WHOSE ONLINE EXPERIENCE IS IT ANYWAY? AN AESTHETIC RESPONSE THEORY APPLIED TO ONLINE LEARNING SPACES

2016 ◽  
Author(s):  
Julian Green
Keyword(s):  
Online Learning ◽  
Aesthetic Response ◽  
Learning Spaces ◽  
Response Theory ◽  
Online Experience

Affective digital presence: How to free online writing and drawing?

2021 ◽  
Vol 14 (2) ◽  
pp. 209-237 ◽  
Author(s):  
Francis Gilbert ◽  
Miranda Matthews
Keyword(s):  
Online Learning ◽  
Physical Space ◽  
Learning Spaces ◽  
Online Writing ◽  
Social Distancing ◽  
Emancipatory Learning ◽  
Online Experience

Online learning can be an alienating experience; students can feel their emotions are disregarded, marginalized or even viewed as hindrances as they try to motivate themselves to learn, staring at the dancing pixels of their illuminated screens. They feel at a remove from other students, trapped in other rooms, far away from them. The closeness of bodies in a shared physical space is raised as an absence. And yet, we contend in this article that connecting with affect in online learning spaces could build connectivity that counteracts the alienation of social distancing. Raw creative affective discourses can be challenging, and uncomfortable for others to take in but they are necessary online. We show that using non-digital practices such as drawing and writing freely, without inhibitions, can immeasurably enhance the online experience, giving a space for affect to be expressed in a safe but emancipatory learning architecture.

Readiness for Online Learning of Teachers of Secondary Schools in the Division of Antique

2021 ◽  
Vol 12 (1) ◽  
pp. 120-120
Author(s):  
Edward E. Baña ◽  
Runato A. Basañes, PhD
Keyword(s):  
Online Learning ◽  
Strategic Plan ◽  
Information And Communications Technology ◽  
Children And Youth ◽  
Communications Technology ◽  
Learning Spaces ◽  
Digital Platforms ◽  
School Year ◽  
The World ◽  
Online Learning Readiness

In the advent of CoViD 19 pandemic, education sector around the world try to ensure learning continuity for children and youth through different learning delivery modalities. In most cases, efforts involve the use of various digital platforms featuring educational content, and a variety of educational technology (EdTech) solutions to keep communication and learning spaces as open and stimulating as possible (Moreno & Gortazar, 2020). Realizing the advantages of online learning deliviery of lessons, this study study aimed to determine the readiness of teachers for online learning in the Division of Antique for School Year 2020-2021 as basis for the development of a strategic plan for effective adoption of of online. Specifically, it sought answers to the following questions: Keywords: Online Learning Readiness, Information and Communications Technology, ICT Strategic Plan

Getting “Girly” Online

2018 ◽  
pp. 871-889
Author(s):  
Jen Almjeld
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Gender Gap ◽  
Gender Disparity ◽  
Gender Performance ◽  
Teaching Tool ◽  
Digital Learning ◽  
Learning Spaces ◽  
Educational Spaces ◽  
Online Spaces

While MOOCs and other fully online educational spaces and tools continue to proliferate at institutions of higher education, some worry over a persistent gender gap in online learning (Paul, 2014; Straumsheim, 2013). As debate continues regarding the existence of a digital gender divide, the perception of the gap may be enough to give female learners the idea that digital learning spaces are not for them. Females particularly may be silenced in MOOCs and other online spaces not by instructors or fellow learners, but by cultural expectations. I offer here reflections on two fully online girlhood studies courses interrogating notions of gender performance, norms, and scripts as successful models for positioning gender disparity as a teaching tool rather than a barrier to learning. The piece ends with six recommendations—most rooted in feminist pedagogy—for making MOOCs more welcoming to all genders and learners.

Social Presence in an Online Learning Environment

2021 ◽  
pp. 1-21
Author(s):  
Billi L. Bromer
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Sense Of Community ◽  
Social Connectedness ◽  
Community Of Inquiry ◽  
Learning Experience ◽  
Active Engagement ◽  
The Social ◽  
Online Experience ◽  
Online Instructor

Technology alone cannot create the sense of community that is needed for effective online learning. Participants in an online environment can perceive a sense of isolation when social connectedness is not created and encouraged. A community of inquiry emerges when online participants perceive that they are seen and heard and opportunities for active engagement with others is provided. This chapter provides guiding principles for an effective online experience and includes multiple suggestions from an experienced online instructor to create and maintain the social presence of all participants in any online learning experience.

scholarly journals An item response theory analysis of the Community of Inquiry Scale

2015 ◽  
Vol 16 (2) ◽  
Author(s):  
Mehmet Barış Horzum ◽  
Gülden Kaya Uyanik
Keyword(s):  
Online Learning ◽  
Item Response Theory ◽  
Item Response ◽  
Community Of Inquiry ◽  
Item Analysis ◽  
Classical Test Theory ◽  
Test Theory ◽  
Validity And Reliability ◽  
Response Theory ◽  
Learning Programs

The aim of this study is to examine validity and reliability of Community of Inquiry Scale commonly used in online learning by the means of Item Response Theory. For this purpose, Community of Inquiry Scale version 14 is applied on 1,499 students of a distance education center’s online learning programs at a Turkish state university via internet. The collected data is analyzed by using a statistical software package. Research data is analyzed in three aspects, which are checking model assumptions, checking model-data fit and item analysis. Item and test features of the scale are examined by the means of Graded Response Theory. In order to use this model of IRT, after testing the assumptions out of the data gathered from 1,499 participants, data model compliance was examined. Following the affirmative results gathered from the examinations, all data is analyzed by using GRM. As a result of the study, the Community of Inquiry Scale adapted to Turkish by Horzum (in press) is found to be reliable and valid by the means of Classical Test Theory and Item Response Theory.

The Role of the Online Instructor as a Guide on the Side

2011 ◽  
pp. 224-241
Author(s):  
Margaret Mazzolini ◽  
Sarah Maddison
Keyword(s):  
Online Learning ◽  
Asynchronous Discussion ◽  
Pedagogical Issues ◽  
Discussion Forums ◽  
Prior Learning ◽  
Learning And Teaching ◽  
Online Experience ◽  
Online Instructor ◽  
Student Instructor

We present research results and advice on the role of the online instructor in relation to a particular example of technology-supported learning and teaching — the use of asynchronous discussion forums. Pedagogical issues and studies discussed here are based on six years of designing, coordinating, and teaching into Swinburne Astronomy Online (SAO), an online international program. We discuss some implementation issues associated with the use of asynchronous forums and the induction of instructors, plus the role of the online instructor as a “guide on the side.” As an example of issues involved in maintaining a constructive online learning environment, we discuss strategies used to accommodate students with varying degrees of prior learning. We also summarise results of our research on student-instructor interactions, plus feedback on students’ and instructors’ perceptions of the online experience. The results of this research are used to inform the induction and mentoring of instructors in SAO.

scholarly journals Entangled Narratives: How Literate Histories of Early Childhood Educators Expand Possibilities Within Online Learning Spaces

2020 ◽  
pp. 69-74
Author(s):  
Kim Stewart ◽  
Candace Gallagher
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Early Childhood Education ◽  
New Brunswick ◽  
Early Childhood Educators ◽  
Learning Spaces ◽  
Childhood Education ◽  
Bachelor Of Education ◽  
Ways Of Being ◽  
Being And Becoming

Feminist ways of being allow us to be vulnerable and willing to admit doubt and to live expanded views of early childhood education and teaching.These practices are characterized by a love ethic, attending to entanglements of heartmindbody. In this article, we rely on entangled narratives between ourselves and early childhood educators asking how valuing entangled relationships can expand creative possibilities within onlinelearning spaces. We draw from experiences within the newly established University of New Brunswick online bachelor of education in early childhood. Our research unfolds with a desire to value literate histories often silenced—sometimes lost—within standardized, institutional ways of being and becoming.

scholarly journals Predicting Dropout Student: An Application of Data Mining Methods in an Online Education Program

2014 ◽  
Vol 17 (1) ◽  
pp. 118-133 ◽  
Author(s):  
Erman Yukselturk ◽  
Serhat Ozekes ◽  
Yalın Kılıç Türel
Keyword(s):  
Data Mining ◽  
Online Learning ◽  
Locus Of Control ◽  
Online Education ◽  
Prior Knowledge ◽  
Self Efficacy ◽  
Feature Selection Method ◽  
Online Information ◽  
Online Technologies ◽  
Online Experience

Abstract This study examined the prediction of dropouts through data mining approaches in an online program. The subject of the study was selected from a total of 189 students who registered to the online Information Technologies Certificate Program in 2007-2009. The data was collected through online questionnaires (Demographic Survey, Online Technologies Self-Efficacy Scale, Readiness for Online Learning Questionnaire, Locus of Control Scale, and Prior Knowledge Questionnaire). The collected data included 10 variables, which were gender, age, educational level, previous online experience, occupation, self efficacy, readiness, prior knowledge, locus of control, and the dropout status as the class label (dropout/not). In order to classify dropout students, four data mining approaches were applied based on k-Nearest Neighbour (k-NN), Decision Tree (DT), Naive Bayes (NB) and Neural Network (NN). These methods were trained and tested using 10-fold cross validation. The detection sensitivities of 3-NN, DT, NN and NB classifiers were 87%, 79.7%, 76.8% and 73.9% respectively. Also, using Genetic Algorithm (GA) based feature selection method, online technologies self-efficacy, online learning readiness, and previous online experience were found as the most important factors in predicting the dropouts.

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.

scholarly journals The virtual faikava: Maintaining vā and creating online learning spaces during COVID-19

2021 ◽  
Vol 26 ◽  
pp. 179-194
Author(s):  
Todd M Henry ◽  
S. Apo Aporosa
Keyword(s):  
Online Learning ◽  
Social Interaction ◽  
Learning Spaces ◽  
Social Distancing ◽  
The Pacific ◽  
Diasporic Community ◽  
Relational Space ◽  
The Creation ◽  
Collectivist Cultures ◽  
At Home

Covid-19 has had a major impact on collectivist cultures and their means of social interaction and maintaining contact with those in their wider community. This has particularly been the case for Pacific peoples living in diaspora, with Covid-19 preventing travel home and social distancing and forced lockdowns restricting the ability to gather. This has also impacted vā, the Pacific concept of ‘relational space’ critical to connectivity and maintaining relationships. This paper explains the creation of virtual faikava; online meeting environments in which Pacific kava users meet, maintain vā, connect with those at home and in the wider diasporic community and learn, while consuming their traditional beverage kava.

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