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Archive for the ‘Learning Design’ Category

Manu Tukutuku, ma te huruhuru ka rere te manu – empowering learners to soar. Phase One; Opening the doorway for Māori to succeed in a digital community where cultural capacity and knowledge is valued and respected

This paper discusses Māori student achievement and how the first step to enable this is engaging the whānau and the student in situations where their mana and tuakiri remains intact. The paper identifies steps for culturally critical and sustaining practice when engaging whānau and students. It highlights some positive examples as well as reflecting on […]

Download Report: Potential for Experiential Education in Distance Learning Contexts

The literal distance inherent in online education can be an important difference between it and traditional classroom settings, such that proximate, on-site learning is thought to be where experiential, transformative education happens (Cohen, 2013). Yet it is possible that some of the most compelling, effective aspects of traditional, proximate education are transferable, and are actively […]

Systematic literature review on self-regulated learning in massive open online courses

Despite arguments about the importance of self-regulated learning (SRL) in massive open online courses (MOOCs) (Terras & Ramsay, 2015), understanding of the topic is limited. This study offers a systematic review of empirical research on SRL in MOOCs. It revealed that the body of literature on SRL in MOOCs has grown from 2014 to 2016. […]

Older, online and first: Recommendations for retention and success

The university student population in Australia contains increasing numbers of older students returning to learning after a significant gap in their educational journey. Many are choosing to enrol online to combine their studies with other time-consuming responsibilities. This article examines the nature of this online student experience with a focus on those aged 25 and […]

Online Learning: Examination of Attributes that Promote Student Satisfaction

The purposes of this study were to examine students’ satisfaction with online learning and identify attributes that contribute to humanizing the online classroom. A total of 228 students participated in the study, which attempted to determine whether students perceived a social presence in the online course as a result of a variety of communication tools […]

A causal loop approach to uncover interrelationship of student online interaction and engagement and their contributing factors

Advances in technology reinforce the imperative to obtain further insight into the factors that impact online interaction in online environments. Even though past researchers have extracted factors impacting student online interaction and engagement, there is a lack of research that uncovers the dynamics of these relationships and investigates the impact of a comprehensive set of […]

Structural Relationships of Factors Which Impact on Learner Achievement in Online Learning Environment

The purpose of this study is to identify relationships of learners’ achievement goal orientation, self-regulation, test-anxiety, self-efficacy, participation, satisfaction, and achievement in online learning environments in Korea. A total of 1,832 student responses from a Korean cyber university were used to find structural relationships of factors. Causal relationships among various variables are provided as results […]

The Relationship Between Students’ Personalities and Their Perception of Online Course Experiences

Minimal research is available in the literature about the relationship between student personality, based on the Big Five model, and online course experiences, based on the Community of Inquiry framework. It was hypothesized in this study that the five personality factors of extraversion, agreeableness, conscientiousness, neuroticism, and openness correlate collectively or singularly to students’ perceptions […]

Learning as It Happens: A Decade of Analyzing and Shaping a Large-Scale Online Learning System

With the advent of computers in education, and the ample availability of online learning and practice environments, enormous amounts of data on learning become available. The purpose of this paper is to present a decade of experience with analyzing and improving an online practice environment for math, which has thus far recorded over a billion […]

Download Report: ENGAGEMENT AND DISCOURSE OF EDUCATORS THROUGH ONLINE PROFESSIONAL LEARNING COMMUNITIES

Professional learning community (PLC) is a promising strategy for effective professional development because it provides opportunities featuring collaboration, job-embedded contexts, reflection and feedback on practice, and sustained duration of learning. Yet, there are temporal and geographic barriers to designing and implementing a PLC, such as finding shared meeting time and connecting educators across different school/district […]

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