Increasing Interactivity in the Online Learning Environment: Using Digital Tools to Support Students in Socially Constructed Meaning-Making

TechTrends ◽  
2015 ◽  
Vol 59 (3) ◽  
pp. 41-47 ◽  
Author(s):  
Judi Moreillon
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Meaning Making ◽  
Digital Tools ◽  
Online Learning Environment ◽  
Socially Constructed ◽  
Support Students ◽  
Constructed Meaning

Coordination and Teacher Development in an Online Learning Environment

2013 ◽  
Vol 23 (3) ◽  
pp. 551-568 ◽  
Author(s):  
Pauline Ernest ◽  
Joseph Hopkins
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Teacher Development ◽  
Online Learning Environment

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.

Rank response functions in an online learning environment

2021 ◽  
pp. 110096
Author(s):  
Tim Klausmann ◽  
Valentin Wagner ◽  
Isabell Zipperle
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Response Functions
Sign in / Sign up

Export Citation Format

Share Document