scholarly journals Emergent Narratives in Remote Learning Experiences for Project Based Education

2021 ◽  
Vol 19 (2) ◽  
pp. 59-70
Author(s):  
Moritz Philip Recke ◽  
Stefano Perna
Keyword(s):  
Software Development ◽  
Intrinsic Motivation ◽  
Real World ◽  
Course Design ◽  
Learning Experiences ◽  
Educational Experience ◽  
Learning Activity ◽  
Experience Design ◽  
E Learning ◽  
Remote Learning

The University of Naples Federico II (Italy) offers a nine-month formative training program aimed at software development for the Apple technology ecosystem to ~400 learners per year and utilises the Challenge Based Learning (CBL) methodology as a framework for learning. As a collaborative and self-guided, inquiry-based learning method, it focuses on learners’ intrinsic motivation while working on real world problems organised in projects (Challenges in CBL) with an experiential and progressive approach to apply acquired knowledge in real world scenarios, ideate solution concepts and build innovative digital products. To overcome limitations of spiral curriculum or elaboration theory, the authors applied narrative theory to design the program’s educational experience for the academic year 2019/2020 as a cohesive journey within a communal learning environment with a coherent and connected structure of narratively driven learning Challenges. The authors present concepts to develop their approach further towards an emergent narrative experience design system to manage the educational journey as it develops, rather than scripting it. This paper evolves the authors’ Narrative Experience Design Canvas to model educational experience design that encourages unscripted, emergent narratives for experiential education with the goal of fostering learners’ engagement, agency and creativity. Derived in part by models developed for digital interactive storytelling or educational video games, it categorises the components for designing an educational experience that allows the learning progression to be driven by learners as co-authors and describes mechanisms that allow unscripted narratives to emerge based on intrinsic motivation. Additionally, the authors present considerations for synchronous and asynchronous learning to evolve their framework for application in blended or remote learning scenarios. Drawing upon findings for remote learning and experiential e-learning - ee-learning - presented by scholars as well as implications identified during the COVID-19 pandemic and the resulting switch to remote learning within the program at University of Naples Federico II in 2020, it is shown how combining narrative elements with experiential e-learning principles can result in increased engagement, motivation and sense of community in learners. Using the example of an individual learning unit - a Challenge - considerations from overall course design down to day-to-day learning activities within the course are presented. For the future, the authors indicate action points to develop this model into an Emergent Narrative System for designing narratively driven and experiential software development education programs and indicate areas of further research on learning activity design for blended or remote learning experiences.

From Memorable to Transformative E-Learning Experiences

2010 ◽  
pp. 402-421
Author(s):  
Pearl Chen
Keyword(s):  
Learning Environments ◽  
Learning Experiences ◽  
Theory And Practice ◽  
Effective Practices ◽  
Experience Design ◽  
Current State ◽  
Learning Contexts ◽  
E Learning

This chapter reviews the current state of theory and practice of experience design and suggests that the notion of experience should be regarded as an essential and unifying theme in guiding a broader perspective of design and study of e-learning. Underlying this chapter is a view that suggests a shift from designing learning environments to “staging” learning experiences. By looking at learning through the prism of experience design, we may begin to discover ways to create compelling, memorable, and transformative e-learning experiences. Some existing models and effective practices in education are considered as viable models for adapting experience design to e-learning contexts. Furthermore, this chapter identifies some converging areas of research from the fields of experience design and education, so as not to reinvent the wheel but to expand our knowledge on designing quality e-learning experiences that are engaging and valued by people.

Process Considerations for the Development and Assessment of Virtual Education Doctorates

2020 ◽  
pp. 178-201 ◽  
Author(s):  
Erika Prager ◽  
Barbara M. Hall ◽  
Laurie Wellner ◽  
B. Andrew Riggle ◽  
Robin Throne
Keyword(s):  
Instructional Design ◽  
Learning Outcomes ◽  
Course Design ◽  
Learning Activity ◽  
Education Doctorate ◽  
Instructional Design Process ◽  
Design Learning ◽  
Institutional Learning ◽  
E Learning ◽  
Dissertation Process

This chapter focuses on the use of a customized backward instructional design process used to re-engineer a virtual university's integration of institutional learning outcomes within a practice-based online dissertation process for a doctorate in education (EdD). The EdD will incorporate specialization areas in instructional design, learning analytics, and e-learning and through a lens of best assessment practices for doctoral education. This program will highlight the unique considerations for virtual environments especially those that incorporate asynchronous instructional elements in program and course design. The education doctorate is leadership-based and practitioner-focused to prepare candidates as scholar practitioners who utilize the learning outcomes for research-based decision making and problem solutions within their scope of practice. A new three chapter dissertation allows candidates to solve a practice-based problem as a culminating doctoral learning activity which will be assessed across institutional outcomes and expectations.

Creating a context for campus sustainability through teaching and learning

2019 ◽  
Vol 20 (3) ◽  
pp. 530-547
Author(s):  
Rudi Wessel Pretorius ◽  
Ryan Anderson ◽  
Anisa Khotoo ◽  
Richelle Pienaar
Keyword(s):  
Real World ◽  
Teaching And Learning ◽  
Best Practice ◽  
Learning Experiences ◽  
Content Type ◽  
Lessons Learnt ◽  
Local Environments ◽  
Sustainability Learning ◽  
E Learning ◽  
Key Issues

Purpose This paper aims to reflect on approaches through which open, distance and e-learning (ODeL) students can use their local environments for assessments and explores how this shapes their conceptualisations of “university” and “campus”. Key issues and lessons learnt are covered, thus providing pointers for implementation of the type of assessment approaches that are presented. Design/methodology/approach Using three undergraduate sustainability-related modules in the Department of Geography, University of South Africa (Unisa), the lecturers’ reflections on the real-world sustainability learning experiences of students in these modules (2015-2018) have been cross-correlated and compared to present an integrated picture of emerging best practice. Findings The use of real-world, place-based applications, which form a central theme in the assessment strategy for all three modules, allows students to deal hands-on with sustainability issues, establishes a connection between ODeL students and the university and presents an opportunity to engage these students in real-world sustainability learning despite not being on campus. Research limitations/implications The case study format and qualitative, reflective methodology present limitations, while specifically focusing on ODeL and the final phase of undergraduate studies. Despite these limitations, the lessons learnt can be of value to universities currently transferring to online offerings, with possible impacts for sustainability learning. Originality/value This paper addresses misconceptions on the role of ODeL in transforming to sustainability. The criticism that ODeL is suitable for primarily theoretical training is countered by evidence that appropriately structured assessments requiring ODeL students to engage with real-world issues in their local environments, can provide valuable sustainability learning experiences.

scholarly journals MEASURING TEACHERS-AS-LEARNERS’ DIGITAL SKILLS AND READINESS TO STUDY ONLINE FOR SUCCESSFUL E-LEARNING EXPERIENCE

2019 ◽  
Vol 1 ◽  
pp. 10
Author(s):  
Evija Mirķe ◽  
Sarma Cakula ◽  
Lilian Tzivian
Keyword(s):  
Online Learning ◽  
Lifelong Learning ◽  
Course Design ◽  
Assessment Tools ◽  
Learning Activity ◽  
Professional Characteristics ◽  
E Learning ◽  
Competency Based ◽  
Subject Areas ◽  
Curriculum Project

INTRODUCTION We are living in the information society and digital competence is one of eight key competences for lifelong learning strategies (European Competence Framework); it is “both a requirement and right of citizens, if they are to be functional in today’s society” [1]. The project “Competency based curriculum” is supported by the European Social Fund (ESF) and implemented by the National Centre for Education (NCE) of Latvia.  E-learning course modules are to be developed and implemented for the professional development of all teachers in Latvia (pre-primary, primary, lower secondary and upper secondary school) [2]. These e-learning courses will be available as self-directed learning (SDL) courses. Latvia is facing a challenge – lifelong learning participation rates are very low. According to Eurostat, in 2017 only 7.5% of Latvian adults (age 25-64) participated in any lifelong learning activity, compared to 10.9% in the EU as a whole [3]. For sustainability of the ESF “Competency based curriculum” project, it is important that all teachers take part in e-learning - NCE does not have sufficient funding to organize face-to-face training for more than 35,000 teachers in the country. Hypothesis. The level of teachers-as-learners’ readiness to study online varies significantly depending upon their demographic and professional characteristics – e-learning course design must be adapted to the learners’ readiness level and skills to achieve the best possible completion rates. There has been research on learners’ readiness for online learning and on the assessment tools [4]. Teachers-as-learners are different from traditional students; research on teachers-as-learners in the online environment has been limited. [5] MATERIALS AND METHODS Theoretical sources and other available research on learners’ readiness for online learning and teachers-as-learners were analysed. A self-evaluation survey was developed for teachers based on TOOLS [6] questionnaire. After exploring several options available, this tool was selected because it is open source and easy to replicated, scoring scheme and explanations were also available. According to the authors of TOOLS [7], the measure has a stable and simple structure, the criteria and construct have been validated, and test-retest reliability has been tested. Teachers from 100 pilot schools in the ESF “Competency based curriculum” project were invited to take part in the survey in November 2018. Within one month, responses from 1092 teachers from all over the country, of all education levels and of all subject areas were received, collected using Microsoft Excel and processed with IBM SPSS® Statistics software Version 20 [8]. To analyse the data, several statistical techniques have been used: descriptive statistics, univariate analysis, T-test, Mann-Whitney test, One-way ANOVA, Post-hoc comparisons, Kruskal-Wallis test and others. RESULTS Five summarized variables out of six distributed normally (Kologomorov-Smirnov test <0.01); one summarized variable did not distribute normally. Statistically significant differences were not found between genders in four of five summarized scores. Statistically significant differences between subject areas of teachers were found. Significant differences between age groups were found. DISCUSSION Designers of e-learning courses for teachers-as-learners should be mindful of the various levels of readiness for online learning and the various competences and skills of the learners. Future work: Continue analysing the data in search of relationships between the readiness to study online and other professional characteristics of the teachers-as-learners; Analyse theoretical sources and other research about e-learning course customisation for teachers-as-learners. CONCLUSION This research adds to the theoretical framework of readiness for online learning, especially when analysing teachers-as-learners.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

scholarly journals Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study

2021 ◽  
Author(s):  
Monira I. Aldhahi ◽  
Abdulfattah S. Alqahtani ◽  
Baian A. Baattaiah ◽  
Huda I. Al-Mohammed
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Self Efficacy ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Learning Satisfaction ◽  
High Satisfaction ◽  
E Learning ◽  
Students Satisfaction ◽  
Remote Learning

AbstractThe overarching objective of this study was to assess learning satisfaction among students and to determine whether online-learning self-efficacy was associated with online learning satisfaction during the emergency transition to remote learning. This cross-sectional study involved a survey distributed to 22 Saudi Arabian universities. The survey used in this study consisted of an online learning self-efficacy (OLSE) questionnaire and an electronic learning (e-learning) satisfaction questionnaire. A total of 1,226 respondents voluntarily participated in and completed the survey. Students in medical fields made up 289 (23.6%). A Kruskal–Wallis H test and a chi-square test were used to compare the student’s satisfaction based on the educational variables. Spearman’s correlation and multiple linear regression analyses were performed to assess the association between self-efficacy and satisfaction. The findings revealed degrees of satisfaction ranging between high satisfaction and dissatisfaction. The majority of students (51%) expressed high satisfaction, and 599 students (49%) reported experiencing a low level of satisfaction with e-learning. A comparison of groups with low and high satisfaction scores revealed a significant difference in the OLSE. High satisfaction was positively correlated with the OLSE domains: time management, technology, and learning. The OLSE regression analysis model significantly predicted satisfaction. It showed that the model, corrected for education level and grade point average of the students, significantly predicted e-learning satisfaction (F = 8.04, R2 = 0.59, p = .004). The study concluded that students’ satisfaction with the e-learning experience is influenced by e-learning self-efficacy. The study’s findings lead to the practical implications and identify the need to improve the remote learning, time management and technology self-efficacy to enhance students’ satisfaction.

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