Fulfilling the Promise

2010 ◽  
pp. 44-60 ◽  
Author(s):  
Judi Repman ◽  
Cordelia Zinskie ◽  
Elizabeth Downs
Keyword(s):  
Online Learning ◽  
Web 2.0 ◽  
Business Model ◽  
Online Courses ◽  
Online Pedagogy ◽  
Future Directions ◽  
Web 2.0 Tools ◽  
E Learning ◽  
New Challenges ◽  
Faculty And Administrators

As online learning continues to expand and evolve, new challenges emerge regarding the implementation of Web 2.0 tools and technologies in online pedagogy. The business model approach to online learning being embraced by many institutions may actually work against faculty who want to utilize Web 2.0 technologies to create e-learning 2.0 experiences for their students. Faculty and administrators need to recognize that differences in perspectives may significantly impact future directions of online courses and programs.

Fulfilling the Promise

2010 ◽  
pp. 1325-1341
Author(s):  
Judi Repman ◽  
Cordelia Zinskie ◽  
Elizabeth Downs
Keyword(s):  
Online Learning ◽  
Web 2.0 ◽  
Online Courses ◽  
Web 2.0 Technologies ◽  
Online Pedagogy ◽  
Future Directions ◽  
New Challenges ◽  
Faculty And Administrators ◽  
Model Approach

As online learning continues to expand and evolve, new challenges emerge regarding the implementation of Web2.0 tools and technologies in online pedagogy. Thebusiness model approach to online learning being embraced by many institutions may actually work against faculty who want to utilize Web 2.0 technologies to createe-learning 2.0 experiences for their students. Faculty and administrators need to recognize that differences in perspectives may significantly impact future directions of online courses and programs.

Integrating E-Learning 2.0 into Online Courses

2014 ◽  
Vol 10 (1) ◽  
pp. 49-60
Author(s):  
Steve Chi-Yin Yuen
Keyword(s):  
Web 2.0 ◽  
Online Courses ◽  
Learning Experience ◽  
Design Development ◽  
Instructional Approach ◽  
Web 2.0 Tools ◽  
E Learning

This paper provides an overview of e-learning 2.0 concepts and presents a case study that involves the design, development, and teaching of two online courses based on e-learning 2.0 concepts. The design and the construction of e-learning 2.0 courses, and their effects on the students’ learning experience are examined. In addition, students’ preferred Web 2.0 tools are included, as well as their opinions regarding the e-learning 2.0 instructional approach.

Integrating E-Learning 2.0 into Online Courses

2016 ◽  
pp. 1477-1488
Author(s):  
Steve Chi-Yin Yuen
Keyword(s):  
Web 2.0 ◽  
Online Courses ◽  
Learning Experience ◽  
Design Development ◽  
Instructional Approach ◽  
Web 2.0 Tools ◽  
E Learning

This paper provides an overview of e-learning 2.0 concepts and presents a case study that involves the design, development, and teaching of two online courses based on e-learning 2.0 concepts. The design and the construction of e-learning 2.0 courses, and their effects on the students' learning experience are examined. In addition, students' preferred Web 2.0 tools are included, as well as their opinions regarding the e-learning 2.0 instructional approach.

scholarly journals Approaches to the development of online learning In the digital environment of higher education in Yakutia

2021 ◽  
Vol 7 (Extra-B) ◽  
pp. 173-180
Author(s):  
Elizaveta Afanasyevna Barakhsanova ◽  
Mikhail Petrovich Sivtsev ◽  
Nyurgun Mikhailovich Pavlov ◽  
Afanasy Radnaevich Batorov ◽  
Maria Egorovna Alekseeva
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Learning Tools ◽  
Digital Environment ◽  
Professional Activities ◽  
E Learning ◽  
The Republic ◽  
Online Distance Learning ◽  
Online Distance ◽  
Educational Applications

The authors justified the idea of developing online courses based on the use of Moodle tools, allowing the formation of knowledge in the field of technological and methodological skills and abilities to use educational applications, services, and their application in professional activities in the implementation of online learning in the digital environment of the university.  Assessment of the effectiveness of the online course is confirmed by the solution of professional tasks from the knowledge of the digital educational environment with interdisciplinary content and tasks requiring the use of e-learning tools. Analysis of the results using two-way analysis of variance revealed a significant effect of factors on the effective feature using the F-test. The significance of the study lies in the development of online advanced training courses aimed at improving the technological level of teachers and educators of the Republic of Sakha (Yakutia) in the implementation of the remote format of training using online distance learning tools and technologies. 

scholarly journals Creative Networks of Practice Using Web 2.0 Tools

2011 ◽  
Vol 2 (1) ◽  
pp. 37-53
Author(s):  
Jukka Orava ◽  
Pete Worrall
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Web 2.0 Tools ◽  
Interdisciplinary Approaches ◽  
The Media ◽  
Media Learning ◽  
Networks Of Practice ◽  
Learning Event

This paper examines the professional implications for teachers and managers in new and evolving forms of professional development using Web 2.0 tools in a European context. Research findings are presented from the “Creative Use of Media” learning event developed through a European eTwinning Learning Lab initiative in spring of 2009. The Creative use of the Media online learning event supported a series of initiatives celebrating the European Year of Creativity and Innovation and involved 135 participants from 27 countries. The key objective was to introduce a range of learning themes constructed around a phenomenon-based inquiry model, which supported interdisciplinary approaches and collaborative online learning methodologies to stimulate new teaching and learning rationales. Digital Web 2.0 technology was used as an independent creative medium and as a powerful facilitating tool to enhance and blend with the more traditional forms of visual, audiovisual and multimedia inquiry. In developing models encapsulating risk taking and experimentation this online learning project supported a general principle that future education models and professional development would be based on social learning and “customer-driven collaborative knowledge building” in relation to open source materials.

Informal Online Learning through the Mediterranean Youth Technology Club

2013 ◽  
pp. 101-123 ◽  
Author(s):  
Nikleia Eteokleous-Grigoriou
Keyword(s):  
Online Learning ◽  
Web 2.0 ◽  
Leadership Skills ◽  
Educational Setting ◽  
Web 2.0 Tools ◽  
The Mediterranean ◽  
Attitude Changes ◽  
Bridge Building

The Mediterranean Youth Technology Club is a bridge building initiative designed to empower and educate youth, providing them with tools that would enable them to become socially and culturally responsible leaders. Within MYTecC youth simultaneously follow three different but complimentary curricula: English, Social-Virtual, and Technology in an informal educational setting, extensively using Web 2.0 tools. Two MYTecC cycles have been finalized, and a new one is in the process of being initiated. The current study evaluates the effectiveness and impact of MYTecC. It aims to capture the overall MYTecC experience from students’ and instructors’ perspectives. Additionally, it measures the development of youth’s social-cultural and leadership skills, skills and knowledge developed, as well as attitude changes. Finally, it evaluates the role of Web 2.0 tools in achieving the above.

Motivational Factors of the Usage of Web 2.0 Tools for E-Learning in Business

2021 ◽  
pp. 231-249
Author(s):  
Cosmin Malureanu ◽  
Adriana Malureanu ◽  
Gabriel Lazar
Keyword(s):  
Web 2.0 ◽  
Time Management ◽  
Multiple Linear Regression Model ◽  
Motivational Factors ◽  
Subjective Character ◽  
Web 2.0 Tools ◽  
Team Members ◽  
Web Tools ◽  
Depth Analysis ◽  
E Learning

The reasons for introducing Web 2.0 tools into the business area are multiple, from efficiency to better time management. The provision of online services by companies develops the computer skills of team members, and the materials provided through Web tools 2.0 can be accessed by a larger number of end users and their quality can be permanently evaluated. This chapter proposes to investigate the motivational factors of the usage of Web tools 2.0 by companies' team members. In particular, the research is focused on e-learning based on Web 2.0 tools for training sessions organized by companies in Romania. The in-depth analysis revealed that this generally positive perception of using the e-learning course is founded on a series of objective aspects, identified in a multiple linear regression model, ranging from the perception of the benefit of professional development to the subjective character given by user experience (UX).

Practical Guidelines for Creating Online Courses in K-12 Education

2016 ◽  
pp. 507-529
Author(s):  
Wayne Journell
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Practical Guidelines ◽  
Formally Trained ◽  
K 12

Online learning is the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

Social Software and E-Learning

2007 ◽  
pp. 228-247
Author(s):  
Jon Dron
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Environments ◽  
Social Software ◽  
Learning Trajectory ◽  
Online Learning Environment ◽  
Networked Learning ◽  
E Learning

This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.

E-Learning

2020 ◽  
Author(s):  
Richard E. Mayer
Keyword(s):  
Online Courses ◽  
Educational Games ◽  
Instructional Video ◽  
Evidence Based ◽  
Virtual Classrooms ◽  
Multimedia Presentations ◽  
Future Directions ◽  
Desktop Computers ◽  
E Learning ◽  
How People Learn

E-learning refers to computer-delivered instruction including multimedia presentations, instructional video, interactive simulations, educational games, online courses, and virtual classrooms. E-learning can be delivered on a variety of devices including desktop computers, laptop computers, tablets, smart phones, smart TVs, and virtual or augmented reality systems. This chapter shows how e-learning can play an important role in lifelong learning to the extent that it is informed by research-based principles of instructional design and consistent with how people learn. The chapter provides an introduction to applying the science of learning to e-learning, summarizes an evidence-based theory of e-learning, summarizes evidence-based principles for the design of e-learning, and suggests future directions for research on e-learning.

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