Issues and Trends in Instructional Technology: Maximizing Budgets and Minimizing Costs in Order to Provide Personalized Learning Opportunities

2014 ◽  
pp. 11-24 ◽  
Author(s):  
Abbie Brown ◽  
Tim Green
Keyword(s):  
Instructional Technology ◽  
Personalized Learning ◽  
Learning Opportunities

Reflective E-Learning Pedagogy

2011 ◽  
pp. 18-33
Author(s):  
Leah Herner-Patnode ◽  
Hea-Jin Lee ◽  
Eun-ok Baek
Keyword(s):  
Higher Education ◽  
Mathematics Education ◽  
Instructional Technology ◽  
Learning Opportunities ◽  
Higher Learning ◽  
Delivery Methods ◽  
Institutions Of Higher Learning ◽  
E Learning ◽  
Course Outcomes ◽  
Technology In Higher Education

The number of learning opportunities that are technology mediated (E-learning) is increasing as institutions of higher learning discover the value of technology in reaching larger numbers of students. The challenge for those instructors who implement such technology in higher education is to correctly apply pedagogy that has been successful in student learning to these new delivery methods. In some cases new pedagogy is being created. For successful facilitation of knowledge to take place, instructors must make students partners in the process, help them learn to reflect about their activities, and focus on course outcomes rather than the technology itself. We will share key E-learning pedagogy from different areas of specialty (mathematics education, special education, and instructional technology) in higher education.

scholarly journals Patterns of Students’ Utilization of Flexibility in Online Academic Courses and Their Relation to Course Achievement

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Tal Soffer ◽  
Tali Kahan ◽  
Rafi Nachmias
Keyword(s):  
Data Mining ◽  
Learning Process ◽  
Online Courses ◽  
Educational Data Mining ◽  
Personalized Learning ◽  
Learning Opportunities ◽  
Learning Resources ◽  
Learning Time ◽  
Academic Courses ◽  
Course Achievement

Online academic courses provide students with flexible learning opportunities by allowing them to make choices regarding diverse aspects of their learning process; hence, such courses support personalized learning. This study aimed to analyze the ways students make use of flexibility in online academic courses based on learning time, place, and access to learning resources, as well as to investigate how this relates to differences in course achievement. The study examined 587 students in four online courses. Educational data mining (EDM) methodology was used to trace students’ behavior in the courses and to compute 34 variables, which describe their use of flexibility. The results show that students developed different patterns of learning time, place, and access to content, which indicates that flexibility was used substantially. Students’ achievements were significantly related to patterns of learning time and access to learning resources. Understanding the different patterns of flexibility usage may support the design of personalized learning and increase collaboration among students with similar characteristics.

Reflective E-Learning Pedagogy

2011 ◽  
pp. 233-248 ◽  
Author(s):  
Leah Herner-Patnode ◽  
Hea-Jin Lee ◽  
Eun-ok Baek
Keyword(s):  
Higher Education ◽  
Mathematics Education ◽  
Instructional Technology ◽  
Learning Opportunities ◽  
Higher Learning ◽  
Delivery Methods ◽  
Institutions Of Higher Learning ◽  
E Learning ◽  
Course Outcomes ◽  
Technology In Higher Education

The number of learning opportunities that are technology mediated (E-learning) is increasing as institutions of higher learning discover the value of technology in reaching larger numbers of students. The challenge for those instructors who implement such technology in higher education is to correctly apply pedagogy that has been successful in student learning to these new delivery methods. In some cases new pedagogy is being created. For successful facilitation of knowledge to take place, instructors must make students partners in the process, help them learn to reflect about their activities, and focus on course outcomes rather than the technology itself. We will share key E-learning pedagogy from different areas of specialty (mathematics education, special education, and instructional technology) in higher education.

scholarly journals Using natural language processing to provide personalized learning opportunities from trainee clinical notes

2015 ◽  
Vol 56 ◽  
pp. 292-299 ◽  
Author(s):  
Joshua C. Denny ◽  
Anderson Spickard ◽  
Peter J. Speltz ◽  
Renee Porier ◽  
Donna E. Rosenstiel ◽  
...  
Keyword(s):  
Natural Language Processing ◽  
Natural Language ◽  
Language Processing ◽  
Personalized Learning ◽  
Learning Opportunities ◽  
Clinical Notes

A survey of instructional technology in dental education

1992 ◽  
Vol 56 (2) ◽  
pp. 123-127 ◽  
Author(s):  
PA Cohen ◽  
EB Forde
Keyword(s):  
Instructional Technology ◽  
Dental Education

Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd
Keyword(s):  
Language Development ◽  
Training Program ◽  
Peer Interaction ◽  
Graduate Program ◽  
Peer Interactions ◽  
Graduate Programs ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

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