This exploratory study sought to examine the experiences and preferences of adult learners concerning the various interactions that they encounter in a self-paced online course. The following four primary research questions guided data collection and analysis efforts:
1. What forms of interaction do adult learners engage in most in self-paced online courses?
2. What forms of interaction do adult learners value most in self-paced online courses?
3. What forms of interaction do adult learners identify as equivalent in self-paced online courses?
4. What impact do adult learners perceive interaction to have on their self-paced online learning experience?
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Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of L... - 0 views
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Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student–teacher; student-student; student-content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience. High levels of more than one of these three modes will likely provide a more satisfying educational experience, though these experiences may not be as cost or time effective as less interactive learning sequences. (Anderson, 2003)
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Participants further noted that they engaged most actively with the instructor and course content, commensurate with findings of previous research pointing to the necessity of such fundamental interactions (Gallien & Early, 2008; Heinemann, 2003; Pawan, Paulus, Yalcin, & Chang, 2003; Perry & Edwards, 2005; Stein, Wanstreet, Calvin, Overtoom, & Wheaton, 2005). The results of this study further strengthen the literature calling for the development of specific competencies not only for those designing online learning but also for those who facilitate online learning experiences of various formats (Klein, Spector, Grabowski, & Teja, 2004; Varvel, 2007).
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Research Question 2: What forms of interaction do adult learners value most in self-paced online courses?
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Participants hailed the blogging and social bookmarking activities as integral to the quality of the overall learning experience, noting the synergy of formal and informal interactions that such activities fostered.
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Participants noted that although they enjoyed the interactions with other learners and often wished for more, they conceded that in the self-paced, online learning environment such interactions are challenging.
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informal learning environment that was crafted placed maximum control with the learners. Such informal learning environments provide an open venue for learners to connect with others interested in the same concepts either in a different course section or at a different stage of the course (Rhode, 2006).
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Participants identified interaction with the instructor and content as very nearly equivalent in a self-paced online course. Participants pointed out that quality interaction with content is indispensable in the self-paced learning environment and can not in any way be replaced. They also indicated that interaction with the instructor could potentially be diminished and compensated for through increased quality interactions with content or learners. Participants further noted that while interaction with other learners is desirable within the self-paced learning environment, the self-paced nature of the course makes such interactions challenging. Therefore, learners were willing to forgo interpersonal interactions deemed by some as tangential in exchange for the flexibility afforded by the self-paced learning approach.
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In a granular analysis of the various interaction activities, participants generally reported the activity of blogging as equivalent or superior to asynchronous discussion via the discussion board in Blackboard. Such findings add to the burgeoning body of research supporting the pedagogical possibilities of blogging as a flexible asynchronous communication alternative to threaded discussion via a restricted learning management system
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This mixed methods study explored the dynamics of interaction within a self-paced online learning environment. It used rich media and a mix of traditional and emerging asynchronous computer-mediated communication tools to determine what forms of interaction learners in a self-paced online course value most and what impact they perceive interaction to have on their overall learning experience. This study demonstrated that depending on the specific circumstance, not all forms of interaction may be either equally valued by learners or effective. Participants differentiated among the various learning interactions available and indicated that informal interactions were as important as formal interactions in determining the quality of the online learning experience. Participants also reported the activity of blogging as being equally valued and in some ways superior to instructor-directed asynchronous discussion via the discussion board in a learning management system.
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Decimal Place Value Cards - 0 views
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A great virtual place value card resource for whiteboards. Enter the number you want and see deans apparatus for each. http://ictmagic.wikispaces.com/Maths
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Golf Place Value - 0 views
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This is a lovely flash place value game. Answer the multiple choice questions at 3 levels of difficulty. http://ictmagic.wikispaces.com/Maths
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Do We Truly Understand Place Value? - The Learner's Way - 0 views
thelearnersway.net/...trulyunderstandingplacevalue
place value learner education teaching learning number mathematics
shared by Nigel Coutts on 08 Sep 19
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James Tanton shattered my understanding of the vertical algorithm. More than that, he helped me to see how poorly I understood place value and that many of my students function with the same misunderstanding. What made the experience more humbling was that it took him less than two minutes to do this.
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Bead Numbers - 0 views
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A good flash resource to help your students learn place value. Put beads in the correct places. http://ictmagic.wikispaces.com/Maths
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Decimal Places - 0 views
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Play space invaders and save the world by using your knowledge of place value with this good flash game. http://ictmagic.wikispaces.com/Maths
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Scale Challenge - 0 views
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This is a useful sport themed maths resource about measuring and estimating decimals, scales and place value. http://ictmagic.wikispaces.com/Maths
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Estimate - Number line game - 0 views
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A great whiteboard game for teaching about number lines, decimals and place value. Work out what the number is along the number line. http://ictmagic.wikispaces.com/Maths
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BaseTen - 0 views
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This is a useful maths site for teaching place value to young children with virtual hundreds, tens and ones blocks. http://ictmagic.wikispaces.com/Maths
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Ideas - The Learner's Way - 0 views
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Ask any teacher what they wish they had more of and the most common answer is likely to be time. Schools are inherently busy places and there is always much to be done. We all want to meet the needs of every student, add value to their education with breadth and depth, ensure adequate coverage of the curriculum and include aspects of play and discovery. Add up all that is done in a day over and above face-to-face teaching and you can only wonder at how we manage to fit it all into the time we have. So is there an answer to this dilemma, is there a secret method to finding more time in our schedules to achieve all that we want to?
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Banker's Deal - 0 views
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A well made flash version of the TV show 'Deal or No Deal' with lot of maths possibilities, such as comparing large numbers, place value or probability. http://ictmagic.wikispaces.com/Maths
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Taking a Reflective Stance - The Learner's Way - 0 views
thelearnersway.net/...taking-a-reflective-stance
reflection metacognition learning education thinking
shared by Nigel Coutts on 23 Nov 20
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To ensure reflective practice is more than an activity added to our schedule, we need to take a reflective stance. Too often, reflection becomes the thing we do at the end of a task or the end of the day. We look back and contemplate what was, and with that in mind, we look forward to what we might do differently next time. It is in this way a very reactionary process. By all means, this form of reflection has its place, and it can be a powerful strategy to deploy as we seek to learn from experience. If we value reflective practice, we will be sure to set aside time for this form of reflection on a routine basis. By engaging in reflection habitually, we ensure that it is a routine part of our day. But adopting a reflective stance can make this more powerful.
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Encouraging Persistence - The Learner's Way - 0 views
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"Nothing in this world can take the place of persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent. The slogan Press On! has solved and always will solve the problems of the human race." ― Calvin Coolidge Growing up, I had a copy of this quote on my wall. It is one of those things that stuck with me over the years. For a long time I might not have truly appreciated its wisdom. Now as a teacher in times of volatility, uncertainty, complexity and ambiguity, its significance seems to have grown. When we can instantaneous consumers of the all of the worlds information, as we access anything and everything at the speed of light, how do we learn the value of persistence?
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Pontydysgu - Bridge to Learning » Working and Learning - 0 views
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At the same time,
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seemingly re-found public appetite
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intervene
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Globalisation
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In some organizations
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context aware
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dispersed
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ICT was most frequently used for learning in those enterprises with flatter hierarchies and more devolved decision talking responsibilities and in which employees had greater autonomy in the organisation of their own work. Interestingly, these enterprises also tended to have a more experienced workforce and low turnover of employees
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either face to face in the workplace or on-line
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he study showed learning was more likely to take place in organisations with less hierarchical structures and where workers had more responsibility for their own work.
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is becoming part of a formal employment requirement
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his entails building organisations in which people have what can be termed ‘developmental work tasks’
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change is challenging for some trainers
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a single learning provider,
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critical role to play
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other approaches already in place
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accidental
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video conferencing
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unproblematic
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stimulating and rewarding
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learning to the state
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ambiguous and often hostile
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Facebook
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the privatization of education has seemed possible
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The idea of integrating personal learning and working environments
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nteract with peer groups and communities of practice through the internet
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learning spaces
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reality of experience.
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It also implies a new culture of active and autonomous collective learning to be encouraged, valued and recognized in and outside the workplace
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Possible Futures
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continue this list almost endlessly
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employees
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Annotate this paper.
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MathsPad - 0 views
www.mathspad.co.uk
maths numeracy angles shapes area perimeter transformations negative numbers fractions percentages place value algebra sequences data handling
shared by Martin Burrett on 02 Jul 12
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A great maths site with flash resources, online tests and worksheets on a range of maths topics to print or use on your whiteboard. http://ictmagic.wikispaces.com/Maths
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Math eBook - 0 views
www.mathebook.net
maths odds addition algebra decimals division fractions geometry measurement money multiplication statistics percentage place value evens squareroot
shared by Martin Burrett on 05 Jun 12
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A great maths site with PDF worksheets and online activities to help students learn a range of maths topics at every stage of their school career. http://ictmagic.wikispaces.com/Maths
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Academic Evolution: Scholarly Communications Must Transform - 8 views
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Ever since the 17th century, the "advancement of learning" as Francis Bacon called it, has depended upon the way print publications have organized the evaluation and dissemination of academic work. The print medium has been the default scholarly medium.
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Knowledge has new habits, new identities, and a new social life within the radically transformed ways in which communication takes place today.
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We must have a scholarly communications system configured to the predominant communications medium of the new millennium.
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Academics who refuse to transform the way they communicate and value information will find, like the professional journalists, that they simply won't play much of a role in the knowledge commons.
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Maths Tool Chest - 0 views
www.mhschool.com/...mtc_online
probability spinner number line fractions patterns place value maths numeracy calculator
shared by Martin Burrett on 19 Aug 11
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A nice collection of online maths tools, including a colour spinner, coin thrower, graph & chart tools, fractions illustrator and many more. http://ictmagic.wikispaces.com/Maths