Resource Support Issues

10.4018/978-1-59140-812-3.ch006 ◽

2011 ◽

pp. 157-172

Author(s):

Badrul Khan

Keyword(s):

Blended Learning ◽

Learning Environments ◽

Interface Design ◽

Distributed Learning ◽

Critical Dimensions ◽

Learning Modules ◽

E Learning ◽

Learning Factors ◽

Resource Support ◽

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Technological

10.4018/978-1-59140-812-3.ch003 ◽

2011 ◽

pp. 71-85

Author(s):

Badrul Khan

Keyword(s):

Blended Learning ◽

Learning Environments ◽

Interface Design ◽

Distributed Learning ◽

Critical Dimensions ◽

Learning Modules ◽

E Learning ◽

Learning Factors ◽

Resource Support ◽

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Evaluation

10.4018/978-1-59140-812-3.ch008 ◽

2011 ◽

pp. 189-213

Author(s):

Badrul Khan

Keyword(s):

Blended Learning ◽

Learning Environments ◽

Interface Design ◽

Distributed Learning ◽

Critical Dimensions ◽

Learning Modules ◽

E Learning ◽

Learning Factors ◽

Resource Support ◽

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Management

10.4018/978-1-59140-812-3.ch002 ◽

2011 ◽

pp. 49-70

Author(s):

Badrul Khan

Keyword(s):

Blended Learning ◽

Learning Environments ◽

Interface Design ◽

Distributed Learning ◽

Critical Dimensions ◽

Learning Modules ◽

E Learning ◽

Learning Factors ◽

Resource Support ◽

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Ethical

10.4018/978-1-59140-812-3.ch005 ◽

2011 ◽

pp. 146-156

Author(s):

Badrul Khan

Keyword(s):

Blended Learning ◽

Learning Environments ◽

Interface Design ◽

Distributed Learning ◽

Critical Dimensions ◽

Learning Modules ◽

E Learning ◽

Learning Factors ◽

Resource Support ◽

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Pedagogical

10.4018/978-1-59140-812-3.ch004 ◽

2011 ◽

pp. 86-145

Author(s):

Badrul Khan

Keyword(s):

Blended Learning ◽

Learning Environments ◽

Interface Design ◽

Distributed Learning ◽

Critical Dimensions ◽

Learning Modules ◽

E Learning ◽

Learning Factors ◽

Resource Support ◽

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Institutional

10.4018/978-1-59140-812-3.ch001 ◽

2011 ◽

pp. 1-48

Author(s):

Badrul Khan

Keyword(s):

Blended Learning ◽

Learning Environments ◽

Interface Design ◽

Distributed Learning ◽

Critical Dimensions ◽

Learning Modules ◽

E Learning ◽

Learning Factors ◽

Resource Support ◽

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Resource Support

10.4018/978-1-59140-812-3.ch007 ◽

2011 ◽

pp. 173-188

Author(s):

Badrul Khan

Keyword(s):

Blended Learning ◽

Learning Environments ◽

Interface Design ◽

Distributed Learning ◽

Critical Dimensions ◽

Learning Modules ◽

E Learning ◽

Learning Factors ◽

Resource Support ◽

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Factors Affecting Students’ Preferences for Online and Blended Learning: Motivational Vs. Cognitive

European Journal of Open Distance and E-Learning ◽

10.2478/eurodl-2019-0011 ◽

2020 ◽

Vol 22 (2) ◽

pp. 72-86 ◽

Cited By ~ 4

Author(s):

Sinan Keskin ◽

Halil Yurdugül

Keyword(s):

Learning Environment ◽

Blended Learning ◽

Learning Environments ◽

Self Efficacy ◽

Teaching And Learning ◽

Learning Motivation ◽

Task Value ◽

Individual Factors ◽

E Learning ◽

The Individual

AbstractToday’s educational institutions are expected to create learning opportunities independent of time and place, to offer easily accessible learning environments and interpersonal communication opportunities. Accordingly, higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning, blended learning, mobile learning, etc., by using teaching technologies. These new technology-based teaching strategies are mainly shaped by decision-makers in education. This study seeks to analyse the individual factors that affect learners’ mode of teaching and learning delivery preferences. In this study, blended and online learning is considered as preferences of learners’ mode of teaching and learning delivery. The individual factors discussed in this research are cognitive learning strategies, e-learning readiness, and motivation. The data were obtained from the pre-service teachers at the end of the academic semester when they experienced online and blended learning. Data were analysed using optimal scaling analysis. The analysis method provides a two-dimensional centroid graph which shows the correlations between the variable categories. According to study findings, there is a correlation between the preferences of the learning environment, and the constructs of self-efficacy, e-learning motivation, and task value. It can be said that the motivational variables are more effective in the learning environment preference. The students with high task value, e-learning motivation, and self-efficacy preferred studying in blended learning environments. Cognitive strategies, self-directed learning, learner control, and test anxiety factors are independent of the learners’ learning delivery preferences.

Teacher Presence

Encyclopedia of Information Science and Technology, Fourth Edition ◽

10.4018/978-1-5225-2255-3.ch689 ◽

2018 ◽

pp. 7922-7934

Author(s):

Caroline M. Crawford

Keyword(s):

Online Learning ◽

Instructional Design ◽

Learning Environment ◽

Learning Environments ◽

Mobile Learning ◽

Support System ◽

Distributed Learning ◽

Learning Engagement ◽

Teacher Presence ◽

Instructional Facilitator

Teacher presence refers to the fully engaged instructional facilitator within a learning environment. Within this specific discussion of teacher presence, the focus is upon distributed learning environments that includes not only online learning environments but also mobile learning engagement efforts. Teacher presence engages not merely an instructional design and evaluative assessment effort, but integrally engages the learners within the instructional environment through discourse, reflective practices and supporting the motivational needs of the learner. Further, teacher presence directly impacts the motivational and cognitive support needs of learners, through instructionally appropriate actions of the instructor as a facilitative guide, as a self-regulatory maven, within a cognitive load support system, as well as mentor-focused instructional efforts.