Instructional Systems | Distance-Educator.com - Part 93 Distance-Educator.com

Posts Tagged ‘Instructional Systems’

Males are not as active as females in online discussion: Gender differences in face-to-face and online discussion strategies

This study examined the gender difference in students’ perceived discussion strategies in face-to-face and online asynchronous contexts. A survey of 363 university students and follow-up interviews of 20 participants was conducted to examine any gender differences within each context and between the two contexts. The Discussion Strategies Scale was developed to examine students’ discussion strategies […]

A review of predictive factors of student success in and satisfaction with online learning

Students perceive online courses differently than traditional courses. Negative perceptions can lead to unfavourable learning outcomes including decreased motivation and persistence. Throughout this review, a broad range of factors that affect performance and satisfaction within the online learning environment for adult learners will be examined including learning outcomes, instructional design and learner characteristics, followed by […]

6 concerns students have about MOOCs

New qualitative research reveals students may know more about MOOCs than institutions think; have doubts on reliability. eCampus News

As Coursera Evolves, Colleges Stay On and Investors Buy In

Three years ago everyone was talking about Coursera, which had begun partnering with some of the world’s most elite colleges to offer free courses. There was overheated hype, as pundits speculated that it could be a magic bullet to bring down college costs. Wired Campus

Universal Design in Online Education: Employing Organization Change

With the rise in online education, universal design is an emerging trend aimed at providing available education opportunities to all students, accommodating for all disabilities. However, universal design in online education remains an ambiguous and lofty goal for an academic organization to undertake. This case analysis employs an organization change theoretical framework via archival document […]

Pedagogical Requirements for Mobile Learning: A Review on MOBIlearn Task Model

Pedagogically sound design for mobile learning application development is a key factor for providing a pleasant and rich learning experience in a mobile environment. In the context of higher education, this need is very critical as institutions and students begin to recognize the importance of bridging the gap between formal classroom and out-of-classroom informal learning […]

How Do Students Use Their Mobile Devices to Support Learning? A Case Study from an Australian Regional University

Though universities are eager to leverage the potential of mobile learning to provide learning flexibly, most balk at the cost of providing students with mobile hardware. The practice of ‘bring your own device'(BYOD) is often mooted as a cost-effective alternative. This paper provides a snapshot of student ownership of mobile devices at a regional Australian […]

Towards collaboration as learning: evaluation of an open CPD opportunity for HE teachers

Flexible, Distance and Online Learning (FDOL) is an open online course offered as an informal cross-institutional collaboration based on a postgraduate module in the context of teacher education in higher education. The second iteration, FDOL132, was offered in 2013 using a problem-based learning (PBL) design (FISh) to foster collaborative learning. How this was experienced by […]

Critical Discourse Analysis of Moderated Discussion Board of Virtual University of Pakistan

The paper critically evaluated the discursive practices on the Moderated Discussion Board (MDB) of Virtual University of Pakistan (VUP). The paramount objective of the study was to conduct a critical discourse analysis (CDA) of the MDB on the Learning Management System (LMS) of VUP. For this purpose, the academic power relations of the students and […]

Effective web videoconferencing for proctoring online oral exams: a case study at scale in Brazil

The challenging of assessing formal and informal online learning at scale includes various issues. Many universities who are now promoting “Massive Online Open Courses” (MOOC), for instance, focus on relatively informal assessment of participant competence, which is not highly ‘quality assured’. This paper reports best practices on the use of a web videoconferencing application to […]