Work in Progress: Learner-Centered Online Learning Facility

2006 ◽  
Author(s):  
Maja Pantic ◽  
Reinier Zwitserloot ◽  
Mathijs de Weerdt
Keyword(s):  
Online Learning ◽  
Work In Progress ◽  
Learner Centered

Critique of Nursing as Caring Theory: Aesthetic Knowing and Caring in Online Learning

2015 ◽  
Vol 19 (2) ◽  
pp. 49-49
Author(s):  
Jennifer E. Shearer,
Keyword(s):  
Online Learning ◽  
Nursing Education ◽  
Learning Strategy ◽  
Learning Activity ◽  
Nursing Knowledge ◽  
Learner Centered ◽  
Online Nursing Education ◽  
Learner Centered Pedagogy

The expansion of online nursing education with learner-centered pedagogy provides opportunity to build knowledge as well as demonstrate caring toward learners. A learning strategy using a criterion-based critique model is presented as an exemplar of a caring learning activity. Nursing as caring theory is critiqued using the model as a didactic tool. This application stimulates aesthetic knowing for learners and demonstrates respect and value for learners’ contribution to nursing knowledge.

A Learner-Centered Design Framework for E-Learning

2014 ◽  
Vol 4 (4) ◽  
pp. 44-59 ◽  
Author(s):  
Wendy Fasso ◽  
Cecily Knight ◽  
Bruce Allen Knight
Keyword(s):  
Online Learning ◽  
Integrative Approach ◽  
Design Framework ◽  
Learning Spaces ◽  
Design Based Research ◽  
Personal Learning ◽  
Learner Performance ◽  
Learner Centered ◽  
Learning Domains ◽  
E Learning

This paper presents a design framework for online learning. The framework is based upon the taxonomy devised by Dettmer (2006). In a learner-centered focus, it draws together the cognitive, affective, social, and sensorimotor domains of learning, and is situated with the concept of online personal learning spaces and environments. It is at this intersection of learning domains that the graduate attributes and general capabilities of students are able to be intentionally supported and demonstrated. The proposed framework draws on recognized theory, principles, and practical considerations of contemporary online learning to clarify considerations of the learning outcomes, learning processes and learner performance when designing online learning that is mediated by education technology. This integrative approach will support mentored, reflective learning design and design-based research aimed at improving both the experience and outcomes of online students. The paper contends that this framework presents a useful design that reflects the nature of contemporary online learning environments.

Moderating Learner-Centered E-Learning

2011 ◽  
pp. 536-561
Author(s):  
Curtis J. Bonk ◽  
Robert A. Wisher ◽  
Ji-Yeon Lee
Keyword(s):  
Online Learning ◽  
Idea Generation ◽  
Learning Problems ◽  
Student Reasoning ◽  
Online Instructors ◽  
Learner Centered ◽  
Problems And Solutions ◽  
E Learning ◽  
Online Instructor

In response to the changes taking place in collaborative online learning environments, this chapter discusses how the simultaneous emergence of collaborative technologies and the learner-centered movement impacts the role of the online instructor. As part of this review, research related to online moderation and facilitation of learning is summarized.  It is suggested that online instructors need to facilitate student generation and sharing of information, while assuming the role of learning coach or mentor to provide needed leadership and guidance.  Finally, ten key benefits and implications of e-learning, as well as ten potential problems and solutions, are summarized to assist e-learning decision makers and instructors.  Among the benefits include the permanence of the online text, the availability of online mentors, and the fostering of student idea generation.  Some consistent online learning problems include learner confusion, lack of justification of student reasoning, and difficulties in grading online content.  Instructors are provided with guidelines on how to take advantage of the benefits while limiting or overcoming the problems.

A Close Look at Trust Among Team Members in Online Learning Communities

2019 ◽  
Vol 17 (1) ◽  
pp. 52-65 ◽  
Author(s):  
Hungwei Tseng ◽  
Hsin-Te Yeh ◽  
Yingqi Tang
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Social Presence ◽  
Online Courses ◽  
Learning Experience ◽  
Team Members ◽  
Affective Trust ◽  
Building Trust ◽  
Learner Centered ◽  
Positive Correlations

Trust is one of the important factors either fostering or damaging students' online teamwork learning experience. Building trust among team members has become a necessary step for a successful collaboration experience. The purpose of the article was to understand students' learning and teamwork experiences and further to investigate the relationships of learner-centered instructions, team trust, and social presence in an online learning community. Also, this article adds to the research on the role of social presence in promoting cognitive and affective trust. The results indicated there were positive correlations between learner-centered instructions and trust, between learner-centered instructions and social presence, and between trust and social presence. The study could provide suggestions for instructors teaching online courses for the implementation of learner-centered instructions and the importance of creating a social presence and building trust for students in a collaborative online learning environment.

Pushing the Envelope

2011 ◽  
pp. 171-189 ◽  
Author(s):  
Nada Dabbagh
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Authentic Learning ◽  
Meaningful Learning ◽  
Distributed Learning ◽  
Course Management Systems ◽  
Online Course ◽  
Learning Tasks ◽  
Learner Centered

This chapter describes how course management systems (CMS) can be utilized to support learner-centered practices and meaningful learning in distributed or online learning environments. Specifically, the chapter provides: (1) a pedagogically-oriented classification of the features and components of CMS enabling the online course developer to comprehensively understand the pedagogical potential of a CMS; and (2) a framework that explicitly demonstrates how to design authentic learning tasks using the features and components of CMS to create course designs and distributed learning interactions that engage students in meaningful learning.

Creating Collaboration in Global Online Learning

2014 ◽  
pp. 92-103
Author(s):  
Patricia Cranton ◽  
Patricia Thompson
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Cultural Competence ◽  
Case Studies ◽  
Online Teaching ◽  
Online Courses ◽  
Theoretical Framework ◽  
Teaching And Research ◽  
Global Context ◽  
Learner Centered

In this chapter, the authors address the question of how educators can creative collaborative learning in online courses, especially in those courses that occur in a global context. They use constructivism as a theoretical framework, and they review the literature related to collaborative learning, learner-centered teaching, groups in online learning, cultural competence in online teaching, and research on online learning. The authors present two case studies, one in which collaborative learning occurred, and one in which the collaborative component was less developed, even though the content of the courses were the same and the same educator facilitated the courses. The authors conclude the chapter by suggesting areas of further research on collaboration in online learning.

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