Archive for the ‘Theory’ Category

Flying not flapping: a strategic framework for e-learning and pedagogical innovation in higher education institutions

E-learning is in a rather extraordinary position. It was born as a ‘tool’ and now finds itself in the guise of a somewhat wobbly arrow of change. In practice, changing the way thousands of teachers teach, learners learn, innovation is promoted and sustainable change in traditional institutions is achieved across hundreds of different disciplines is […]

From digital commons to the data-fied urge: Theorising evolving trends in the intersections of digital culture and open education

This paper aims to unravel the interlacing of learning theories and media theories in order to map out how the link between digital culture and open education has been argued in related research and scholarship. Taking into account evolving trends and trajectories in the fields of digital networked technology and education since the 1990s, it […]

Imagining online research design: Is it connective case study or virtual ethnography?

Conducting research online that focuses on various writing genres with adolescent authors demands imagination and improvisation as their composition meanders across multiple communities, forums, and expressive modes, while it simultaneously ignores boundaries and creates new spaces. Research of online contexts is crucial as technology plays an increasing role in education policy (CCSSO/NGA, 2010). As unique […]

Lay Theories Regarding Computer-Mediated Communication in Remote Collaboration

Computer-mediated communication and remote collaboration has become an unexceptional norm as an educational modality for distance and open education, therefore the need to research and analyze students’ online learning experience is necessary. This paper seeks to examine the assumptions and expectations held by students in regard to computer-mediated communication and how their lay theories developed […]

Modelling relationships between students’ academic achievement and community of inquiry in an online learning environment for a blended course

With the advancement in technology, learners are spending a substantial amount of time on online learning. Guided by the community of inquiry (CoI) framework (Garrison, Anderson, & Archer, 1999), this study examined the relationships among students’ perceived teaching element, social element, cognitive element, satisfaction, continuous academic-related online performance, and academic achievement. A revised form of […]

Download Dissertation: Out Of Sync: Analyzing The Paradoxical Impact Of Synchronous Learning In Distance Education

Out Of Sync: Analyzing  The Paradoxical Impact Of Synchronous Learning In Distance Education Modern forms of distance education provide students and instructors with the ability to access their online experiences without being limited by time or place. Though this quality is convenient for many, the predominantly asynchronous nature of online learning creates transactional distance that […]

Instructor’s Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC

This study examines a MOOC instructor’s use of social presence, teaching presence, and dissonance for attitudinal change in a MOOC on Human Trafficking, designed to promote attitudinal change. Researchers explored the MOOC instructor’s use of social presence and teaching presence, using the Community of Inquiry (CoI) framework as a lens, and examined the facilitation of […]

Revising the Community of Inquiry Framework for the Analysis of One-To-One Online Learning Relationships

In online learning research, the theoretical community of inquiry framework has been used extensively to analyze processes of inquiry among learners and instructors within a community. This paper examines a special case of community of inquiry consisting of only one learner and one instructor. Together they en­gage in an online coaching discourse to form a […]

A Computational Model of Learners Achievement Emotions Using Control- Value Theory

Game-based Learning (GBL) environments make instruction flexible and interactive. Positive experiences depend on personalization. Student modelling has focused on affect. Three methods are used: (1) recognizing the physiological effects of emotion, (2) reasoning about emotion from its origin and (3) an approach combining 1 and 2. These have proven successful only in labs, or use […]

Introduction to Distance Education: Theorists and Theories: Verifying Theoretical Concepts

By Farhad Saba, Ph. D. Founder, As the field of distance education has grown in the past two decades, new concepts have been introduced to the literature. Authors in scholarly journals and books routinely use words, such as, eLearning, online learning, or web-based education to denote modes or means of learning in which the […]