scholarly journals INTERACTION IN ASYNCHRONOUS WEB- BASED LEARNING ENVIRONMENTS: STRATEGIES SUPPORTED BY EDUCATIONAL RESEARCH

2019 ◽  
Vol 12 (3-4) ◽  
Author(s):  
Younghee Woo ◽  
Thomas C. Reeves
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Research Literature ◽  
Relevant Research ◽  
Web Based ◽  
Effective Strategies ◽  
Web Based Learning ◽  
Pragmatic Strategies ◽  
Meaningful Interaction

Because of the perceived advantages and the promotion of Web-based learning environments (WBLEs) by commercial interests as well as educational technologists, knowing how to develop and implement WBLEs will probably not be a choice, but a necessity for most educators and trainers in the future. However, many instructors still don’t understand the most effective strategies for designing and implementing effective WBLEs even though numerous studies have demonstrated that the success or failure of online learning depends largely on the quality of interaction within those learning environments. Indeed, it has been said learning is impossible without meaningful cognitive interaction. However, this kind of interaction does not occur by itself. The primary goal of this paper is to explore the importance and characteristics of meaningful interaction in online learning, especially in asynchronous contexts. A secondary goal of this paper is to present several pragmatic strategies for improving meaningful interactions in WBLEs on the basis of a review of relevant research literature. 

scholarly journals Social Networks in Regulation Learning Process Quality

2015 ◽  
Vol 1 ◽  
pp. 271
Author(s):  
Rūdolfs Gulbis
Keyword(s):  
Social Networks ◽  
Learning Environments ◽  
Virtual Learning Environments ◽  
Learning Approaches ◽  
Learning Tools ◽  
Discussion Forums ◽  
Key Factors ◽  
Web Based ◽  
Web Based Learning

<p>Successful web-based learning depends on several key factors. These include the quality of the learning tools, the motivation of users, and the credibility of the learning materials as well as their significance in the eyes of users. It is possible to find numerous examples of web-based lifelong learning approaches that can be viewed on social networks and discussion forums. The research for this study included designing several blog-based discussion forums where user activities were logged and the results were compared to usercompleted questionnaires for similar activities. Several user behaviour identification models were designed based on algorithmically computed tallies of user behaviours. These models are currently being applied for further study to measure user behaviours in virtual learning environments.</p>

Employing Intelligent and Adaptive Methods for Online Learning

2004 ◽  
pp. 208-219 ◽  
Author(s):  
Bernard Mark Garrett ◽  
George Roberts
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Intelligent Systems ◽  
Educational Practice ◽  
Adaptive Methods ◽  
Learning Systems ◽  
Web Based ◽  
Tutoring Systems ◽  
Web Based Learning

In this chapter, we will explore the potential for employing artificial intelligence and adaptive methods into online learning applications. The existing and newly developing technologies for representing knowledge will be explored and the pedagogic implications for online learning discussed, including examining the roles of intelligent tutoring systems, decision support systems and pedagogic agents. In the wider context, the role of search engines, browsers and virtual learning environments will also be discussed in the context of intelligent systems, and the problems in implementing intelligent web based learning systems in mainstream educational practice.

scholarly journals Alternative Assessment Approaches and Quality Product Design Within Web-Based Learning Environments

2020 ◽  
Vol 15 (3) ◽  
pp. 60-74
Author(s):  
Ahlam Mohammed Al-Abdullatif
Keyword(s):  
Student Performance ◽  
Learning Environments ◽  
Alternative Assessment ◽  
Peer Assessment ◽  
Web Based ◽  
Postgraduate Students ◽  
Web Based Learning ◽  
Assessment Approach ◽  
The Impact

The aim of the present study is to identify the impact of the alternative web-based self and peer assessment approaches on improving the quality of student educational projects. In this context, a study was carried out during the second semester of the 2017-2018 academic year among 48 postgraduate students at King Faisal University. Results indicated that both self and peer-assessment approaches are effective when assessing the quality of educational products. The results also showed that the extent of student experience with the self-assessment approach affects their assessment credibility and objectivity. This study emphasized the value of utilizing alternative assessment approaches in web-based learning environments as means of improving student performance, particularly when designing educational products. It may have theoretical and pedagogical implications for learners and teachers.

scholarly journals Pictures from an Exhibition ... of Online Learning: A Creative Representation of Qualitative Data

2015 ◽  
Author(s):  
Michael Barbour ◽  
Jason Siko ◽  
Kaye Simuel-Everage
Keyword(s):  
Online Learning ◽  
Doctoral Students ◽  
Learning Environments ◽  
Qualitative Data ◽  
Student Experience ◽  
The Other ◽  
Web Based ◽  
Web Based Learning ◽  
K 12 ◽  
Existing Data

K - 12 online learning at the K - 12 level has been around for approximately two decades and is continuing to grow. While researchers have researched a variety of issues related to K - 12 online learning, there has been little published on the student experience in web - based learning environments. In this article, two doctoral students were tasked with analyzing existing data, then representing and situating their findings in a format other than the traditional “results” and “discussion” sections found in a typical six - section journal manuscript. One student created an image that focused upon the tools used by the K - 12 student in her online learning. The other student created a slideshow to illustrate the challenges faced by a second K - 12 student in her online learning. While more research into the K - 12 student experience in online learning is required, this article represents one creative attempt to address this need.

Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education

2021 ◽  
pp. 436-469
Author(s):  
Joseph George M. Lutta
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Individual Characteristics ◽  
Cross Cultural ◽  
Future Research ◽  
Web Based ◽  
Research And Practice ◽  
Web Based Learning

For more than 40 years, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. Social learning perspectives are increasingly becoming viable or even desirable frames for research and practice as pertains to teaching and learning, particularly in web-based learning environments (WBLEs). The author considers these social learning perspectives and how they relate to the design and implementation of curricula that are delivered in web-based learning environments in higher education. The author further reviews the foundational theories of adult learning that enhance adult learners' experiences in cross-cultural web-based learning environments. This review and analysis of the research related to social learning perspectives on WBLEs have three implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs. The author presents recommendations for future research.

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