an article by Kevin Anthony Jones (Nanyang Technological University, Singapore) and Ravi S. Sharma (University of Canterbury, New Zealand) published in International Journal of Digital Enterprise Technology Volume 1 Number 3 (2019)
Abstract
This paper chronicles a 10-year introduction of blended learning in software engineering at a leading technological university, with a longstanding tradition of technology-enabled teaching and learning, and state-of-the-art infrastructure. Hence, both teachers and students were familiar with the idea of online courses.
Despite this the longitudinal experiment did not proceed as could be expected.
Though few technical problems, it required behavioural changes from teachers and learners, thus unearthing a host of sio-technical issues, challenges, and conundrums. Indeed, education is a changing journey, not a prescribed destination, where learners, teachers, and administrators must reinvent themselves to harness the positive in this disruptive innovation of blended learning - closely related to flipped classroom - which combines eLearning with face-to-face and peer, interactions in problem-based learning.
Blended learning does not necessarily lead to cheaper and better delivery outcomes, but it makes higher education more customisable to different learning styles and hence more accessible.
Showing posts with label online_learning. Show all posts
Showing posts with label online_learning. Show all posts
Friday, 1 March 2019
Tuesday, 7 February 2017
Traditional and digital personal learning environment in experiences of university students
an article by Irena Pulak (Jesuit University of Philosophy and Education 'Ignatianum', Cracow, Poland) published in International Journal of Continuing Engineering Education and Life-Long Learning Volume 26 Number 4 (2016)
Abstract
The article showcases results of the research of university students’ experiences in the field of creating the individual learning environment.
Contemporary learning environments can be built both in the traditional and virtual spaces. They consist of information resources, means of transportation and tools for collecting, processing and cleaning up data, administering and presenting in various, often multimedia forms.
Educational institutions in the formal education framework as well as during informal education where the student individually designs and organises their learning environment can create individual experiences of the personal learning environment.
The ability of creating the individual learning environment, tailored to specific needs, is a significant factor contributing to starting lifelong learning.
Abstract
The article showcases results of the research of university students’ experiences in the field of creating the individual learning environment.
Contemporary learning environments can be built both in the traditional and virtual spaces. They consist of information resources, means of transportation and tools for collecting, processing and cleaning up data, administering and presenting in various, often multimedia forms.
Educational institutions in the formal education framework as well as during informal education where the student individually designs and organises their learning environment can create individual experiences of the personal learning environment.
The ability of creating the individual learning environment, tailored to specific needs, is a significant factor contributing to starting lifelong learning.
Friday, 19 April 2013
MOOCs of Hazard: Will online education dampen the college experience? Yes. Will it be worth it? Well...
an article by Andrew Delbanco published in New Republic (29 April issue)
In the spring of 2011, Sebastian Thrun was having doubts about whether the classroom was really the right place to teach his course on artificial intelligence. Thrun, a computer-science professor at Stanford, had been inspired by Salman Khan, the founder of the online Khan Academy, whose videos and discussion groups have been used by millions to learn about everything from arithmetic to history.
And so that summer, Thrun announced he would offer his fall course on Stanford’s website for free.
He reorganised it into short segments rather than hour-long lectures, included problem sets and quizzes, and added a virtual office hour via Google Hangout. Enrolment jumped from 200 Stanford undergraduates to 160,000 students around the world (only 30 remained in the classroom).
A few months later, he founded an online for-profit company called Udacity; his course, along with many others, is now available to anyone with a fast Internet connection.
Continue reading
In the spring of 2011, Sebastian Thrun was having doubts about whether the classroom was really the right place to teach his course on artificial intelligence. Thrun, a computer-science professor at Stanford, had been inspired by Salman Khan, the founder of the online Khan Academy, whose videos and discussion groups have been used by millions to learn about everything from arithmetic to history.
And so that summer, Thrun announced he would offer his fall course on Stanford’s website for free.
He reorganised it into short segments rather than hour-long lectures, included problem sets and quizzes, and added a virtual office hour via Google Hangout. Enrolment jumped from 200 Stanford undergraduates to 160,000 students around the world (only 30 remained in the classroom).
A few months later, he founded an online for-profit company called Udacity; his course, along with many others, is now available to anyone with a fast Internet connection.
Continue reading
Monday, 4 February 2013
Online learning across ethnicity and age: A study on learning interaction participation, perception, and learning satisfaction
an article by Fengfeng Ke (Florida State University, Tallahassee, USA) and Dean Kwak (University of New Mexico, USA) published in Computers & Education Volume 61 (February 2013)
Abstract
This mixed-method study examined whether online learning interaction participation, perception, and learning satisfaction would be consistent across varied age and ethnicity groups.
Data were collected from students enrolled in 28 online courses via content analysis with online interaction transcripts, structural equation modelling with the learning-experience survey responses, and interviewing. The interaction-transcript analysis did not indicate a significant advantage or disadvantage in terms of the quality and quantity of online interaction participation for students of non-traditional age or minority status.
However, the structural equation modelling of the survey results indicated that students” minority status was associated with more favourable perception of the learner-to-instructor interaction but lower satisfaction with the web-based distance education.
Highlights
► Minority status held a positive effect on perception of instructor support.
► Minority status held a negative effect on satisfaction of online education.
► Educational background held a positive effect on perception of online interactions.
► Educational background held a negative effect on satisfaction of online education.
► Age may have negatively influenced the efficiency of performing online interaction.
Figures and tables from this article
Abstract
This mixed-method study examined whether online learning interaction participation, perception, and learning satisfaction would be consistent across varied age and ethnicity groups.
Data were collected from students enrolled in 28 online courses via content analysis with online interaction transcripts, structural equation modelling with the learning-experience survey responses, and interviewing. The interaction-transcript analysis did not indicate a significant advantage or disadvantage in terms of the quality and quantity of online interaction participation for students of non-traditional age or minority status.
However, the structural equation modelling of the survey results indicated that students” minority status was associated with more favourable perception of the learner-to-instructor interaction but lower satisfaction with the web-based distance education.
Highlights
► Minority status held a positive effect on perception of instructor support.
► Minority status held a negative effect on satisfaction of online education.
► Educational background held a positive effect on perception of online interactions.
► Educational background held a negative effect on satisfaction of online education.
► Age may have negatively influenced the efficiency of performing online interaction.
Figures and tables from this article
Wednesday, 2 January 2013
Online recognition of human activities and adaptation to habit changes by means of learning automata and fuzzy temporal windows
an article by M. Ros, M.P. Cuéllar, M. Delgado and A. Vila (University of Granada, Spain) published in Information Sciences Volume 220 (20 January 2013)
Abstract
Smart Homes are intelligent spaces that contain resources to collect information about user’s activities and ease the assisted living. Abnormal behaviour detection has been remarked as one of the most challenging application fields in this research area, due to its possibilities for assisting elders or people with special needs. These systems help to maintain people’s independence, enhancing their personal comfort and safety and delaying the process of moving to a nursing home.
In this paper, we describe a new approach for the behaviour recognition problem based on Learning Automata and fuzzy temporal windows. Our proposal learns the normal behaviours, and uses that knowledge to recognise normal and abnormal human activities in real time. In addition, our proposal is able to adapt online to environmental variations, changes in human habits, and temporal information, defined as an interval of time when the behaviour should be performed.
Figures and tables from this article are available
Abstract
Smart Homes are intelligent spaces that contain resources to collect information about user’s activities and ease the assisted living. Abnormal behaviour detection has been remarked as one of the most challenging application fields in this research area, due to its possibilities for assisting elders or people with special needs. These systems help to maintain people’s independence, enhancing their personal comfort and safety and delaying the process of moving to a nursing home.
In this paper, we describe a new approach for the behaviour recognition problem based on Learning Automata and fuzzy temporal windows. Our proposal learns the normal behaviours, and uses that knowledge to recognise normal and abnormal human activities in real time. In addition, our proposal is able to adapt online to environmental variations, changes in human habits, and temporal information, defined as an interval of time when the behaviour should be performed.
Figures and tables from this article are available
Tuesday, 11 December 2012
LinkedIn for learning
via MarcyPhelps.com
More useful ideas from Marcy!!
Read all about it
More useful ideas from Marcy!!
While many of us use social media for communicating with family, friends, colleagues, and customers, it's also a great tool for professional development. The trick is cutting through the clutter and finding those valuable links to content-rich articles, white papers, and other resources shared by the experts.
Read all about it
Monday, 19 November 2012
The Crisis in Higher Education
Online versions of college courses are attracting hundreds of thousands of students, millions of dollars in funding, and accolades from university administrators. Is this a fad, or is higher education about to get the overhaul it needs?
An article by Nicholas Carr with illustrations by Brian Cronin on the Technology Review blog from MiT.
Read the full article
An article by Nicholas Carr with illustrations by Brian Cronin on the Technology Review blog from MiT.
Read the full article
Wednesday, 14 November 2012
Learning online? Educational Internet use and participation in adult learning, 2002 to 2010
Patrick White (Department of Sociology, University of Leicester, UK) and Neil Selwyn (London Knowledge Lab, Institute of Education, London, UK) published in Educational Review
Volume 64 Issue 4 (November 2012)
Abstract
Covering a decade during which the “digital divide” came to popular and political attention, and written at a time when the Internet continues to be championed as a means of widening access to educational opportunities, this paper presents an analysis of the social, economic and educational characteristics associated with using the Internet for educational purposes.
The research was conducted using nationally-representative, individual-level, repeated cross-sectional data (n = 47,001) collected in annual surveys of adults in the UK between 2002 and 2010.
The results of multivariate analyses show that although there was a substantial increase in both Internet access and non-educational use of the Internet during this period, there was comparatively little growth in “educational” Internet use.
As with participation in adult learning more generally, educational Internet use was structured by age, occupational class and educational engagement.
The growth in the availability of Internet access and the development of new technologies appears to have neither increased nor widened participation in adult learning. This growth does not appear to have impacted on the social characteristics of those who use the Internet for educational purposes, nor led to any substantial uptake in Internet-based learning among already educationally-active groups.
Abstract
Covering a decade during which the “digital divide” came to popular and political attention, and written at a time when the Internet continues to be championed as a means of widening access to educational opportunities, this paper presents an analysis of the social, economic and educational characteristics associated with using the Internet for educational purposes.
The research was conducted using nationally-representative, individual-level, repeated cross-sectional data (n = 47,001) collected in annual surveys of adults in the UK between 2002 and 2010.
The results of multivariate analyses show that although there was a substantial increase in both Internet access and non-educational use of the Internet during this period, there was comparatively little growth in “educational” Internet use.
As with participation in adult learning more generally, educational Internet use was structured by age, occupational class and educational engagement.
The growth in the availability of Internet access and the development of new technologies appears to have neither increased nor widened participation in adult learning. This growth does not appear to have impacted on the social characteristics of those who use the Internet for educational purposes, nor led to any substantial uptake in Internet-based learning among already educationally-active groups.
Friday, 9 November 2012
How would they choose? Online student preferences for advance course information
an article by James Marshall, Heather Greenberg and Patricia A. Machun (San Diego State University, USA) published in Open Learning: The Journal of Open, Distance and e-Learning Volume 27 Issue 3 (November 2012)
Abstract
Nearly 30% of higher education students now take at least one online course in which the instructor and students are physically separated and electronic means are used to facilitate the learning experience.
“Anytime, anywhere” is a powerful draw that prompts students to seek online learning experiences. Yet with an attrition rate between 10 and 20% higher than traditional courses, how can universities ensure online course success?
While significant research has investigated attrition, little if any has examined preventing attrition through effective course selection. Students enrolled in a completely online graduate programme in educational technology responded to a survey designed to record preferences for advance online course information – including visual representation of that information.
Respondents rated collaboration, necessary synchronous attendance, and total time invested by prior students, as priority relative to their decisions about enrolling in an online course.
Abstract
Nearly 30% of higher education students now take at least one online course in which the instructor and students are physically separated and electronic means are used to facilitate the learning experience.
“Anytime, anywhere” is a powerful draw that prompts students to seek online learning experiences. Yet with an attrition rate between 10 and 20% higher than traditional courses, how can universities ensure online course success?
While significant research has investigated attrition, little if any has examined preventing attrition through effective course selection. Students enrolled in a completely online graduate programme in educational technology responded to a survey designed to record preferences for advance online course information – including visual representation of that information.
Respondents rated collaboration, necessary synchronous attendance, and total time invested by prior students, as priority relative to their decisions about enrolling in an online course.
Thursday, 30 August 2012
Online people tagging: Social (mobile) network(ing) services and work-based learning
an article by John Cook (London Metropolitan University) and Norbert Pachler (Institute of Education, University of London) published in British Journal of Educational Technology Volume 43 Issue 5 (September 2012)
Abstract
Social and mobile technologies offer users unprecedented opportunities for communicating, interacting, sharing, meaning-making, content and context generation. And, these affordances are in constant flux driven by a powerful interplay between technological innovation and emerging cultural practices.
Significantly, also, they are starting to transcend the everyday lifeworlds of users and permeate the workplace and its practices. However, given the emergent nature of this area, the literature on the use of social and mobile technologies in workplace practices is still small.
Indeed, social media are increasingly being accessed via mobile devices.
Our main focus, therefore, here is on the question of what, if any, potential there is for the use of social media in informal, professional, work-based learning.
The paper provides a critical overview of key issues from the literature on work-based learning, face-to-face and technology-supported, as well as social (mobile) networking services, with particular attention being paid to people tagging.
It then introduces an initial typology of informal workplace learning in order to provide a frame for understanding social (mobile) network(ing) services in work-based learning.
Finally, a case study (taken from the literature) of People Tagging tool use in digital social networks in the European Commission-funded MATURE project is used to illustrate aspects of our typology.
Practitioner Notes
Abstract
Social and mobile technologies offer users unprecedented opportunities for communicating, interacting, sharing, meaning-making, content and context generation. And, these affordances are in constant flux driven by a powerful interplay between technological innovation and emerging cultural practices.
Significantly, also, they are starting to transcend the everyday lifeworlds of users and permeate the workplace and its practices. However, given the emergent nature of this area, the literature on the use of social and mobile technologies in workplace practices is still small.
Indeed, social media are increasingly being accessed via mobile devices.
Our main focus, therefore, here is on the question of what, if any, potential there is for the use of social media in informal, professional, work-based learning.
The paper provides a critical overview of key issues from the literature on work-based learning, face-to-face and technology-supported, as well as social (mobile) networking services, with particular attention being paid to people tagging.
It then introduces an initial typology of informal workplace learning in order to provide a frame for understanding social (mobile) network(ing) services in work-based learning.
Finally, a case study (taken from the literature) of People Tagging tool use in digital social networks in the European Commission-funded MATURE project is used to illustrate aspects of our typology.
Practitioner Notes
- The importance of social networks and associated technologies in everyday life and commerce.
- Some conceptualisations of learning through and at work exist, but they tend to be based on the empirical study of professionals and graduate employees.
- The concept of tagging in relation to digital resources is well established.
- A consideration of the use of social networks in learning in informal and work-based context.
- An exploration of some of the affordances of social media for work-located learning.
- A widening of the concept of tagging to the classification of knowledge embodied in users and their social networks.
- A typology of factors in social network(ing) services and work-based learning.
- An analysis of a case study of people tagging in relation to the typology of factors.
- A conceptualisation of aspects of technology-enhanced and enabled learning through and at work.
- An understanding of the potential of social media for work-located learning.
- A realisation of some of the potential of the use of social media in informal, professional work-based learning.
Tuesday, 14 August 2012
Supporting workplace learning in the network era is more than delivering courses through a LMS
via Learning in the Social Workplace by Jane Hart
Harold Jarche, in his recent post, Supporting workplace learning, uses a great little diagram to show that “It takes much more than courses delivered through a learning management system to support workplace learning in the network era.”
Harold goes on to explain: “The basic building block, in my experience, is personal knowledge management. People who can seek new information, make sense of it, and share it with their colleagues, will be an asset to any work team. However, they need access to their learning networks while at work, and this is often a challenge. Reduce these barriers, and support PKM practices, and the organization will benefit.&rdquo
In order to support PKM practices in the workplace, L&D professionals will need good PKM skills themselves, that’s why the first online workshop in our new series of webinars and workshops looks at these essential new PKM skills.
And of course we will be looking at the other new areas of workplace learning – Performance Support, Online Communities and Social & Collaborative learning – in further workshops in the schedule too.
Hazel’s comment:
Yes, it’s an advert (for the Social Learning Centre) but it is one which, in and of itself, provides you with information and knowledge.
No, I haven’t used the centre for any training as yet but I do follow the blog which provides useful stuff for free – and then I can tell you about it if I think it relevant.
Harold Jarche, in his recent post, Supporting workplace learning, uses a great little diagram to show that “It takes much more than courses delivered through a learning management system to support workplace learning in the network era.”
Harold goes on to explain: “The basic building block, in my experience, is personal knowledge management. People who can seek new information, make sense of it, and share it with their colleagues, will be an asset to any work team. However, they need access to their learning networks while at work, and this is often a challenge. Reduce these barriers, and support PKM practices, and the organization will benefit.&rdquo
In order to support PKM practices in the workplace, L&D professionals will need good PKM skills themselves, that’s why the first online workshop in our new series of webinars and workshops looks at these essential new PKM skills.
And of course we will be looking at the other new areas of workplace learning – Performance Support, Online Communities and Social & Collaborative learning – in further workshops in the schedule too.
Hazel’s comment:
Yes, it’s an advert (for the Social Learning Centre) but it is one which, in and of itself, provides you with information and knowledge.
No, I haven’t used the centre for any training as yet but I do follow the blog which provides useful stuff for free – and then I can tell you about it if I think it relevant.
Tuesday, 7 August 2012
Universities Reshaping Education on the Web
an article by Tamar Lewin published in the New York Times
As part of a seismic shift in online learning that is reshaping higher education, Coursera, a year-old company founded by two Stanford University computer scientists, will announce on Tuesday that a dozen major research universities are joining the venture. In the fall, Coursera will offer 100 or more free massive open online courses, or MOOCs, that are expected to draw millions of students and adult learners globally.
Continue reading here
As part of a seismic shift in online learning that is reshaping higher education, Coursera, a year-old company founded by two Stanford University computer scientists, will announce on Tuesday that a dozen major research universities are joining the venture. In the fall, Coursera will offer 100 or more free massive open online courses, or MOOCs, that are expected to draw millions of students and adult learners globally.
Continue reading here
Wednesday, 11 July 2012
The Best Websites for Free Online Courses, Certificates, Degrees, and Educational Resources
via How-To Geek by Lori Kaufman
Also, as I would expect from How-To Geek which is based in the US, most of the entries are American – and most of my readers are British.
I have nothing against America or Americans, honestly, but we do need to be aware that their educational system is very different from our own. And that studying a subject such as law would be pointless unless you intend to work in the USA. Science is, of course, universal and some of the computing stuff is really brilliant.
Check it all out for yourself here.
Have you thought about expanding your knowledge by taking some courses? There are several colleges and other sites that offer free online courses, certificate programs, some degree programs, and education resources for teachers and professors.OK, that’s the opening blurb and to an extent it’s accurate. However, not everything from every institution mentioned is freely available which is not always made clear.
Also, as I would expect from How-To Geek which is based in the US, most of the entries are American – and most of my readers are British.
I have nothing against America or Americans, honestly, but we do need to be aware that their educational system is very different from our own. And that studying a subject such as law would be pointless unless you intend to work in the USA. Science is, of course, universal and some of the computing stuff is really brilliant.
Check it all out for yourself here.
Friday, 22 June 2012
Online tutoring and emotional labour in the private sector
an article by Sue Webb (Monash University, Melbourne) published in Journal of Workplace Learning Volume 25 Issue 5 (2012)
Abstract
Purpose
What happens when computer software is designed to replace the teacher and the human role is to service the relationship between the software and the learner? Specifically, this paper aims to consider whether or not emotional labour is performed in contexts mediated by technology in the private sector.
Design/methodology/approach
The research is a single site, the online tutoring centre, in a large global education company in Europe servicing learners based in companies elsewhere. It is a critical case study with strategic importance for understanding the effects of the transformations to the education work afforded by a work design based on digital Taylorism. Qualitative methods are used, including observation, analysis of tutor/student e-mail exchanges over a ten-month period and interviews with key personnel.
Findings
It was found that in spite of the drive for standardisation and consistency, online tutors engaged in considerable levels of emotional labour, individualised in its performance along a spectrum.
Research limitations/implications
The work has value in that it extends into new sites the study of digital Taylorism. In finding emotional labour in this critical case, it suggests that emotional labour will be present in less extreme cases.
Practical implications
The article is a useful source of information for practitioners in online learning centres, as well as researchers in the area of recruitment and training of online tutors.
Social implications
The article provides insights into effects of the recruitment of under-qualified people in private learning centres.
Originality/value
The article provides insights into an area of work-based learning that is under-investigated to date – i.e. the recruitment and practices of tutors in private learning centres and the role of emotional labour.
Abstract
Purpose
What happens when computer software is designed to replace the teacher and the human role is to service the relationship between the software and the learner? Specifically, this paper aims to consider whether or not emotional labour is performed in contexts mediated by technology in the private sector.
Design/methodology/approach
The research is a single site, the online tutoring centre, in a large global education company in Europe servicing learners based in companies elsewhere. It is a critical case study with strategic importance for understanding the effects of the transformations to the education work afforded by a work design based on digital Taylorism. Qualitative methods are used, including observation, analysis of tutor/student e-mail exchanges over a ten-month period and interviews with key personnel.
Findings
It was found that in spite of the drive for standardisation and consistency, online tutors engaged in considerable levels of emotional labour, individualised in its performance along a spectrum.
Research limitations/implications
The work has value in that it extends into new sites the study of digital Taylorism. In finding emotional labour in this critical case, it suggests that emotional labour will be present in less extreme cases.
Practical implications
The article is a useful source of information for practitioners in online learning centres, as well as researchers in the area of recruitment and training of online tutors.
Social implications
The article provides insights into effects of the recruitment of under-qualified people in private learning centres.
Originality/value
The article provides insights into an area of work-based learning that is under-investigated to date – i.e. the recruitment and practices of tutors in private learning centres and the role of emotional labour.
Monday, 18 June 2012
Business information literacy teaching at different academic levels: ...
An exploration of skills and implications for instructional design
an article by Mariela Gunn and Cynthia E. Miree (Oakland University, USA) published in Journal of Information Literacy Volume 6 Issue 1 (June 2012)
Abstract
This study investigates the difference among students’ discipline-specific information literacy (IL) skills by studying first-year and final-year undergraduate business students.
An online IL tutorial was designed and delivered to both student groups with a two-fold goal.
First, the researchers wanted to compare students’ IL skills to test the faculty’s assumptions that business students who are about to graduate have already acquired the requisite IL despite the lack of mandatory business-specific IL sessions. The findings suggest that first-year and final-year business students are not significantly different in their performance and that both groups received a significant positive impact as a result of taking the same IL tutorial online.
Second, the study analyses how well the online IL tutorial, with its focus on combining instructional videos with active learning exercises, performs in delivering content related to different elements of IL, as defined by the Association of College and Research Libraries (ACRL 2010). The findings indicate that the online IL tutorial is more effective for some skills than for others, suggesting that it will be beneficial to explore different instructional designs in collaboration with the departmental faculty to improve the current IL tutorial in these areas.
This study adds to research on the effectiveness of online tutorials and raises questions related to their design. The findings can inform librarians’ decisions on how to design online learning targeting students from different academic levels.
Full text (PDF 18pp)
an article by Mariela Gunn and Cynthia E. Miree (Oakland University, USA) published in Journal of Information Literacy Volume 6 Issue 1 (June 2012)
Abstract
This study investigates the difference among students’ discipline-specific information literacy (IL) skills by studying first-year and final-year undergraduate business students.
An online IL tutorial was designed and delivered to both student groups with a two-fold goal.
First, the researchers wanted to compare students’ IL skills to test the faculty’s assumptions that business students who are about to graduate have already acquired the requisite IL despite the lack of mandatory business-specific IL sessions. The findings suggest that first-year and final-year business students are not significantly different in their performance and that both groups received a significant positive impact as a result of taking the same IL tutorial online.
Second, the study analyses how well the online IL tutorial, with its focus on combining instructional videos with active learning exercises, performs in delivering content related to different elements of IL, as defined by the Association of College and Research Libraries (ACRL 2010). The findings indicate that the online IL tutorial is more effective for some skills than for others, suggesting that it will be beneficial to explore different instructional designs in collaboration with the departmental faculty to improve the current IL tutorial in these areas.
This study adds to research on the effectiveness of online tutorials and raises questions related to their design. The findings can inform librarians’ decisions on how to design online learning targeting students from different academic levels.
Full text (PDF 18pp)
Thursday, 17 May 2012
Educational Services in Second Life: A study based on flow theory
an article by Joana Forte (Integrated Colleges of Ceara, Brazil), Danielle Gomes (State University of Ceara, Brazil) and Cláudio Nogueira and Carlos Cavalcante de Almeida (University of Fortaleza, Brazil) published in International Journal of Web-Based Learning and Teaching Technologies Volume 6 Issue 2 (2011)
Abstract
Among many changes influenced by the Internet, interactivity in spaces that promote relationships, entertainment, and businesses can be highlighted. Considering this, Second Life stands out because it is a tridimensional online environment which imitates human real social life.
Despite social and commercial influences, Second Life suggests a new format for e-learning. Then, the question of how to explore the facets of an online learning environment may be answered by Flow Theory. Hence, the main objective of this paper is to analyze the most significant antecedent and subsequent relations of the Flow Experience in the Second Life’s educational environment, based on Novak, Hoffman, and Yung (2000).
This research used tools from multivariate statistical analysis such as confirmatory factor analysis and structural equation modeling. The results confirmed the hypotheses, indicating that there is flow in Second Life's e-learning environment, with interactive speed, exploratory behavior and telepresence as the most significant constructs detected.
Abstract
Among many changes influenced by the Internet, interactivity in spaces that promote relationships, entertainment, and businesses can be highlighted. Considering this, Second Life stands out because it is a tridimensional online environment which imitates human real social life.
Despite social and commercial influences, Second Life suggests a new format for e-learning. Then, the question of how to explore the facets of an online learning environment may be answered by Flow Theory. Hence, the main objective of this paper is to analyze the most significant antecedent and subsequent relations of the Flow Experience in the Second Life’s educational environment, based on Novak, Hoffman, and Yung (2000).
This research used tools from multivariate statistical analysis such as confirmatory factor analysis and structural equation modeling. The results confirmed the hypotheses, indicating that there is flow in Second Life's e-learning environment, with interactive speed, exploratory behavior and telepresence as the most significant constructs detected.
Tuesday, 2 August 2011
How Online Education Is Changing the Way We Learn
I like my data presented to me in pictures and this is superb.
via Stephen's Lighthouse (Stephen Abram)
Read it for yourself here
via Stephen's Lighthouse (Stephen Abram)
Read it for yourself here
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