Learners' Perceptions of Moocs: a Case Study from an International on-Line Learning Forum

2020 ◽  
Author(s):  
Osama Al-Mahdi ◽  
Farhan Bashir ◽  
Hafiz Mudassir Rehman ◽  
Mobashar Rehman
Keyword(s):  
On Line ◽  
On Line Learning

scholarly journals Secure multivariate large-scale multi-centric analysis through on-line learning: an imaging genetics case study

2017 ◽  
Author(s):  
Marco Lorenzi ◽  
Boris Gutman ◽  
Paul M. Thompson ◽  
Daniel C. Alexander ◽  
Sebastien Ourselin ◽  
...  
Keyword(s):  
Large Scale ◽  
Imaging Genetics ◽  
On Line ◽  
On Line Learning

Hybridizing Online Learning with External Interactivity

2010 ◽  
pp. 24-41 ◽  
Author(s):  
Donna Morrow ◽  
Richard G. Bagnall
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Local Community ◽  
Online Professional Development ◽  
Online Learning Communities ◽  
On Line ◽  
External Learning ◽  
On Line Learning

One approach to hybrid learning is to hybridize online learning through recognizing and including external interactivity. This chapter examines that possibility. After reviewing the nature of interactivity and individual learner experience in online learning communities, it presents a recent study of interactivity in online professional development learning by practising teachers. From that study emerges the importance and scope of external interactivity between the learner and his or her local community of colleagues, friends, and family in a learning community beyond the traditional online class. Building on that case study, and indications from the literature that its implications may be generalizable, the chapter suggests ways in which external interactivity can be recognized and included in the online learning environment – as a way of hybridizing on-line learning through its inclusion of learners’ interactive engagements in the external learning communities that they bring to their studies.

scholarly journals Innovating Selection and Use of Online Writing Resources for EFL Students: A Systemic Functional Linguistic Perspective

2018 ◽  
Vol 13 (09) ◽  
pp. 136
Author(s):  
Xiaodong Zhang
Keyword(s):  
Academic Writing ◽  
Meaning Making ◽  
Systemic Functional Linguistic ◽  
Writing Course ◽  
Urban University ◽  
Efl Students ◽  
On Line ◽  
On Line Learning ◽  
Writing Resources

This study reports on how teachers’ systemic functional linguistics (SFL)-based selection and use of on-line writing resources impacted students’ perceptions of on-line resources and their writing performance. Through a case study of students from one academic writing course in an urban university in China and primarily qualitative analysis of interviews with students, written artifacts, and students’ reflections, it was found that the selection and use of on-line learning resources, guided by the teacher’s SFL perspective on writing as a meaning-making process, facilitated students’ transition. That is, students gained a principled perspective on the use of on-line resources and were able to use pertinent knowledge in producing effective academic writing. The study concludes that the pedagogical use of on-line resources, when supported by SFL, could transform students’ perception of the value of on-line materials and improve their self-efficacy as academic writers.

scholarly journals Paradigms for On-Line Learning: A Case Study in the Design and Implementation of an Asynchronous Learning Networks (ALN) Course

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
John R. Bourne ◽  
Eric McMaster ◽  
Jennifer Rieger ◽  
Olin Campbell
Keyword(s):  
Teaching And Learning ◽  
Recent Progress ◽  
Asynchronous Learning ◽  
Traditional Teaching ◽  
Learning Networks ◽  
Asynchronous Learning Networks ◽  
Design And Implementation ◽  
On Line ◽  
On Line Learning

This paper examines paradigms used in on-line learning, with a specific emphasis on how to effectively employ asynchronous learning networks for delivery of on-line courses. Recent progress in ALNs is presented, methodologies for getting started in creating an ALN course given, and relationships between traditional teaching and learning methods and ALN-based coursesdiscussed. To illustrate a specific ALN model, the paper presents a case study about the creation of an on-line course. The prospects for on-line education and the challenges that face the ALN field are considered.

scholarly journals As concepções de professores de um curso a distância sobre o papel do fórum on-line

2019 ◽  
Vol 87 (216) ◽  
Author(s):  
Erlinda Batista ◽  
Shirley Gobara
Keyword(s):  
Distance Education ◽  
Digital Learning ◽  
Digital Learning Environment ◽  
Continuous Formation ◽  
Teachers And Students ◽  
On Line ◽  
Asynchronous Interactions ◽  
On Line Learning

Focaliza o papel do fórum on-line na concepção dos professores que atuaram em um curso de pós-graduação lato sensu a distância, realizado em uma instituição pública de ensino superior. Os fóruns on-line associados a cursos são meios de interações assíncronas entre professores e alunos. Os fóruns das disciplinas do curso investigado foram observados e os sujeitos (professores e alunos), entrevistados no período de agosto de 2004 a junho de 2005. As análises desses dados se basearam na noção de situação didática e contrato didático de Brousseau (1996, apud Silva, B., 2002), nos conceitos de interação social e aprendizagem de Vigotsky (2000) e nas idéias sobre a formação do professor de educação a distância (EaD), discutidas por Belloni (2001). Essas análises foram complementadas com discussões sobre a formação de comunidades de aprendizagem on-line e o papel do professor e do aluno virtual, segundo Palloff e Pratt (2004), e sobre os conceitos de ambientes digitais de aprendizagem de Almeida (2003). Conclui que as concepções de fórum dos professores do curso mencionado são oriundas de formação e práticas presenciais e que há poucos incentivos para atualização permanente desses profissionais. Constatou-se a necessidade de investimentos do poder público na formação continuada dos professores de EaD, que contribuam para mudanças de suas concepções e resultem em transformações de suas ações no ambiente virtual, necessárias para a sociedade da informação. Palavras-chave: fórum on-line; interação; educação a distância. Abstract This article reports a case study, which focused the role of the on-line forum in the conception of the teachers who worked in a post-graduation lato sensu distance course held by a public university. The on-line forums associated with courses are means of asynchronous interactions between teachers and students. The forums of the subjects of the course at issue were observed and the subjects (teachers and students) were interviewed in the period between August 2004 and July 2005. The analyses of these data were based on Brousseau´s notion of didactical situation and didactical contract (1996), on Vigotsky’s concepts of social interaction and learning (2000), and on the ideas about the formation of distance education teachers (EaD), discussed by Belloni (2001). These analyses were complemented with discussions about the formation of on-line learning communities and the roles of virtual teacher and students according to Palloff and Pratt (2004), and about Almeida’s concepts of digital learning environment (2003). It may be concluded that the conceptions of forum that the teachers of the aforementioned course have are originated from presence formation and practice and that there is little incentive for bringing these professionals up to date. It was concluded that there is a need for State investments in the continuous formation of EaD teachers, so as to contribute to changes in their conceptions and to bring about transformations of their actions in the virtual environment, aspects necessary for the information society. Keywords: on-line forum; interaction; distance education.

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