Learning system design considerations in creating an online learning environment

2001 ◽  
Vol 40 (9) ◽  
pp. 38-45 ◽  
Author(s):  
Scott P. Schaffer ◽  
Shawn M. Overcast
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
System Design ◽  
Learning System ◽  
Online Learning Environment ◽  
Design Considerations

scholarly journals Relationship between learning outcomes and online accesses

2004 ◽  
Vol 20 (3) ◽  
Author(s):  
Pannee Suanpang ◽  
Peter Petocz ◽  
Anna Reid
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Learning System ◽  
Clear Relationship ◽  
Online Learning Environment ◽  
Online Study ◽  
Business Statistics ◽  
E Learning ◽  
The Relationship

<span>This paper reports on a study carried out in Thailand investigating the relationship between students' use of an e-learning system and their learning outcomes in a course on Business Statistics. The results show a clear relationship between accesses to the e-learning system, as measured by number of "hits", and outcomes, as measured by final results. While the results do not establish a direct casual connection, they indicate that under appropriate conditions a component of online study provides significant benefits to learning. In this, it contrasts with the results of recent studies that find no relationship between access and results. Quotes taken from interviews with some of the students illuminate the relationship between the online learning environment and their own learning.</span>

scholarly journals Student Opinions Regarding Microsoft Teams App used as an Educational Online Learning Environment During Pandemic Process

2021 ◽  
Vol 11 (5) ◽  
pp. 53-62
Author(s):  
Ezgi Pelin YILDIZ ◽  
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Learning Environment ◽  
Smart Phone ◽  
Learning Management Systems ◽  
Learning System ◽  
Management Systems ◽  
Online Learning Environment ◽  
Learning Management

With the emergence of smart phone applications and the continuous widespread use of the internet, Learning Management Systems have been used as educational online learning environment. Learning management systems have gained an important position worldwide as an e-learning system in different education institutions with the Covid-19 pandemic since 2020. These educational institutions include higher education. In this process, higher education institutions in continue to frequently use learning management systems such as Moodle, Blackboard, Zoom, Microsoft Teams, Google Meet, and Adobe Connect, Canvas, Advancity. In this context, it is important to evaluate these learning management systems, which are used with the transition to distance education during the pandemic process, in terms of different criteria. This context, in this study it is aimed to evaluate the Microsoft Teams app used within the scope of distance education by students in terms of different criteria. The study is an example of a case study within the scope of qualitative research. The study group of the research consists of 15 students studying at Vocational School of Technical Sciences in university. The opinions of the students about the app were taken through the interview form prepared by the researcher. As a result, when the opinions of the students are evaluated in general, they found the app effective in terms of student-student, student-teacher two-way interaction and also it has been demonstrated that they have problems with some technical issues

Improving the Asynchronous Online Learning Environment Using Discussion Boards

2015 ◽  
Vol 12 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Ilene Ringler ◽  
◽  
Carol Schubert ◽  
Jack Deem ◽  
Jimmie Flores ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Discussion Boards ◽  
Asynchronous Online Learning

scholarly journals Effectiveness of Gamification in Flipped Learning

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Qualitative Data ◽  
Control Group ◽  
Online Learning Environment ◽  
Learning Approach ◽  
Interaction Data ◽  
Flipped Learning ◽  
Online Environment ◽  
Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

Sign in / Sign up

Export Citation Format

Share Document