scholarly journals A Comparison of Participation Patterns in Selected Formal, Non-formal, and Informal Online Learning Environments / Comparaison des modes de participation dans des environnements formels, non formels et informels d'apprentissage en ligne

2012 ◽  
Vol 39 (1) ◽  
Author(s):  
Richard Schwier ◽  
Jennifer Seaton
Keyword(s):  
Online Learning ◽  
Informal Learning ◽  
Learning Environments ◽  
Online Discussions ◽  
Transcript Analysis ◽  
Learning Context ◽  
Online Learning Environments ◽  
Analysis Tools ◽  
Formal And Informal Learning ◽  
Characteristic Features

Does learner participation vary depending on the learning context? Are there characteristic features of participation evident in formal, non-formal, and informal online learning environments? Six online learning environments were chosen as epitomes of formal, non-formal, and informal learning contexts and compared. Transcripts of online discussions were analyzed and compared employing Transcript Analysis Tools for measures of density, intensity, and reciprocity of participation (Fahy, Crawford, & Ally, 2001), and mean reply depth (Wiley, n.d.). This paper provides an initial description and comparison of participation patterns in a formal, non-formal, and informal learning environment, and discusses the significance of differences observed. La participation des apprenants varie-t-elle en fonction du contexte d'apprentissage? Existe-t-il des caractéristiques de participation spécifiques aux environnements formels, non formels et informels d'apprentissage en ligne? Six environnements d'apprentissage en ligne ont été sélectionnés pour illustrer les contextes formels, non formels et informels d'apprentissage et ont été comparés. Les transcriptions des discussions en ligne ont été analysées et comparées à l’aide des Transcript Analysis Tools pour mesurer la densité, l'intensité et la réciprocité de la participation (Fahy, Crawford, et Ally, 2001), ainsi que la profondeur moyenne de réponse (John Wiley & Sons, nd). Cet article décrit et compare les modes de participation dans un environnement formel, non formel et informel d'apprentissage, et discute la portée des différences observées.

scholarly journals An Exploration of Factors Influencing Self-Efficacy in Online Learning: A Systematic Review

2018 ◽  
Vol 13 (09) ◽  
pp. 64 ◽  
Author(s):  
Chattavut Peechapol ◽  
Jaitip Na-Songkhla ◽  
Siridej Sujiva ◽  
Arthorn Luangsodsai
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Self Efficacy ◽  
Online Learning Environment ◽  
Narrative Synthesis ◽  
Learning Context ◽  
Data Bases ◽  
Online Data ◽  
Online Learning Environments ◽  
Factors Influencing

This review examines 12 years of research by focusing on the following question: What are the factors that influence self-efficacy in an online learning environment? There has been a plethora of research concerning self-efficacy. However, few works have focused on the sources of self-efficacy in online-learning environments. Systematic searches of numerous online data-bases published between 2005 and 2017, which covered factors influencing self-efficacy in online learning context, resulted in the investigation of 25 studies. The data were extracted, organized and analyzed using a narrative synthesis. Results revealed that various factors improved self-efficacy and provided evidence of significant sources of self-efficacy in the context of online learning. Moreover, the investigation provides guidance for further research in designing online learning environments to enhance the self-efficacy of learners.

Private Interactions in Online Discussions

2020 ◽  
pp. 351-379
Author(s):  
Lesley Wilton ◽  
Rubaina Khan ◽  
Clare Brett ◽  
Paul C. Alexander
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Presence ◽  
Online Discussions ◽  
Future Research ◽  
Private Communication ◽  
Online Learning Environments ◽  
Building Trust ◽  
Discussion Threads ◽  
Education Courses

Private discussion entries (called “notes” in this chapter) provide opportunities for instructors to engage with students for social and cognitive support in discussion-based online learning environments. Situated within discussion threads, embedded private communication allows for personalized engagement with students to support learning through in-place feedback, redirection, and encouragement. Nine themes of the affordances of private notes were identified through the collection and analysis of quantitative and qualitative data gathered from four instructors and the activities of 278 students in 11 online graduate education courses. The benefits of private, in-place interactions identified by the instructors include encouraging authentic participation, building trust and social presence, redirecting conversation, providing advice about learning online, and more. A discussion of the importance of in-place private communications in online learning for providing feedback, reassurance, and guidance is supported by examples and followed by suggestions for future research.

Towards More Productive Online Discussions

2010 ◽  
pp. 159-174
Author(s):  
Benjamin Kehrwald
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Presence ◽  
Social Dynamics ◽  
Interpersonal Relations ◽  
Social Processes ◽  
Online Discussions ◽  
Online Learning Environments ◽  
Postgraduate Level ◽  
And Function

This chapter deals with a case study into social presence in text-based online learning at the postgraduate level. The case seeks to address questions related to the social dynamics of online learning environments through a study of learner experiences with social presence. The case highlights the role and function of social presence in the development of interpersonal relations and the effects of those relations on social processes in online learning environments. The findings identify a set of social-relational mechanisms and a progression of relational states which promote understanding of social processes in text-based online environments.

Learning Styles in Online Environments

2011 ◽  
pp. 525-532 ◽  
Author(s):  
Sharon Cox
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Learning Environments ◽  
Production Equipment ◽  
Learning Preferences ◽  
Learning Context ◽  
Online Learning Environments ◽  
Use Of Technology ◽  
Spatial Dimensions ◽  
Context Of Learning

Research into the learning styles and preferences of students is well established but is currently the subject of renewed interest driven by a number of factors. First, following policies to encourage and facilitate widening participation, the student population is being drawn from more varied backgrounds, and greater emphasis is being placed on helping students to learn (Smith, 2002). Second, models of learning theory have largely been developed in isolation from the subsequent advances in the use of information communication technology (ICT) and its changing role in education (Sadler-Smith & Smith, 2004). The flexibility offered by online learning environments changes both the temporal and spatial dimensions of the learning context. Technology increases the physical distance between student and lecturer and imposes a technical aspect, which may be seen as a physical barrier to learning or may be perceived as a way of removing cultural and social barriers and therefore opening and creating new opportunities for dialogue. The impact of ICT on the learning context offers new opportunities and challenges to learners and instructors that need to be considered within the context of learning preferences. Third, the renewed interest in learning styles is perhaps also fuelled by the ease with which multiple modes of learning can be accommodated and combined using ICT. Within online learning environments learning objects can be developed and reused more easily, for example, short videos can be created without the use of extensive production equipment. This provides the opportunity for lecturers to reconsider their pedagogic strategies to effectively integrate the use of technology into teaching (Fisher & Baird, 2005).

A motivation treatment to enhance goal engagement in online learning environments: Assisting failure-prone college students with low optimism.

2019 ◽  
Vol 5 (2) ◽  
pp. 116-134 ◽  
Author(s):  
Jeremy M. Hamm ◽  
Raymond P. Perry ◽  
Judith G. Chipperfield ◽  
Patti C. Parker ◽  
Jutta Heckhausen
Keyword(s):  
College Students ◽  
Online Learning ◽  
Learning Environments ◽  
Online Learning Environments

Culturally-Sensitive E-Learning Practices for Library Education

2013 ◽  
Author(s):  
Leslie Farmer
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Culturally Sensitive ◽  
Cultural Dimensions ◽  
Educational Model ◽  
Cultural Impact ◽  
Online Learning Environments ◽  
Library Education ◽  
Learning Practices ◽  
E Learning

With globalization, library educators should address culturally-sensitive instruction design and curriculum, particularly in online learning environments. Hofstede’s cultural dimensions and Bigg’s educational model provide frameworks for addressing cultural impact on library education. Specific techniques are suggested for handling language and online learning issues.Avec la mondialisation, les professeurs de bibliothéconomie devraient incorporer les différences culturelles dans leurs cours ainsi que dans le cursus, notamment en milieu d'apprentissage en ligne. Les dimensions culturelles de Hofstede et le modèle éducatif de Bigg offrent un cadre permettant de traiter de l'impact culturel sur l'éducation. Seront présentées différentes techniques pour aborder les questions de langue et d'apprentissage en ligne.

scholarly journals Automatic feedback in online learning environments: A systematic literature review

2021 ◽  
pp. 100027
Author(s):  
Anderson Pinheiro Cavalcanti ◽  
Arthur Diego ◽  
Ruan Carvalho ◽  
Fred Freitas ◽  
Yi-Shan Tsai ◽  
...  
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Learning Environments ◽  
Systematic Literature Review ◽  
Online Learning Environments ◽  
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