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Rich Environments for Active Learning, or REALs, are comprehensive instructional systems that evolve from and are consistent with constructivist philosophies and theories. To embody a constructivist view of learning, REALs: promote study and investigation within authentic contexts; encourage the growth of student responsibility, initiative, decision making, and intentional learning; cultivate collaboration among students and teachers; […]
Previous research identified a variety of special populations which may be serviced through online learning activities. These have included the military, Native Americans, prisoners, remote occupations, and others. This paper focuses the growing role of distance learning opportunities for student and professional athletes. Special attention is directed at the rules and regulations at the high […]
During the 2013-14 academic year, Harvard University piloted the use of MOOCs as tools for blended learning in select undergraduate and graduate residential and online courses. One of these courses, The Ancient Greek Hero, combined for—credit (Harvard College and Harvard Extension School) and open online (HarvardX) groups into a single online unit, marking the first […]
In this article, Professors Curtis J. Bonk, Mimi Miyoung Lee, Thomas C. Reeves, and Thomas H. Reynolds discuss the events that led to their recently edited book on “MOOCs and Open Education Around the World” as well as a special journal issue on this same topic. They reflect on the role of MOOCs and open […]
A survey was designed incorporating questions on 28 attributes (compiled through a literature review) and considered to be quality features in online academic courses in higher education. This study sought to investigate the ongoing practice of instructional designers and instructors in the United States with respect to their incorporation of these quality best practices into […]
The present research’s objective is to examine the effects of metacognitive scaffolding and cognitive style in the Field Dependence – Independence (FDI) dimension on cognitive load (CL) and learning achievement (LA) in high school students, when they interact with a hypermedia environment on philosophy (logic). Fifty-four students belonging to two eleventh grade courses from […]
Giving students “voice, choice and connectivity” will help them gain a sense of belonging in a group even when they’re states and countries apart. Campus Technology
Online faculty must uphold institutional expectations for their performance. Typically, online institutions have specific guidelines for faculty-to-student interactions; yet, student expectations of faculty may not necessarily align with institutional requirements. This study included a typological analysis of institutional requirements for online faculty in terms of student engagement. Then, student comments regarding faculty performance expectations were […]
Lurkers, who are also known as silent learners, observers, browsers, read-only participants, vicarious learners, free-riders, witness learners, or legitimate peripheral participants (our preferred term), tend to be hard to track in a course because of their near invisibility. We decided to address this issue and to examine the perceptions that lurkers have of their behaviour […]
In 2013, we undertook research in a New Zealand University to gain insights into students’ understandings of informal learning, its connection to formal learning and how they engaged in informal learning using digital and mobile technologies. A total of 765 students (postgraduate, undergraduate and first-year students) completed a questionnaire. Follow-up interviews were conducted with 30 […]
