scholarly journals The Identification of Key Online Learning Dispositions of College Students Learning in A Blended Learning Course

2020 ◽  
Vol 2 (3) ◽  
pp. 1-11
Author(s):  
Sharon Rolé
Keyword(s):  
College Students ◽  
Online Learning ◽  
Blended Learning ◽  
Epistemological Beliefs ◽  
Tracking System ◽  
Educational Goals ◽  
Online Environment ◽  
Learning Context ◽  
Individual Interviews ◽  
Learning Dispositions

This paper discusses part of a practitioner research case-study which I carried out with a class of thirty-seven college students learning chemistry in a blended learning context. The full two-year study involved a multi-method interpretivist approach using observations, unsolicited meetings, VLE tracking system, students’ reflective journal, online informal discussions, questionnaires, focus groups and individual interviews. The study identified four key student online learning dispositions, i.e., the dispositions of resourcefulness, resilience, reciprocity and responsibility. These dispositions were identified as persona-related enablers for online learning and were found to be crucial for the students to develop a deep approach to learning. They were also instrumental for changes in the students as learners. These included changes in epistemological beliefs, study patterns, study habits and above all, changes in learner roles and learning identities. Notable changes occurred in a group of learners who were initially reluctant to learn from the online environment. This study showed that student learning dispositions may be transferred from one context to another. This includes a transfer of learning dispositions from the online environment to the face-to-face traditional classroom setting. Several educators argue that learning dispositions should be included as educational goals in educational curricula and should serve as practical strategies in creating learning environments. Learning activities should provide students with opportunities to develop and cultivate desirable dispositions for learning.

Designing with care

2020 ◽  
Vol 37 (3) ◽  
pp. 99-108 ◽  
Author(s):  
Heather Robinson ◽  
Maha Al-Freih ◽  
Whitney Kilgore
Keyword(s):  
Online Learning ◽  
Course Design ◽  
Ethics Of Care ◽  
Online Course ◽  
Online Environment ◽  
Learning Context ◽  
Content Type ◽  
Care Theory ◽  
Course Experience ◽  
Caring Relations

PurposeThe purpose of this study was to explore how care theory and the ethics of care are explained by students in the online environment to clarify the factors that are more relevant in establishing and maintaining caring relations in online learning context.Design/methodology/approachUtilizing naturalistic inquiry, the researchers interviewed online students and coded transcripts using multiple coding methods within two phases of analysis. Noddings' framework for ethics of care was utilized to identify strategies and practices that enhance each of Noddings' elements in an online course experience.FindingsThe findings of this exploratory study provide evidence on how learners perceive being cared for and highlight specific instructor behaviors and course design elements that support the emergence and maintenance of a climate of care in an online learning environment. Indicators of all four elements of Noddings' framework were present in the interviews. Within the themes of each element, strategies and practices to enhance each element in an online course experience are further explained.Research limitations/implicationsEstablishing a climate of care, whether in traditional or online learning, leads to more inclusive learning experiences that are responsive to the needs of all learners. This study brought to light some of the factors that are more relevant in establishing and maintaining caring relations in online learning context.Originality/valueThe findings of this study add to the literature on the role of emotions in an online learning as viewed through the lens of care theory. The findings highlight some strategies and behaviors that promote a climate of care in an online environment from a learner's perspective.

scholarly journals Personalised learning networks in the university blended learning context

Comunicar ◽  
2020 ◽  
Vol 28 (62) ◽  
pp. 19-30 ◽  
Author(s):  
Feifei Han ◽  
Robert Ellis
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Curriculum Design ◽  
Course Design ◽  
Learning Experience ◽  
Theory Development ◽  
Learning Orientation ◽  
Learning Networks ◽  
Learning Context ◽  
Personalised Learning

In researching student learning experience in Higher Education, a dearth of studies has investigated cognitive, social, and material dimensions simultaneously with the same population. From an ecological perspective of learning, this study examined the interrelatedness amongst key elements in these dimensions of 365 undergraduates’ personalised learning networks. Data were collected from questionnaires, learning analytics, and course marks to measure these elements in the blended learning experience and academic performance. Students reported qualitatively different cognitive engagement between an understanding and a reproducing learning orientation towards learning, which when combined with their choices of collaboration, generated five qualitatively different patterns of collaboration. The results revealed that students had an understanding learning orientation and chose to collaborate with students of similar learning orientation tended to have more successful blended learning experience. Their personalised learning networks were characterized by self-reported adoption of deep approaches to face-to-face and online learning; positive perceptions of the integration between online environment and the course design; the way they collaborated and positioned themselves in their collaborative networks; and they were more engaged with online learning activities in the course. The study had significant implications to inform theory development in learning ecology research and to guide curriculum design, teaching, and learning. En la Educación Superior, pocos estudios han investigado simultáneamente las dimensiones cognitivas, sociales y materiales de una misma población. Desde una perspectiva ecológica del aprendizaje, este estudio examina la interrelación entre elementos clave a partir de estas dimensiones en las redes personalizadas de 365 estudiantes. Los datos procedentes de cuestionarios, análisis de aprendizaje y calificaciones del curso permiten considerar estos aspectos en la experiencia de aprendizaje y en el rendimiento académico. Los participantes registraron niveles cualitativamente dispares en el nivel de implicación en el curso, oscilando de un enfoque orientado a la comprensión a enfoques basados en la reproducción de contenidos, lo que, junto a sus opciones de colaboración, generó cinco patrones distintos. Los resultados revelaron que una orientación más comprensiva y una cooperación con estudiantes de orientaciones similares tiende a asociarse con mejores rendimientos en el aprendizaje semipresencial. Sus redes personalizadas se caracterizaron por enfoques más profundos hacia el aprendizaje presencial y virtual; percepciones positivas hacia la integración de ambos contextos; el diseño del curso, por la forma y modo de colaboración; y por una mayor implicación en las actividades en línea. El estudio tuvo implicaciones significativas de aplicación en el desarrollo teórico de la investigación en la ecología del aprendizaje, así como en la forma de guiar el diseño del currículum, la práctica docente y el aprendizaje.

scholarly journals The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context

2004 ◽  
Vol 5 (2) ◽  
Author(s):  
Richard Lynch ◽  
Myron Dembo
Keyword(s):  
Online Learning ◽  
Academic Success ◽  
Blended Learning ◽  
Self Efficacy ◽  
Self Regulation ◽  
Verbal Ability ◽  
Learning Context ◽  
Course Grades ◽  
And Performance ◽  
Learning And Performance

<P class=abstract>This study reviewed the distance education and self-regulation literatures to identify learner self-regulation skills predictive of academic success in a blended education context. Five self-regulatory attributes were judged likely to be predictive of academic performance: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy. Verbal ability was used as a control measure. Performance was operationalized as final course grades. Data were collected from 94 students in a blended undergraduate marketing course at a west coast American research university (tier one). Regression analysis revealed that verbal ability and self-efficacy related significantly to performance, together explaining 12 percent of the variance in course grades. Self-efficacy for learning and performance alone accounted for 7 percent of the variance.</P> <P><B>Keywords:</B> self-regulated learning, blended learning, online learning</P>

From Cramming and Convenience to Engagement and Retention

2018 ◽  
pp. 226-242 ◽  
Author(s):  
Laura Michelle Galloway
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Instructional Methods ◽  
Educational Needs ◽  
Educational Goals ◽  
Online Environment ◽  
Online Programs ◽  
Face To Face ◽  
The Past ◽  
Innovative Methods

Online learning has shown persistent and unrelenting growth over the past few years and serves a wide variety of modern educational needs. However, attrition can be a troublesome phenomenon unless course designers and instructors develop methods of engaging students through use of the Four Pillars discussed in this chapter. The strategies and tactics associated with and springing from these Pillars will go a long way in retaining students in online programs. Face-to-face instructional methods simply will not work in the online environment, and the innovative methods discussed in this chapter will yield student engagement and completion of their educational goals.

scholarly journals NURSING STUDENTS’ LEARNING EXPERIENCES IN AN ONLINE LEARNING COURSE

2018 ◽  
Vol 6 (1) ◽  
pp. 43
Author(s):  
Juniarta Sinaga ◽  
Ni Gusti Ayu Eka ◽  
Yenni Ferawati Sitanggang
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Blended Learning ◽  
Academic Staff ◽  
Nursing School ◽  
Online Course ◽  
Learning Method ◽  
Learning Context ◽  
Family Nursing

<p>To improve the quality of online learning in Indonesia higher education, Faculty of Nursing (FoN), Universitas Pelita Harapan (UPH) supported by the Directorate of Higher Education in Indonesia that known as DIKTI developed an online course named Family Nursing. The course is a community nursing course in regard with the care of family nursing and it discusses the concept of family, family health, and the concept of a wellness family. The course was developed to achieve the mission of equitable access to information, relevance, and improvement of the quality of higher education throughout Indonesia, especially in nursing education. The online course was offered in one private nursing school in Jakarta area that never had any online course nor using online learning method in the delivery of their subjects. The aim of this report was to describe students’ experiences in an online course. This paper reports on the evaluation work of one semester online/blended learning project funded by DIKTI. Sixty five students, who experienced the online/blended learning method for the first time, were enrolled in the online course. The students have agreed to fill an evaluation online form after their mid semester exam. The evaluation form consisted of closed- and openended questions. This report revealed that most students (&gt; 70%) agreed that their experience on the online (blended) learning was positive. However, it should be noted that, a quarter of students (27-28%) had less motivation to do the independent learning and perceived that the online learning was a learning experience that lack of support in developing their critical thinking. Several important themes further emerged including students’ issues (lack of knowledge and motivation), teaching-learning process issues (lack of facilities and clarity) and academic staff issues (minimal feedback and different perceptions between academic staff and students). Though online/blended learning can be employed to support nursing and healthcare education, there is limited appreciation of students' experience and the use of e-learning. Context is also being considered as an important part when applying the online/blended learning, thus, this report provides a new understanding of students’ opinions on their first experience when engaging with online learning at a private nursing school. This report further provides a number of inhibiting factors continue to affect the student experience.</p>

scholarly journals Setting Up a Flipped Classroom Design to Reduce Student Academic Procrastination

2021 ◽  
Vol 13 (15) ◽  
pp. 8668
Author(s):  
Dalibor Gonda ◽  
Gabriela Pavlovičová ◽  
Anna Tirpáková ◽  
Viliam Ďuriš
Keyword(s):  
Online Learning ◽  
Statistical Analysis ◽  
Blended Learning ◽  
Flipped Classroom ◽  
Great Emphasis ◽  
Classroom Design ◽  
Academic Procrastination ◽  
Online Environment ◽  
Approach To Learning ◽  
Inverted Class

The transfer of educational activities to the online environment within blended learning, which was also accelerated by the COVID-19 pandemic, increases the risk of growing student procrastination. This article describes the design of the flipped class, which is designed so that students are supported and motivated to continuously perform individual tasks. Great emphasis in the described design of the flipped classroom is placed on supporting students in their activities outside the classroom. It is in this part of blended learning that procrastination is a frequent cause of students’ failure, not just in mathematics. The effectiveness of our proposed inverted class design has been experimentally verified. Statistical analysis of the data showed that students had a statistically significant reduction in procrastination behavior during the course of the experiment. The proposed flipped classroom design has the potential to increase students’ self-regulatory skills, which has been reflected in a change in their approach to learning responsibilities. Students’ approach to online learning outside the classroom has changed, and thus their probability of successfully completing the combinatorics course has increased statistically significantly.

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

THE FEATURES OF ORGANIZING BLENDED LEARNING USING LMS MOODLE

2018 ◽  
pp. 43-50 ◽  
Author(s):  
E. V. Karmanova
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Online Training ◽  
Educational Process ◽  
Learning Technology ◽  
Full Time ◽  
Educational Organizations ◽  
Teaching Materials ◽  
The World

The technology of blended learning is one of the modern trends in education both in the world and in Russia. The article explores the various possibilities of blended learning technology. As a means of implementing online learning, it is proposed to use LMS Moodle, which is widely used among educational organizations. The categorization of the main elements of Moodle from the perspective of the organization of pedagogical control, forms of presentation of teaching materials is presented. Examples of the use of basic resources and elements of Moodle in the educational process are given. The interactive properties of individual elements those allow you to more effectively implement online learning in blended learning technology are revealed. An approach is proposed to understand the essence of blended learning technology as a technology that allows to activate a student’s activities in the framework of full-time education by using online training and transferring (from full-time education) those activities that students are able to implement in the absence of a teacher.

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