scholarly journals Promoting interaction in online distance education: designing, implementing and supporting collaborative learning

2020 ◽  
Vol 121 (5/6) ◽  
pp. 251-260 ◽  
Author(s):  
Sebastian Strauß ◽  
Nikol Rummel
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Collaborative Learning ◽  
Empirical Research ◽  
Learning Activities ◽  
Learning Activity ◽  
Content Type ◽  
Online Distance Education ◽  
Collaboration Support ◽  
Online Distance

Purpose Against the background of empirical research on computer-supported collaborative learning (CSCL), the purpose of this paper is to advocate implementing collaborative learning activities into online distance education courses to engage learners in interactive knowledge construction. This study uses empirical evidence to illustrate how educators can integrate collaborative learning and designated collaboration support into their instructional design. Design/methodology/approach This study presents a general review of research literature from the field of CSCL to highlight productive interaction between learners as key learning mechanisms, summarize core features of collaborative tasks, which promote interaction between learners and present group awareness tools and collaboration scripts as two complementary approaches to support groups during collaborative learning. Findings Empirical research suggests that collaborative learning is an effective learning activity and that incorporating collaborative learning into online courses benefits learners in terms of learning and social aspects such as social presence. However, to leverage the potential of collaborative learning, careful instructional design that promotes productive interaction between students is necessary. Originality/value This paper provides an overview on the topic of collaborative learning and how meaningful interaction between learners can be fostered. Specifically, this study details how collaborative tasks can be designed and how collaboration support can be used to provide students with opportunities for interaction that fosters acquiring new domain-specific knowledge as well as collaboration skills. To allow educators to design and incorporate collaborative learning activities into their own online teaching, the authors provide a theoretical basis for understanding the mechanisms behind effective collaborative learning as well as examples and practical considerations.

scholarly journals Copyright protection and the new stakeholders in online distance education: The Play’s the Thing

First Monday ◽  
2008 ◽  
Author(s):  
Bruce L Mann
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Copyright Protection ◽  
Copyright Law ◽  
Theatrical Production ◽  
Online Distance Education ◽  
Current Climate ◽  
Web Course ◽  
Online Distance ◽  
The University

This paper analyzes the university as an Internet intermediary in the current climate of online distance education, classifies the stakeholders associated with the university in Web course management, and explores the need for an “Instructional Design Copyright Law”. The situation is likened to a theatrical production, with front-of-house preparations, backstage operations, and tragic characters.

scholarly journals Fostering creativity through online creative collaborative group projects

2020 ◽  
Vol 15 (1) ◽  
pp. 97-113 ◽  
Author(s):  
Maria Rowena D.R. Raymundo
Keyword(s):  
Distance Education ◽  
Creative Thinking ◽  
The Body ◽  
Learning Activities ◽  
Collaborative Group ◽  
Learning Activity ◽  
Group Project ◽  
Content Type ◽  
Group Projects ◽  
Fostering Creativity

PurposeHigher education institutions (HEIs) frequently overlook the importance of encouraging creative thinking in students. A review of the prevailing practices in a fully online tertiary distance education (DE) institution revealed a lack of learning activities that foster creativity. The study aims to find out whether the creative collaborative group project is a feasible, effective and acceptable learning activity for fostering creativity in students of a fully online graduate-level DE course.Design/methodology/approachSeven groups of five to six graduate students each had five weeks to conceptualize, prepare and deliver a creative collaborative group project on lifelong learning using key concepts learned from the course.FindingsAll groups submitted well-crafted creative projects within the given time frame. Reflections on their experience positively correlated with known outcomes associated with creative skills. Students valued the experience and had a better understanding of the concepts. These support the feasibility, effectiveness and acceptability of the project for fostering creativity in a fully online DE institution.Research limitations/implicationsThe feasibility, effectiveness and acceptability may vary in different contexts; future iterations in the same and/or other courses are recommended.Practical implicationsThe creative collaborative group project is a feasible, effective and acceptable strategy for fostering creativity in online distance education.Social implicationsCreativity can be enhanced through appropriate online collaborative learning activities.Originality/valueThe study adds to the body of literature on the use of creative collaborative group projects to foster creativity in HEIs.

scholarly journals How well do Canadian distance education students understand plagiarism?

2014 ◽  
Vol 15 (1) ◽  
Author(s):  
Cheryl Ann Kier
Keyword(s):  
Distance Education ◽  
University Students ◽  
Multiple Choice ◽  
Psychology Students ◽  
Education Students ◽  
Online Distance Education ◽  
The Poor ◽  
Poor Understanding ◽  
Online Distance ◽  
Education Courses

<p>This project ascertains how well students taking online, distance education courses at a Canadian university recognize plagiarised material and how well they paraphrase. It also assesses the types of errors made<em>. </em>Slightly more than half of 420 psychology students correctly selected plagiarised phrases from four multiple choice<em> </em>questions. Only a minority was able to rewrite a phrase properly in their own words. A more diverse sample of university students also had difficulty recognizing plagiarised passages from multiple choice options. The poor ability of students to identify plagiarised passages may suggest poor understanding of the concept. Students may benefit from training to improve their understanding of plagiarism.</p>

Research Approaches in Computer-Supported Collaborative Learning

2013 ◽  
Vol 9 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Tharrenos Bratitsis ◽  
Stavros Demetriadis
Keyword(s):  
Collaborative Learning ◽  
Research Field ◽  
Computer Supported Collaborative Learning ◽  
Research Issues ◽  
Online Distance Education ◽  
Theoretical Perspectives ◽  
History Of ◽  
How People Learn ◽  
Online Distance ◽  
New Research

Computer Supported Collaborative Learning (CSCL) is concerned with how people learn when working and interacting in groups with the assistance of ICTs. The field involves collaboration, computer mediation, online – distance education which raises interesting theoretical considerations regarding the actual studying of learning within CSCL settings. Being a rather interdisciplinary research field in nature, it has a long history of controversy about its theory, methods, and definition. In this editorial, through a quick review of the literature the diversity of issues examined under the CSCL research field becomes obvious. Moreover, an attempt to categorize these research issues is made. In this vein, the four interesting contributions of this Special Issue, regarding theoretical perspectives and issues of research of the field, are introduced. They comply with the distinguished categories, but they open new research borders as well.

scholarly journals Mobile Distance Learning with PDAs: Development and testing of pedagogical and system solutions supporting mobile distance learners

2007 ◽  
Vol 8 (2) ◽  
Author(s):  
Torstein Rekkedal ◽  
Aleksander Dye
Keyword(s):  
Distance Education ◽  
Mobile Learning ◽  
Leonardo Da Vinci ◽  
Distance Learners ◽  
Online Distance Education ◽  
E Learning ◽  
Online Distance ◽  
Teaching Learning ◽  
Distance Education System ◽  
Ongoing Project

The article discusses basic teaching-learning philosophies and experiences from the development and testing of mobile learning integrated with the online distance education system at NKI (Norwegian Knowledge Institute) Distance Education. The article builds on experiences from three European Union (EU) supported Leonardo da Vinci projects on mobile learning: From e-learning to m-learning (2000-2003), Mobile learning – the next generation of learning (2003-2005), and the ongoing project, Incorporating mobile learning into mainstream education (2005-2007).

scholarly journals Student Self-Responsibility in the Indonesian Distance Education System

2018 ◽  
Vol 1 (2) ◽  
pp. 69
Author(s):  
Daudi Lazarus
Keyword(s):  
Distance Education ◽  
Education System ◽  
Teaching And Learning ◽  
Independent Study ◽  
Independent Learning ◽  
Learning Needs ◽  
Learning Approaches ◽  
Online Distance Education ◽  
Online Distance ◽  
Distance Education System

An ongoing concern in the distance education system in Indonesia is students’ lack of commitment to ‘independent study’. The purpose of this paper is to review conceptual frameworks that could empower Indonesian students to accept responsibility for their learning at a level to address the learning challenges of distance education.  The review shows that to meet quality and equity expectations in online distance education, independent study modes should promote students’ self-responsibility based primarily on both autonomy and capability.  The findings have the potential to add new perspective to education through supporting teaching and learning approaches in an online distance education class to enhance self-responsibility.  The paper suggests that students would take more control of independent learning if they accepted primary responsibility to determine their learning needs, resources, activities and outcomes.  To do this they need to view themselves as active agents with power to take independent choices that can result in creating their own approaches to resolve their learning limitation.

The Effect of Online Distance Education on LIS Programs

2013 ◽  
pp. 229-237
Author(s):  
Robert M. Ballard ◽  
Yingqi Tang
Keyword(s):  
Distance Education ◽  
Rapid Growth ◽  
Classroom Instruction ◽  
Traditional Education ◽  
Quality Education ◽  
Academic Institutions ◽  
Online Distance Education ◽  
Emerging Issues ◽  
Online Distance

Distance education is experiencing rapid growth in academic institutions. Faculty and students accept Distance Education (DE) as an alternative to classroom instruction. In this chapter, the authors discuss emerging issues concerning DE and how they have affected traditional education in the LIS school. Regardless of the form of education delivered, the essential purposes of instruction remain unchanged: disseminating knowledge and providing quality education for students.

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