Characterizing Online Learners’ Time Regulation

2013 ◽  
pp. 91-110 ◽  
Author(s):  
Margarida Romero ◽  
Christophe Gentil
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Case Studies ◽  
Time Factors ◽  
Time Factor ◽  
Academic Learning ◽  
Online Learners ◽  
Virtual Campus ◽  
The University ◽  
Drop Outs

The importance of the time factor in online learning is starting to be recognized as one of the main factors in the learners’ achievements and drop outs (Barbera, Gros, & Kirshner, 2012; Park & Choi, 2009; Romero, 2010). Despite the recognition of the time factor importance, there is still the need for theorizing temporality in the context of online education. In this chapter, the authors contribute to the advancement of the evaluation of time factors in online learning by adapting the theoretical framework of the Academic Learning Times (Caldwell, Huitt, & Graeber, 1982; Berliner, 1984) for evaluating the online learners’ time regulation. For this purpose, they compare two case studies based on the Academic Learning Times framework. The case studies characterize online learner regulation based on an analysis of online learners at the Universitat Oberta de Catalunya (UOC), Spain, and the initiatives taken by the instructional team of the Virtual Campus at the University of Limoges (CVTIC) to support online learner time regulation on this virtual campus in France. After comparing the two case studies, the chapter provides guidelines for improving online learners’ individual and collaborative time regulation and reflects about the need to advance in the theorization of the time factor frameworks in online education.

Characterizing Online Learners' Time Regulation

2018 ◽  
pp. 1468-1483
Author(s):  
Margarida Romero ◽  
Christophe Gentil
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Case Studies ◽  
Time Factors ◽  
Time Factor ◽  
Academic Learning ◽  
Online Learners ◽  
Virtual Campus ◽  
The University ◽  
Drop Outs

The importance of the time factor in online learning is starting to be recognized as one of the main factors in the learners' achievements and drop outs (Barbera, Gros, & Kirshner, 2012; Park & Choi, 2009; Romero, 2010). Despite the recognition of the time factor importance, there is still the need for theorizing temporality in the context of online education. In this chapter, the authors contribute to the advancement of the evaluation of time factors in online learning by adapting the theoretical framework of the Academic Learning Times (Caldwell, Huitt, & Graeber, 1982; Berliner, 1984) for evaluating the online learners' time regulation. For this purpose, they compare two case studies based on the Academic Learning Times framework. The case studies characterize online learner regulation based on an analysis of online learners at the Universitat Oberta de Catalunya (UOC), Spain, and the initiatives taken by the instructional team of the Virtual Campus at the University of Limoges (CVTIC) to support online learner time regulation on this virtual campus in France. After comparing the two case studies, the chapter provides guidelines for improving online learners' individual and collaborative time regulation and reflects about the need to advance in the theorization of the time factor frameworks in online education.

Gender Issues in Online Education

2012 ◽  
pp. 105-121 ◽  
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Online Education ◽  
Gender Issues ◽  
Social Aspects ◽  
Design And Technology ◽  
Online Learners ◽  
Self Identity ◽  
Online Educators ◽  
And Gender

Women constitute the majority of U.S. online learners, an environment that can cloak gender issues. Nevertheless, people bring their experiences and attitudes to the educational table, and gender remains a significant factor that online educators need to consider. This chapter focuses on the biological and social aspects of gendered learning and self-identity as they apply to online learning, particularly in Western societies. Gender-sensitive instructional design and technology incorporation strategies are provided to support gender-equitable engagement in online education.

Curriculum Development for Online Learners

2012 ◽  
pp. 88-104
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Curriculum Development ◽  
Human Development ◽  
Learning Environments ◽  
Learning Process ◽  
Social Forces ◽  
Process Technology ◽  
Online Learners ◽  
Management Issues

This chapter focuses on curriculum development issues as they apply to online education. Curriculum and its development are defined and contextualized within online learning environments. The development of online-delivered curriculum is impacted by social forces, the treatment of knowledge, human development, the learning process, technology, and management issues.

Fostering Successful Learning Communities to Meet the Diverse Needs of University Students by Creating Brain Based Online Learning Environments

2009 ◽  
Vol 5 (4) ◽  
pp. 18-25
Author(s):  
Silvia L. Braidic
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
University Students ◽  
Learning Communities ◽  
Course Design ◽  
Online Learning Environment ◽  
Online Programs ◽  
University Level ◽  
The University

This paper introduces the reader on how to foster successful learning communities to meet the diverse needs of university students by creating a brain based online learning environment. Students come in all shapes and sizes. At the university level, students enrolled in online programs, have made a choice to do so. Today, online education is a unique and important venue for many students wishing to continue (or start) their education. It is part of a new culture with many distinct characteristics (Farrell, 2001). For instructors, online instruction creates its own set of challenges in terms of the course design and implementation. The author hopes that developing an understanding of how to create a brain based online learning environment will inform the reader of ways to foster successful learning communities to most effectively meet the diverse needs of the students it serves.

scholarly journals An Exploration Into the Importance of a Sense of Belonging for Online Learners

2020 ◽  
Vol 21 (2) ◽  
pp. 18-35 ◽  
Author(s):  
Susi Peacock ◽  
John Cowan ◽  
Lindesay Irvine ◽  
Jane Williams
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Lived Experience ◽  
Sense Of Belonging ◽  
Peer Interactions ◽  
Small Scale ◽  
Online Learners ◽  
Attrition Rates ◽  
Personal Connection ◽  
Meaningful Group

Fostering a sense of belonging and a personal connection is seen as fundamental by many educational researchers, regardless of the learning environment. Online learning certainly provides flexible learning opportunities but comes with notable issues. For online learners, nurturing a sense of belonging may present a way of improving their experiences and attainment, as well as reducing attrition rates. Research specifically exploring sense of belonging and online learning is limited. This article addresses that gap and reports on a small-scale exploratory study using qualitative data-collection and analysis methods to investigate the importance, or not, of sense of belonging for postgraduates’ online education by exploring the origins and nature of their lived experience of online learning and their sense of belonging therein. Our initial findings emphasise its importance for them as online learners and have identified three significant themes: interaction/engagement, the culture of the learning, and support. These early findings highlight the importance of these three themes in promoting a sense of belonging and in ensuring that there are opportunities for meaningful group and peer interactions; they will be of interest to all engaged in online education.

scholarly journals The Transition Online: A Mixed-Methods Study of the Impact of COVID-19 on Students with Disabilities in Higher Education

2021 ◽  
Vol 11 (2) ◽  
pp. 13
Author(s):  
Laura E Mullins ◽  
Jennifer Mitchell
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Students With Disabilities ◽  
Online Courses ◽  
World Health ◽  
Online Classroom ◽  
Global Pandemic ◽  
University Experience ◽  
The University ◽  
The Impact

Following the World Health Organization’s announcement of the global pandemic because of the Coronavirus Disease 2019, most Canadian universities transitioned to offering their courses exclusively online. One group affected by this transition was students with disabilities. Previous research has shown that the university experience for students with disabilities differs from those of their non-disabled peers. However, their unique needs are often not taken into consideration. As a result, students can become marginalized and alienated from the online classroom. In partnership with Student Accessibility Services, this research revealed the impact of the transition to online learning because of the pandemic for university students with disabilities. Students registered with Student Accessibility Services completed a survey about the effects of online learning during a pandemic on the students’ lives, education, and instructional and accommodation. It was clear from the results that online education during COVID-19 affected all aspects of the students’ lives, particularly to their mental health. This research provided a much-needed opportunity for students with disabilities to share the factors influencing their educational experience and identified recommendations instructors should consider when developing online courses to increase accessibility and improve engagement. 

scholarly journals Online Education at Voronezh State University

2018 ◽  
Vol 27 (8-9) ◽  
pp. 103-110 ◽  
Author(s):  
E. E. Chupandina ◽  
A. V. Semenikhina
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Courses ◽  
Electronic System ◽  
General Information ◽  
Educational Process ◽  
Open Education ◽  
State University ◽  
Library Resources ◽  
The University

The article describes the state of online learning at Voronezh State University and presents general information about its main components, such as e- library resources, electronic system for education process management, and  the university’s online courses. Since 2001 the University is a participant of  the scientific and technological program “Creation of the open education  system in the Russian Federation”. Within the framework of this program an  informational and educational portal Voronezh. OpeNet.ru − “Voronezh  virtual university” has been established, which is a part of the mega-portal of the Russian informational and educational environment of open education  (www.OpeNet.ru). In 2007 the University has started the work for  implementation of network education based on LMS Moodle. Online education is being realized on three levels: e-library resources,  organization of educational process (“Electronic University”), and online  courses (distant courses, university online courses, and open online courses).  Distant courses include 59 courses on ecology and learning  foreign languages worked out in the framework of Tempus project. At  present Voronezh State University is developing its own open online courses  (MOOC) using the experience of Tomsk State University and Moscow Institute of Physics and Technology. The implementation of online learning makes it  possible to realize two main principles of modern education − “education for  everybody” and “lifelong education”. 

Brain Based Learning Environments in an Online Setting

2011 ◽  
pp. 90-98
Author(s):  
Silvia Braidic
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Learning Communities ◽  
Course Design ◽  
Online Learning Environment ◽  
Online Programs ◽  
Online Setting ◽  
Brain Based Learning ◽  
The University

This chapter introduces the reader on how to foster successful learning communities to meet the diverse needs of university students by creating a brain based online learning environment. Students come in all shapes and sizes. At the university level, students enrolled in online programs, have made a choice to do so. Today, online education is a unique and important venue for many students wishing to continue (or start) their education. It is part of a new culture with many distinct characteristics (Farrell, 2001). For instructors, online instruction creates its own set of challenges in terms of the course design and implementation. The author hopes that developing an understanding of how to create a brain based online learning environment will inform the reader of ways to foster successful learning communities to most effectively meet the diverse needs of the students it serves.

scholarly journals Supporting Staff Transitions into Online Learning: A Networking Approach

2018 ◽  
Vol 6 (2) ◽  
pp. 67-75 ◽  
Author(s):  
Susi Peacock ◽  
Chris DePlacido
Keyword(s):  
Online Learning ◽  
Staff Development ◽  
Health Science ◽  
Online Learners ◽  
Online Delivery ◽  
Personal Lives ◽  
Development Unit ◽  
Community Of Inquiry Framework ◽  
The University ◽  
Academic Year

As online programmes in higher education continue to grow in number, the literature identifies emerging areas of concern. Whilst appreciating the flexibility and accessibility of online learning, learners often experience challenges in balancing their professional and personal lives whilst studying. In addition, such students have complained that their online educational experiences may be irrelevant and inappropriate, with tutors having limited presence or interest. Online learners’ experiences are contingent upon the skills and characteristics of the tutors, who face the challenges of changing and developing practices, such as taking a more student-centred approach in order to provide opportunities that foster deep learning. Current, familiar practices may no longer be appropriate. There is a need to support tutors as they develop and expand their practices, facilitating familiarity and confidence with the opportunities afforded by a range of technologies. Research indicates that communities of practice as a form of staff development may assist tutors in this transition. This paper shares the early experiences of a recently formed Network for online tutors at Queen Margaret University, Edinburgh, Scotland. This community of practice was based upon an adapted Community of Inquiry Framework (Peacock & Cowan, 2016). The Network, endorsed by management, was launched in 2017, with two co-leads, one from an educational development unit and one from the School of Health Science. Sub groups, all led by members of the Network, were subsequently developed to look at specific aspects of online delivery and development within the University. The purpose of the Network and the successes achieved in the first academic year are outlined. The challenges arising in the early stages of implementing the Network are reported, and proposals for progress in the next academic year are discussed. Finally, suggestions are offered to those embarking on a similar endeavour.

scholarly journals The Three C’s of Effective Online Instruction

2017 ◽  
Vol 1 (3) ◽  
pp. 1-3 ◽  
Author(s):  
Keri E. Justice
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Nursing Faculty ◽  
Online Instruction ◽  
Learning Experience ◽  
Meaningful Learning ◽  
Instructional Delivery ◽  
Online Learners ◽  
Online Classroom ◽  
Program Satisfaction

Although much focus is given to the technological and instructional delivery aspects of online learning, there is also much research available that indicates that online learners perceive instructional effectiveness in the online classroom based on cognitive and social aspects more so than the mechanisms for delivery of content. The perception that online learners do not crave a socially intimate and cognitively meaningful learning experience is false, and often these aspects contribute the greatest to the student’s overall satisfaction with the online learning experience. Behaviors and actions that can be modeled and implemented quite easily in any online course that will significantly increase the effectiveness of online instruction are those that develop and promote communication, connectivity, and compassion. In fact, the Institute for Higher Education Policy’s 2000 report of benchmarks for successful online education emphasizes interaction and engagement in the online learning environment, beyond their focus on instructional delivery mechanisms and materials, course curriculum development, and content of the course itself. By implementing behaviors/actions that model connectivity, compassion, and communication, online learners experience a perceived increase in the quality of instruction they receive and an overall increase in program satisfaction, while faculty and the organization experience an increase in satisfaction due to improved faculty-student relationships, assurance of quality education for the community served, and intrinsic motivation for the provision of more meaningful learning. Key words: Online learning, Online instruction, Effective instruction, Distance learning, Nursing faculty, Communication, Connectivity, Compassion, Instructional delivery

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