scholarly journals The lived experience of Asian international students in online learning environments in higher education

2006 ◽  
Author(s):  
Meeaeng Ko. Park
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
International Students ◽  
Lived Experience ◽  
Learning Environments ◽  
Online Learning Environments ◽  
Asian International Students

Online Learning and Metacognition

2020 ◽  
pp. 310-331
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Instructional Design ◽  
Student Success ◽  
Learning Environments ◽  
Learning Experiences ◽  
Great Emphasis ◽  
Education Students ◽  
Online Learning Environments ◽  
Metacognitive Scaffolding

Online learning experiences are becoming the norm for an increasing number of higher education students. Although there are clear advantages to online learning in terms of flexibility and access, many students struggle to succeed, especially in purely online learning environments. To a large extent student success in online learning environments is dependent on students' ability to self-regulate and ‘learn for themselves'- both abilities related to academic metacognition. Unfortunately, even at university, many students do not have well developed metacognition. It is therefore important to consider carefully metacognitive scaffolding in the design of online learning experiences. However, the models of instructional design commonly used in online learning tend not to place great emphasis on the importance of metacognitive scaffolding. The aim of the present chapter is therefore to increase awareness of metacognition, as one of the important considerations in the design of online learning environments that can help to maximize chances of student success. Towards this end, a framework of instructional design that is more sensitive to metacognition is developed.

Online Learning and Metacognition

2016 ◽  
pp. 221-241
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Instructional Design ◽  
Student Success ◽  
Learning Environments ◽  
Learning Experiences ◽  
Great Emphasis ◽  
Education Students ◽  
Online Learning Environments ◽  
Metacognitive Scaffolding

Online learning experiences are becoming the norm for an increasing number of higher education students. Although there are clear advantages to online learning in terms of flexibility and access, many students struggle to succeed, especially in purely online learning environments. To a large extent student success in online learning environments is dependent on students' ability to self-regulate and ‘learn for themselves'- both abilities related to academic metacognition. Unfortunately, even at university, many students do not have well developed metacognition. It is therefore important to consider carefully metacognitive scaffolding in the design of online learning experiences. However, the models of instructional design commonly used in online learning tend not to place great emphasis on the importance of metacognitive scaffolding. The aim of the present chapter is therefore to increase awareness of metacognition, as one of the important considerations in the design of online learning environments that can help to maximize chances of student success. Towards this end, a framework of instructional design that is more sensitive to metacognition is developed.

We'll Leave the Light on for You

2011 ◽  
pp. 64-76 ◽  
Author(s):  
Vanessa Paz Dennen ◽  
Curtis J. Bonk
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Online Learners ◽  
Online Learning Environments ◽  
Attrition Rates ◽  
Collaborative Tools ◽  
Effective Pedagogy ◽  
Online Tools

Motivating online learners is a key challenge facing instructors in both higher education and corporate settings. Attrition rates and low participation levels in course activities are frequent instructor complaints about online learning environments. Part of the problem is a lack of sophistication in online tools and courseware (Bonk & Dennen, 1999). Added to this problem is that, even when tools exist for engaging and motivating students, instructors lack training in how to effectively use them. Instructors not only need to know the types of online and collaborative tools for engaging students, but also how to embed effective pedagogy when the technologies are weak.

We'll Leave the Light on for You

2011 ◽  
pp. 704-715
Author(s):  
Vanessa Paz Dennen ◽  
Curtis J. Bonk
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Online Learners ◽  
Online Learning Environments ◽  
Attrition Rates ◽  
Collaborative Tools ◽  
Effective Pedagogy ◽  
Online Tools

Motivating online learners is a key challenge facing instructors in both higher education and corporate settings. Attrition rates and low participation levels in course activities are frequent instructor complaints about online learning environments. Part of the problem is a lack of sophistication in online tools and courseware (Bonk & Dennen, 1999). Added to this problem is that, even when tools exist for engaging and motivating students, instructors lack training in how to effectively use them. Instructors not only need to know the types of online and collaborative tools for engaging students, but also how to embed effective pedagogy when the technologies are weak.

scholarly journals e-Assessment for learning and performativity in higher education: A case for existential learning

2016 ◽  
Author(s):  
Jennifer Charteris ◽  
Fran Quinn ◽  
Mitchell Parkes ◽  
Peter Fletcher ◽  
Vicente Reyes
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Experiential Learning ◽  
Formative Assessment ◽  
Learning Environments ◽  
Assessment For Learning ◽  
Online Learning Environments ◽  
Specific Focus ◽  
Support Students ◽  
Education Courses

<p class="Normal1">This paper provides a critical and contextualised exploration of assessment for learning (AfL) as an important area of scholarship in higher education, particularly in online learning environments. Although AfL can speak to a range of education discourses, the specific focus here is on the performativity and experiential learning discourses around individual and collective notions of AfL in online settings (e-AfL). We argue that e-AfL practices that emphasise performativity and are used primarily for technicist purposes impoverish their potential to promote learning. We explore the existential notion that e-AfL can transcend formulaic and procedural interpretations of formative assessment in higher education. Rich, divergent approaches to e-AfL can support students in higher education courses to develop their funds of identity, thereby enhancing learner reflexivity and agency.</p>

scholarly journals Content, language and intercultural challenges in engineering education: (E-)strategies to improve instructional design

2018 ◽  
Vol 4 (8) ◽  
pp. 153-161 ◽  
Author(s):  
Margarida Morgado
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Instructional Design ◽  
Engineering Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Special Focus ◽  
Design Strategies ◽  
Online Learning Environments

Intercultural, multilingual and culturally and academically diverse classrooms are a common reality in current higher education (HE) landscapes, as globalisation is effectively taking place in all major schools. Rethinking instructional design strategies that contribute to the overcoming of communication and cultural differences in both online and blended learning processes may help not only improve the development of more efficient online learning environments but also meet the challenges of current teaching and learning processes. Special focus will be put into engineering education through the medium of English and the training of engineering lecturers in HE through communities of practice (CoPs), which present, integrate and discuss how to integrate content and language (through what is known as the content and language integrated learning (CLIL) approach) as well as trends, challenges and opportunities related to recent technological developments on students’ learning ourcomes. The desciption of the pedagogical training shared through a CoP describes E-strategies to improve instructional design in engineering courses in online learning environments when English is used as a medium of instruction and integrated with content in a CLIL approach. Keywords: Higher education, CLIL/ICLHE, English Lingua Franca, instructional E-design, online learning environments, training of engineering teachers.

scholarly journals Service quality for continuing higher education in online learning environments

ENTRAMADO ◽  
2018 ◽  
Vol 14 (2) ◽  
pp. 22-34
Author(s):  
Jesús Enrique Quijano-Caicedo ◽  
Sandra Patricia Rojas-Berrio ◽  
Óscar Javier Robayo-Pinzón
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Service Quality ◽  
Learning Environments ◽  
Administrative Support ◽  
Virtual Education ◽  
Teaching Skills ◽  
Continuing Higher Education ◽  
Online Learning Environments ◽  
Quantitative Descriptive

This paper aims to identify the factors that influence the perceived quality of service for continuing higher education in online learning environments. To that end, a quantitative descriptive study, which was applied to 4,735 students in continuing higher education courses, who were given a self-administered scale online. The instrument was constructed considering the following factors: teaching skills, teachers’ attitudes and behavior, administrative and support team, the navigation platform, curricula, and the organization of courses for continuing education. The results show that the scale of perceived service quality for continuing virtual education from the students’ perspective is a two-dimensional construct. The first factor includes administrative support, content, educational aspects, and the interface, which constitute virtual education facilitators. The second factor involves the teaching skills necessary to guide a online learning course. The findings contribute to decisions in the management and development of continuing online learning, whose growing demand warrants a review of ways to satisfy users, allowing the modality to be viewed with a more positive perception.

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