Archive for the ‘Learners’ Category

Unifying Experiences: Learner and Instructor Approaches and Reactions to ePortfolio Usage in Higher Education

This paper explores the alignment of student and instructor experiences when employing ePortfolio activities in a Canadian higher education context. Successful ePortfolio activities are operationalized as exhibiting alignment of expectations between students and instructors, whereas misalignment of expectations is characteristic of a poorer experience for the learners. Our research has shown that although this is […]

African American Males and Online Education: A Review of the Literature

Online education is continuing to grow in popularity with students with more and more institutions offering fully online degrees. In addition, online education potentially offers a color free environment where students are less likely to be judged by race and treated more equally as this is one of the benefits of online education. However, African […]

Why You Should Ask Students to Help Design Courses

Welcome to Teaching, a weekly newsletter from The Chronicle of Higher Education. This week, Beckie Supiano describes what one college has learned from involving students in course design. We also report on new data on distance education, share a couple of teaching tips, and invite you to tell us where you turn for such advice. […]

The Effect of Online Discussion Board Frequency on Student Performance in Adult Learners

Classroom discussion boards are a vital part of the online educational experience, providing a venue for peer to peer and student to faculty interactions.  However, institutional feedback from students at a large open enrollment university has shown that excess focus on online discussions may lead to fatigue, resulting in lower student satisfaction, and in turn, […]

Student Actions and Community in Online Courses: The Roles Played By Course Length and Facilitation Method

Fostering a strong sense of community among students within online courses is essential to supporting their learning experience. However, there is little consensus about how different facilitation methods influence students’ sense of community or behaviours. This lack of understanding means instructors do not have the information they need to select an appropriate facilitation method when […]

Online Degrees Primed to Help Early Ed Teachers Meet New Credential Reqs

Preschool isn’t just babysitting. The quality of everyday interactions between a young child and a caring adult helps that child’s development in numerous areas: socioemotional learning, early literacy, early math, fine motor skills, cognition and approaches to learning. So it makes sense that education policymakers are pushing the early childhood field to professionalize its workforce […]

Sasha’s Story: First-in-family educational success

New Psychology student shares advice on overcoming social hurdles, finding balance, and putting education first Athabasca University 

Online collaborative learning activities: The perspectives of minority graduate students

This exploratory study examined the perspectives of minority graduate students toward online collaborative learning activities. The participants were twenty graduate minority students (15 African Americans, five Hispanics, and five international students from Africa) in online graduate programs in instructional technology education in in the Northeastern United States. A qualitative study was conducted semi-structured interviews, focus […]

Maori Mentors: Expectations and perceptions

This article is informed by a kaupapa Māori methodology and reports on a “by Māori for Māori” peer mentoring programme. The programme, offered by the College of Business at Massey University, focuses on Māori students who are studying at a distance. We outline the programme and the experiences and perceptions from kanohi ki te kanohi […]

Learners’ reflexivity and the development of an e-learning community among students in China

The experiences of Chinese learners on two e-learning programmes in China were investigated, focusing particularly on the formation of learning communities. Data were collected using a range of instruments to access the learners’ perspectives in depth and detail. Archer’s account of reflexivity as the mediating power between structure and agency is applied to understanding how […]