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Online Learning Environments (online + learning_environment)
Selected AbstractsUnderstanding the roles of online meetings in a net-based courseJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 1 2006O. Berge Abstract It is argued elsewhere that online learning environments constitute new conditions for carrying out collaborative learning activities. This article explores the roles of a series of online meetings in such an environment. The online meetings are arranged as part of a net-based course on object-oriented programming, and constitute a recurring shared experience for the participants throughout the semester. Through an activity theoretical analysis, we find that the meetings mediate the learners' actions towards the construction and maintenance of a community of practice. Our finding has implications for the standardization of digital learning resources. This is an issue that will challenge designers of research-oriented learning environments, should they attempt to move their systems into wider adoption. We suggest that an awareness of the internal systemic connections among the components of the course design we studied is of importance when considering redesign, with respect to the reuse and standardization of learning resources. [source] OLES: an instrument for refining the design of e-learning environmentsJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 6 2005J. Pearson Abstract Designing and implementing effective e-learning is a complex process, which involves many factors. Lecturers need to constantly consider, evaluate and adjust these factors to provide effective e-learning environments for students. In this paper, we report on the design and development of the Online Learning Environment Survey (OLES), an instrument which can be used to gather and represent data on students' ,actual' (experienced) and ,preferred' (ideal) learning environments. We describe the use of this instrument in blended learning environments with university classes, illustrating how OLES can be used by educators striving for good practice in the design of effective online learning environments. [source] An instructional strategy framework for online learning environmentsNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 100 2003Scott D. Johnson The rapid growth of Web-based instruction has raised many questions about the quality of online courses. This chapter presents a conceptual framework that can guide the development of online courses by providing a holistic perspective on online teaching and learning. Examples of instructional strategies that fit the framework are described. [source] Self-efficacy in the context of online learning environments: A review of the literature and directions for researchPERFORMANCE IMPROVEMENT QUARTERLY, Issue 3-4 2008Charles B. Hodges The purpose of this paper is to examine the construct of self-efficacy in the context of online learning environments. Self-efficacy is defined as "beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments" (Bandura, 1997, p. 3). Traditionally, the four main sources of self-efficacy development are enactive master experiences, vicarious experiences, verbal persuasion, and physiological and affective state (Bandura, 1997). In this paper, self-efficacy is introduced in general. Research related to academic self-efficacy and self-efficacy in online learning environments is reviewed. The study of self-efficacy in online learning environments is new relative to the construct of self-efficacy. Research on self-efficacy and the use of computers in instructional situations has been included to broaden the literature base. The development of self-efficacy beliefs in online environments is highlighted as well as self-efficacy assessment issues. Possible areas of self-efficacy research in online environments are suggested, including pedagogical agents, persuasive feedback, and self-efficacy assessment. [source] | ||||||||||