Core to the Learning Day: The Adaptive Instructional System as an Integrated Component of Brick-and-Mortar, Blended, and Online Learning

2021 ◽  
pp. 370-381
Author(s):  
Lynelle Morgenthaler ◽  
Michelle D. Barrett
Keyword(s):  
Online Learning ◽  
Instructional System ◽  
Brick And Mortar

Moving to the Worldvirtual

2011 ◽  
pp. 1-14
Author(s):  
Richard E. Riedl ◽  
Terry McClannon ◽  
Amelia W. Cheney
Keyword(s):  
Online Learning ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Educational Experiences ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Classroom Experience ◽  
Face To Face ◽  
Brick And Mortar ◽  
The Ideal

The traditional classroom has been considered the ‘ideal’ setting for teaching and learning, and innovations which challenge that structure are under a great deal of scrutiny. As the tools for online learning become more sophisticated, as in the case of 3D immersive worlds, it is time to stop using the brick-and-mortar classroom experience as the litmus by which all educational experiences are measured. This chapter will discuss some significant differences between face-to-face and online learning experiences, as well as some unique affordances provided by virtual worlds for constructivist learning experiences.

Exploring Students’ Perceived Needs and Ideas About Feedback in Online Learning Environments

2012 ◽  
Vol 2 (2) ◽  
pp. 48-70 ◽  
Author(s):  
Lisa A. Ferrara ◽  
Kirsten R. Butcher
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Instructional System ◽  
Academic Experiences ◽  
Strong Impact ◽  
Digital Learning ◽  
Online Learning Environments ◽  
Perceived Needs ◽  
Prior Experiences ◽  
Online Feedback

Although research has found that students value timely, formative feedback, it’s unknown how students’ prior experiences influence their expectations for feedback in online learning environments. Two workshops were conducted to examine college students’ perceptions and preferences about feedback during traditional and online instruction. Survey, short response, and interview questions were used to collect students’ self-reported experiences in receiving and using feedback with a variety of work products (e.g., essays) in traditional academic experiences, examining their self-reported challenges and needs during online learning tasks. Students collaboratively worked to design storyboards that depicted optimal feedback environments for an online instructional system. Results show that students’ (positive and negative) prior experiences with traditional feedback guide their perceived preferences regarding online feedback. Students were aware of many specific challenges that they faced during online research, and expressed a strong desire for technologies that could support identification of valid and relevant online content. Self-reported, online feedback needs were consistent with successful features of digital learning environments that have been shown to support deeper learning. This research suggests that students’ perceived needs and preferences have a strong impact on the degree to which they are likely to value and utilize feedback in online learning environments.

scholarly journals The analysis of Iranian students' persistence in online education

2015 ◽  
Vol 16 (1) ◽  
Author(s):  
Mahdi Mahmodi ◽  
Issa Ebrahimzade
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Persistence ◽  
Instructional System ◽  
Persistence Rate ◽  
E Learning ◽  
Research Findings ◽  
Iranian Students ◽  
Instructional Interaction ◽  
The Relationship

<p>In the following research, the relationship between instructional interaction and student persistence in e-learning has been analyzed. In order to conduct a descriptive- analytic survey, 744 undergraduate e-students were selected by stratified random sampling method to examine not only the frequency and the methods of establishing an instructional interaction, but also the barriers to the student persistence in e-learning. The research findings confirmed the relationship between the instructors’ and the students’ application of two interaction methods including the discussion forum and email (asynchronous method), as well as the relationship between the frequency of instructional interaction and the student persistence in e-learning. According to the findings, family and job commitment, loss of instructional motivation and economic problems constitute the most important barriers to the student persistence in e-learning. The research results can help reduce one of the primary concerns of online learning, that is the student persistence rate, if they would be implemented in various instructional systems such as higher instructional system, for the purpose of providing favorable condition in e-learning, facilitating online learning interactions and, eventually, increasing the student persistence in e-learning.</p>

Future Opportunities for Personalized Online Global Learning

2021 ◽  
pp. 88-101
Author(s):  
Syed Nadeem Akhtar
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
South Korea ◽  
Video Conferencing ◽  
High Growth ◽  
Global Learning ◽  
School Closures ◽  
Educational Activities ◽  
The World ◽  
Brick And Mortar

High growth and adoption in educational technology is not just a phenomenon of the emergence of the pandemic. In 2019 itself, the educational technology investments reached a whopping 18.66 billion US dollars and were predicted to reach 350 billion US dollars by 2025 in its normal course as existed then. With the language apps, virtual tutoring, video conferencing tools, or online learning soft wares, there has been a cloud burst in the field. With the pandemic in place, the phenomenon has taken more and newer dimensions. Currently, there are more than 1.2 billion children in 186 countries affected by the school closures due to the pandemic. In Europe, in Denmark, and in Sweden children up to the age of 11 are returning to nurseries and school after the initial closure of the schools. In Asia, in India, and in other neighbouring countries and South Korea, students are responding to roll calls from their teachers online. Thus, old brick-and-mortar classrooms are giving way to mouse and click and touch and navigate to machine man conversation. With this shift away from the classroom in many parts of the world, it is only natural for everyone to surmise the adoption of online learning and its continuance for the future and the resultant impact on the traditional market for educational activities.

The Business of Online Education

2011 ◽  
pp. 250-265
Author(s):  
Dirk Baldwin ◽  
Bradley Piazza
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Market Share ◽  
Educational Program ◽  
Online Program ◽  
Education Industry ◽  
Brick And Mortar ◽  
Traditional Setting

Many observers have predicted a revolution due to online education. Opportunities exist to save money due to the lack of brick and mortar, and travel necessary to take classes in a traditional setting. Besides costs savings, several studies show that online education has significant benefits including support for self-paced learning and better discussion between learners and teachers. The opportunities for online learning have spurred growth in the business of online education. Entrepreneurs see opportunities for increased market share, while others perceive a threat. The design of an online program is not easy, however. This chapter summarizes pedagogical and business dimensions that must be addressed in order to develop an effective online educational program. The chapter also discusses tactics that will help organizations compete in the online education industry.

Measurement in K–12 Online Learning Environments

2021 ◽  
pp. 624-638
Author(s):  
Elizabeth A. Anderson
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Learning Environments ◽  
Online Learning Environment ◽  
Student Behaviors ◽  
Latent Constructs ◽  
Brick And Mortar ◽  
K 12

The measurement of online latent constructs, such as student engagement, have mimicked the measurement of these constructs in traditional, brick-and-mortar learning environments. For brick-and-mortar K-12 schools and online K-12 schools there are challenges that need to be addressed to establish a measure with support for validity. Measurement in an online learning environment has different accessibility and data collection requirements. The online learning environment lends itself well to the use of student behaviors to measure latent constructs, including student engagement. The behaviors of students in an online learning environment are regularly documented. This chapter will delve into the ways latent constructs, using student engagement as an example/case study, are currently being measured in the K-12 online learning environment and alternatives to these measures mimicking traditional brick-and-mortar measures.

scholarly journals Examining the Complexities of Parental Engagement at an Online Charter High School: A Narrative Analysis Approach

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Jered Borup ◽  
Shea Walters ◽  
Meagan Call-Cummings
Keyword(s):  
Online Learning ◽  
Narrative Analysis ◽  
Parental Support ◽  
Self Regulation ◽  
Learning Opportunities ◽  
Parental Engagement ◽  
Student Attrition ◽  
Cyber School ◽  
Brick And Mortar ◽  
K 12

With the rapid growth of K-12 online learning opportunities, calls have come for more and better parental engagement to improve student engagement and reduce student attrition. In this article, we drew from a larger study to share rich narratives from three parents of students who required high levels of parental support for their online learning while enrolled at a charter cyber school. In the first narrative, a mother describes her experiences attempting to work with her son Ivan, who rejected her efforts and disobeyed rules while enrolled in the cyber school. The move from a brick-and-mortar school to the cyber school further strained their relationship and the mother was unprepared to manage Ivan’s learning. The second narrative focuses on how a mother attempted to support Matthew, who lacked self-regulation abilities. The mother who previously homeschooled Matthew, turned to the cyber school because she wanted “less on [her] shoulders” but underestimated the amount of support Matthew required and became frustrated at her lack of control over the pace and content of courses. The final narrative focuses on a mother who had two students enrolled in the cyber school. Each student exhibited different needs that required her to adapt the support strategies she used with Hannah, who procrastinated, and Karl, who lacked confidence. These narratives highlight some of the complexities parents navigate when engaging with their children’s online learning.

K-12 Online Student Engagement

2021 ◽  
pp. 133-149
Author(s):  
Elizabeth A. Anderson
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Online Learning ◽  
Student Engagement ◽  
Online Student ◽  
High School Graduation Rates ◽  
Brick And Mortar ◽  
School Graduation ◽  
K 12 ◽  
Research Based Best Practices

Student engagement has been shown to be essential to improving academic achievement, increasing high school graduation rates, lower dropout rates, and in the development of research-based best practices for K-12 education. It has been defined and measured in numerous ways. This chapter explores student engagement in the K-12 online learning environment and examines how student engagement is similar to but also very different from student engagement in a traditional K-12 brick-and-mortar environment.

K-12 Online Student Engagement

2019 ◽  
pp. 155-170
Author(s):  
Elizabeth A. Anderson
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Online Learning ◽  
Student Engagement ◽  
Online Student ◽  
High School Graduation Rates ◽  
Brick And Mortar ◽  
School Graduation ◽  
K 12 ◽  
Research Based Best Practices

Student engagement has been shown to be essential to improving academic achievement, increasing high school graduation rates, lower dropout rates, and in the development of research-based best practices for K-12 education. It has been defined and measured in numerous ways. This chapter explores student engagement in the K-12 online learning environment and examines how student engagement is similar to but also very different from student engagement in a traditional K-12 brick-and-mortar environment.

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