Building a B-Learning Strategy

2011 ◽  
pp. 437-457
Author(s):  
Paula Peres ◽  
Pedro Pimenta
Keyword(s):  
Theoretical Model ◽  
Literature Review ◽  
Online Education ◽  
Learning Strategy ◽  
Learning Theories ◽  
Traditional Learning ◽  
Mediated Learning ◽  
Computer Mediated ◽  
E Learning

The purpose of this chapter is to describe the wide literature review made on computer mediated learning. Online Education system may include models and methodologies based on learning theories that support individual styles and contexts. The use of e-learning environment is limited only by the creativity. If we just decide for providing online contents, even if they are well constructed, at long term it may become uninteresting and based only on theory. We cannot state that e-learning has either more or less quality than traditional learning. E-learning quality depends on the instruction design and on the students engagement. In this review of literature, the authors combine different points of view. A theoretical model that emerged from the inquiry made will be showed and may support the integration of technologies, in order to enhance the learning.

Evaluating e-Learning Initiatives

2011 ◽  
Vol 6 (1) ◽  
pp. 35-51 ◽  
Author(s):  
Stelios Daskalakis ◽  
Nikolaos Tselios
Keyword(s):  
Theoretical Model ◽  
Literature Review ◽  
Research Model ◽  
Learning Context ◽  
Learning Evaluation ◽  
E Learning ◽  
Research Findings ◽  
Specific Factors ◽  
Research Frameworks ◽  
Context Specific

Evaluation aspects, in relation to e-learning initiatives, are gaining substantial attention. As technology continuously influences learning, technical as well as organizational requirements need to be thoroughly investigated across a variety of stakeholders. In this paper, an outline of those aspects is presented, which occurred from a literature review on methods and research frameworks utilized toward the evaluation of e-learning initiatives. The review identified a series of studies that take advantage of well-established theories in the area of users’ acceptance of technology combined with additional, e-learning context-specific factors. Results of the review are presented, according to the adopted research model, to ease the process of locating and retrieving e-learning evaluation paradigms per theoretical model. In addition, research findings are discussed and future implications for e-learning evaluation initiatives as well as potential stakeholders are highlighted.

Visual Arts Online Educational Trends

2013 ◽  
pp. 89-98
Author(s):  
Laura M. Rusnak
Keyword(s):  
Online Education ◽  
Visual Culture ◽  
Art Education ◽  
Visual Arts ◽  
Cultural Production ◽  
Mediated Learning ◽  
Traditional Art ◽  
The Arts ◽  
Computer Mediated ◽  
Educational Trends

The intent of this chapter is to understand the implications of online education for the visual arts and how the objectives of a traditional art education can be adapted to computer-mediated learning. The focus is on three trends affecting the arts: visual culture, cultural production, and originality in art and practice.

Learning Technologies and Learning Theories

2003 ◽  
pp. 218-232 ◽  
Author(s):  
Vivien Sieber ◽  
David Andrew
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Learning Technologies ◽  
Learning Theories ◽  
Traditional Learning ◽  
Web Pages ◽  
Learning Technology ◽  
Mediated Learning ◽  
Theory Of Multiple Intelligences ◽  
The Relationship

Learning technologies can provide a rich learning environment; this chapter explores the relationship between traditional learning theories and technology-mediated learning. Two examples are presented where technologies are used as tools (a) to evaluate and create Web pages and (b) to create learning technology teaching materials. The range of learning outcomes resulting from these projects are discussed in terms of Gardner’s (1993) theory of multiple intelligences.

Choosing Online Learning Communities or Collaborative Learning

2005 ◽  
pp. 90-95
Author(s):  
Daniel Teghe ◽  
Bruce Allen Knight
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Computer Mediated Communication ◽  
Training Methods ◽  
Mediated Communication ◽  
Learning Contexts ◽  
Computer Mediated ◽  
Opportunities For Learning ◽  
E Learning ◽  
And Training

The adoption and innovative use of computer-mediated communication (CMC) technology can have positive outcomes for regional development (Ashford, 1999; Harris, 1999; Mitchell, 2003). Especially when it involves the use of online environments, CMC can lead to what Gillespie, Richardson, and Cornford (2001) refer to as the “death of distance,” and is likely to boost opportunities for growth in e-commerce, e-business, and e-learning in the regions. Although such growth depends on continuous learning and innovation (Rainnie, 2002), actual opportunities for learning and training can be affected by approaches to the provision of online learning that are unnecessarily rigid and inflexible. Online education and training methods that include strict participation requirements can have the effect of marginalizing and excluding those learners who cannot engage with inflexible and regimented learning contexts. This represents an important problem in regions, because of limited access to other learning contexts.

From “Connectivism” to “Ethicism”

2011 ◽  
pp. 113-130
Author(s):  
António dos Reis
Keyword(s):  
Knowledge Management ◽  
Distance Learning ◽  
Learning Theories ◽  
Fourth Generation ◽  
Traditional Learning ◽  
Ethical Behaviour ◽  
Trade Off ◽  
Ethical Knowledge ◽  
Personal Experiences ◽  
E Learning

Distance learning characteristics has been changing dramatically, namely since the fourth generation of distance learning. Moreover, e-learning impressive “evolution” enabled a trade-off between learning outcomes and ethical behaviour, which traditional learning theories do not embrace and that connectivism endeavours to illustrate. Although, two important queries arise: what challenges e-learning 2.0 and 3.0 impose? And, does connectivism promote ethical knowledge? Therefore, this chapter aims to endorse a theoretical debate regarding e-learning, as well as to understand if connectivism will act as 21st century learning theory, or if the quest for an ethical connective knowledge and e-learning fusion with knowledge management itself will require a novel contribution (connethionicism). Despite the assumption that connectivism has been promoting a reasonable debate, the author‘s personal experiences highlight the need for ethicism.

Evaluating e-Learning Initiatives

2012 ◽  
pp. 163-179
Author(s):  
Stelios Daskalakis ◽  
Nikolaos Tselios
Keyword(s):  
Theoretical Model ◽  
Literature Review ◽  
Research Model ◽  
Learning Context ◽  
Learning Evaluation ◽  
E Learning ◽  
Research Findings ◽  
Specific Factors ◽  
Research Frameworks ◽  
Context Specific

Evaluation aspects, in relation to e-learning initiatives, are gaining substantial attention. As technology continuously influences learning, technical as well as organizational requirements need to be thoroughly investigated across a variety of stakeholders. In this paper, an outline of those aspects is presented, which occurred from a literature review on methods and research frameworks utilized toward the evaluation of e-learning initiatives. The review identified a series of studies that take advantage of well-established theories in the area of users’ acceptance of technology combined with additional, e-learning context-specific factors. Results of the review are presented, according to the adopted research model, to ease the process of locating and retrieving e-learning evaluation paradigms per theoretical model. In addition, research findings are discussed and future implications for e-learning evaluation initiatives as well as potential stakeholders are highlighted.

scholarly journals The Use of Social Media in E-Learning: A Metasynthesis

2017 ◽  
Vol 18 (5) ◽  
Author(s):  
Ernest Mnkandla ◽  
Ansie Minnaar
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Deep Learning ◽  
Distance Learning ◽  
Learning Strategy ◽  
Mobile Apps ◽  
Learning Theories ◽  
Instructional Designers ◽  
E Learning ◽  
Use Of Social Media

<p class="3">The adoption of social media in e-learning signals the end of distance education as we know it in higher education. However, it appears to have very little impact on the way in which open and distance learning (ODL) institutions are functioning. Earlier research suggests that a significant part of the explanation for the slow uptake of social media in e-learning lies outside of conventional factors attributed to distance learning reforms.</p><p class="3">This research used the conceptual framework for online collaborative learning (OCL)<em> </em>in higher education. Social media such as blogs, wikis, Skype or Google Hangout, Facebook; and even mobile apps, such as WhatsApp; could facilitate deep learning and the creation of knowledge in e-learning at higher educational institutions.</p><p class="3">This metasynthesis is an interpretative integration of peer-reviewed qualitative research findings on social media in e-learning. It includes a synthesis of data, research methods, and theories used to investigate social media in e-learning. Seven themes emerged from the data which have been recrafted into a framework for social media in e-learning as the final product. The proposed framework could be useful to instructional designers and academics who are interested in using modern learning theories and want to adopt social media in e-learning in higher education as a deep learning strategy.</p>

scholarly journals Enriching Online Education through Differentiated Learning

2018 ◽  
Author(s):  
Matthew Montebello ◽  
Petrilson Pinheiro ◽  
Bill Cope ◽  
Mary Kalantzis ◽  
Samaa Haniya ◽  
...  
Keyword(s):  
Online Education ◽  
Learning Technologies ◽  
Networked Learning ◽  
Communicative Practices ◽  
Online Portal ◽  
Computer Mediated ◽  
New Learning ◽  
E Learning ◽  
Differentiated Learning ◽  
High Level

Online education has been going through numerous transformations as new and innovative technologies influence and shape new e-learning portals. Differentiated e-learning promises to add value and enhance the educational services provided by an academic institution. In this paper we present our online learning model that advocates and endorses differentiated learning as an e-learning affordance that has been facilitated through the development of new learning technologies. We demonstrate how the online portal enables and supports multiple instances whereby differentiated learning is applied and practiced, including through the use of a novel analytics tool that sums up the overall learner effort in one visual. The paper advances the notion of “productive diversity” in learning, replacing the templated sameness characterizing the communicative practices of “didactic pedagogy,” including textbooks, lectures, tests. Today’s computer-mediated, networked learning environments can support differentiated learning on a number of dimensions, where students are able to work at their own pace, choose their own topics within a general disciplinary rubric, and offer each other feedback in such a way that differences in perspective become a valuable resource for learning. The paper concludes by demonstrating a technology that attempts to translate these principles into practice—the CGScholar platform, including the high-level progress visualizations it offers in its learning analytics.

A Theoretical Perspective of Inequities in Online Learning/Education Based on Generational Differences

2021 ◽  
pp. 134-147
Author(s):  
Rufaro A. Chitiyo ◽  
Florence Nyemba
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Generational Differences ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Learning Theories ◽  
Traditional Learning ◽  
Online Higher Education ◽  
History Of

Online learning has been on the rise during the 21st century. Both instructors and students enjoy the flexibility of teaching and learning from anywhere they choose. The emergence of the COVID-19 pandemic at the beginning of 2020 forced institutions of higher education around the globe to rely on technology to deliver education whether the institutions, instructors, and students were ready or not. The spread of the virus dictated the quick adoption of remote delivery of education. In this chapter, the authors provide a brief history of traditional learning theories followed by an assessment of their applicability to online education. Next is a delineation of the roles played by both instructors and students in online higher education. Furthermore, they explore generational differences in online learning (i.e., based on existing literature, what generational differences are evident with learning online and delivering content online?). At the end of the chapter, they provide the reader with implications/recommendations for the successful delivery of online learning/education.

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