fin último es lograr que la nueva categoría de estudiantes desarrolle las habilidades, destrezas y capacidades necesarias para desempeñarse, primero como personas y luego como profesionales, en el Nuevo Orden Mundial. De otra manera estamos poniendo en riesgo la misma supervivencia de la especie, porque esta categoría de estudiantes será la encargada de solucionar los problemas complejos que notros le estamos heredando.
Este libro trata precisamente de la Educación del siglo XXI, y cada autor, en cada capítulo, pone su mayor empeño por aportar, desde los resultados de su investigación, para que se materialicen los principios y orientaciones que el término significa. El lector podrá notar que los objetivos, teorías y resultados de los trabajos que contiene, tienen una sola finalidad: aportar el logro de la revolución al sistema de educación.
There is a recognised lack of international literature on advising and tutoring in Higher Education (HE). In an international context, advising and tutoring is of great importance and, in that regard, global research helps to build a credible evidence base for our practice and to acknowledge the centrality of high quality advising and tutoring to teaching, learning and student success. The aim of this collection of articles is to address the need to further stimulate discussion in this field whilst considering some of the most pressing gaps in the current literature, promoting further international research in this area and connecting several disparate HE policymaking agendas, especially in the wake of Covid19. The collection highlights the impact of high-quality advising and tutoring practices and is intent on advancing evidence that advising and tutoring are fundamental to helping universities achieve their strategic ambitions for student success.
This chapter details the development and design of an interactive digital training resource for personal tutors in the Arts Faculty at the University of Warwick in 2018. The Arts Faculty Personal Tutor Training Resource aimed to enhance staff and student experiences of personal tutoring. The training was designed and delivered through the open-source learning design tool H5P within the University of Warwick's Virtual Learning Environment, Moodle. The training resource content is delivered through a mixture of text, images, videos and links to further resources which introduce learners to personal tutoring policies, structures, processes, support, and best practice. The resource also contains interactive activities that enable learners to condense their learning, reflect on their personal tutoring knowledge and practice, and see their progress as they move through the different stages of the training. The resource was designed to be interactive to make the content as engaging as possible for learners and to promote the retention of knowledge. It was also designed with different learners' levels of digital literacy and accessibility needs in mind. This chapter outlines the context of the training's development, and the pedagogic approaches, methods and principles that informed the learning design. It also provides an account of the design process and a description of the training content. This case study demonstrates the value of online training and resources for supporting personal tutors by showing the positive impact that the Arts Faculty Personal Tutoring Training Resource has on staff and student experiences of personal tutoring at the University of Warwick. It also shows that personal tutors welcome online training and resources, and that online training is often preferred to face-to-face training because it can be used and accessed according to the requirement of users at any time.
This paper explores the feature of dynamicity (a composite of temporal and local properties) in research on collaborative digital writing (CDW) in academic writing assignments. The paper traces the ways in which current research typically approaches CDW and identifies the underlying elements of current and technological inquiry in this field: components of text (the process and products of writing and learning communication), external variables, such as learning orientations and group composition, and an intermediate layer of time management that is related to organizing the assignment. The paper identifies gaps in the current understanding of the phenomenon of collaborative writing for learning and pinpoints some basic weaknesses with concepts used in this research, in particular assumptions related to the time aspect of the collaborative writing process. The prevalent view of current research, which conceptualizes writing processes as predominantly time-ordered intermediate products (texts) at several designated points within the writing assignment, overlooks the sequential dynamics of textual interaction, linearity, and “local” concept construction as influential factors in CDW assignments. Instead, this paper argues for the ideas of sequential concept construction and locally changing sources for the writer at a certain point in the writing. The insights presented in this paper can help address some of these time-related shortcomings of current research. A few selected key aspects of implementing dynamicity in studies of CDW are exemplified in a CDW assignment with information science students that the author conducted back in 2016.
Nowadays, the implementation of e-learning of studies at university has become widespread all over the world. Instructors face the challenge of providing e-learning courses and materials that would meet necessary standards. The re-evaluation of curriculum and assessment criteria is thus needed to ensure high quality of e-learning program. This article will report on different models of e-learning, reflecting on their applicability for teaching and studying at universities.
Digital education reshaped the teaching and learning processes in higher education worldwide. This studyinvestigates the attitudes of faculty members at Palestine Technical Khadoorie University (PTUK) towards usingModular Object Oriented Dynamic Learning Environment (MOODLE). A questionnaire was designed to conduct thepresent study at PTUK. A convenient sample of 41participants from two different colleges, Applied Science andHumanities colleges contributed in this study. Findings revealed that faculty members at PTUK had positive attitudestowards Moodle. Nevertheless, there was a significant difference between faculty member attitudes with regard to no.of training sessions offered by PTUK.
This book has uncovered L2 learners’ choices of technology (non)use. It identifies a range of contextual elements that mediate L2 behaviours surrounding digital technology and individual characteristics underlying such a use—justifying the sociocultural approach adopted in this book. Accordingly, L2 learners’ choice of technology (non)use is a complex one. Against this background, this final chapter identifies the main contribution of the present study in two steps. First, the foregoing empirical Chaps. 5, 6 and 7 are summarized. Second, the background and theoretical literature reviewed in Chaps. 1, 2 and 3 are related to and compared with the findings presented in this study. A sociocultural understanding of ‘English learning with Web 2.0’ is proposed, together with a framework that demonstrates the roles of context and agency in out-of-class language learning with online technology. On the basis of these findings and arguments, this chapter then considers how the potential of online technologies can be maximized for university EFL learners in China. After that, this chapter acknowledges the limitations of this study and makes suggestions for further research. Finally, this chapter concludes by highlighting the need to research learner voices in the field of CALL, as well as the importance of context and agency when seeking to understand learners’ behaviours surrounding digital technology.
An e-learner is more at risk of being demotivated because of limited/no face-to-face interaction with his/her instructor and class fellows. The purpose of this research study was to analyze the status of attention, relevance, confidence and satisfaction of students while studying in an e-learning system. The ARCS model, i.e., named after its four main factors: Attention, Relevance, Confidence and Satisfaction, was used as a theoretical framework for collecting information from students about various aspects in e-learning system which motivated them to learn. The research study involved phenomenological inquiry method. The population for the research study was all the students of a public sector university of Pakistan using e-learning system. Convenience sampling was used to approach twelve participants for data collection for the study. The data was collected through semi-structured interviews. The memos and audio-recording helped the researcher during the data collection to record responses, body language and facial expression of participants. Axial coding was used to analyze the data. The students were of the view that e-learning system is very helpful to continue education while doing job.The study recommends to use online synchronous mode of communication frequently to build a virtual bond among students and their teachers.
Mobiles Lernen ist zu einem Feld technologischer, didaktischer und psychologischer Forschung geworden, das besonders relevant ist in Bezug auf formelle und informelle Lernkontexte. Begriffe wie ‚Mikroinhalt‘ (microcontent), ‚Mikromedien‘ (micromedia) und ‚Mikrolernen‘ (microlearning) haben im letzten Jahrzehnt vor allem im englischen Sprachraum ebenfalls an Bedeutung gewonnen. Einerseits wurden viele Aspekte von Lernen, Didaktik und Bildung avant la lettre auf Mikroniveaus untersucht, andererseits entstehen mit den aktuellen technologischen, geographischen, kognitiven und soziokulturellen Dynamiken von Mobilität neue Möglichkeiten der Erweiterung didaktischen Denkens im digitalen Zeitalter. Dieses Kapitel gibt einen Überblick über geschichtliche und systematische Aspekte von mobilem Lernen und Mikrolernen, inklusive Überlegungen zu den Aussichten für zukünftige Forschungen auf diesem Gebiet.
E-learning has increasingly been acknowledged as a legitimate option which contributes to the democratization of higher education. One of its advantages is the possibility of reaching non-conventional publics for higher education, including workers, adults, and people who live outside the main city centers. This is also an important aspect with regard to sustainability education, particularly when addressing climate change education, as these publics may be less easily reached by conventional educational settings. Permanence is a key issue and a significant obstacle to the success of any e-learning based initiative—in order for the educational goals to be met, one must ensure, in the first place, that students who enroll in a program are able to persevere, successfully learn, and reach graduation. This chapter presents a framework of the concept of permanence in higher education, particularly in e-learning contexts and concerning adult populations. It presents an empirical research concerning the academic factors related to good permanence outcomes. Data were gathered using a survey by questionnaire answered by students of an undergraduate degree developed through e-learning in a Portuguese public university.
This chapter details the participation of Ireland as one of seven European countries in the EUfolio Classroom ePortfolios project. This was a 2-year project (May 2013–May 2015) funded by the European Commission under the framework of the Lifelong Learning Programme (KA1—Implementation of the European strategic objectives in Education and Training). The idea for the EUfolio project came from the ICT and Education Working Group created under the Education and Training 2020 programme, a network that includes 24 Ministry of Education representatives. A number of members came together with a common interest in implementing ePortfolios at national level leading to the inception of this initiative. Ireland was one of seven European countries that participated in this ePortfolio project, which had a focus on designing and testing innovative ePortfolio models that would inform the implementation of innovative learning environments across Europe.
This chapter focuses on the experiences of the Irish pilot, and demonstrate examples of where ePortfolios were used to promote a collaborative approach to assessment, where the interactions between teacher and student opened up the learning process to become a reciprocal and dialogic activity; a more supportive and inclusive culture where formative practices in the classroom could flourish.
Using an ePortfolio allowed students to show achievements in a variety of ways, give a clear vision of their learning journey thus far, and provide a platform for peer and self-assessment. All these components can contribute to ensuring a learning and assessment system that places students at the centre of the learning process, accommodates the diverse needs of learners, impacts positively on student motivation, and engages students in experiences appropriate to their twenty-first century.
Vi rapporterer om vores forsøg på at promovere medansvar og fagligt engagement blandt vores studerende gennem digitale skriveøvelser. Disse kombinerer skriftlighed i læring (som en refleksionsfremmende og forpligtende øvelse) med de kollaborative muligheder, der ligger i at benytte digitale platforme. Dybde i læring og reflekteret/reflekterende feedback er aspekter, som bliver centrale, når fagligt indhold på skrift indlejres i en digital læringskontekst. I artiklen tages udgangspunkt i TEACHs universitetspædagogiske initiativer inden for skriftlig læring og erfaringerne fra universitetspædagogikum. Forfatterne afprøvede nogle af disse idéer i form af kollaborative skriveøvelser på et bachelorkursus på Det Informationsvidenskabelige Akademi (Københavns Universitet). Forfatternes praktiske fremgangsmåde dokumenteres, og der gøres rede for de erfaringer, de har gjort sig. I den forbindelse diskuteres aspekter som tekstnære vs. åbne spørgsmål, de studerendes motivation for skrivning, deres vurdering af egen arbejdsindsats, en vurdering af de studerendes tidsforbrug og de studerendes holdning over for den foretrukne feedback - underviserens eller peer-to-peer. Der afsluttes med anbefalinger, som baserer sig på dette forsøg.
This article reports on our attempts to promote accountability and commitment among our students through digital writing exercises. These combine writing as a reflective and required learning process with the collaborative possibilities that exist in using a digital platform. When using this kind of platform the depth of understanding and the quality of the feedback are important aspects of the learning experience. The study is based on the university’s TEACH programme, which focuses on writing in higher education, and it also draws on our experience from the university’s pedagogy course. Some of the ideas were tested on students from the Bachelor programme at the Royal School of Library and Information Science (University of Copenhagen) who took part in a series of collaborative writing exercises. This article documents the practical set-up of the exercises and discusses some of the outcomes, such as the benefits of text related vs. open questions, the students’ motivation for writing, their assessment of their own work, assessment of the how the students spent their time and whether the students preferred peer or instructor feedback. It concludes with recommendations based on the study.
Bilgi ve iletişim teknolojilerindeki gelişmelere paralel olarak e-öğrenme (elektronik öğrenme), b-öğrenme (karma öğrenme), m-öğrenme (mobil öğrenme), u-öğrenme (kablolu, kablosuz, mobil ve algılayıcı sistemlerle her yerde öğrenme) gibi uygulamalar günümüz eğitim dünyasında farklı şekillerde kullanılmaktadır. Gerekli koşullar göz önünde bulundurularak geliştirilmiş bu tür uygulamalar önemli yararlar sağlamakla birlikte, sadece sağladığı yararlar ön planda tutularak, heves ya da trendi takip mantığı çerçevesinde büyük beklentilerle geliştirilen çok sayıdaki projenin kısmen ya da tamamen başarısızlık ve hayal kırıklıklarıyla sonuçlandığı görülmektedir.
Mevcut şartlarda her bireye, her kurum ve kuruluşa uyan standart bir e-öğrenme uygulaması bulunmamaktadır. E-öğrenme her öğrenen için farklı bir tecrübe olmakta, farklı bir etki yaratmaktadır. Her e-öğrenme uygulamasında bariyerle karşılaşılması ya da her e-öğrenme uygulaması için aynı bariyerlerin ortaya çıkması söz konusu değildir. E-öğrenme sürecinde bariyer olarak algılanan faktörlerin belirlenmesine yönelik çalışmalar,
bariyerlere ilişkin farklı sınıflandırmaların yapılmış olduğunu, e-öğrenmenin başarısını etkileyen faktörler ile e-öğrenme sürecinde bariyer olarak algılanan hususlar arasında anlamlı bir ilişki bulunduğunu göstermektedir.
Çalışmada e-öğrenme sürecini olumsuz etkileyerek kısmen ya da tamamen başarısız kılma, ilgili tarafların algılarını olumsuz yönde etkileme potansiyeli bulunan bariyerler alanyazın taramasına dayalı olarak tespit edilmiştir. E-öğrenme sürecinde karşılaşılan bariyerlerin kişilere, kurumlara ve çalışılan duruma göre farklılık göstermesi nedeniyle standart bir bariyer azaltma stratejisi geliştirilmesi ya da önerilmesi mümkün olmamakla birlikte, bariyer olarak algılanan hususların en aza indirilmesine yarayacağı düşünülen bariyer azaltma stratejileri üzerinde durulmaktadır.
Dissertação de Mestrado em Ciências da Linguagem, UNICAP (2013)
This is a book published by Routledge (full text cannot be shared). It documents the most innovative projects in context-aware mobile learning in order to develop a richer theoretical understanding of learning in modern mobile-connected societies. Context-aware mobile learning takes advantage of cell phone, mobile, and pervasive personal technologies to design learning experiences that exploit the richness of both indoor and outdoor environments. These technologies detect a learner’s presence in a particular place, the learner’s history in that place or in relation to other people and objects nearby, and adapt learning experiences accordingly, enabling and encouraging learners to use personal and social technologies to capture aspects of the environment as learning resources, and to share their reactions to them.
This paper reports on e-learning as a transformational educational tool amongst Communication Science students at Unisa. The study targeted executive members of the Communication Science Association (COMSA) which consists of ten members and Unisa Radio employees which comprise 200 Communication Science students. A survey research design was used whereby questionnaires were administered to all COMSA executives and 50% of Unisa Radio student employees who were chosen using simple random sampling. Data was analysed through thematic categorisation and tabulation and the findings were presented descriptively. An examination of data indicates that students do not actively engage in e-learning. They use myUnisa for basic educational needs and not for the purpose that myUnisa was intended which is to bridge transactional distance in order to ensure increased engagement amongst all stakeholders. Unisa needs to examine its current e-learning policies against the backdrop of the society in which it operates.
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