Computer-Aided Personalised System of Instruction for Teaching Mathematics in an Online Learning Environment

2009 ◽  
pp. 271-299 ◽  
Author(s):  
Willem-Paul Brinkman ◽  
Andrew Rae ◽  
Yogesh Kumar Dwivedi
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Strategies ◽  
Discrete Mathematics ◽  
Online Learning Environment ◽  
Discussion Boards ◽  
Learning Assessments ◽  
Online Tools ◽  
And Performance ◽  
Behaviour Learning

This paper presents a case study of a university’s discrete mathematics course with over 170 students who had access to an online learning environment (OLE) that included a variety of online tools, such as videos, self-tests, discussion boards, and lecture notes. The course is based on the ideas of the Personalised System of Instruction (PSI) modified to take advantage of an OLE. Students’ learning is initially examined over a period of 2 years, and compared with that in a more traditionally taught part of the course. To examine students’ behaviour, learning strategies, attitudes, and performance, both qualitative and quantitative techniques, were used as a mixed methodology approach, including in-depth interviews (N=9), controlled laboratory observations (N=8), surveys (N=243), diary studies (N=10), classroom observations, recording online usage behaviour, and learning assessments. In addition, students’ attitude and performance in 2 consecutive years where PSI was applied to the entire course provides further understanding that is again in favour of PSI in the context of OLE. This chapter aims to increase understanding of whether PSI, supported by an OLE, could enhance student appreciation and achievement as findings suggest.

Web-Based Implementation of the Personalised System of Instruction

2010 ◽  
pp. 1075-1101
Author(s):  
Willem-Paul Brinkman ◽  
Andrew Rae ◽  
Yogesh K. Dwivedi
Keyword(s):  
Learning Strategies ◽  
Discrete Mathematics ◽  
Discussion Boards ◽  
Web Based ◽  
Learning Assessments ◽  
Online Tools ◽  
Diary Studies ◽  
And Performance ◽  
Behaviour Learning

This article presents a case study of a university discrete mathematics course with over 170 students who had access to an online learning environment (OLE) that included a variety of online tools, such as videos, self-tests, discussion boards, and lecture notes. The course is based on the ideas of the personalised system of instruction (PSI) modified to take advantage of an OLE. Students’ learning is examined over a period of two years, and compared with that in a more traditionally taught part of the course. To examine students’ behaviour, learning strategies, attitudes and performance, both qualitative and quantitative techniques were used in a mixed methodology approach, including in-depth interviews (N = 9), controlled laboratory observations (N = 8), surveys (N = 243), diary studies (N = 10), classroom observations, recording online usage behaviour, and learning assessments. The paper aims to increase understanding of whether PSI, supported by an OLE, could enhance student appreciation and achievement as findings suggest.

Improving the Asynchronous Online Learning Environment Using Discussion Boards

2015 ◽  
Vol 12 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Ilene Ringler ◽  
◽  
Carol Schubert ◽  
Jack Deem ◽  
Jimmie Flores ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Discussion Boards ◽  
Asynchronous Online Learning

A motivation perspective on achievement appraisals, emotions, and performance in an online learning environment

2021 ◽  
Vol 108 ◽  
pp. 101772
Author(s):  
Patti C. Parker ◽  
Raymond P. Perry ◽  
Jeremy M. Hamm ◽  
Judith G. Chipperfield ◽  
Reinhard Pekrun ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
And Performance

scholarly journals Digitising a Learning Activity: Challenges and Opportunities

2021 ◽  
Author(s):  
Jowati Juhary
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Transformative Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Activity ◽  
Online Learning Environment ◽  
Face To Face ◽  
Digital Format ◽  
Challenges And Opportunities

As the world faces the new landcape in teaching and learning due to COVID-19, the pandemic, the strategies and approaches use for teaching and learning must ensure that no one students are not without digital resources. This paper explores the challenges and opportunities faced by the researcher and her students when a learning activity previously implemented in face-to-face sessions was transferred into an online learning environment. The learning activity, known as Work-the-Walk (WTW), is a transformative learning activity designed by the researcher, and the researcher has filed for a copyright of WTW. The objectives of this paper are to identify the challenges and opportunities raised by transferring WTW to a digital format, and ultimately to suggest the best ways to make the transition from a physical learning activity to a digital format effectively. Qualitative approach to research was used to obtain data for analysis and discussion. Preliminary findings suggest that the Digital WTW (D-WTW) present two main challenges and two main opportunities for both the researcher and students. Given this, the education providers must be willing to encourage the educators to provide various approaches to teaching and learning, as well as to promote experiments with various existing learning strategies used in face-to-face sessions, and to transfer them to be used in an online learning environment.

Lecturers’ Social Presence and Personality in the Online Environment

2013 ◽  
pp. 383-402
Author(s):  
Fredy-Roberto Valenzuela ◽  
Josie Fisher ◽  
Sue Whale
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Undergraduate Students ◽  
Social Presence ◽  
Online Learning Environment ◽  
Discussion Boards ◽  
Online Environment ◽  
Chat Rooms ◽  
Face To Face ◽  
Tone Of Voice

The first aim of this chapter is to present a literature review regarding two very important concepts for the online learning environment: social presence and personality. The second aim is to present the findings of an exploratory study that measured students’ perceptions regarding different aspects of their experience with the online learning environment including social presence and personality of lecturers in the online environment in particular. An online survey (developed using Qualtrix) was emailed to 474 off-campus postgraduate and 699 undergraduate students who are pursuing a coursework degree in management. To date, 62 responses from postgraduate and 41 from undergraduate students have been received, which indicates a response rate of 13 percent and 5.9 percent, respectively. Results show that social presence is not being successfully developed by lecturers, with discussion boards and chat rooms showing relatively low evaluations. In terms of lecturers’ personalities in the online environment, results show that some lecturers do not have a clear structure for their discussion boards and chat rooms and that the language used by lecturers in the online environment (especially discussion boards and chat rooms) differs from their language in face-to-face contexts. Other online learning tools, such as special podcasts and special vodcasts, show less difference in the personality of lecturers in the online and face-to-face contexts, especially in terms of language and tone of voice used by lecturers.

scholarly journals How people learn in an asynchronous online learning environment: The relationships between graduate students’ learning strategies and learning satisfaction | Comment apprennent les gens dans un environnement d’apprentissage en ligne asynchrone

2016 ◽  
Vol 42 (1) ◽  
Author(s):  
Beomkyu Choi
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Learning Environment ◽  
Learning Strategies ◽  
Help Seeking ◽  
Metacognitive Strategy ◽  
Online Learning Environment ◽  
Learning Satisfaction ◽  
Asynchronous Online Learning ◽  
How People Learn

The purpose of this study was to examine the relationships between learners’ learning strategies and learning satisfaction in an asynchronous online learning environment, in an attempt to shed some light on how people learn in an online learning environment. One hundred and sixteen graduate students who were taking online learning courses participated in this study. The result revealed that ‘metacognitive strategy’ and ‘time and study environment’ had positive correlations with learners’ satisfaction, while ‘help seeking’ had a negative correlation. The findings of a multiple regression analysis showed that ‘metacognitive strategy’ and ‘peer learning’ led to learners’ satisfaction in an online learning environment. The findings of this study contribute to a better understanding of how successful learning occurs in an online learning environment, and provide recommendations on designing an effective online learning. L’objet de cette étude était d’examiner les relations entre les stratégies d’apprentissage des apprenants et la satisfaction liée à l’apprentissage dans un environnement asynchrone d’apprentissage en ligne, dans le but de faire la lumière sur les façons dont les gens apprennent dans un environnement d’apprentissage en ligne. Cent seize étudiants aux cycles supérieurs qui suivaient des cours en ligne ont pris part à cette étude. Les résultats ont révélé que la « stratégie métacognitive » et « le moment et l’environnement pour l’étude » avaient des corrélations positives avec la satisfaction des apprenants, alors que « demander de l’aide » avait une corrélation négative. Les conclusions d’une analyse de régression multiple ont démontré que la « stratégie métacognitive » et « l’apprentissage entre pairs » avaient des corrélations positives avec la satisfaction des apprenants dans un environnement d’apprentissage en ligne. Les conclusions de cette étude contribuent à une meilleure compréhension des façons dont un apprentissage réussi se produit dans un environnement d’apprentissage en ligne et fournissent des recommandations sur la conception d’un apprentissage en ligne efficace.

Evaluating WebCT use in Relation to Students' Attitude and Performance

2010 ◽  
pp. 120-135
Author(s):  
Lamis Hammoud ◽  
Steve Love
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Research Literature ◽  
Online Learning Environment ◽  
And Performance ◽  
Set Up ◽  
Definition Of ◽  
Technical Terms

This chapter presents and discusses the results of a study we carried out to investigate students’ attitude and performance to using a managed online learning environment known as WebCT. The chapter starts off with an overview of the literature in this area of research, including a definition of the main technical terms referred to in the research literature. The chapter then goes on to provide a detailed description of the study set-up and presents the main findings obtained from this study. The results are then discussed in relation to previous findings in the research literature.

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