A distance-learning journey from healthcare assistant to registered nurse

Open and distance learning (ODL) gives learners freedom of time, place, and pace of study, putting learner self-direction centre stage. However, increased responsibility should not come at the price of overburdening or abandonment of learners as they progress along their learning journey. This paper introduces an approach to wayfinding support for distance learners based on self-organisation theory. It describes an architecture that supports the recording, processing, and presentation of collective learner behaviour designed to create a feedback loop informing learners of successful paths towards the attainment of learning goals. The approach is presented as an alternative to methods of achieving adaptation in hypermedia-based learning environments which involve learner modelling.

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7. Enquiry, Engagement and eLearning: Three Perspectives on a Student-Centred, Online, Enquiry-Based Course

Collected Essays on Learning and Teaching ◽

10.22329/celt.v6i0.3680 ◽

2013 ◽

Vol 6 ◽

pp. 34

Author(s):

Jacqueline Murray ◽

Natalie Giesbrecht ◽

Samuel Mosonyi

Keyword(s):

Distance Education ◽

Distance Learning ◽

Undergraduate Student ◽

Learning Experience ◽

First Year ◽

Online Interaction ◽

Learning Journey ◽

The University ◽

First Year Seminar ◽

Online Seminar

In the 2011 Winter semester, the University of Guelph engaged in a pedagogical experiment: an online first-year seminar. This article is a conversation about the learning journey that surrounds this seminar, as experienced by three participants: Jacqueline Murray (JM), Professor of History and Director of the First-Year Seminar Program (FYS); Natalie Giesbrecht (NG), Manager, Distance Education and a Distance Learning Specialist; and Samuel Mosonyi (SM), an undergraduate student who was enrolled in the course. We reflect upon the online seminar and discuss the technology and pedagogy, student learning experience, and process of online interaction. We conclude that this seminar, an innovation in both enquiry-based learning and first-year seminars, is arguably comparable with classroom-based offerings.

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Swarm-Based Wayfinding Support in Open and Distance Learning

Intelligent Information Technologies ◽

10.4018/978-1-59904-941-0.ch050 ◽

2011 ◽

pp. 846-857

Author(s):

Colin Tattersall ◽

Jocelyn Maderveld ◽

Bert van den Berg ◽

René van Es ◽

José Janssen ◽

...

Keyword(s):

Distance Learning ◽

Learning Environments ◽

Feedback Loop ◽

Learning Goals ◽

Distance Learners ◽

Organisation Theory ◽

Learning Journey ◽

Open And Distance Learning ◽

Self Organisation ◽

Learner Modelling

Open and distance learning (ODL) gives learners freedom of time, place, and pace of study, putting learner self-direction centre stage. However, increased responsibility should not come at the price of overburdening or abandonment of learners as they progress along their learning journey. This paper introduces an approach to wayfinding support for distance learners based on self-organisation theory. It describes an architecture that supports the recording, processing, and presentation of collective learner behaviour designed to create a feedback loop informing learners of successful paths towards the attainment of learning goals. The approach is presented as an alternative to methods of achieving adaptation in hypermedia-based learning environments which involve learner modelling.

Download Full-text