Loop-Imbedded (Non-Linear) Instruction Modules: A Novel Delivery Method for Online Learning

2008 ◽  
Vol 37 (1) ◽  
pp. 63-68
Author(s):  
Jing Dai ◽  
A. J. Turgeon
Keyword(s):  
Online Learning ◽  
Delivery Method ◽  
Non Linear ◽  
Linear Instruction

Access for Refugees Into Higher Education: A Review of Interventions in North America and Europe

2018 ◽  
Vol 23 (4) ◽  
pp. 473-496 ◽  
Author(s):  
Bernhard Streitwieser ◽  
Bryce Loo ◽  
Mara Ohorodnik ◽  
Jisun Jeong
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
North America ◽  
Evidence Based ◽  
Delivery Method ◽  
Education Programs ◽  
Policy Makers ◽  
Barriers To Access ◽  
Success In Higher Education ◽  
Political Economic

This paper examines current interventions to reduce barriers to access into higher education for refugees in North America and Europe. We analyze a diversity of interventions sponsored by host governments, higher education institutions, foundations, nongovernmental organizations, and individuals. These interventions differ in size, delivery method, focus, and extent of support, and range from a single language course or limited online learning opportunity to fully accredited higher education programs. However, significant problems hamper the efficacy of many current interventions. We examine providers’ rationales for working with refugees using Knight and De Wit’s rationales for internationalization of higher education, later reconceptualized in four interrelated groups of rationales: academic, political, economic, and socio-cultural. To these, we propose adding a fifth category: humanism. To widen refugee participation and success in higher education, we suggest that policy makers and administrators should adopt a longer-term perspective, increase transparency, and use evidence-based approaches to develop and evaluate refugee programming.

Case Study of the CUForum @ CUHK

2010 ◽  
pp. 238-258
Author(s):  
Peter Jakubowicz
Keyword(s):  
Online Learning ◽  
Hong Kong ◽  
Learning Environment ◽  
Online Communication ◽  
Future Research ◽  
Online Learning Environment ◽  
Communication Course ◽  
Non Linear ◽  
Group Interviews

In contrast to the formal school setting where learning is often linear, structured and controlled (be it online or face-to-face), for the ‘net generation,’ (Google, MySpace, MSN, YouTube and Yahoo) learning is often incidental and a sense of ‘fun’ is frequently of great importance. Such students’ learning is often non-linear, unstructured and explained well by the tenets of Anderson’s theory of online learning. This research discusses the benefits of fostering non-linearity in an online learning environment. A case study of an online business communication course at a university in Hong Kong is used to illustrate the importance of non-linear online learning by demonstrating how participants in this course adopted learning approaches that are consistent with, and a reflection of, the theory of online learning. Qualitative data from complete sets of online communication (including focus group interviews) collected over a one-semester, tertiary level course conducted at a university in Hong Kong are analyzed. The findings show that Chinese-speaking learners’ online interactions, categorized into three broad areas (cognitive, affective and social), demonstrate that interactivity is a key feature of an online learning environment. Its nature is exposed and discussed, not least the finding that for the participants in this study, learning was incidental and a sense of ‘fun’ was important. The study suggests ways in which online theory can contribute to, as well as help in, understanding this phenomenon and makes recommendations for future research.

Integrating Constructionism and Instructionism in Educational Hypermedia Programs

1997 ◽  
Vol 17 (3) ◽  
pp. 231-247 ◽  
Author(s):  
Amnon Shabo
Keyword(s):  
Subject Matter ◽  
Linear Structure ◽  
Learning Objectives ◽  
Pedagogical Approach ◽  
Original Meaning ◽  
Learning Path ◽  
Non Linear ◽  
The Subject ◽  
Linear Instruction ◽  
Educational Hypermedia

In many educational hypermedia programs, the original meaning of hypertext influenced the entire pedagogical approach underlying the programs. This meant that learners were free to navigate, construct, and choose their learning path. In addition, no learning objectives were mandatory, and the processes of hypertext navigation and artifact constructions were emphasized. The problem of this trend was that learners received little feedback to guide them on how to use the non-linear structure, and not all could acquire important skills and knowledge of the subject matter. This article deals with an attempt to integrate linear instruction elements into hypermedia programs in order for learners to benefit from the advantages of both approaches. It offers feedback as a connecting unit in such an integration and suggests a model of feedback that fades in and out, based on the fading-out model of scaffolding traditionally used in the apprenticeship approach. A few projects are described to illustrate these ideas.

A Local Online Learning Approach for Non-linear Data

2018 ◽  
pp. 431-443
Author(s):  
Xinxing Yang ◽  
Jun Zhou ◽  
Peilin Zhao ◽  
Cen Chen ◽  
Chaochao Chen ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Approach ◽  
Non Linear

scholarly journals Hispanic or Latino Student Success in Online Schools

2016 ◽  
Vol 17 (3) ◽  
Author(s):  
Michael Corry
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Latino Students ◽  
Drop Out ◽  
Dropout Rates ◽  
Instructional Designers ◽  
School Type ◽  
Delivery Method ◽  
Significant Difference ◽  
K 12

<p class="2">The purpose of this study is to examine graduation and dropout rates for Hispanic or Latino K–12 students enrolled in fully online and blended public school settings in Arizona.  The independent variables of school type (charter vs. non-charter) and delivery method (fully online vs. blended) were examined using multivariate and univariate methods on the dependent variable’s graduation and dropout rates for Hispanic or Latino students.  The results of this research study found a statistically significant difference when using multivariate analysis to examine school type (charter vs. non-charter) and delivery method (fully online vs. blended) on graduation and dropout rates.</p><p class="2">This finding warranted further univariate examination which found a statistically significant difference when examining delivery method on dropout rates.  A comparison of mean dropout rates shows that Hispanic or Latino students involved in K–12 online learning in Arizona are less likely to drop out of school if they are in a fully online learning environment versus a blended learning environment.  Students, parents, teachers, administrators, instructional designers, and policy makers can all use this and related research to form a basis upon which sound decisions can be grounded.  The end result will be increased success for Hispanic or Latino online K–12 students not only in Arizona schools, but in many other important areas of life.</p>

Fusion Learning

2020 ◽  
pp. 189-215
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Styles ◽  
Blended Learning ◽  
Management System ◽  
Learning Experience ◽  
Global Learning ◽  
Delivery Method ◽  
Attrition Rates ◽  
Face To Face

Asynchronous delivery is not suitable for borderless online degrees because of the diversity in student languages, academic backgrounds, learning styles, and cultures. These differences will add to students' sense of isolation, which will result in high attrition rates. Blended learning would be a satisfactory delivery method, except that it will be impractical for many students. Fusion learning is an alternative Internet-based methodology that melds online with face-to-face sessions within the distance learning course. Fusion classes can increase motivation, commitment, and retention. In the fusion learning classroom, the management system is the repository for information, and the fusion classroom is the place where students develop socialization, communication, and analysis skills. The ability to provide online learning with weekly live classes in multiple countries creates a unique global learning experience.

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