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Archive for the ‘Online Learning’ Category

The Evolution of Designing E-Service-Learning Projects: A Look at the Development of Instructional Designers

This design case will discuss how design strategies evolved through the development and implementation of two e-service-learning project cohorts. The article provides a detailed account for how Designers for Learning launched its first e-service-learning instructional design project to address adult basic education needs. Information and design feedback gathered at the end of project informed design […]

Higher education students’ experiences of digital learning and (dis)empowerment

This paper focuses on learning practices in higher education in relation to a digital participatory culture. Using key principles of critical education, the research set out to explore higher education students’ sense of agency online – or lack of it –as part of their formal learning practices. The research found that although students were proficient […]

Defining ‘Regular and Substantive’ Interaction in the Online Era

The Trump administration is considering an overhaul of a 26-year-old federal rule that is seen variably as a barrier to innovation and an important guardrail against substandard instruction. Inside Higher Ed

Developing Student Support for Open and Distance Learning: The EMPOWER Project

European universities face great challenges dealing with twenty-first century world changes. Deep transformations are required to a wide range of life-long learning scenarios, which are replacing traditional modes of university study and giving access to students in more flexible ways. To address the transformation in learning, the European Association of Distance Teaching Universities (EADTU) launched […]

Students’ Emotional Engagement, Motivation and Behaviour Over the Life of an Online Course: Reflections on Two Market Research Case Studies

Since 2013, Leeds Beckett University has carried out two studies, working with market researchers, into students’ feelings and perceptions of online courses and their learning context. This work has been conducted outside routine data collection for statistical reporting to regulatory agencies, as these exercises do not explore a student’s engagement or behaviour in a rich […]

Encouraging Learners to Explore Websites: Hyperlinks as Invitations

We applied a user interface (UI) design approach based on a constructivist perspective for web-based learning that conceptualizes interactions between learners and websites as conversations. Hyperlinks on the UI of a distributed interactive learning environment were treated as invitations for interaction to encourage learners’ active exploration. An experiment for examining the effects of two UI […]

An Investigation into Web-based Presentations of Institutional Online Learning Orientations

Online learning orientation may be particularly important in a virtual setting where students are unfamiliar with the learning platform, unsure if their available computer hardware and software will meet requirements, and hesitant that they have the learning orientation to progress. Given that virtual students are at risk for receiving less advisement than their on-ground counterparts, […]

The unfulfilled promise of online higher education

Decades after the first stirrings of online learning were felt in higher education, the revolution its advocates had foretold has yet to occur. University World News

Technology Matters – The Impact of Transactional Distance on Satisfaction in Online Distance Learning

Transactional distance (TD), the perception of psychological distance between the student and his peers, his instructor/teacher, and the learning content, has long been a prominent construct in research on distance education. Today, distance education primarily takes place over the internet, with technology mediating engagement and communication. Because transactional distance in online distance learning will always […]

Grit and Intention: Why Do Learners Complete MOOCs?

In recent years there has been considerable interest in how many learners complete MOOCs, and what factors during usage can predict completion. Others, however, have argued that many learners never intend to complete MOOCs, and take MOOCs for other reasons. There has been qualitative research into why learners take MOOCs, but the link between learner […]

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