A case study investigating programming students’ peer review of codes and their perceptions of the online learning environment

2020 ◽  
Vol 25 (5) ◽  
pp. 3553-3575
Author(s):  
Roshni Sabarinath ◽  
Choon Lang Gwendoline Quek
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Peer Review ◽  
Online Learning Environment ◽  
Programming Students

Case Study of the CUForum @ CUHK

2010 ◽  
pp. 238-258
Author(s):  
Peter Jakubowicz
Keyword(s):  
Online Learning ◽  
Hong Kong ◽  
Learning Environment ◽  
Online Communication ◽  
Future Research ◽  
Online Learning Environment ◽  
Communication Course ◽  
Non Linear ◽  
Group Interviews

In contrast to the formal school setting where learning is often linear, structured and controlled (be it online or face-to-face), for the ‘net generation,’ (Google, MySpace, MSN, YouTube and Yahoo) learning is often incidental and a sense of ‘fun’ is frequently of great importance. Such students’ learning is often non-linear, unstructured and explained well by the tenets of Anderson’s theory of online learning. This research discusses the benefits of fostering non-linearity in an online learning environment. A case study of an online business communication course at a university in Hong Kong is used to illustrate the importance of non-linear online learning by demonstrating how participants in this course adopted learning approaches that are consistent with, and a reflection of, the theory of online learning. Qualitative data from complete sets of online communication (including focus group interviews) collected over a one-semester, tertiary level course conducted at a university in Hong Kong are analyzed. The findings show that Chinese-speaking learners’ online interactions, categorized into three broad areas (cognitive, affective and social), demonstrate that interactivity is a key feature of an online learning environment. Its nature is exposed and discussed, not least the finding that for the participants in this study, learning was incidental and a sense of ‘fun’ was important. The study suggests ways in which online theory can contribute to, as well as help in, understanding this phenomenon and makes recommendations for future research.

scholarly journals A case study of an adult learner with ASD and ADHD in an undergraduate online learning environment

2015 ◽  
Vol 31 (2) ◽  
Author(s):  
Christopher A Meyers ◽  
Richard G Bagnall
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Older Workers ◽  
Adult Learner ◽  
Autism Spectrum ◽  
Online Learning Environment ◽  
Learning Needs ◽  
Hyperactivity Disorder

<p>The contemporary need for older workers to participate in education and training programs to increase their employability has exposed many of them to learning opportunities involving online learning in higher education. This paper reports research into the issues and experiences of an adult learner with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) engaging in undergraduate online learning. The issues and experiences were identified through the use of inductive, in-depth interpretive phenomenological analysis (IPA), as part of a larger study. The profile of the target student was very different from the other nine participants in the study, and was interpreted as principally related to disorientation within his online learning environment. Three types of disorientation were identified – navigational, contextual, and procedural – each of which presented strategies for its mitigation. The research revealed a significant disjunction between the characteristics of the learner’s online learning environment and his learning needs and preferences, which has implications for the design and development of inclusive online learning environments in higher education.</p>

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 A Case Study of American and Chinese College Students’ Motivation Differences in Online Learning Environment

2016 ◽  
Vol 5 (4) ◽  
pp. 104 ◽  
Author(s):  
Chunjuan Zhao ◽  
Zongxiang Mei
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Motivation ◽  
Online Learning Environment ◽  
Cultural Backgrounds ◽  
West Virginia University ◽  
Online Learners ◽  
Chinese College Students ◽  
Face To Face

<p>Motivating students has been a key challenge facing instructors in non-face-to-face instructional contexts. Existing researches into motivation in online learning environment have revealed that there are learning motivation differences among students from different cultural backgrounds. The purpose of this study is to identify whether American and Chinese online learners’ motivation differ in online learning environment and what characteristics of learners could exert influence on their motivation. This study, based on a survey of 162 students from West Virginia University and 210 students from Fudan University, China, revealed that there was a significant learning motivation difference between American and Chinese online learners. And it was also found that online learners’ learning motivation were affected by such learners’ characteristics as gender, employment status and marital status.</p>

scholarly journals Students Perception Towards Online Learning During the COVID-19 Pandemic: A Case Study

2021 ◽  
pp. 187-197
Author(s):  
Kavya N ◽  
Puneeth B. M.
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Survey ◽  
Smart Phone ◽  
Online Learning Environment ◽  
Online Classes

The aim of this study is to find out the students attitude towards online learning in the pandemic of COVID-19. In this study, we focus on understanding Agricultural Student’s perception and preference towards the online learning through an online survey of 111 students. The study also explored the student’s preferences for various attributes of online classes, which will be helpful to design effective online learning environment. Majority of the students preferred to use smart phone for online learning. Most 76 (68.5 %) of students are Highly Satisfied with Online Learning. Majority 93(83.8%) of the students are learning classes through Zoom Meeting. Most 69(62.2%) of the respondents stated Recorded classes that is uploaded at University website/YouTube/any other application was the most preferred class format.

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