Person-Centered Learning

2010 ◽  
pp. 158-180
Author(s):  
Christopher T. Miller
Keyword(s):  
Distance Education ◽  
Learning Experience ◽  
Constructivist Learning ◽  
Instructional Model ◽  
Web Based ◽  
Study Implementation

As the distance grows between the instructor and student within education it becomes necessary to explore new ways of addressing the instruction that goes into distance education. This chapter will describe a distance-based instructional model, the person-centered model of instruction, as well as a case study implementation of the person-centered model of instruction in a web-based course. The case study will focus on an investigation of whether differences in significant learning occurred between a group that used the person-centered model of instruction and a group participating in a constructivist learning experience.

Person-Centered Learning

2012 ◽  
pp. 218-249
Author(s):  
Christopher T. Miller
Keyword(s):  
Distance Education ◽  
Learning Experience ◽  
Constructivist Learning ◽  
Instructional Model ◽  
Web Based ◽  
Study Implementation

As the distance grows between the instructor and student within education it becomes necessary to explore new ways of addressing the instruction that goes into distance education. This chapter will describe a distance-based instructional model, the person-centered model of instruction, as well as a case study implementation of the person-centered model of instruction in a web-based course. The case study will focus on an investigation of whether differences in significant learning occurred between a group that used the person-centered model of instruction and a group participating in a constructivist learning experience.

scholarly journals Using Web-Based, Group Communication Systems to Support Case Study Learning at a Distance

2002 ◽  
Vol 3 (2) ◽  
Author(s):  
Terry Anderson ◽  
Liam Rourke
Keyword(s):  
Distance Education ◽  
Communication Systems ◽  
Teaching And Learning ◽  
Group Communication ◽  
Relative Effectiveness ◽  
Web Based ◽  
Case Based Learning ◽  
Group Communication Systems ◽  
Case Based

<P class=abstract>This study explored the capacity of Web-based, group communication systems to support case-based teaching and learning. Eleven graduate students studying at a distance were divided into three groups to collaborate on a case study using either a synchronous voice, an asynchronous voice, or a synchronous text communication system. Participants kept a detailed log of the time they spent on various activities, wrote a 1,500-word reflection on their experience, and participated in a group interview. Analysis of these data reveals that each group supplemented the system that had been assigned to them with additional communication systems in order to complete the project. Each of these systems were used strategically: email was used to share files and arrange meetings, and synchronous voice systems were used to brainstorm and make decisions. Learning achievement was high across groups and students enjoyed collaborating with others on a concrete task. Keywords: Distance Education, Case-based Learning, Collaboration Software, Online Learning.</P> <P>The evidence in favour of case-based teaching and learning continues to mount (cf. Lundeberg, Levin, and Harrington, 1999). One interesting facet of this research suggests that group discussions are the active ingredient of case study learning. For on-campus students this is simple to arrange, but where does it leave students who are studying at a distance? Case studies are often used in distance education, but traditionally they have been implemented in an independent mode, with students reading a problem-centred or exemplary narrative in order to contemplate its central issues. This type of case-based teaching omits what may be the most important part of case-based pedagogy.</P> <P>Fortunately, a wide array of Web-based communication software exists that supports various types of communication at a distance, including text or voice, person-to-person or multi-person, and synchronous or asynchronous interaction. The relative effectiveness of these systems to support collaboration among students is an important issue to distance educators.</P>

E-Learning and M-Learning

2014 ◽  
pp. 284-300 ◽  
Author(s):  
Lisa Soon
Keyword(s):  
Technology Use ◽  
Learning Experience ◽  
Team Work ◽  
Collaborative Group ◽  
Web Based ◽  
Group Assessment ◽  
Wide Range ◽  
E Learning ◽  
Local Students

This research explores the relationship between e-learning and m-learning by investigating distance education students’ use of a learning management system, “Interact,” for virtual team work. The paper explores their experience of online collaborative group assignments in the subject “Information Management in Organisations.” International and local students were grouped. Each group undertook a case study project to propose solutions for identified problems in their chosen organisations. Students developed their assignment in wikis and used various tools for communication and document storage. An anonymous web-based survey was conducted after students completed the group assessment. The results reflected a wide range of factors including technology use, working with students from a different country, and challenges they faced completing group assessment online. Their feedback on their e-learning experience indicated the need for m-learning to address their concerns. The findings indicate a need for m-learning to support e-learning further, which could significantly improve the facilitation of online collaborative group assignments.

scholarly journals Attitudes of distance education students towards web based learning – a case study

2010 ◽  
Vol 2 (2) ◽  
pp. 2393-2396 ◽  
Author(s):  
Serdar Çiftci ◽  
Erhan Güneş ◽  
Mutlu Tahsin Üstündağ
Keyword(s):  
Distance Education ◽  
Education Students ◽  
Web Based ◽  
Web Based Learning

A Case Study on the Impact of a Web-Based Animated Storyline Module for Global Health Pedagogy: Student Perspectives

2020 ◽  
pp. 002205742094318
Author(s):  
Obidimma Ezezika ◽  
Mona Jarrah
Keyword(s):  
Global Health ◽  
Learning Experience ◽  
Student Perspectives ◽  
Structured Interviews ◽  
Web Based ◽  
Sustainable Developmental Goals ◽  
The Impact

This study examined students’ perspectives on the impact of an animated storyline surrounding the Sustainable Developmental Goals. Qualitative semi-structured interviews were conducted with students who participated in the storyline to gain insight on its impact on their learning experience. Results suggest that animated storylines can provide students the opportunity to express empathy toward individuals and communities facing global health challenges, recognize their positionality in relation to others living in different circumstances, and can encourage students to retain and apply the knowledge gained to global health projects. Through the results of this study, we illustrate how storylines might be used to enhance global health pedagogy.

scholarly journals Effectiveness of Blended Approach in Teaching and Learning of Language Skills in Saudi Context: A Case Study

2021 ◽  
Vol 14 (11) ◽  
pp. 118
Author(s):  
Jameel Ahmad
Keyword(s):  
Teaching And Learning ◽  
Language Skills ◽  
Learning Experience ◽  
Dynamic Environment ◽  
Independent Learning ◽  
Digital Learning ◽  
Web Based ◽  
Face To Face ◽  
Audio Video

The blended approach serves as an effective interface between web-based and face-to-face teaching and learning of language skills. It offers the best of both and commoditizes broad-based teaching and learning avenues thereby bringing the whole teaching and learning process to life. An empirical study conducted on EFL/ESP teachers and learners of Saudi universities indicates that adopting a fully online or a fully offline approach is not as effective as a blended approach. The overwhelming majority of the respondents illustrate that a blended approach offers a rich variety of alternatives combining both online and offline platforms. It is also evident from the findings of the current study that even a technophobic teacher of the old generation can enrich his pedagogical effectiveness while navigating and integrating a vast variety of authentic online resources in his face-to-face teaching. Nevertheless, a learner can also learn language skills effectively by interacting with the dynamic instructors in a face-to-face environment and by repeatedly using online audio-video learning resources at his convenient time. In fact, modern learners are becoming more tech-savvy owing to an exponential growth of Internet usage during the current pandemic of COVID-19, and hence willing to embrace digital learning to enhance their learning experiences. So, let both get intertwined and go hand in hand to revitalize both teaching and learning activities. The amalgamation of the interactive dynamic environment of offline and individualized/independent learning online offers a rounded learning experience. &nbsp;

Using Web-Based Technologies and Communities of Practice for Transformative Hybrid and Distance Education

2010 ◽  
pp. 156-166
Author(s):  
Nory Jones ◽  
Omar J. Khan
Keyword(s):  
Social Networks ◽  
Distance Education ◽  
Learning Styles ◽  
Communities Of Practice ◽  
Web 2.0 ◽  
Learning Environments ◽  
Learning Experience ◽  
Online Classes ◽  
Web Based

This chapter explores the use of Web-based technologies incorporating communities of practice and social networks to enhance the learning experience in hybrid and distance (online) classes. Research suggests that using a variety of technologies and methods to reach people with different learning styles improves overall learning in a class delivery though different methods are more effective in traditional vs. online classes. Moreover, using new, emerging Web-based technologies, including both Web 1.0 and Web 2.0 software, further enhances the engagement and value of the learning experience in these classes. This chapter examines the methods and technologies that can be potentially used to create excellence learning environments in traditional hybrid and online classes.

Graduate Students’ Perceptions and Experiences of Online Collaborative Learning in Web-Based and Web-Supplemented Learning Environments

2012 ◽  
Vol 8 (4) ◽  
pp. 62-74 ◽  
Author(s):  
Jianxia Du ◽  
Xun Ge ◽  
Ke Zhang
Keyword(s):  
Graduate Students ◽  
Collaborative Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Online Collaboration ◽  
Multiple Sources ◽  
Web Based ◽  
Online Collaborative Learning ◽  
The Web

This case study was designed to investigate students’ perceptions and experiences of the dynamics of online collaborative learning over a semester. Multiple sources of data were collected and triangulated through pre- and post-surveys, personal interviews, group reflection papers, and instructor’s observations. Forty-one graduate students enrolled in the same course with the same instructor in two different learning environments – web-based and web-supplemented, participated in the study. The overall results indicated that students in the two environments shared their positive understandings and perceptions about online collaborative learning, which were significantly deepened over time. However, the students in the web-based class were found more positive about the advantages of online collaborative learning than those in the web-supplemented class as their learning experience developed. The study also identified the attributes that were considered crucial to successful online collaboration.

scholarly journals A Web-Based Distance Education Course in Nutrition in Public Health: Case study

2001 ◽  
Vol 3 (2) ◽  
pp. e16 ◽  
Author(s):  
Dirce M Sigulem ◽  
Tania B Morais ◽  
Lilian Cuppari ◽  
Sylvia C.C Franceschini ◽  
Silvia E Priore ◽  
...  
Keyword(s):  
Public Health ◽  
Distance Education ◽  
Web Based
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