Synchronous Text Chat (EduTexting) as an Online Learning Tool

2015 ◽  
pp. 108-125
Author(s):  
Tina L. Heafner ◽  
Michelle Plaisance
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Technological Development ◽  
Learning Experience ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Text Chat ◽  
Academic Settings ◽  
Individual Use ◽  
K 12

The increasing popularity and accessibility of affordable computer-mediated communication is rapidly changing the way in which we, as a society, interact and conduct business. This phenomenon is pervasive in all market sectors, including virtual K-12 education. This chapter examines collective and individual use of synchronous text chat to explore learner and instructor social and cognitive presence as well as their attitudes toward online learning. This mode of communication unilaterally enriches the observational learning experience for all participants. Overall, four meaningful social and cognitive functions of synchronous text chat in online learning contexts emerge: a) enhancing enjoyment, b) engagement and noticing, c) achieving community and providing interactive immediacy, and d) bridging of theory to practice. In the spirit of 21st century technological development, the authors coin this use of SMS (synchronous texting) in academic settings EduTexting. They argue for its application and appropriateness in K-12 online courses.

scholarly journals Analysis of Dynamic Resource Access Patterns in Online Courses

2014 ◽  
Vol 1 (3) ◽  
pp. 34-60 ◽  
Author(s):  
Tobias Hecking ◽  
Sabrina Ziebarth ◽  
Heinz Ulrich Hoppe
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Resource Access ◽  
Wide Range ◽  
Master Level ◽  
Resource Networks ◽  
Online Learning Resources ◽  
Access Patterns

This paper presents an analysis of resource access patterns in two recently conducted online courses. One of these is an master level university lecture taught in form of a blended learning course with a wide range of online learning activities and materials, including collaborative wikis, self-tests and thematic videos. The other course on psychological aspects of computer mediated communication has been offered in the form of a MOOC. The specialty of this course was that master level students from two different universities could participate in the MOOC as a regular university class and receive credits for successful completion.In both courses, online learning resources such as videos, scientific literature and wikis played a central role. In this context, the motivation for our research was to investigate characteristic patterns of resource usage of the learners. To gain deeper insights into the usage of learning materials we have extracted dynamic bipartite student - resource networks based on event logs of resource access. These networks have been analyzed using methods adapted from social network analysis. In particular we detect bipartite clusters of students and resources in those networks and propose a method to identify patterns and traces of their evolution over time.

scholarly journals Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses

2004 ◽  
Vol 5 (2) ◽  
Author(s):  
Alfred P. Rovai ◽  
Hope Jordan
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Blended Learning ◽  
Sense Of Community ◽  
Online Courses ◽  
Computer Mediated Communication ◽  
Faculty Training ◽  
Mediated Communication ◽  
Loss Of Face ◽  
Face To Face

<P>Blended learning is a hybrid of classroom and online learning that includes some of the conveniences of online courses without the complete loss of face-to-face contact. The present study used a causal-comparative design to examine the relationship of sense of community between traditional classroom, blended, and fully online higher education learning environments. Evidence is provided to suggest that blended courses produce a stronger sense of community among students than either traditional or fully online courses.</P> <P><B>Keywords:</B> Blended learning, sense of community, higher education, online learning, computer-mediated communication, faculty training</P>

scholarly journals Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of Learner Preferences

2009 ◽  
Vol 10 (1) ◽  
Author(s):  
Jason Rhode
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Computer Mediated Communication ◽  
Discussion Board ◽  
Online Course ◽  
Mediated Communication ◽  
Specific Circumstance ◽  
Computer Mediated ◽  
Rich Media

This mixed methods study explored the dynamics of interaction within a self-paced online learning environment. It used rich media and a mix of traditional and emerging asynchronous computer-mediated communication tools to determine what forms of interaction learners in a self-paced online course value most and what impact they perceive interaction to have on their overall learning experience. This study demonstrated that depending on the specific circumstance, not all forms of interaction may be either equally valued by learners or effective. Participants differentiated among the various learning interactions available and indicated that informal interactions were as important as formal interactions in determining the quality of the online learning experience. Participants also reported the activity of blogging as being equally valued and in some ways superior to instructor-directed asynchronous discussion via the discussion board in a learning management system.

scholarly journals A guide for evaluation of online learning in medical education: a qualitative reflective analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nourhan F. Wasfy ◽  
Enjy Abouzeid ◽  
Asmaa Abdel Nasser ◽  
Samar A. Ahmed ◽  
Ilham Youssry ◽  
...  
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Best Practice ◽  
Online Courses ◽  
Learning Experience ◽  
Organizational Capacity ◽  
Expert Consensus ◽  
Educational Effectiveness ◽  
Education Community ◽  
Rapid Shift

Abstract Background With the strike of Covid-19, an unprecedented rapid shift to remote learning happened worldwide with a paradigm shift to online learning from an institutional adjuvant luxury package and learner choice into a forced solo choice. This raises the question of quality assurance. While some groups have already established standards for online courses, teaching and programs yet very little information is included on methodology of their development and very little emphasis is placed on the online learning experience. Nevertheless, no work has been done specifically for medical education institutions. Aim To develop a set of descriptors for best practice in online learning in medical education utilizing existing expertise and needs. Methods This work utilizes a qualitative multistage approach to identify the descriptors of best practice in online learning starting with a question guided focus group, thematic analysis, Delphi technique and an expert consensus session done simultaneously for triangulation. This was done involving 32 institution in 19 countries. Results This materialized into the development of a set of standards, indicators, and development of a checklist for each standard area. The standard areas identified were organizational capacity, educational effectiveness, and human resources each of which listed a number of standards. Expert consensus sessions identified the need for qualification of data and thus the development of indicators for best practice. Conclusion Standards are needed for online learning experience and their development and redesign is situational and needs to be enhanced methodologically in axes that are pertaining to the needs of the education community. Taking such axes into consideration by educators and institutions will lead to planning and implementing successful online learning activities, while taking them into consideration by the evaluators will help them conduct comprehensive audits and provide stakeholders with highly informative evaluation reports.

scholarly journals Writing to learn via text chat: Task implementation and focus on form

2020 ◽  
Author(s):  
A Nik ◽  
R Adams ◽  
Jonathan Newton
Keyword(s):  
Language Learning ◽  
Collaborative Work ◽  
Computer Mediated Communication ◽  
Task Structure ◽  
Technology Enhanced Learning ◽  
Mediated Communication ◽  
Text Chat ◽  
Linguistic Form ◽  
Writing Group ◽  
L2 Development

Research has shown that task-based computer-mediated communication (CMC) can foster attention to linguistic form in ways that may promote language learning (c.f., Blake, 2000; Smith, 2003, 2005). However, relatively little research has investigated how differences in the way that tasks are used in CMC settings influence learning opportunities during the task. In an attempt to shed light on the manner in which second language (L2) writing may contribute to L2 development, this chapter presents an empirical study of how two implementation features (degree of task structure and provision of language support) of a writing group task in simultaneous text-CMC influenced learner attention to linguistic form. The analysis draws on data from text chat performance and post-task group interviews to illustrate how aspects of task implementation in a technology-enhanced learning environment may promote attention to language expression and encourage collaborative work on language errors during writing task performance. © 2012 Elsevier Inc..

scholarly journals ON THE NATURE AND DEVELOPMENT OF SOCIAL PRESENCE IN ONLINE COURSE DISCUSSIONS

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Karen Swan ◽  
Li Fang Shih
Keyword(s):  
Student Satisfaction ◽  
Social Presence ◽  
Course Design ◽  
Online Courses ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Influential Factor ◽  
Online Course ◽  
Mediated Communication ◽  
Quantitative Results

“Social presence,” the degree to which participants in computer-mediated communication feel affectively connected one to another, has been shown to be an important factor in student satisfaction and success in online courses. This mixed methods study built on previous research to explore in greater depth the nature of social presence and how it develops in online course discussions. The study combined quantitative analyses of survey results from students enrolled in four online graduate courses, and qualitative comparisons of students with the highest and lowest perceptions of social presence. Quantitative results revealed significant correlations between perceived social presence and satisfaction with online discussions, and teased apart the respective influences of the perceived presence of instructors and peers. The findings indicate that the perceived presence of instructors may be a more influential factor in determining student satisfaction than the perceived presence of peers. Correlations with other course and learner characteristics suggest that course design may also significantly affect the development of social presence. Qualitative findings support the quantitative results. In addition, they provide evidence that students perceiving the highest social presence also projected themselves more into online discussions,and reveal meaningful differences in perceptions of the usefulness and purpose of online discussion between students perceiving high and low social presence.

scholarly journals Understanding Learner Behaviour in Online Courses through Learning Analytics

2021 ◽  
pp. 381-390
Author(s):  
D. Thammi Raju ◽  
G. R. K. Murthy ◽  
S. B. Khade ◽  
B. Padmaja ◽  
B. S. Yashavanth ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Learning Experience ◽  
Training Needs ◽  
Online Course ◽  
Quality Of Education ◽  
Time Data

Building an effective online course requires an understanding of learning analytics. The study assumes significance in the COVID 19 pandemic situation as there is a sudden surge in online courses. Analysis of the online course using the data generated from the Moodle Learning Management System (LMS), Google Forms and Google Analytics was carried out to understand the tenants of an effective online course. About 515 learners participated in the initial pre-training needs & expectations’ survey and 472 learners gave feedback at the end, apart from the real-time data generated from LMS and Google Analytics during the course period. This case study analysed online learning behaviour and the supporting learning environment and suggest critical factors to be at the centre stage in the design and development of online courses; leads to the improved online learning experience and thus the quality of education. User needs, quality of resources and effectiveness of online courses are equally important in taking further online courses.

Computer Mediated Learning

2011 ◽  
pp. 73-86
Author(s):  
Alison Ruth
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Learning Theory ◽  
Computer Mediated Communication ◽  
Online Learning Environment ◽  
Mediated Learning ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Communication Needs

This chapter proposes that Burke’s (1969) dramatistic analysis using the Pentad (act, scene, agent, agency, purpose) is a valuable methodological tool for investigating how learning theory offers a better understanding of mediated learning environments. It is argued that this framework provides a coherent and comprehensive consideration of learning and communication mediated by electronic means. Research into computer mediated communication needs to acknowledge the intertwining notion of the agents, acts and agency (mediation) within a specific scene, particularly in an online learning environment. Burke’s (1969) work provides a useful framework for discussing and describing a mediated environment and appears to be a valid framework within which to analyze different learning and communicative environments.

Using Visual Design to Improve the Online Learning Experience

2021 ◽  
pp. 1750-1785
Author(s):  
Jason D. Bader ◽  
Patrick R. Lowenthal
Keyword(s):  
Online Learning ◽  
Design Theory ◽  
Online Courses ◽  
Learning Experience ◽  
Colleges And Universities ◽  
Visual Design ◽  
Design Studio ◽  
Instructional Designers ◽  
Design Skills ◽  
Visual Design Principles

There is an abundant amount of literature on visual design principles, graphic design theory, and media theory. Yet very little is discussed, at least in a systematic way, about the process of making online courses aesthetically pleasing. A major obstacle to gaining such knowledge is the lack of understanding of applied definitions, conceptual ideas, and methods of creating online learning interfaces. In this chapter, the authors seek to clarify the process of using visual design to improve the online learning experience. The chapter concludes with strategies on how colleges and universities can help faculty and instructional designers learn visual design skills through the creation of a design studio.

Practical Guidelines for Creating Online Courses in K-12 Education

2016 ◽  
pp. 507-529
Author(s):  
Wayne Journell
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Practical Guidelines ◽  
Formally Trained ◽  
K 12

Online learning is the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

Sign in / Sign up

Export Citation Format

Share Document