"rapport is necessary in DE because of the absence of face-to-face communication. Challenges to building rapport relate to the geographic dispersion of students, the asynchronous nature of DE, teacher workload, limits of the software, teachers and students not seeing the need for rapport, and DE traditions. We identified six categories of rapport-building in DE as follows: Recognizing the person/individual; Supporting and monitoring; Availability, accessibility, and responsiveness; Non text-based interactions; Tone of interactions; Non-academic conversation/interactions."
Personalized Web Learning:
In this paper, educational and technical challenges for applying learning
pathways in Massive(ly) Open Online Courses in higher education are outlined.
We argue that quality issues and didactical concerns may be overcome by
(1) reverting to small Open Educational Resources that are (2) adaptively joined
into concise courses by considering (3) predefined learning pathways with proper
semantic annotations and (4) the observation of learner behaviour. Such a merger
does not only require conceptual work and corresponding support tools, but also a
new meta data format and an engine which interprets the semantic annotations as
well as the measures of learner's actions. These factors are then turned into didactically
meaningful recommendations for the next learning steps, thereby creating
a personalized learning pathway for each learner. The EU FP7 project INTUITEL is introduced, which has already contributed to the conceptual work and is
currently developing the software to achieve these tasks