Learning Systems | Distance-Educator.com - Part 66 Distance-Educator.com

Posts Tagged ‘Learning Systems’

Faculty supporting and developing a CBE program – strategies implemented at the University of Mary Hardin-Baylor

Faculty play key roles in developing and supporting academic programs. For traditional modes of delivery, the ways faculty support and develop academic offerings are well-defined and understood. However, for new modes of delivery like CBE, successful faculty support will only occur through the use of intentional strategies aimed at inspiring support and encouraging lasting involvement. […]

E-mentoring and its relevance for competency-based education for students with disabilities: research from the GSAA BreakThru model

Background Communication and learning technologies to enable mentoring for students are important topics for online courses and competency-based education approaches. However, research results have been limited. The Georgia STEM Accessibility Alliance (GSAA) is a research project of the US National Science Foundation’s Research in Disabilities Education (RDE) program. It is a collaborative RDE Alliance between […]

“I don’t conversate with those I don’t know”: The role of trust/distrust in online engagement

Digital spaces are populated by youth who navigate, consume, create, and distribute information through their participation as designers, contributors, respondents, and distributors. A key prerequisite to collaboration, participation and distributed knowledge is trust. The literature informs us that the creation of trust involves several variables: the individual, their experiences, familiarity, and the environment (online, offline, […]

Putting technological, pedagogical, and content knowledge (TPACK) in action: An integrated TPACK-design-based learning (DBL) approach

Design-based learning (DBL) has been considered a useful approach in teacher education because of its emphasis on the investigation of technology integration problems in design processes. Despite recent interest in understanding how technological, pedagogical, and content knowledge (TPACK) translates to action, limited research exists on how TPACK is developed within DBL contexts and what principles […]

e-Portfolios enhancing students’ self-directed learning: A systematic review of influencing factors

e-Portfolios have become increasingly popular among educators as learning tools. Some research even shows that e-portfolios can be utilised to facilitate the development of skills for self-directed learning. Such skills include self-assessment of performance, formulation of learning goals, and selection of future tasks. However, it is not yet clear under which conditions e-portfolios optimally facilitate […]

Pennsylvania Schools See Benefits After Shifting to Teacher-Created Online Curriculum

Now students spend more time solving problems instead of writing down lecture notes thanks to mobile devices and digital curriculum. Center for Digital Education

Re-Envisioning Student Preparation for Online Learning

UA Online’s Launch Pad is designed to be a one-stop shop for success, whether it be prior to the start of classes or deep into a student’s academic career. The University of Arizona

New Ideas on the Design of the Web-Based Learning System Oriented to Problem Solving From the Perspective of Question Chain and Learning Community

In recent years, a number of models concerning problem solving systems have been put forward. However, many of them stress on technology and neglect the research of problem solving itself, especially the learning mechanism related to problem solving. In this paper, we analyze the learning mechanism of problem solving, and propose that when designing Web-based […]

Enhancing Student-Student Online Interaction: Exploring the Study Buddy Peer Review Activity

The study buddy is a learning strategy employed in a graduate distance course to promote informal peer reviewing of assignments before submission. This strategy promotes student-student interaction and helps break the social isolation of distance learning. Given the concern by Arum and Roksa (2011) that student-student interaction may be distracting from instead of contributing to […]

Blurring Boundaries in Education: Context and Impact of MOOCs

The opinions on MOOCs go to extremes, covering a wide variety of topics, affecting economy, pedagogy, and computer science which makes it hard to keep oversight. Despite the many excellent research reports and articles, an overview of the bigger picture, providing a holistic qualitative summary of the different opinions, is still very welcome. Special attention […]