scholarly journals From Social Ties to Network Processes: Do Tie Definitions Matter?

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Ed Fincham ◽  
Dragan Gašević ◽  
Abelardo Pardo
Keyword(s):  
Learning Environments ◽  
Social Ties ◽  
Large Body ◽  
Extraction Methods ◽  
Future Research ◽  
Learning Technology ◽  
Discussion Forums ◽  
Methodological Choices ◽  
E Learning ◽  
Definition Of

The widespread adoption of digital e-learning environments and other learning technology has provided researchers with ready access to large quantities of data. Much of this data comes from discussion forums and has been studied with analytical methods drawn from social network analysis. However, within this large body of research there exists considerable variation in the definition of what constitutes a social tie, and the consequences of this choice are rarely described or examined. This paper presents findings from two distinct learning environments regarding different social tie extraction methods and their influence on the structural and statistical properties of the induced networks, and the association between measures of centrality and academic performance. Our findings indicate that social tie definitions play an important role in shaping the results of our analyses. The primary purpose of this paper is to raise awareness of the consequences that such methodological choices may have, and to promote transparency in future research.

Learner Management Systems and Environments, Implications for Pedagogy and Applications to Resource Poor Environments

2010 ◽  
pp. 499-525 ◽  
Author(s):  
Olúgbémiga T. Ekúndayò ◽  
Francis Tuluri
Keyword(s):  
Blended Learning ◽  
Technology Education ◽  
Learning Environments ◽  
Dominant Role ◽  
Management Systems ◽  
Learning Technology ◽  
The Third ◽  
Resource Poor ◽  
E Learning ◽  
Definition Of

Knowledge management is essential for realizing that knowledge is power, and power is explored by the learner for meeting existing demands and challenges. Advances in technology, education and learning are therefore linked to using technology. Education is the pathway to productivity, thus the learner is the agent and technology the medium. Among others, e-Learning will play a dominant role in shaping learner management systems and associated learning environments. This chapter addresses the learner and learning management describing some of its implications for pedagogy. It then describes and proposes some implications of the application of these systems for development in resource poor environments. It is divided into three main sections. The first section describes contemporary definitions of LMS and its concepts. It proposes a comprehensive definition of LMS and describes possible future directions of these definitions as a concept in change. The second section describes various tools and classifies them according to current applications in the industry. It describes in principle, the current cutting edge technologies that are being used in the area and how these were developed. It then proposes a Model Structure for Learner Management Systems. It describes and compares classical, e-based and blended learning pedagogy, A third section discusses some current concepts and methodologies in research, pedagogy and LMS, proposing some defining questions for the three areas as a group. The third section first defines and describes resource poor environments. It then highlights and discusses some need areas in resource poor settings. Further, it describes and discusses some of the implications of LMS technology and applications to resource poor settings, with a focus on it’s relevance and validity for specific resource poor environments. Following this discussion, the section describes some applications and limitations of LMS approaches and blended learning in resource poor environments. Finally, it describes some applications and limitations of LMS and blended learning technology in resource poor environments.

Directions and Trends in Knowledge Management Research

2003 ◽  
pp. 1-15
Author(s):  
George M. Giaglis
Keyword(s):  
Knowledge Management ◽  
Information Management ◽  
Learning Environments ◽  
Pattern Matching ◽  
Future Research ◽  
Research Projects ◽  
Knowledge Repositories ◽  
Accurate Definition ◽  
Research Themes ◽  
Definition Of

Knowledge and Information Management (KIM) has existed as a separate field of scientific research for almost a decade. It is therefore surprising that very few studies to date have been concerned with the identification of the scope and boundaries of the field, as well as the sub-topics and research themes that constitute it. This chapter reports on the results of an empirical analysis of more than 200 research projects in Knowledge and Information Management. Using an inductive methodology of pattern matching analysis, a more accurate definition of knowledge management is attempted, and an innovative taxonomy of research sub-themes within the ‘umbrella’ area of Knowledge and Information Management is proposed. Furthermore, a trend towards a gradual maturation of the presently prevailing research paradigm is identified, indicating a need for a ‘paradigm shift’ that will provide a new direction and vision for future research in the area. We suggest that targeted future research efforts in the area of knowledge technologies will contribute to the development of the ‘next generation’ knowledge management systems that will transform the existing ‘passive’ knowledge repositories into ‘active’ learning environments.

Directions and Trends in Knowledge Management Research

2011 ◽  
pp. 1438-1449
Author(s):  
George M. Giaglis
Keyword(s):  
Knowledge Management ◽  
Information Management ◽  
Learning Environments ◽  
Pattern Matching ◽  
Future Research ◽  
Research Projects ◽  
Knowledge Repositories ◽  
Accurate Definition ◽  
Research Themes ◽  
Definition Of

Knowledge and Information Management (KIM) has existed as a separate field of scientific research for almost a decade. It is therefore surprising that very few studies to date have been concerned with the identification of the scope and boundaries of the field, as well as the sub-topics and research themes that constitute it. This chapter reports on the results of an empirical analysis of more than 200 research projects in Knowledge and Information Management. Using an inductive methodology of pattern matching analysis, a more accurate definition of knowledge management is attempted, and an innovative taxonomy of research sub-themes within the ‘umbrella’ area of Knowledge and Information Management is proposed. Furthermore, a trend towards a gradual maturation of the presently prevailing research paradigm is identified, indicating a need for a ‘paradigm shift’ that will provide a new direction and vision for future research in the area. We suggest that targeted future research efforts in the area of knowledge technologies will contribute to the development of the ‘next generation’ knowledge management systems that will transform the existing ‘passive’ knowledge repositories into ‘active’ learning environments.

Striving for Inclusion in E-Learning and E-Health

2021 ◽  
pp. 44-72
Author(s):  
Sandra Sanchez-Gordon
Keyword(s):  
Life Cycle ◽  
Literature Review ◽  
Online Courses ◽  
Research Process ◽  
Future Research ◽  
Online Platforms ◽  
E Learning ◽  
Learning Platforms ◽  
To Come ◽  
Definition Of

The purpose of this chapter is to present a seven-year journey to understand the barriers that people face when interacting with e-learning and e-health online platforms and to come up with software engineering solutions to make these platforms more inclusive. This chapter per the author presents a set of contributions intended to serve as steppingstones to future research efforts. These contributions include a literature review about accessibility of e-learning platforms; the accessibility audit of e-learning and e-health platforms; the identification of accessibility requirements; the design of architectures, process, and models to improve accessibility; and the definition of a life cycle for the management of accessible online courses. In this context, this chapter relate the evolution of the research process followed and summarize the results obtained so far.

Education and E-Learning Evaluation and Assessment

2009 ◽  
pp. 189-194
Author(s):  
Emilio Lastrucci ◽  
Debora Infante ◽  
Angela Pascale
Keyword(s):  
Learning Environments ◽  
Needs Analysis ◽  
Assessment And Evaluation ◽  
Face To Face ◽  
Learner Centered ◽  
E Learning ◽  
New Perspective ◽  
Definition Of ◽  
Teaching Learning

The assessment of e-learning shares most of the needs and requirements of face-to-face teaching, including clarity of the main objective, needs analysis, comprehensibility of objectives, definition of resources, and balance report (Calvani & Rotta, 2000). However, in e-learning environments the qualities of both monitoring and formative assessment have prominence, and can even determine the success of the course (Moore & Kearsley, 1996). In the learner-centered approach, typical in e-learning, the student is the protagonist of the teaching-learning process and thus, assessment is considered from a new perspective. It can be defined as the systematic process of correction, revision, collection, and use of information regarding both the students and the course in order to favor the progress and the learning of each student (Palomba & Banta, 1999). Assessment and evaluation are two different concepts even though they are interconnected: the former determines the student’s knowledge, skills and attitudes while the latter is necessary to express an opinion on learning results and on the quality of teaching.

Investigating language learning strategies: Prospects, pitfalls and challenges

2019 ◽  
pp. 136216881987615
Author(s):  
Mirosław Pawlak
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Strategy Use ◽  
Language Learner ◽  
Future Research ◽  
Language Learning Strategies ◽  
Methodological Choices ◽  
Research Findings ◽  
Based Instruction ◽  
Definition Of

Major advances have been made in research on language learning strategies (LLS) since it was triggered by good language learner studies (e.g. Rubin, 1975). Numerous accounts of strategy use have been compiled, key classifications have been proposed, some progress has been made towards furthering our understanding of the complex relationship between LLS use and attainment, an array of factors impacting strategy use has been investigated, some evidence has been gathered for the beneficial role of strategies-based instruction, and new data collection tools have been developed (see e.g. Cohen, 2011; Cohen & Griffiths, 2015; Cohen & Macaro, 2007; Griffiths, 2018, 2019; Griffiths & Oxford, 2014; Oxford, 2017; Oxford & Amerstorfer, 2018; Pawlak, 2011; Pawlak & Oxford, 2018). While acute problems related to the definition of LLS, their characteristics, their separation from regular learning activities or their actual utility have surely not disappeared, some promising solutions have been proposed (Griffiths, 2018; Oxford, 2017) and calls to abandon the concept have been countered (Dörnyei, 2005). This said, a question arises as to what can be done to move the field forward. Following a brief overview of existing research, the article tackles this issue with respect to the following areas: (1) foci of future research, (2) methodological choices, and (3) consideration of how research findings can inform pedagogy.

Exchanging E-Learning Materials, Modules, and Students

2010 ◽  
pp. 20-37 ◽  
Author(s):  
Samuel Leung ◽  
David Martin ◽  
Richard Treves ◽  
Oliver Duke-Williams
Keyword(s):  
Learning Environments ◽  
System Level ◽  
Learning Technology ◽  
Access Management ◽  
Learning Materials ◽  
Web Based ◽  
Electronic Documents ◽  
Single Sign On ◽  
Networked Computers ◽  
E Learning

In contrast to other Web-based resources, e-learning materials are not always exchangeable and shareable. Although transferring electronic documents between networked computers has become almost effortless, the materials may often require careful design and a great deal of adaptation before they can be reused in a meaningful manner. This process involves consideration of pedagogic issues such as course curricula, learning outcomes, and intended audience, as well as technological factors including local institutional virtual learning environments (VLE) and any relevant learning technology standards. This chapter illustrates how these issues have been addressed resulting in the successful exchange of e-learning resources at three levels: (1) at content level, where learning nuggets are created and packaged in a standards-compliant format to guarantee interoperability; (2) at the user level, whereby learners or tutors, rather than the resources, are transferred between VLEs; (3) at a higher system level, where the emerging Web Single Sign-On technology of federated access management is being used to enable truly cross-institutional authentication allowing learners to roam freely in different learning environments.

scholarly journals Factors Influencing Learners' Satisfaction in an Open E-Learning Environment

2011 ◽  
Vol 13 (1) ◽  
pp. 29-42 ◽  
Author(s):  
Sirje Klaos
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Social Exchange ◽  
Social Exchange Theory ◽  
Qualitative Content Analysis ◽  
Learning Technologies ◽  
Future Research ◽  
Free Access ◽  
Factors Influencing ◽  
E Learning

Factors Influencing Learners' Satisfaction in an Open E-Learning EnvironmentA number of new open learning environments have risen aside to common e-learning environments. Wikiversity is an open environment to all community members. Students' behaviours change in the community creation process, and their self-satisfaction impacts learning. The study methodology is qualitative content analysis, and the data is collected from students' blogs, online and focus group interviews. Data is based on a monitored course for bachelor students of special pedagogy (n=21). There was a possibility to test and assess modern e-learning technologies and use a socio-constructive learning process. The results are studied in light of social-exchange theory. The outcome of this study indicated that learners' satisfaction increases with free access to fellow students' works, full and equal membership of the community and an opportunity to compare oneself to the others. The future research should focus on optimization of policies and sustainable development in education to establish successful exchange systems.

scholarly journals Reflections On Music Therapy Training Within E-learning Education Contexts

2016 ◽  
Vol 16 (1) ◽  
Author(s):  
Imogen Nicola Clark ◽  
Grace Anne Thompson
Keyword(s):  
Music Therapy ◽  
Blended Learning ◽  
Rapid Expansion ◽  
University Education ◽  
Future Research ◽  
Teaching Staff ◽  
Learning Technology ◽  
Teacher Student ◽  
E Learning ◽  
The University

The rapid expansion of e-learning technology is transforming the availability and delivery of university education. In Australia, e-learning offers opportunities for students to study music therapy while living in remote locations across a vast country. Students enrolled in the Masters of Music Therapy at the University of Melbourne may choose traditional on-campus learning or blended learning, which involves a combination of face-to-face intensives and e-learning. This article focuses on blended learning with reflections from music therapy students and teachers at the University of Melbourne. A description of the music therapy program is provided with a detailed explanation of one subject to illustrate how e-learning is managed. Our experiences of teaching blended learning students are discussed, and we identify key challenges including teacher-student rapport, regular communication, student-to-student engagement, and user friendly on line learning tools. We then reflect on student feedback from an informal evaluation, and explain students’ experiences of collaborative learning, interaction with teaching staff, and staying on track with learning. In conclusion, we discuss the future of music therapy education over an online forum, taking into consideration challenges and advantages for students, teaching academics and learning institutions, and offer ideas from which future research projects might be developed.

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