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Social presence is difficult to achieve, but an imperative component of online learning. In this study, we investigated the effect of group size on students’ perceptions of social presence in two graduate-level online courses, comparing small group versus whole class discussions. Our results indicated that when in small group discussions, students perceived a higher level […]
In this research, we propose a Social Learning Management System (SLMS) enabling real-time and reliable feedback for incorrect answers by learners using a social network service (SNS). The proposed system increases the accuracy of learners’ assessment results by using a confidence scale and a variety of social feedback that is created and shared through learners’ […]
In this paper, the author examined whether there is any correlation between students’ perceived learning styles as identified by Felder and Silverman (2002) and each of the three presences of the Garrison et al.’s Community of Inquiry (CoI) framework (2000): the teaching presence, the social presence and the cognitive presence. First, the CoI survey was […]
This study aims to design a non-simultaneous distance instruction system with affective computing, which integrates interactive agent technology with the curricular instruction of affective design. The research subjects were 78 students, and prototype assessment and final assessment were adopted to assess the interface and usability of the system. Prototype assessment consisted of heuristic assessment and […]
Considering social and emotional competence in learning, emotion awareness aims to detect the emotions that students show during their learning interactions and make these emotions explicit to them. Being aware of their emotions, students become more conscious of their situation, what may prompt them to behavioral change. The main goal of this work is to […]
In this study tertiary level curriculum was redesigned to include online and digital components for engaging, motivating, involving and exciting students. An innovative approach is offered that involves students creatively in flexible, adaptable curriculum using cultural and instructional student preferences. Traditional lecture style cultural geography curriculum at the University of Guam (UOG) was redesigned with […]
In 2020 it will be a requirement that Danish primary school teachers have a bachelor degree in the subjects they teach. More than 10,000 teachers, who for many years have taught a course without being formally qualified, need professional development and therefore municipalities ask for new concepts for in-service training. There is a need for […]
The microblogging service Twitter offers a platform that social studies educators increasingly use for professional development, communication, and class activities, but to what ends? The authors drew on Deweyan conceptions of participatory learning and citizenship aims of the field as lenses through which to consider social media activities. To determine how and why social studies […]
Australian higher education has adopted a widening participation agenda with a focus on the participation of disadvantaged students, particularly those from low socioeconomic status (LSES) backgrounds. As these students begin to enter university in greater number and proportion than ever before, there is increasing interest in how best to facilitate their success. A recent national […]
In this paper we explore the impact of an intelligent grouping algorithm based on learners’ collaborative competency when compared with (a) instructor based Grade Point Average (GPA) method level and (b) random method, on group outcomes and group collaboration problems in an online collaborative learning environment. An intelligent grouping algorithm has been added in a […]
