Skip to main content

Home/ ETAP640/ Group items tagged elearning

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
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.
Joan McCabe

Service-eLearning: Educating for Citizenship - 0 views

books.google.com/books

assessment service-elearning online authentic experiences

shared by Joan McCabe on 22 Jun 12 - No Cached
  • Maria Guadron on 22 Jun 12
     
    See the Hill & Harris chapter on Service-eLearning and Professional Writing, beginning on page 75.
  • Joan McCabe on 24 Jun 12
     
    Another example of authentic learning in the online environment.
Jennifer Boisvert

SoftChalk : Authoring Tool For Easy Content Creation - 0 views

www.softchalk.com

software education elearning Tools

shared by Jennifer Boisvert on 06 Aug 09 - Cached
  • Jennifer Boisvert on 06 Aug 09
     
    SoftChalk is a powerful authoring tool that allows educators to easily create and edit interactive content for eLearning.
Diane Gusa

elearningpost » Articles » Experience-Enabling Design: An approach to elearni... - 0 views

www.elearningpost.com/...n_approach_to_elearning_design

e-learning design experience instructionaldesign Learning education

shared by Diane Gusa on 05 Jul 11 - Cached
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      Course evaluations would help here.
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      I know it took me some time to find myself around. Some of my activity problems was reflection of problems of "getting aroung" What was intuitive to some was not for me. I wonder if the difference of linear thinking (most adults) and global thinking (me).
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      This describes my experience thus far in this course structure.
  • ...16 more annotations...
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      Key point and it follows how does the designer then rethink the product base on the learner's mind?
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      This course is an experience.
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      I wonder if this statement can be translated to social (emotional), teacher (behavioral), and cognitive presence?
  • Experience is a way in which the self relates or connects emotionally to the world. Experiencing something involves a complex set of psychophysical processes: sensation, perception, apperception, cognition, affection, and sometimes conation. Added to this, is the interplay of psychosocial factors like expectations, attitudes, needs, desires, etc.
  • sheer absences of structural orientation cues
  • For elearning to be successful, it needs to be crafted for experience at all the above three levels
  • Creating experience is the art of emotional, behavioral and cognitive engagement with the consumer.
  • She discovered that people who felt good were more curious, better at learning, and were able to come up with creative solutions (Isen, A. M. 1993). The scope of design therefore, should extend beyond functionality to fulfill the need for experience.
  • a designer cannot control the development of expectations in the learners' minds
  • The designer can only control the product
  • Psychologist Alice Isen and her colleagues have shown that positive experiences are critical to learning, curiosity, and creative thought.
  • dded to this, is the confusing maze of open and closed spaces and a gloomy and rugged floor to traverse while finding your way out of the confusion.
  • ease and intuitive way of getting in, moving around and exiting are the experience factors. How do we bridge this gap between layout and experience? Four possible guidelines, which can help a designer ensure outcomes are experienced in an elearning product, are: Embrace experience as an outcome Create a shared language Narrow the gap from idea to outcome Drive constituent parts towards total experience
  • contribution as creating spaces that evoke desired experiences.
  • One needs to cultivate a method of detachment by distancing oneself from the idea in order to evaluate its validity.
  • Establishing geography lets the viewer get the bearings on the topography of the event.
Maria Guadron

Rossiter's (2006) thesis - 1 views

eprints.qut.edu.au/...Darien_Rossiter_Thesis.pdf

change process

shared by Maria Guadron on 02 Jul 12 - No Cached
  • Maria Guadron on 02 Jul 12
     
    Change process involved in embedding elearning in universities
b malczyk

Synchronous vs. Asynchronous Classes : Guide to Online Education - eLearners.com - 0 views

www.elearners.com/...onous-vs-asynchronous-delivery

asynchronous synchronous

shared by b malczyk on 14 Jun 12 - No Cached
  • require students and instructors to be online at the same time.
  • specific hour. All students must be online at that specific hour in order to participate.
  • Asynchronous classes are just the opposite. Instructors provide materials, lectures, tests, and assignments that can be accessed at any time
  • ...6 more annotations...
  • benefits and drawbacks to both desig
  • like synchronous courses because they need to feel involved, in real-time, with the class experience. It’s rewarding to ask a question or offer a comment, and to receive instant feedbac
  • Most online courses operate asynchronously. But if you like the synchronous format, you can look for a program that offers more traditional class meeting times
  • courses incorporate elements from both formats.
  • radio/podcasts
  • Virtual worlds
Catherine Strattner

Time Management for Online Learners : Project Working Mom: Scholarships for Working Mom... - 0 views

www.elearners.com/...management-for-online-learners

Time Management Online Learning

shared by Catherine Strattner on 07 Jun 12 - No Cached
  • Catherine Strattner on 07 Jun 12
     
    "Use Time Management Techniques to Enhance How Efficiently and Effectively You Learn Online"
  • Catherine Strattner on 07 Jun 12
     
    This article offers some great advice for managing your time as an online learner.
sschwartz03

Cloud based eLearning Content Management System - 0 views

www.wiziq.com/elearning-content-management

shared by sschwartz03 on 16 Jun 14 - No Cached
  • sschwartz03 on 16 Jun 14
     
    Interesting Find!
efleonhardt

elearn Magazine: 10 Things I've Learned About Teaching Online - 0 views

elearnmag.acm.org/featured.cfm

teaching online_facilitation elearning

shared by efleonhardt on 13 Jun 14 - No Cached
  • I want them to know I'm there if they need help
  • with me asking the students to introduce themselves, and I always begin by posting my own introduction and a photo first.
  • conscientiously respond to each introduction individually
  • ...1 more annotation...
  • students should receive timely feedback about their progress in the course.
dkiesel

Get Your Learners Chatting in Your Next E-learning Course - The Rapid eLearning Blog - 1 views

www.articulate.com/...in-your-next-e-learning-course

shared by dkiesel on 19 Jun 14 - No Cached
    • dkiesel
      dkiesel on 19 Jun 14
       
      draw from the facts and engage in new thought - stick to the facts and discipline your thoughts to the facts - don't we get this confused in our daily lives? 
  • reating an online chat is fairly easy to do today. There are many good chat tools available and quite a few of them are free. In addition, many organizations have chat capabilities as part of their technology infrastructure so that you can use an internal chat tool and not have security or access issues.
  • dkiesel on 19 Jun 14
     
    "draw different implications from [the facts] and engage in new trains of thought."
Jane DeMeis

Accredited Online Colleges, Online Universities, Online Colleges & Schools - eLearners... - 0 views

www.elearners.com/colleges

shared by Jane DeMeis on 02 Jun 09 - Cached
  • Jane DeMeis on 02 Jun 09
     
    Online colleges, online universities, and online schools offering accredited degrees approved by U.S. Department of Education recognized agencies. Online degrees from an accredited online university or accredited online school offering the online degree you need. Online college degree programs searchable by degree, college, university or school. Enroll in college online.
Michael Lucatorto

What Everybody Ought to Know About Instructional Design » The Rapid eLearning... - 0 views

www.articulate.com/...now-about-instructional-design

shared by Michael Lucatorto on 04 Jun 11 - Cached
  • he role of the instructional designer is to help the learners make sense of the new information they get.
Donna Angley

Learning Objectives - 0 views

theelearningcoach.com/...-of-learning-objectives-part-i

on-line learning learning objectives curriculum

shared by Donna Angley on 12 Jun 11 - Cached
  • Donna Angley on 12 Jun 11
     
    There are really TWO categories of learning objectives based on their purpose. One type of learning objective is for internal use-the design team, client and subject matter expert. The other type is for the audience members. If designers would write different learning objectives for each category, the world would be a better place. This is because internal learning objectives tend to be too technical and non-motivating for your eLearning audience.
Diane Gusa

eLearning Reviews: Identifying the pitfalls for social interaction in computer-supporte... - 0 views

www.elearning-reviews.org/...tfalls-social-interaction-cscl

collaboration social interaction module 4 E-learning

shared by Diane Gusa on 12 Jul 11 - Cached
  • The article then discusses a number of educational techniques for avoiding these two pitfalls, including building more measures that support positive interdependence, individual accountability, and collaborative skills; increasing opportunities for the socio-emotional and affective exchanges between learners; adjusting the instructor’s and the learners’ role for CSCL environments; and increasing social presence, i. e. reducing the perceived distance between learners.
abeukema

Online Pedagogy - 0 views

www.europace.org/...WP1_WG7_8_BP.pdf

shared by abeukema on 04 Jul 14 - No Cached
  • abeukema on 04 Jul 14
     
    "Grant Agreement number: 200 1 - 3453 /001 - 001 EDU - ELEARN Workpackage 1, Working group 7/8 Pedagogy Background paper 1 ONLINE PEDAGOGY - INNOVATIVE TEACHING AND LERNING STRATEGIES IN ICT - ENVIROMENTS BACKGROUND PAPER OF THE CEVU WORKGROUP O NLINE PEDAGOGY"
1 - 20 of 76 Next › Last »
Showing 20▼ items per page