Curriculum Development for Online Learners

2012 ◽  
pp. 88-104
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Curriculum Development ◽  
Human Development ◽  
Learning Environments ◽  
Learning Process ◽  
Social Forces ◽  
Process Technology ◽  
Online Learners ◽  
Management Issues

This chapter focuses on curriculum development issues as they apply to online education. Curriculum and its development are defined and contextualized within online learning environments. The development of online-delivered curriculum is impacted by social forces, the treatment of knowledge, human development, the learning process, technology, and management issues.

Understanding Learning Environments, Personality, and Proctoring During Mandatory Remote Delivery

2021 ◽  
Vol 65 (1) ◽  
pp. 767-770
Author(s):  
Nancy J. Stone
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environments ◽  
Online Survey ◽  
Campus Housing ◽  
Learning Success ◽  
Time Required ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

To evaluate students’ online learning environments, the relationship between personality and online learning success, and students’ perceptions about online proctoring during mandatory remote delivery due to the pandemic, students responded to an online survey. Learning environments generally included houses and rarely included on-campus housing. The specific room type was predominantly the bedroom. Only conscientiousness was related positively to anticipated semester GPA. The positive relationship between anticipated and overall GPA supports the notion that more conscientious students tend to be successful in online learning situations, as online education was rated as slightly ineffective. A majority of students did not see a need for online proctoring due to the inability or time required to search for materials, which would only harm one’s performance. There is a need to research further the impact of the study environment, relationship of the students’ personality to learning success, and consequences of online proctoring during remote learning.

scholarly journals Learning Strategies at SD Muhammadiyah 2 Tulangan during the Covid 19 Pandemic

2021 ◽  
Vol 10 ◽  
Author(s):  
Lintang Nimas Primaningtyas ◽  
Muhlasin Amrullah
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Online Education ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
School Teacher ◽  
School Level ◽  
Teachers And Students ◽  
Field Notes

The study aims to analyze the learning process in the (online) network, supportive factors and teacher inhibitory factors in carrying out online learning during the covid-19 pandemic. The study was carried out at muhammadiyah elementary school 2 the estimated shidoarjo city of sidoarjo in April. The study USES descriptive qualitative methods. The subject used in this study was an elementary school teacher at 2 tulangan elementary elementary school. The data-collection techniques used in this study include interviews, documentation and field notes. The result of this study is that the covid-19 pandemic has hada profound impact on the learning process, learning that is normally executed directly is now being transferred to online learning. Learners are bored and bored during learning. Online education done for primary-age children is less effective. A number of teacher factors in the online learning process are the availability of cell phones, quotas and a steady Internet network. In addition to supporting factors in online learning, there are several teacher inhibitors in online learning. These inhibiting factors include the fact that they are still at the elementary school level, so only a few students have cellphones, therefore this can make learning ineffective. Through online there are also obstacles that occur for teachers, namely many students who deliberately do not participate in online learning because they do not have an internet quota to access learning so that students are left behind. And there is also a learning strategy carried out by SD Muhammadiyah 2 Tulangan. On the other hand, face-to-face online learning through applications is the most beneficial thing to break the spread of Covid-19 and maintain the mental health of teachers and students from exposure to the Covid-19 virus.

scholarly journals Dampak Metode Pembelajaran Dari bagi Ketuntasan Belajar Siswa

2021 ◽  
Vol 1 (2) ◽  
pp. 117-129
Author(s):  
Franty Faldy Palempung ◽  
Ferry J N Sumual
Keyword(s):  
Online Learning ◽  
Qualitative Methods ◽  
Student Learning ◽  
Learning Process ◽  
Literature Study ◽  
Online Learners ◽  
Learning Methods ◽  
Knowledge And Skills ◽  
Study Approach ◽  
The Impact

­Abstrak: Tulisan ini secara spesifik memaparkan dampak metode pembelajaran daring bagi ketuntasan belajar siswa. Peristiwa Covid-19 yang terjadi awal tahun 2020 hingga sampai sekarang, masih menyebakan kesulitan bagi semua element. Imbas dari pandemi ini di sektor Pendidikan mengharuskan pembelajaran online dilaksanakan. Akibat dari penerapan pembelajaran daring ini, masih menyebabkan kesulitan bagi sebagai indvidu bahkan institusi karena masih belum lengkapnya pra-sarana dalam kegiatan pembelajara daring. Topik ini ditulis dengan menggunakan metode kualitatif deskriftif dengan pendekatan studi literatur. Hasil pada uraian ini mengemukakan bahwa pengertian ketuntasan belajar menurut Permendikbud adalah pencapaian kompetensi sikap, pengetahuan, dan keterampilan meliputi ketuntasan penguasaan substansi dan ketuntasan belajar dalam konteks kurun waktu belajar. Ketuntasan belajar peserta didik merupakan komponen keluaran yang diperoleh dari hasil suatu proses pembelajaran yang didukung oleh orang tua, guru dan lingkungan. Berhasil tidaknya pembelajaran daring bagi ketuntasan pembelajaran, diperlukan kerja sama semua komponen Pendidikan itu sendiri.Abstract: This paper specifically describes the impact of online learning methods on the completion of student learning. The Covid-19 event that occurred in early 2020 until now, still makes it difficult for all elements. The impact of this pandemic in the Education sector requires that online learning be implemented. As a result of the application of online learning in, still causes difficulties for as an individual even an institution because it is still incomplete pre-facilities in the activities of online learners. This topic is written using qualitative methods with a literature study approach. The results in this description suggest that the understanding of the completion of learning according to Permendikbud is the achievement of attitude competence. Knowledge, and skills include the completion of the mastery of substance and the completion of learning in the context of the study period. The completion of learning of learners is a component of the output obtained from the results of a learning process supported by parents, teachers and the environment. The success of online learning for the completion of learning, requires the cooperation of all components of Education itself.

How to gamify?: Example scenarios for participation in synchronous online learning

2018 ◽  
Vol 15 (5) ◽  
pp. 254-266
Author(s):  
Ünal Çakiroğlu ◽  
Servet Kiliç
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Opportunities ◽  
Online Learners ◽  
Online Learning Environments ◽  
Synchronous Learning ◽  
Synchronous Learning Environments ◽  
Synchronous Online Learning ◽  
Synchronous Online

Participation in synchronous online learning is an increasing need for students’ learning outcomes. Teachers generally cannot be sure about the fact that students who are seen in the participation lists are really following the online tasks. Recent studies have shown that gamification can be an effective way to support learners’ participation in the tasks. This study intended to suggest sample scenarios in line with using gamification elements in online learning environments. Two basic scenarios were developed considering the properties of online learners’ characteristics and gamification elements. First scenario giving learning responsibilities to the learners includes a puzzle activity. Second scenario presents a block-building activity including the leaderboards. The suggested model includes some new ways of using awards, reputation, badges, levels, and leader boards to provide an attractive learning environment. It is hoped that suggested scenarios can provide learning opportunities via increasing participation in synchronous learning environments.

Shaping the Future of Telecollaboration

2019 ◽  
pp. 151-172 ◽  
Author(s):  
Alberto Andujar
Keyword(s):  
Online Learning ◽  
Open Source ◽  
Learning Environments ◽  
Learning Process ◽  
Technological Development ◽  
Present Situation ◽  
Cultural Knowledge ◽  
Higher Institutions ◽  
Different Levels ◽  
The Web

This chapter analyzes the present situation of telecollaboration processes in synchronous online learning environments. The Web RTC protocol is presented as a new tool for online videoconferencing and telecollaboration that may potentially change the already in use applications for such purposes. In this vein, its characteristics such as P2P connectivity, open source protocol, no plugins installation, scalability, and accessibility guarantee that this technological development will help enhance the learning process at different levels. Higher institutions and practitioners will particularly benefit from the use of this technology as its use will increase cross-cultural knowledge as well as expand students' opportunities for out-of-class tuition.

Affect in Statistics Cognition

2017 ◽  
pp. 144-187
Keyword(s):  
Online Learning ◽  
Cognitive Development ◽  
Learning Environments ◽  
Learning Process ◽  
Statistics Education ◽  
Short Term ◽  
Online Learning Environments ◽  
Affective Process

This chapter focuses on affective process in statistics education which could influence cognitive development. We begin with a discussion of short-term high-intense affective features (emotions) and use the most well researched construct in computer and statistics education (anxiety) to illustrate how these processes can influence learning. We then discuss long term low intense affective features (moods) and outline how moods can contribute to statistical attitudes. We argue that affective features must be continuously assessed throughout the entire learning process, and discuss theorize how online learning environments can use the principles of differentiation to enhance affect toward statistics education.

Characterizing Online Learners' Time Regulation

2018 ◽  
pp. 1468-1483
Author(s):  
Margarida Romero ◽  
Christophe Gentil
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Case Studies ◽  
Time Factors ◽  
Time Factor ◽  
Academic Learning ◽  
Online Learners ◽  
Virtual Campus ◽  
The University ◽  
Drop Outs

The importance of the time factor in online learning is starting to be recognized as one of the main factors in the learners' achievements and drop outs (Barbera, Gros, & Kirshner, 2012; Park & Choi, 2009; Romero, 2010). Despite the recognition of the time factor importance, there is still the need for theorizing temporality in the context of online education. In this chapter, the authors contribute to the advancement of the evaluation of time factors in online learning by adapting the theoretical framework of the Academic Learning Times (Caldwell, Huitt, & Graeber, 1982; Berliner, 1984) for evaluating the online learners' time regulation. For this purpose, they compare two case studies based on the Academic Learning Times framework. The case studies characterize online learner regulation based on an analysis of online learners at the Universitat Oberta de Catalunya (UOC), Spain, and the initiatives taken by the instructional team of the Virtual Campus at the University of Limoges (CVTIC) to support online learner time regulation on this virtual campus in France. After comparing the two case studies, the chapter provides guidelines for improving online learners' individual and collaborative time regulation and reflects about the need to advance in the theorization of the time factor frameworks in online education.

Gender Issues in Online Education

2012 ◽  
pp. 105-121 ◽  
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Online Education ◽  
Gender Issues ◽  
Social Aspects ◽  
Design And Technology ◽  
Online Learners ◽  
Self Identity ◽  
Online Educators ◽  
And Gender

Women constitute the majority of U.S. online learners, an environment that can cloak gender issues. Nevertheless, people bring their experiences and attitudes to the educational table, and gender remains a significant factor that online educators need to consider. This chapter focuses on the biological and social aspects of gendered learning and self-identity as they apply to online learning, particularly in Western societies. Gender-sensitive instructional design and technology incorporation strategies are provided to support gender-equitable engagement in online education.

We'll Leave the Light on for You

2011 ◽  
pp. 64-76 ◽  
Author(s):  
Vanessa Paz Dennen ◽  
Curtis J. Bonk
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Online Learners ◽  
Online Learning Environments ◽  
Attrition Rates ◽  
Collaborative Tools ◽  
Effective Pedagogy ◽  
Online Tools

Motivating online learners is a key challenge facing instructors in both higher education and corporate settings. Attrition rates and low participation levels in course activities are frequent instructor complaints about online learning environments. Part of the problem is a lack of sophistication in online tools and courseware (Bonk & Dennen, 1999). Added to this problem is that, even when tools exist for engaging and motivating students, instructors lack training in how to effectively use them. Instructors not only need to know the types of online and collaborative tools for engaging students, but also how to embed effective pedagogy when the technologies are weak.

We'll Leave the Light on for You

2011 ◽  
pp. 704-715
Author(s):  
Vanessa Paz Dennen ◽  
Curtis J. Bonk
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Online Learners ◽  
Online Learning Environments ◽  
Attrition Rates ◽  
Collaborative Tools ◽  
Effective Pedagogy ◽  
Online Tools

Motivating online learners is a key challenge facing instructors in both higher education and corporate settings. Attrition rates and low participation levels in course activities are frequent instructor complaints about online learning environments. Part of the problem is a lack of sophistication in online tools and courseware (Bonk & Dennen, 1999). Added to this problem is that, even when tools exist for engaging and motivating students, instructors lack training in how to effectively use them. Instructors not only need to know the types of online and collaborative tools for engaging students, but also how to embed effective pedagogy when the technologies are weak.

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