Benefits of interactive graphic organizers in online learning: Evidence for generative learning theory.

2020 ◽  
Author(s):  
Xue Wang ◽  
Richard E. Mayer ◽  
Pu Zhou ◽  
Lin Lin
Keyword(s):  
Online Learning ◽  
Learning Theory ◽  
Graphic Organizers ◽  
Generative Learning ◽  
Interactive Graphic

Computer Mediated Learning

2011 ◽  
pp. 73-86
Author(s):  
Alison Ruth
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Learning Theory ◽  
Computer Mediated Communication ◽  
Online Learning Environment ◽  
Mediated Learning ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Communication Needs

This chapter proposes that Burke’s (1969) dramatistic analysis using the Pentad (act, scene, agent, agency, purpose) is a valuable methodological tool for investigating how learning theory offers a better understanding of mediated learning environments. It is argued that this framework provides a coherent and comprehensive consideration of learning and communication mediated by electronic means. Research into computer mediated communication needs to acknowledge the intertwining notion of the agents, acts and agency (mediation) within a specific scene, particularly in an online learning environment. Burke’s (1969) work provides a useful framework for discussing and describing a mediated environment and appears to be a valid framework within which to analyze different learning and communicative environments.

Learning Theory and Online Learning in K-12 Education

2015 ◽  
pp. 126-146 ◽  
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Student Learning ◽  
Learning Theory ◽  
The United States ◽  
Learning Theories ◽  
Instructional Models ◽  
Student Academic Performance ◽  
Integration Of Learning ◽  
K 12

Several questions need to be asked about how the applications of learning theories in online learning and how it impacts student learning. Online learning has the ability to promote rapid growth of student academic performance using instructional strategies such as differentiated instructions to meet the specific needs of students. However, less is known about the integration of learning theory and online learning in K-12 schools and its impact on student learning. This chapter seeks to demonstrate the integration of learning theories, online learning and its effects on student academic performance. In this chapter, researchers trace the trend of online learning in K-12 schools, discuss how instructional models are used to promote online learning in K-12 education, and provide discussion on the prospects and challenges facing online learning in the United States. Recommendation for future studies and conclusion are discussed.

scholarly journals IMPLEMENTING CONSTRUCTIVISM LEARNING THEORY IN ONLINE TUTORIAL

2018 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Benny A Pribadi ◽  
Anis Surtiani ◽  
Ichwan Ichwan
Keyword(s):  
Online Learning ◽  
Learning Theory ◽  
Flipped Classroom ◽  
Learning Activities ◽  
Digital Learning ◽  
Learning Program ◽  
Knowledge And Skills ◽  
Online Tutorial ◽  
Higher Institution ◽  
E Learning

The advanced development of information and communication technologybrings a significant impact on the way of how human learn. The e-learning orInternet-based and online learning has been widely used in a variety of learning activities as a suplement to the conventional in-class learning, flipped classroom etc. The term e-learning refers to learning activities conducted by the use ofInternet. Universitas Terbuka (UT) utilizes e-learning program in the form of online tutorial. The online tutorial is basically a form of learning support provided by UT to facilitate student to learn. The online tutorial consists of three major learning activities including reading, discussion and assignment. During online tutorial student must complete the assigned activities and interaction with peers, tutor and digital learning resources. Online tutorial can be seen as an instrumental tool that provide an opportunity for students to expandhis/her knowledge and skills beyond the provided printed and digital module. Tutors should be able to design online learning programs that can be used to facilitate students in expanding their knowledge and skills. The purpose of this study is to elaborate conceptually the use of constructivism learning theory in online tutorial of the open and distance learning higher institution.

Adding interactive graphic organizers to a whole-class slideshow lesson

2018 ◽  
Vol 46 (6) ◽  
pp. 973-988 ◽  
Author(s):  
Héctor R. Ponce ◽  
Richard E. Mayer ◽  
Mario J. López ◽  
María Soledad Loyola
Keyword(s):  
Graphic Organizers ◽  
Interactive Graphic ◽  
Whole Class

Learnability

2003 ◽  
pp. 299-312 ◽  
Author(s):  
Philip Duchastel
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Learning Theory ◽  
Process Design ◽  
Information Design ◽  
Curriculum Content ◽  
Curriculum Choices ◽  
Content Design ◽  
Core Issues ◽  
Representational Models

This chapter discusses usability in terms of the concept of learnability, that is, what makes the content of an online learning site learnable? It considers three core issues underlying learnability: learning theory, instructional design, and curriculum choices. For learning, it proposes a model integrating comprehension, interest, and memorizing. For design, it distinguishes between representational models, illustrative cases, and simple facts. For curriculum content, it suggests focusing on structural issues and contrasts content design with process design. In looking to the future, it emphasizes information design as the true basis for learnability and places online instruction within the larger context of all instructional design.

Overview of Using Vignettes to Develop Higher Order Thinking and Academic Achievement in Adult Learners in an Online Learning Environment

2008 ◽  
pp. 135-156
Author(s):  
Maria H.Z. Kish
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Adult Learners ◽  
Learning Environment ◽  
Higher Order Thinking ◽  
Learning Model ◽  
Higher Order ◽  
Online Course ◽  
Online Learning Environment ◽  
Generative Learning

A challenge in teaching and providing any type of instruction in the online learning environment is to ensure that participants are engaged in the process and find meaning in their learning. This case study investigated the use of vignettes as a teaching strategy and learning activity of the Generative Learning Model in a hybrid online course. Vignettes are short and realistic stories that may help bridge participants’ previous experiences to applying course material in relevant situations. The Generative Learning Model, consisting of five main components: attention, motivation, knowledge, generation, and metacognition (Wittrock, 2000), was incorporated when requiring students to answer teacher-generated vignettes and to generate their own vignettes. Two outcomes were anticipated using vignettes within the Generative Learning Model in a hybrid online course: 1) enhancement of academic achievement and 2) higher order thinking . This study considered data from student work collected from the Instructional Techniques Course, GITED 631, taught in the Graduate School of Education at Duquesne University, Pittsburgh, Pennsylvania, in the fall of 2003. Eight participants responded to teacher-generated vignettes, created diagrams and rubrics, created their own vignettes, and recorded their observations concerning vignettes in reflective learning logs. The adult online learners in this study professionally focused on teaching children and adults. This study’s participants all professionally focused on teaching children and adults. The research findings indicate that the use of teacher-generated vignettes can increase academic achievement, and that learner-generated vignettes can help students achieve higher order thinking. This article also discusses the methods that have been used to teach adult learners how to respond to and create vignettes for their own teaching and presentation purposes.

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