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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.
Diana Cary

Student Perceptions of Asynchronous Computer-Mediated Communication in Face-to-Face Cou... - 0 views

jcmc.indiana.edu/...an.html

CMC Research Asychronous Face-to-Face

shared by Diana Cary on 11 Jun 13 - Cached
  • Finally, CMC can provide a more comfortable environment and discussion opportunities for students who do not perform well in spontaneous face-to-face discussion because they are shy or because their native language is not English (Berge & Collins, 1993; Harasim, 1990; Leasure, Davis, & Thievon, 2000).
Amy M

Creativity & Multicultural Communication - 0 views

www.cdlprojects.com/cmc11blog

shared by Amy M on 04 Jun 12 - No Cached
  • CMC11  is an open online course that over 13 weeks explores the domain of Creativity and global communication in multidisciplinary venues. Participation is open to everyone and there are no fees or subscriptions required. Please make sure you register here to receive the daily newsletter, NewPosts.
    • Amy M
      Amy M on 04 Jun 12
       
      There are also some youtube videos at the bottom that might be of interest.
  • Amy M on 04 Jun 12
     
    An example of a MOOC offered through a college.  Some students received college credit.
Alicia Fernandez

Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education - 0 views

www.anitacrawley.net/...GarrisonAndersonArcher2000.pdf

Community of Inquiry higher education teaching presence social presence cognitive presence

shared by Alicia Fernandez on 11 Jun 14 - No Cached
  • Alicia Fernandez on 15 Jun 14
     
    The purpose of this study is to provide conceptual order and a tool for the use of computer-mediated communication (CMC) and computer conferencing in supporting an educational experience. Central to the study introduced here is a model of community inquiry that constitutes three elements essential to an educational transaction-cognitive presence, social presence, and teaching presence. Indicators (key words/phrases) for each of the three elements emerged from the analysis of computer-conferencing transcripts. The indicators described represent a template or tool for researchers to analyze written transcripts, as well as a guide to educators for the optimal use of computer conferencing as a medium to facilitate an educational transaction. This research would suggest that computer conferencing has considerable potential to create a community of inquiry for educational purposes
Nicole Arduini-Van Hoose

Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education - 0 views

auspace.athabascau.ca/...critical_inquiry_in_a_text.pdf

shared by Nicole Arduini-Van Hoose on 13 Jul 11 - No Cached
  • Nicole Arduini-Van Hoose on 13 Jul 11
     
    provides conceptual order and a tool for the use of CMC and computer conferencing in supporting an educational experience.
Maree Michaud-Sacks

The Relationship of Social Presence and Interaction in Online Classes - 0 views

portfolio.educ.kent.edu/...jp_tu%20mcissac.pdf

social presence online learning

shared by Maree Michaud-Sacks on 03 Jun 13 - No Cached
  • Maree Michaud-Sacks on 03 Jun 13
     
    Discusses social presence in terms of: Social context Online Communication Interactivity
Diana Cary

Learners' Perspectives on what is Missing from Online Learning: Interpretations through... - 0 views

www.irrodl.org/...743

teacher presence COI community learners online

shared by Diana Cary on 15 Jun 13 - Cached
  • Concerns surrounding the lack of physical presence in an online learning environment have led researchers to investigate the concept of presence when learning online
  • Early work focused on social presence and the idea of participation and belonging
  • Social presence is a factor that contributes to building a community of learners
  • ...4 more annotations...
  • "the degree of feeling, perception, and reaction to another intellectual entity in the CMC environment"
  • "feeling intimacy or togetherness in terms of sharing time and place"
  • "the ability of learners to project themselves socially and emotionally in a community of inquiry"
  • Five themes regarding what learners perceived was missing from their online learning experience emerged: robustness of online dialogue, spontaneity and improvisation, perceiving and being perceived by the other, getting to know others, and learning to be an online learner.
Maree Michaud-Sacks

Building Learning Communities in Online Courses - 0 views

portfolio.educ.kent.edu/...dg_swan.pdf

online education community

shared by Maree Michaud-Sacks on 05 Jun 12 - No Cached
  • Amy M on 05 Jun 12
     
    An article about peer-to-peer interaction, community development, and instructor communication.
  • Maree Michaud-Sacks on 19 Jul 13
     
    this article discusses the 3 types of interaction needed to sustain community in an online course, as well as the immediacy behaviors that can be used in a text based environment
Nicole Arduini-Van Hoose

Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education - 0 views

www.mendeley.com/...erencing-in-higher-education-1

shared by Nicole Arduini-Van Hoose on 10 Jul 11 - No Cached
  • Nicole Arduini-Van Hoose on 10 Jul 11
     
    The purpose of this study is to provide conceptual order and a tool for the use of computer-mediated communication (CMC) and computer conferencing in supporting an educational experience. Central to the study introduced here is a model of community inquiry that constitutes three elements essential to an educational transactioncognitive presence, social presence, and teaching presence.
Diane Gusa

jp_aragon.pdf (application/pdf Object) - 0 views

portfolio.educ.kent.edu/...jp_aragon.pdf

humor module 4 db Online instructional design teaching

shared by Diane Gusa on 10 Jul 11 - No Cached
  • Nicole Arduini-Van Hoose on 10 Jul 11
     
    Defining presence in an online course, and strategies for creating it
Alicia Fernandez

Early Attrition among First Time eLearners: A Review of Factors that Contribute to Drop... - 1 views

jolt.merlot.org/Vol2_No2_TylerSmith.htm

attrition cognitive load first time online learners

shared by Alicia Fernandez on 03 Jun 12 - Cached
  • Some have reported attrition from eLearning as high as 70 - 80% (Flood 2002, Forrester 2000, in Dagger & Wade, 2004). Parker (1999) argues that “With the growth of distance education has come the problem of exceedingly high attrition rates”. Citing Carter (1996), she suggests that eLearning student attrition in some institutions is exceeds 40%, while others (Frankola, 2001). Diaz (2002), put it at between 20 - 50%,  and Carr (2000), estimate it to be 10% - 20% higher than for traditional on-campus education.
  • learners in employment bring a different set of needs, strategies and motivations to the learning process.
  • frequently geographically removed from the learning resources, information sources, learner peers and Tutors compared to their on-campus peers
  • ...27 more annotations...
  • Employed adults tend to complete eLearning in their personal time due to workload pressures in the workplace and/or Internet access issues at work
  • Cognitive Load Theory
  • states that learning is initially processed in working memory
  • Learning complex or technically demanding material requires building mental models or cognitive schemas about the subject being studied or the skill being developed over time
  • Learning new material or a skill, for which a schema in long term memory is undeveloped or non-existent, can cause working memory to quickly overload its limited capacity. This overloading can result in a learner becoming highly anxious and losing confidence, which in turn can lead to the learning process, in effect, freezing and the learner being unable to continue.  
  •  “Digital literacy involves more than the ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological and emotional skills, which users need in order to function effectively in digital environments.”
  • It is this author’s experience in designing, developing and delivering several eLearning programmes to public sector employees in New Zealand, that a face to face workshop prior the start of the online distance course can make a significant difference to a first time eLearner’s perception and experience of eLearning. 
  • This type of pre-course face-to-face induction workshop can also be used to foster the group’s sense of itself, and to identify the individual participants and their backgrounds, along with their expectations and concerns. It is also helpful to have the course design, structure and philosophy explained and to discuss anxieties associated with beginning an online course.
  • The multi
  • al learning tasks of the first time eLearner
  • dimension
  • (1) negotiating the technology; (2) negotiating the course website; (3) negotiating the course content (4) becoming an eLearner (5) negotiating CMC interaction.
  • come to terms with the computing technologies involved.
  • develop a mental model of the content structure and navigation system in order to find his/her way around
  • engage with the learning materials, readings, activities and assessments that make up a programme of study
  • Confronting the actual content and of becoming a learner again.
  • anxiety
  • abandon his/her existing mental model of what it is to be a learner in a formal learning situation
  • embrace a model based on a self-directed and motivated learner
  • undertake the learning tasks involved in interacting with peers via synchronous and asynchronous Computer Mediated Communication
  • Successfully negotiating this early experience depends very much on the relevant skills, circumstances, motivations and personal attributes of the learner. It follows then, that paying particular attention to how an eLearning course is structured and introduced and the manner in which the learner is inducted can make a very important difference in a learner deciding whether or not to engage and persist or to drop out. 
  • actually apprising learners of the issues of cognitive overload and how it is commonly experienced would go some way towards inoculating learners against its more pernicious effects.
  • Supporting learners till they are over the initial “eLearning learning-curve hump”, may involve a seemingly high level of resource and effort on the part of the course facilitator and associated programme administration staff, but the payoff is that fewer learners will drop out at the early stage.
  • Actively supporting, encouraging, gently cajoling and following up on learners who seem to be struggling will help to keep wavering learners in the course.
  • In terms of the actual course design and the structure of the materials and learning activities, then it is a useful practice to aim to start slowly and build the course tempo over time.
  • The one area where something may be done to reduce attrition is in the early stages of an online course.
  • Cognitive overload is a likely contributor to high drop out rates, particularly where those withdrawing do so within the first few weeks of the start of a course.  Greater levels of persistence and completions may be achieved if learners are supported to anticipate, prepare for, recognise and recover from the cognitive burden they may experience as first time eLearners.   
  • b malczyk on 22 Jun 12
     
    Looks at why some students don't make it through online courses- many first time online students are unsure what to expect and are just overwhelmed by the whole experience.
  • Irene Watts-Politza on 07 Jul 12
     
    The experience of the first-time online learner is qualified. Suggestions for decreasing early attrition are suggested.
  • Alicia Fernandez on 12 Aug 14
     
    Attrition among mature adult online learners is affected by sociological, psychological, technical and cognitive factors, critical features of which are the notions of cognitive load and locus of control.
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