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.

scholarly journals Student Empowerment In An Online Program

2011 ◽  
Vol 3 (4) ◽  
pp. 47 ◽  
Author(s):  
Mary Brown ◽  
Peter Kiriakidis
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Computer Mediated Communication ◽  
Communication Technologies ◽  
Online Learning Environment ◽  
Mediated Communication ◽  
Policy And Practice ◽  
Online Student ◽  
Computer Mediated

Given that online higher education is a competitive marketplace, this paper discusses how to ensure online student success. Within the online learning environment, the following may create the vitality of the online institution: (a) The online learning environment; (b) The role of the instructor; (c) Learning Communities; (d) Computer-mediated Communication Technologies; and (e) Policy and practice. These factors may be managed by the institution of higher education, the faculty member, or the learner; however, a commitment is needed by all stakeholders in the program.

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 Software and E-Learning

2007 ◽  
pp. 228-247
Author(s):  
Jon Dron
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Environments ◽  
Social Software ◽  
Learning Trajectory ◽  
Online Learning Environment ◽  
Networked Learning ◽  
E Learning

This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.

Synchronous Discussion

2007 ◽  
pp. 189-207
Author(s):  
Jon Dron
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Environments ◽  
Learning Trajectory ◽  
Online Learning Environment ◽  
Networked Learning

This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.

Finding Good Stuff

2007 ◽  
pp. 139-160
Author(s):  
Jon Dron
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Environments ◽  
Learning Trajectory ◽  
Online Learning Environment ◽  
Networked Learning

This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.

Electronic Publication

2007 ◽  
pp. 119-138
Author(s):  
Jon Dron
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Environments ◽  
Learning Trajectory ◽  
Online Learning Environment ◽  
Networked Learning ◽  
Electronic Publication

This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.

Transactional Control in Traditional Institutional Learning

2007 ◽  
pp. 97-115
Author(s):  
Jon Dron
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Environments ◽  
Learning Trajectory ◽  
Online Learning Environment ◽  
Networked Learning ◽  
Institutional Learning

This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.

Gender and Discourse Styles in CMC Learning Groups

2011 ◽  
pp. 378-384 ◽  
Author(s):  
Yong-Kwan Lim ◽  
John Lim
Keyword(s):  
Online Learning ◽  
Computer Mediated Communication ◽  
Time Lag ◽  
Communication Styles ◽  
Conceptions Of Learning ◽  
Mediated Communication ◽  
Learning Groups ◽  
Construction Of Knowledge ◽  
Positive Attitudes ◽  
Computer Mediated

The evolution of computer-mediated communication (CMC) technologies has brought about changes in the landscape of education. This availability of technologies corresponds with the educational paradigms that are shifting towards the collaborative constructive conceptions of learning (Anderson & Garrison, 1998). To support interaction and cooperative learning among learners, online discussion groups are increasingly being incorporated into the courses of educational institutions. Educators have deemed interaction as a vital component of collaborative learning (Sutton, 2001), and have provided an important framework comprising four types of interaction: learner-content, learner-instructor, learner-interface, and learner-learner (Hillman, Willis, & Gunawardena, 1994; Moore, 1989). Multiple studies have demonstrated interaction as a critical indicator of positive attitudes towards learning, higher achievement and increased motivation (e.g., Garrison, 1990; Fulford & Zhang, 1993). If successfully implemented, groupware technologies could support group activities by providing an environment that enables more effective and efficient group communication (Benbunan-Fich & Hiltz, 1999). Benefits associated with collaborative online learning include the availability of time lag which enables learners to reflect on their own perspectives and the opportunity to promote co-construction of knowledge among peers (Bullen, 1998). In order to facilitate effective construction of knowledge and interaction among learners using the CMC medium, it is critically important for researchers to understand what external factors would influence the interaction styles. In this regard, the current paper takes special note that the study of variations in gender discourse is an important area of research (Gunn, Mcsporran, Macleod, & French, 2003). To date, there has been a growing body of literature which examines the effects of gender on communication styles within an online learning environment. However, the results have been somewhat ambiguous and equivocal across the studies (e.g., Fahy, 2002; Savicki, Kelly, & Lingenfelter, 1996a), suggesting that the binary concept pertaining to gender may not be a useful basis for analysis of communication patterns among learners. The purpose of this article is to discuss the communication styles of gender and propose a framework which seeks to identify contextual factors that would moderate gender interaction patterns within online learning groups.

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