Skip to main content

Home/ ETAP640/ Group items tagged research management

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Catherine Strattner

How Students Develop Online Learning Skills (EDUCAUSE Quarterly) | EDUCAUSE - 1 views

www.educause.edu/...157435

Time Management Online Learning

shared by Catherine Strattner on 07 Jun 12 - Cached
  • Catherine Strattner on 07 Jun 12
     
    This is a research based article on developing online learning skills.
efleonhardt

Development and validation of the Online Student Connectedness Survey (OSCS) | Bolliger... - 0 views

www.irrodl.org/...2206

development validation distance learning community

shared by efleonhardt on 22 Jun 14 - No Cached
  • e socially and academically integrated in order to provide meaningful learning experiences
  • “relationships with cohorts”
  • hat interaction between peers is important to online students and suggests that “the psychological presence of peer students can also bring a positive effect on various aspects of distance learning”
  • ...13 more annotations...
  • id not participate as often in departmental activities as residential students,
  • “people with high levels of connectedness are better able to manage their own needs and emotions through cognitive processes”
  • that student isolation is one of the major problems for online learners
  • Connectedness is the sense of belonging and acceptance
  • are on their own, likely to be anxious, defensive and unwilling to take the risks involved in learning”
  • can reduce student dropout rates and “can help meet the quality challenge”
  • groups of people engaged in intellectual interaction for the purpose of learning”
  • perceives the availability of, and connectedness with, people in his/her educational setting”
  • social, teaching, and cognitive
  • learners’ levels of motivation and satisfaction.
  • work together collaboratively can reduce levels of student isolation
  • artments and instructors need to create safe learning environments (Stelzer & Vogelzangs, 1994) in which learners feel comfortable and are encouraged to participate without fear of persecution.
  • they are more likely to limit their interactions with an instructor and peers or less likely to ask for support
efleonhardt

Creating Effective Collaborative Learning Groups in an Online Environment | Brindley | ... - 1 views

www.irrodl.org/...1271

Collaboration Online

shared by efleonhardt on 15 Jul 13 - Cached
  • Access to education should not mean merely access to content
    • efleonhardt
      efleonhardt on 18 Jun 14
       
      I think this is an interesting point when talking about creating online classes. It's important to take into account that a class is not mearly sharing information but having th students work together
  • rather, it should mean access to a rich learning environment that provides opportunity for interaction and connectedness
  • instructor skill in creating and managing interaction in online courses
  • ...13 more annotations...
  • course design as a critical factor in determining the quantity, quality, and type of interactivity
  • connectivism
  • it relies on the connected learning that occurs through interaction with various sources of knowledge
  • participation in communities of common interest, social networks, and group tasks.
  • Transparency of expectations Details of the requirements to participate in a study group are posted in the course syllabus. The purpose (learning objectives) of collaboration and expectations of the learners are made very clear in the main conference. If students communicate reluctance about study group participation, instructors encourage participation and are open about discussing the purpose and process.
  • Transparency of expectations
  • Transparency of expectations
  • Clear instructions
  • Clear instructions
  • Meaning-making/relevance
  • Meaning-making/relevanc
  • scaffolding
  • informality, familiarity, honesty, openness, heart, passion, dialogue, rapport, empathy, trust, authenticity, disclosure, humour, and diverse opinions
Joan Erickson

Gender Differences in Online Learning - 0 views

connected.waldenu.edu/...er-differences-online-learning

gender online stuart young mae mcsporran

shared by Joan Erickson on 09 Jun 10 - Cached
  • Many women who for cultural reasons may feel shy or restrained in the classroom are able to flourish in an environment of greater anonymity that lacks face-to-face interaction
    • Joan Erickson
      Joan Erickson on 09 Jun 10
       
      Francisca: Could this be one of the reasons?
  • men are less likely to read their instruction
    • Joan Erickson
      Joan Erickson on 09 Jun 10
       
      although supported by a research paper, is this a fair generalization of young male learners?
  • include differences in performance, motivations, perceptions
  • ...4 more annotations...
  • skills related to self-regulation
  • ability to manage time
  • organize material, rehearse their lessons
  • men tend to leave parts of their online assignments incomplete and to be tardy in turning them
Kristen Della

Creating and implementing successful online learning environments: a practitioner persp... - 0 views

www.eurodl.org/index.php

Online learning practioner

shared by Kristen Della on 30 May 11 - No Cached
  • Kristen Della on 30 May 11
     
    Creating and implementing successful online learning environments: a practitioner perspective. This paper is about how we attempted to overcome barriers to the use of Computer Mediated Conferencing (CMC) for effective learning in Open University Business School (OUBS) courses and the implications for successful implementation. We begin with a brief overview of potential barriers and the ways in which we attempted to overcome them. We then expand on this in the remainder of the paper. This practitioner perspective is based on an action research study in the OUBS, involving 300 part time management tutors using CMC based on FirstClassTM software as part of their multi-media distance learning courses (Salmon & Giles 1999). The results reported in this paper are intended to be a guide to help practitioners to make the most of the pedagogic opportunities provided by CMC.
Kristen Della

Instructional Design Models - 0 views

carbon.ucdenver.edu/...idmodels.html

instruction models instructional design

shared by Kristen Della on 30 May 11 - Cached
  • Kristen Della on 30 May 11
     
    Models, like myths and metaphors, help us to make sense of our world. Whether derived from whim or from serious research, a model offers its user a means of comprehending an otherwise incomprehensible problem. An instructional design model gives structure and meaning to an I.D. problem, enabling the would-be designer to negotiate her design task with a semblance of conscious understanding. Models help us to visualize the problem, to break it down into discrete, manageable units. The value of a specific model is determined within the context of use. Like any other instrument, a model assumes a specific intention of its user. A model should be judged by how it mediates the designer's intention, how well it can share a work load, and how effectively it shifts focus away from itself toward the object of the design activity. University at Colorado, Denver.
Kristen Della

Using Metrics to Describe the Participative Stances of Members Within Discussion Forums - 0 views

www.jmir.org/e3

shared by Kristen Della on 16 Jul 11 - No Cached
Kristen Della liked it
  • Kristen Della on 16 Jul 11
     
    Researchers using forums and online focus groups need to ensure they are safe and need tools to make best use of the data. We explored the use of metrics that would allow better forum management and more effective analysis of participant contributions.
‹ Previous 21 - 27 of 27
Showing 20▼ items per page