A Conceptual Framework for Evolving, Recommender Online Learning Systems

2012 ◽  
Vol 10 (3) ◽  
pp. 389-412 ◽  
Author(s):  
K. Dharini Amitha Peiris ◽  
R. Brent Gallupe
Keyword(s):  
Online Learning ◽  
Conceptual Framework ◽  
Learning Systems

Support for Study: Online Educational Environments and the Rights to Education

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Lin Lin ◽  
Karen Swan
Keyword(s):  
Online Learning ◽  
Conceptual Framework ◽  
Collaborative Inquiry ◽  
Expert Knowledge ◽  
The Self ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Online Learners ◽  
Educational Environments ◽  
Independent Inquiry

This paper uses an online learning conceptual framework to examine the “rights to education” that the current online educational environments could provide. The conceptual framework is composed of three inquiries or three spaces for inquiries, namely, independent inquiry, collaborative inquiry, and formative inquiry towards expert knowledge [42] that online learners pursue and undertake in the process of their learning. Our examinations reveal that most online open educational resource environments (OERs) can incorporate more Web2.0 or Web3.0 technologies so as to provide the self-directed learners, who are the main audience of OERs, with more opportunities to participate, collaborate, and co-create knowledge, and accordingly, to achieve their full rights to education.

scholarly journals Conceptual Framework for Teaching Sustainable Development Course in Blended Learning Environment

2021 ◽  
Vol 3 (1) ◽  
pp. 17-23
Author(s):  
Tilagavati Subramaniam ◽  
Muthu Alagan Thangavelu
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Online Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Conceptual Framework ◽  
Higher Education Institutions ◽  
Virtual Learning Environment ◽  
Young Generation ◽  
Framework For Teaching

Purposes: This paper presents a conceptual framework for teaching sustainable development courses in an online learning environment in institutions of higher education.  Sustainability development courses are becoming essential in higher education institutions mainly to educate the younger generations who will be part of the community to make it happen. Higher education institutions are experiencing dramatic shift to cater a young generation of prospective students, to integrate technical innovations in teaching practices and to concentrate on increasing concerns about global sustainability issues. There has been little research to promote an innovative learning in the teaching of sustainable development. The goal of this paper was to create a framework for teaching sustainable development in a virtual learning environment (blended learning) due to the lack of a conceptual framework that could direct this implementation. Findings: Hence, the blended learning method is eco-friendly, whereby protects global environmental resources. For hands-on experiences, students will develop projects to make their campus and community more sustainable. In the process, students learn how to analyse sustainability and able to apply online learning knowledge into practice. Implication: The conceptual framework proposed will support all educators in higher education institutions engaged in the promotion of quality online education in this pandemic circumstance to develop an effective online practise that are aligned with the corresponding learning needs, skills and facilities.

scholarly journals Developing Teaching Presence in Online Learning Through Shared Stakeholder Responsibility

2017 ◽  
pp. 151-177
Author(s):  
Carol Johnson ◽  
Noha Altowairiki
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Conceptual Framework ◽  
Online Teaching ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Extensive Literature ◽  
Online Instructors ◽  
Face To Face ◽  
Community Of Inquiry Framework

Transitioning from a face-to-face teaching environment to online teaching requires a shift in paradigm by stakeholders involved (i.e., instructors and students). This chapter provides an extensive literature review to help novice online instructors understand the nature of online teaching presence to help position their students towards more active participation. Premised on the Community of Inquiry framework (Garrison, Anderson & Archer, 2000) and constructivism, we highlight a conceptual framework of four iterative processes for developing online teaching presence: preparations for facilitation, designing the facilitation, implementing the facilitation, and assessing the facilitation. Based on this framework, strategies are articulated for overcoming the challenges of online learning through shared stakeholder responsibility.

scholarly journals A Survey of the Online Learning Implementation During COVID-19 Outbreak

2020 ◽  
Vol 8 (4) ◽  
pp. 18
Author(s):  
Handrie Noprisson
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Learning Systems ◽  
Internet Connection ◽  
The Impact ◽  
Google Apps

This paper aim is to conduct a literature review of online learning implementation due to the impact of the COVID-19 outbreak. Specifically, the discussion will focus on the conditions of people, the facilities and technology used, and the process to support the success of online learning. The methodology of research adapted from systematic literature review method, namely PRISMA. As the result, we found as many 21 related works that explained people, technology and process aspect to implement online learning systems successfully. The main issues of online learning during COVID-19 is the availability of hardware (computer, phone, and so forth), software (Google Apps, Moodle, and so on) and internet connection. The list of tools recommendation for supporting activities of online learning is also discussed in this research.

Aligning Effective Professional Development and Online Learning

2017 ◽  
pp. 428-440 ◽  
Author(s):  
Aimee L. Morewood ◽  
Julie Ankrum ◽  
Allison Swan Dagen
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Conceptual Framework ◽  
Community Of Inquiry ◽  
Effective Professional Development ◽  
Learning Contexts ◽  
Online Tools ◽  
Asynchronous Online Learning ◽  
Constructivist Perspective ◽  
Research Based Practices

The focus of this chapter is an exploration of the intersection between widely acknowledged and implemented research-based practices for effective PD and a conceptual framework for effective online learning and engagement called the Community of Inquiry (CoI) (Garrision, Anderson, & Archer, 2000). A social constructivist perspective is used to align the characteristics of effective PD (e.g., duration, collaborative participation, active learning, coherence, and content focus) with the three CoI presences (e.g., teaching, social, and cognitive presences). Beyond the alignment of these two conceptual frameworks, practical examples of online tools are discussed for both synchronous and asynchronous online learning contexts within this chapter.

Intelligent Tutoring and Games (ITaG)

2010 ◽  
pp. 44-65 ◽  
Author(s):  
Danielle S. McNamara ◽  
G. Tanner Jackson ◽  
Art Graesser
Keyword(s):  
Conceptual Framework ◽  
Learning Environments ◽  
Functional Groups ◽  
Intelligent Tutoring ◽  
Learning Systems ◽  
Potential Solution ◽  
Learning Gains ◽  
Tutoring Systems ◽  
System A ◽  
Insight Into

Intelligent Tutoring Systems (ITSs) have been producing consistent learning gains for decades. The authors describe here a conceptual framework that provides a guide to how adding game-based features and components may improve the effectiveness of ITS learning environments by improving students’ motivation to engage with the system. A problem consistently faced by ITS researchers is the gap between liking and learning. ITSs effectively produce learning gains, but students often dislike interacting with the system. A potential solution to this problem lies in games. ITS researchers have begun to incorporate game-based elements within learning systems. This chapter aims to describe some of those elements, categorize them within functional groups, and provide insight into how elements within each category may affect various types of motivation.

Automated Detection and Removal of Cycles in a Concept Map

2021 ◽  
pp. 305-321
Author(s):  
Anal Acharya ◽  
Madhurima Ghosh ◽  
Saran Jha
Keyword(s):  
Online Learning ◽  
Graph Theory ◽  
Concept Maps ◽  
Concept Map ◽  
Automated Detection ◽  
Learning Systems ◽  
Depth First Search ◽  
Java Program ◽  
The Future ◽  
Effective Use

Over the years, concept maps have been used by several researchers to construct online learning systems. This is due to their flexibility in organizing knowledge. However, for effective use of concept maps in education, detection, and removal of cycles within them is necessary. Cycles in a concept map may result in ambiguity and confusion as one concept can lead back to itself. This study first gives brief details about concept maps and their applications in the field of education. A popular algorithm of graph theory depth-first search is then used for detection of cycles. If any cycles are found, they are removed from the graph in an iterative fashion until there are no more cycles in the graph. A Java program was written to simulate the proposed algorithm and found to yield desired results on sample graphs. Finally, the future uses of concept maps have been discussed.

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