Meaningful Learning from Sustained Online Communication

2013 ◽  
pp. 208-216
Author(s):  
Salam Abdallah ◽  
Fayez Albadri
Keyword(s):  
Critical Thinking ◽  
Adult Students ◽  
Arab World ◽  
Learning Experience ◽  
Online Communication ◽  
Learning Technologies ◽  
Discussion Board ◽  
Discussion Boards ◽  
E Learning

This case study discusses a model of evaluating a group of adult students learning resulting from using an online social constructivist tool. The study is based on using a discussion board for sharing and co-constructing knowledge. Learning through social interactions and critical thinking is increasingly considered an essential teaching approach and especially for adult students. This approach promotes active learning and leads to better understanding of the subject matter. Online interaction evidently promotes critical thinking, problem solving, and knowledge construction. The literature provides a large set of approaches for evaluating discussion boards. However, their uses are not easily adoptable by faculty who are primarily interested in measuring the quality of online discussion. The authors contend that faculty should not adhere to a single measure but rather to be experiential and to develop their own models of evaluation of the students’ online learning experience. This case study discusses our own model for understanding the students’ learning experience and the authors’ approach to assess an individual’s level of engagement in critical thinking. The study contributes to the body of knowledge on adopting e-learning technologies at institutions in the Arab World for teaching adult students.

CASE STUDY OF ONLINE DISCUSSION BOARD USE IN AN ENGINEERING EDUCATION GRADUATE COURSE

2019 ◽  
Author(s):  
Alexandra Davidson ◽  
Lisa Romkey ◽  
Allison Van Beek
Keyword(s):  
Engineering Education ◽  
Online Discussion ◽  
Discussion Board ◽  
Online Discussions ◽  
Asynchronous Learning ◽  
Discussion Boards ◽  
Graduate Course ◽  
Post Secondary ◽  
Online Discussion Board

Due to the increasing prevalence of asynchronous learning platforms, the development and implementation of online discussion boards have become important considerations in the design of post-secondary learning environments. This research is conducted as a case study of the online discussion board use in a small engineering education graduate course, consisting of in-class and online discussion components. By varying the structure of the online discussion board to allow different types of student interaction, the study identifies trends in discussion board use, specifically pertaining to student participation, student collaboration, and the integration between in-class and online discussions. As a result, the study provides insight into the utility and limitations of online discussion boards in post-secondary courses.  

scholarly journals Maximizing Learning Potential with Multimodality: A Case Study

2019 ◽  
Vol 6 (2) ◽  
pp. 260 ◽  
Author(s):  
Samaa Haniya ◽  
Anastasia Olga Tzirides ◽  
Matthew Montebello ◽  
Keratso Georgiadou ◽  
Bill Cope ◽  
...  
Keyword(s):  
Online Communication ◽  
Online Course ◽  
Learning Potential ◽  
Digital World ◽  
Communication Environments ◽  
Digital Learners ◽  
E Learning ◽  
Learner Differences ◽  
Multimodality Approach

<p><em>In today’s increasingly fast-moving digital world, learners are immersed in multimodal online communication environments in their daily life, through Facebook, Twitter, Instagram, Snapchat and others. This requires educators to reflect the environment in which these learners live, and thus design instructional practices from a multimodal perspective. Multimodality offers new opportunities for digital learners to express themselves, analyze problems and make meaning in multimodal ways as they interpret knowledge differently according to their various educational needs (Kalantzis </em><em>&amp;</em><em> Cope, 2015). In this paper we will discuss the significance of integrating multimodality in e-Learning contexts to make meaning and improve learning. The paper will also present a case study of an online course from the College of Education at the University of Illinois Urbana Champaign to show how multimodality works in practice to cater to learner differences by offering a range of activity options and modes of meaning. We will also examine learners’ perceptions of adopting such an approach in the online course. We used survey techniques for data collection and quantitative and qualitative methods for data analysis. Results revealed illuminating insights about the importance of multimodality approach to increase learning potential for digital learners and provided suggestions for future iterations.</em></p>

Impact of E-Learning on Adult Education

2009 ◽  
pp. 286-296 ◽  
Author(s):  
Royce Ann Collins ◽  
Jeff Zacharakis
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Adult Students ◽  
Virtual Environment ◽  
Learning Experience ◽  
Educational Institutions ◽  
Course Development ◽  
E Learning ◽  
Educational Market ◽  
Quality Learning

In the present consumer educational market, educational institutions are rapidly incorporating more online opportunities. The various issues that learners and instructors cope with are addressed from the literature and our adult students. The key issue is creating a quality learning experience for adult students. Not only does the instructor need to incorporate what we already know about adult learning, but they must also approach the course development with a constructivist mindset. The major force in creating a quality learning experience is the discussion generated. Instructors must assist students in creating their own knowledge and develop the ability to discuss in a virtual environment.

Situating Social Identity through Language Convergence in Online Groups

2010 ◽  
pp. 1433-1444
Author(s):  
Scott L. Crabill
Keyword(s):  
Social Identity ◽  
Social Identity Theory ◽  
Online Discussion ◽  
Online Communication ◽  
Discussion Board ◽  
Board Members ◽  
Discussion Boards ◽  
Identity Creation ◽  
Online Groups ◽  
Face To Face

According to social identity theory, individuals create and maintain their social identity through group membership. During face-to-face interactions within a group, people assess various verbal and nonverbal cues to influence the perceptions of themselves by others. However, in the context of online communication these cues are not as readily available. A screen name can be viewed as part of an individual’s “social identity creation”: a message that members of online discussion boards interpret and react to while trying to situate themselves within the group. This chapter explores how language convergence can function as a cue that facilitates situating social identity within online in-groups. Results of a content analysis of 400 screen names suggest that the screen names of discussion board members serve as an organizing variable for participants to situate themselves socially within the context of online interaction.

Combatting the “Silo Effect” in the Online Classroom

2021 ◽  
pp. 149-174
Author(s):  
James J. Barney
Keyword(s):  
Homeland Security ◽  
Low Cost ◽  
Teaching Experience ◽  
Role Playing ◽  
Discussion Board ◽  
Discussion Boards ◽  
High Stakes ◽  
Writing Assignments ◽  
Case Study Analysis

This case study explores the revision process and experience learned by teaching 12 sections of an asynchronous online graduate Homeland Security Law course over a two-year period from 2018 to 2020. The chapter charts the transition of the course from a traditional format with high-stakes episodic assessments (midterm, final, and a lengthy research paper) to a discussion board-centric class using curated reading materials, case study analysis, role-playing, structured debates, and the scaffolding of shorter, low-stakes writing assignments predominately completed in the online discussion boards increased both student engagement and satisfaction as reflected by student evaluations and feedback. The chapter further argues that a collection of low-tech, low-cost design and delivery tips derived from the insights provided from scholarship and online teaching experience can create a rich and transparent online learning environment.

scholarly journals Has e-Learning Delivered on its Promises? Expert Opinion on the Impact of e-Learning in Higher Education

1969 ◽  
Vol 38 (1) ◽  
pp. 45-65 ◽  
Author(s):  
Heather Kanuka ◽  
Jennifer Kelland
Keyword(s):  
Higher Education ◽  
Learning Experience ◽  
Learning Technologies ◽  
Learning Technology ◽  
Canadian Higher Education ◽  
Education Leaders ◽  
E Learning ◽  
Higher Education Leaders ◽  
The Impact

The purpose of this study was to determine the extent of agreement among experts on the impact of e-learning technology in Canadian higher education learning experiences. Fourteen participants who are experts in e-learning in higher education agreed there are contentions about e-learning technologies in the following areas: (1) a platform for ideal speech; (2) greater opportunities for interactions; (3) the extent to which communities of learners can be created; (4) provision of a new kind of learning environment; (5) a platform for discussions; (6) demand for e-learning by students; (7) the degree to which the environment is equal and equitable; and (8) the quality of the learning experience. The findings of this study indicate that the value of e-learning requires further research before higher education leaders and teacher-practitioners are willing to incorporate them in teaching practices and policy documents.  

scholarly journals EFL Learners’ Higher Order Thinking and Technology Based Instruction in Literature Case Study of Biskra Univesity 2nd year Students

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Nadia Rezig Betka
Keyword(s):  
Critical Thinking ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Efl Learners ◽  
Digital Devices ◽  
Questioning Strategies ◽  
E Learning ◽  
Learning Test ◽  
Based Instruction

The presence of higher order thinking aspects in EFL learners’ productions constitutes one of the major achievements of the teaching process. It denotes learners’ ability to think, analyze and draw conclusions about the taught information. Different approaches were implemented to promote EFL learners’ critical thinking but they were limited into questioning strategies that raise speculation. The present paper is an investigation of the advantages of implementing technology devices to promote Algerian University EFL learners’ higher order thinking. Noticing that their written productions in literature carried almost no critical thinking aspects , this case study attempts to check the usability of E learning in developing EFL learners’ ability to think critically through a qualitative method of research. The study is based on data obtained from a questionnaire administered to second year students on their attitude towards replacing the traditional classroom by a technology classroom. An E-learning test was initiated through Emails to deliver and correct home works where analysis and speculation questions were designed. The results showed that 83% of the sample were in favour of change and admitted that they spend more than 2 hours a day using their digital devices for entertainment as well as for research. Learners’ answers to the test questions carried analysis, reliance on evidence and argumentation. E learning can motivate EFL learners to combine research with learning in foreign languages classrooms.

Development of a Transnational Framework for E-Learning Technologies

2010 ◽  
pp. 187-202 ◽  
Author(s):  
Deryn Graham
Keyword(s):  
Environmental Factors ◽  
Cooperative Work ◽  
Original Study ◽  
Learning Technologies ◽  
Point Of View ◽  
Computer Supported Cooperative Work ◽  
Political Factors ◽  
E Learning ◽  
Political Economic

This case study looks at the creation of a Transnational Framework for e-Learning Technologies. It describes how the original study which aimed to “Develop a Framework for e-Learning” through a given exemplar in a United Kingdom institution, has gone through several iterations. From initially considering e-Tutoring/e-Moderating from a Human-Computer Interaction (HCI) point of view, to the adoption of Blended Learning as a solution to problems revealed by the Framework. Proceeding to evaluate e-Learning in terms of PESTE (Political, Economic, Social, Technical and Environmental) factors, restated here in the form of STEP (Social, Technological, Economical and Political) factors, which led to the realization of major external issues for e-Learning. Most recently, the study evolved to revisit e-Learning from an HCI and Computer-Supported Cooperative Work (CSCW) perspective, by applying a Cooperative Work Framework. The resulting final incarnation, a Transnational Framework for e-Learning, is thus presented.

E-Government System Design and Port Authorities

2013 ◽  
pp. 111-130
Author(s):  
Jim Prentzas ◽  
Gregory Derekenaris ◽  
Athanasios Tsakalidis
Keyword(s):  
Information Flow ◽  
Learning Technologies ◽  
Public And Private ◽  
Government Services ◽  
Port Authority ◽  
Port Authorities ◽  
Private Organizations ◽  
E Learning ◽  
Key Aspects

Port authorities constitute very active organizations that frequently interact with citizens as well as public and private organizations. The employees and administration of port authorities require effective e-government services in order to implement their tasks. The required services should provide effective information flow and collaboration to improve decision making, governance, and integration of all sectors. In this chapter, the authors briefly outline issues concerning the usefulness of intranets in organizations and corresponding services provided to organization employees. They briefly present key aspects of certain recent approaches concerning e-governance and intranets in ports. The authors also present a case study involving the e-government services implemented for Patras’s Port Authority in Greece. The specific port authority has a lot of workload because the corresponding port is the third largest in Greece and a main gate to countries abroad. The case study combined Internet-based technologies with e-learning technologies. E-learning services assist employees in acquainting themselves with newly introduced e-government services. Therefore, e-learning may contribute in the successful realization of e-government projects.

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