"In today's ADD society, textbooks are pleasantly single-dimensional and finite," says Jeff Olson, vice president of research for Kaplan Test Prep and Admissions, whose team conducted observational studies. "When I asked study participants why they didn't use their laptops to look something up, I heard some version of 'because that's my distraction.' "
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Can college students learn as well on iPads, e-books? - USATODAY.com - 4 views
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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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Ple | Flexknowlogy - Jared Stein on Education and Technology - 0 views
Elearning!: Learning Leaders Named From Across the Globe - 0 views
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Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of L... - 0 views
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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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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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» Blog Archive » From E-Learning to We-Learning - 15 views
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Our research actually shows that the single biggest driver of success in today’s modern L&D world is culture. No matter how well you design the programs, systems, and experiences – they only “stick” when the company itself values a continuous focus on organizational and individual learning.
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PRINCE2 Certification India - 0 views
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ScholarsPro conducts online PRINCE Certification Training Program that can be accessed from anywhere across India. The course strengthens your understanding of the core concepts, best practices, and methodology of PRINCE2 and prepares you to pass the PRINCE2 certification exam in a single attempt. Url: https://www.scholarspro.com/project-management/prince2-foundation-and-practitioner-certification-training
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IBM C9010-251 Questions and Answers - 1 views
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50 Little-Known Ways Google Docs Can Help In Education | Edudemic - 55 views
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clear pvc coupler - 0 views
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VERYGREEN can offer high-quality Clear PVC Couplers to meet your different needs. Clear PVC coupler is easy to disassemble which are generally used to connect pipes with small diameters. A clear PVC coupler is used to extend the length of the pipe so that the pipe can continue forward, that is, when the length of the pipe that needs to be laid exceeds the length of a single pipe, it is used to connect two pipe fittings.
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