Interpersonal Assessment

2011 ◽  
pp. 259-278
Author(s):  
Aditya Johri
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Class I ◽  
Online Learning Environment ◽  
Future Directions ◽  
Group Assessment ◽  
Online Class ◽  
Face To Face

This chapter introduces and discusses the concept of interpersonal assessment.Interpersonal assessment refers to the act of assessing what other participantsin an online learning environment know and how they behave. Interpersonalassessment is critical for successful learning outcomes, especially incollaborative groups, since students need to know what others in a groupknow and how they act to be able to work them. Moreover, knowledge aboutparticipants has implications for self, peer, and group assessment. Althoughinterpersonal assessment is important for both online and traditionallearning environments, it is often more difficult to assess others in onlinelearning environments due to the lack of face-to-face interaction, mediatedcues, and unshared contexts. In this chapter, I review the literature tosupport this thesis theoretically and look at evidence from preliminary dataanalysis of an online class. I also suggest future directions for researchand practice.

scholarly journals Inclusive considerations for optimal online learning in times of disasters and crises

2020 ◽  
Vol 121 (7/8) ◽  
pp. 481-486 ◽  
Author(s):  
Kim M. Thompson ◽  
Clayton Copeland
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Students With Disabilities ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Online Learning Environment ◽  
Face To Face ◽  
Course Redesign ◽  
And Training

Emergencies can create situations where traditional face-to-face courses need to quickly be transferred to be online. When transitioning, it is easy to focus on simply moving content into an online learning management system quickly and training instructors and students in the basics of how to use the platform in a pared-down learning structure. However, this article argues that approaching emergency course redesign with accessibility in mind at the start of the transition will ensure that more students, including students with disabilities, succeed in the online learning environment. This also helps ensure the course is designed for optimal student learning outcomes.

scholarly journals Synkrone online læringsmiljøer – didaktisk design for synkron undervisning understøttet af digitale teknologier

2013 ◽  
Vol 6 (11) ◽  
Author(s):  
Karsten Gynther ◽  
Ove Christensen ◽  
Rasmus Jørnø
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Research And Development ◽  
Learning Environments ◽  
Three Dimensions ◽  
Online Learning Environment ◽  
Online Learning Environments ◽  
Face To Face ◽  
Synchronous Learning ◽  
Synchronous Learning Environments

Synkrone online læringsmiljøer muliggør realisering af en didaktisk praksis, der synkront kobler forskellige kontekster. Forskning i og udvikling af didaktiske principper, som kan guide uddannelsesudviklere og undervisere i deres arbejde med at udvikle didaktiske designs for synkrone læringsmiljøer, er imidlertid kun i sin spæde vorden. I denne artikel introduceres til et overordnet designframework for synkrone onlinelæringsmiljøer samt en række konkrete didaktiske principper, som eksemplificeres med en række designeksempler. Det overordnede framework rummer tre dimensioner i et didaktisk design for synkrone læringsmiljøer, der i kort form kan præsenteres som: a) simulering af tilstedeværelsesundervisning, b) remediering af tilstedeværelsesundervisning og c) innovativ transformation af tilstedeværelsesundervisning.Abstract in EnglishSynchronous online learning environments allow the realization of a didactic practice that creates contextual couplings. Research and development of didactic principles to guide teachers and developers of education in developing designs for synchronous learning environments is however still in its infancy. This article introduces a series of new conceptual tools and didactical principles for online learning environment and includes a general design framework for synchronous online learning environments and concrete didactic principles exemplified through a set of design examples. The framework outlines three dimensions of a didactic design: a) simulation of face-to-face teaching, b) remediation of face-to-face teaching and c) innovative transformation of face-to-face teaching.

Social Presence in Online Learning

2021 ◽  
pp. 1580-1601
Author(s):  
Rachelle Dene Poth
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Learning Community ◽  
Social Presence ◽  
Online Learning Environment ◽  
Technology Usage ◽  
Face To Face ◽  
Opportunities For Learning

Studies have focused on social presence and its meaning in both traditional face-to-face classroom settings as well as an online learning environment. Technology usage is increasing in classrooms, making opportunities for learning available to many more people than in prior years. The theme of social presence continues to be studied as an important element in fostering student learning and growth. In particular, the focus is on the meaning of social presence, how to develop it as an instructor or learner in the learning community, and how social presence can positively impact all members of the learning community. The main questions that this chapter addresses are: Why study social presence? What is the meaning of social presence? What is the research behind social presence? How does an individual cultivate and project social presence in a learning environment?

scholarly journals A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education

2020 ◽  
Vol 21 (3) ◽  
Author(s):  
Min Young Doo ◽  
Curtis Bonk ◽  
Heeok Heo
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Meta Analysis ◽  
The United States ◽  
Cognitive Domain ◽  
Online Learning Environment ◽  
Cognitive Domains ◽  
Diverse Groups

The significance of scaffolding in education has received considerable attention. Many studies have examined the effects of scaffolding with diverse groups of participants, purposes, learning outcomes, and learning environments. The purpose of this research was to conduct a meta-analysis of the effects of scaffolding on learning outcomes in an online learning environment in higher education. This meta-analysis included studies with 64 effect sizes from 18 journal articles published in English, in eight countries, from 2010 to 2019. The meta-analysis revealed that scaffolding in an online learning environment has a large and statistically significant effect on learning outcomes. The meta-cognitive domain yielded a larger effect size than did the affective and cognitive domains. In terms of types of scaffolding activities, meta-cognitive scaffolding outnumbered other types of scaffolding. Computers as a scaffolding source in an online learning environment were also more prevalent than were human instructors. In addition, scholars in the United States have produced a large portion of the scaffolding research. Finally, the academic area of language and literature has adopted scaffolding most widely. Given that effective scaffolding can improve the quality of learning in an online environment, the current research is expected to contribute to online learning outcomes and learning experiences.

scholarly journals EXPLORING COLLABORATIVE ONLINE LEARNING

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
David D. Curtis ◽  
Michael J. Lawson
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Work Groups ◽  
Online Learning Environment ◽  
Substantial Evidence ◽  
Face To Face

An investigation was carried out to determine the extent to which evidence of collaborative learning could be identified in students’ textual interactions in an online learning environment. The literature on collaborative learning has identified a range of behaviors that characterize successful collaborative learning in face-to-face situations. Evidence of these behaviors was sought in the messages that were posted by students as they interacted in online work groups. Analysis of students’ contributions reveals that there is substantial evidence of collaboration, but that there are differences between conventional face-to-face instances of collaborative learning and what occurs in an asynchronous, networked environment.

scholarly journals Student Initiative Empowers Engagement for Learning Online

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Houston Heflin ◽  
Suzanne Macaluso
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Online Courses ◽  
Online Course ◽  
Online Learning Environment ◽  
Self Assessment ◽  
Face To Face ◽  
Amount Of Information

Assessing the degree to which students engage and learn from their online courses will be important as online courses are becoming more ubiquitous. This study sought to capture student perceptions of their independence as learners, their level of engagement, their effort exerted, and the amount of information they learned in online courses. The study was conducted over three years with 455 students who completed a self-assessment at the end of an intensive summer online course. Results showed an equal number of students agreeing and disagreeing that online courses help students learn the same amount of information encountered in a face-to-face course. The majority of students reported they were more independent (84.4%), were more engaged (54.5%) and exerted more effort (57.4%), in their online course than a typical face-to-face class. Recommendations are made for faculty creating online courses who have the opportunity to coach students on how to succeed in the online learning environment.

Game-Based Learning in an Online Environment

2021 ◽  
pp. 828-846
Author(s):  
Stephen Ko ◽  
Eric Kong
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Undergraduate Students ◽  
Online Learning Environment ◽  
Game Based Learning ◽  
Online Class ◽  
Online Distance Learning ◽  
Online Distance ◽  
Learning Team

A game-based learning team exercise was specifically designed as a teaching tool which aimed to unlock the black box of cultivating student engagement in an online learning environment. In the exercise, online distance learning students were divided into police and prisoner groups whereby they were required to use different resources for catching the prisoners or for escaping from the police on a virtual map. The team exercise helped to create an innovative online learning environment that was active, cooperative, and encouraged student engagement, these being some of the key elements to enhance the quality of student experience. To evaluate the effectiveness of this exercise, an experiment was conducted using survey data from undergraduate students in an online learning environment. Results showed that the online class with a team-based activity had significantly higher scores in students' behavioral engagement than the other online class without a team-based activity while the differences in cognitive and emotional engagements were not significant.

scholarly journals Relationship between learning outcomes and online accesses

2004 ◽  
Vol 20 (3) ◽  
Author(s):  
Pannee Suanpang ◽  
Peter Petocz ◽  
Anna Reid
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Learning System ◽  
Clear Relationship ◽  
Online Learning Environment ◽  
Online Study ◽  
Business Statistics ◽  
E Learning ◽  
The Relationship

<span>This paper reports on a study carried out in Thailand investigating the relationship between students' use of an e-learning system and their learning outcomes in a course on Business Statistics. The results show a clear relationship between accesses to the e-learning system, as measured by number of "hits", and outcomes, as measured by final results. While the results do not establish a direct casual connection, they indicate that under appropriate conditions a component of online study provides significant benefits to learning. In this, it contrasts with the results of recent studies that find no relationship between access and results. Quotes taken from interviews with some of the students illuminate the relationship between the online learning environment and their own learning.</span>

Writing Apprehension in the Online Classroom: The Limits of Instructor Behaviors

2021 ◽  
pp. 232949062110410
Author(s):  
Jorge Gaytan ◽  
Stephanie Kelly ◽  
Wiley S. Brown
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Business Students ◽  
Writing Apprehension ◽  
Online Learning Environment ◽  
Online Classroom ◽  
Face To Face ◽  
Business Instructors ◽  
The Face ◽  
Face To Face Instruction

In response to COVID-19, educational stakeholders are transferring traditional, face-to-face instruction to the online learning environment. The purpose of this study was to determine if business instructors’ use of immediate behaviors and clarity, which have been found to help business students overcome their writing apprehension in the face-to-face learning environment, can also be used to help business students to overcome their writing apprehension in an online learning environment. Findings indicated that instructor immediate behaviors and clarity are not interventions for writing apprehension in the online learning environment. The instructional strategies business instructors rely on in the face-to-face classroom did not have the same meaning or effect on the online classroom.

Constructivist Online Learning Environment Survey

2007 ◽  
pp. 299-301 ◽  
Author(s):  
J. Baker
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Classroom Environment ◽  
Self Report ◽  
Online Learning Environment ◽  
Online Instructors ◽  
Face To Face ◽  
On Line ◽  
On Line Learning

Understanding the psychosocial classroom environment has been important in both traditional face-to-face courses and online education. Trickett and Moos (1974) pioneered the use of post-course self-report instruments to measure the classroom environment through the Classroom Environment Scale. More recently, Taylor and Maor (2000) developed the Constructivist On-Line Learning Environment Survey (COLLES) to examine the students’ perceptions of online learning environment in light of social constructivist pedagogical principles. The 24-item, Likert-type COLLES instrument is a popular measure for examining online learning environments for a least two reasons. First, it measures the online learning environment along constructivist categories, which makes it in line with the dominant pedagogical philosophy for online instruction. Second, the COLLES instrument is freely included in the Survey Module of Moodle, the most popular open source course management system available. This makes it particularly convenient for online instructors to use COLLES in their teaching and research.

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