Student Learning in an Online Environment

2011 ◽  
pp. 224-234
Author(s):  
Rodney Arambewela
Keyword(s):  
Deep Learning ◽  
Student Learning ◽  
Learning Experience ◽  
Learning System ◽  
Learning Approaches ◽  
Learning Contexts ◽  
Technology In Teaching ◽  
E Learning ◽  
Learning Orientations ◽  
Surface Learning

The increasing class sizes, changing expectations, diversity and mobility of students and the use of computer technology in teaching have challenged universities, world over, to review educational courses and delivery to provide a more satisfying learning experience to students. Understanding how students learn is essential in this process and continuous enquiry into teaching practices for their effectiveness towards enhancement of student learning outcomes is therefore considered a vital strategy. This chapter discusses an exploratory study on the differences in the learning approaches of a group of students in a second year marketing course in an Australian university. E-learning system remains the primary communication and the learning resource of these students. Results indicate that there are no significant differences in the study approaches of students but on average they seem to demonstrate deep learning than surface learning although they may differ in terms of the learning contexts. The study also reveals that in comparison female students and older aged students seem to demonstrate deep learning orientations than surface learning orientations.

scholarly journals The cone-of-learning: a visual comparison of learning systems

2016 ◽  
Vol 28 (1) ◽  
pp. 21-39
Author(s):  
John Hamilton ◽  
Singwhat Tee
Keyword(s):  
Deep Learning ◽  
Student Learning ◽  
Student Perceptions ◽  
Learning Experiences ◽  
Learning Systems ◽  
Learning System ◽  
Learning Approaches ◽  
Flexible Learning ◽  
Content Type ◽  
Tertiary Institutions

Purpose – Four learning modes, interacting through students as different learning systems, are mapped into a cone-of-learning continuum that allows tertiary institutions to visually re-consider where within their cone-of-learning, they choose to position their learning approaches. Two forms of blended learning are also distinguished. The paper aims to discuss these issues. Design/methodology/approach – Undergraduate law, business, IT, and creative arts student perceptions are structural equation modelled (SEM) into traditional, blended-enabled, blended-enhanced, and flexible learning systems. Findings – Within the SEM derived learning cone-of-learning continuum, a migration from traditional learning systems towards blended and flexible learning systems typically offers higher-net levels of undergraduate student learning experiences and outcomes. Research limitations/implications – The authors do not capture learning system feedback loops, but the cone-of-learning approaches can position against chosen competitors. The authors recognise benchmark, positioning, and transferability differences may exist between different tertiary institutions; different learning areas; and different countries of operation. Cone-of-learning studies can expand to capture student perceptions of their value acquisitions, overall satisfaction, plus trust, and loyalty considerations. Practical implications – The cone-of-learning shows shifts towards flexibility as generating higher student learning experiences, higher student learning outcomes, and as flexible technologies mature this demands higher student inputs. These interactive experiential systems approaches can readily incorporate new technologies, gamifications, and engagements which are testable for additional student deep-learning contributions. Experiential deep-learning systems also have wide industrial applications. Social implications – Understanding the continuum of transitioning between and across deeper-learning systems offers general social benefit. Originality/value – Learning system studies remain complex, variable systems, dependent on instructors, students, and their shared experiential engagements environments. This cone-of-learning continuum approach is useful for educators, business, and societal life-long learners who seek to gauge learning and outcomes.

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

scholarly journals Adaptive doctors: preparing tomorrows doctors for practice in the Anthropocene Epoch

2021 ◽  
Author(s):  
Claudia Slimings ◽  
Emily Sisson ◽  
Connor Larson ◽  
Devin Bowles ◽  
Rafat Hussain
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Activities ◽  
Curriculum Mapping ◽  
Learning Approaches ◽  
Future Health ◽  
Work Activity ◽  
Planetary Health ◽  
E Learning

Background: The future health workforce needs to be equipped with the knowledge, skills, and motivation to deliver sustainable healthcare and promote planetary health. The aim of this study was to design, implement and evaluate a new suite of planetary health learning activities piloted by medical students for a range of medical professionals. Methods: The study consisted of three components: curriculum mapping, development of learning activities and evaluation. Curriculum mapping involved searching program learning outcomes using relevant search terms. Two learning activities were co-developed with medical students comprising of an e-learning component and an inquiry-based small group workshop presented to 99 2nd year students. Evaluation consisted of pre- and post-learning knowledge quizzes and a student feedback survey. Results: A total of 30 learning outcomes were identified with the majority located in the first two years of the four-year program. The overall evaluation response rate was 49.5%, and 19% completed the feedback survey. The mean pre- and post-lesson scores, respectively, were 7.09 (SD=1.84) and 9.53 (SD=1.69) out of a possible score of 12, increasing by 2.37 points on average (95% confidence interval [CI] 1.66-3.09). Overall, the new activities were rated as excellent/good by 84.2% of respondents. The e-learning module rated more highly as a meaningful learning experience than the workshop (89% v. 63.2%). The most common criticism was the length of time it took to complete the e-learning. Conclusion: Students already had a good understanding of planetary health facts and the e-learning lesson served to confirm, review and update their knowledge. Students embraced the opportunity to engage in interactive learning through the problem-solving group work activity. There is very little vertical alignment of environmental and climate issues across all four years of the medical program in our institution and a variety of learning approaches should be considered when revising the curriculum.

Learning and Satisfaction in Online Communities of Inquiry

2011 ◽  
pp. 23-35 ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison
Keyword(s):  
Student Learning ◽  
Community Of Inquiry ◽  
Social Cognitive ◽  
Online Courses ◽  
Learning Experience ◽  
Higher Learning ◽  
Teaching Presence ◽  
E Learning ◽  
Actual Learning ◽  
Study Student

The purpose of this chapter is to explain the capability of the Community of Inquiry (CoI) framework as a research model to study student learning and satisfaction. The framework identifies three elements (social, cognitive, and teaching presence) that contribute directly to the success of an e-learning experience through the development of an effective CoI. It is argued that a CoI leads to higher learning and increased satisfaction. The chapter presents findings from two online courses designed using the CoI approach. Overall, the students in these courses had high levels of perceived learning and satisfaction, as well as actual learning outcomes.

scholarly journals New Weighted Clustering Approach to Map and Prioritise Learning Knowledge Objects towards Learning Approaches

2016 ◽  
Vol 11 (06) ◽  
pp. 28
Author(s):  
Sai Sabitha ◽  
Deepti Mehrotra ◽  
Abhay Bansal
Keyword(s):  
Management System ◽  
Learning Experience ◽  
Learning Management System ◽  
Feature Space ◽  
Learning Objects ◽  
Learning Approaches ◽  
Course Content ◽  
E Learning ◽  
Knowledge Objects ◽  
Learning Management

To have a unique learning experience and a high learning impact, diverse courses should be incorporated in e-Learning. Learning Management System, a tool in e-Learning manages and delivers content to users. Learning Objects (LO), the course content is the fundamental unit of Learning Management System. Knowledge Object of Knowledge Management System can also be a viable resource in technology supported learning. A learning scenario for a given learner has to be identified. The course content (LO) has to match their learning skills. Data mining techniques can be widely used to find similar objects and K-Mean clustering technique can be used to produce more consistent clusters. The clusters can have strong and similar concepts of Learning Knowledge Objects. A new algorithm, a weighted cosine distance that gives real-valued distances between instances which further modifies the structure of the feature space is used for prioritising objects in clusters. These objects can be further mapped to learning approaches of the users. An experiment is conducted by using Learning and Knowledge Objects to understand the effectiveness of the weighted measure, thereby a personalized holistic learning environment is provided to the learners.

Technological Approaches for E-Content Development and Deployment

2020 ◽  
Vol 16 (3) ◽  
pp. 92-112
Author(s):  
Rakshak Jain ◽  
Akhilesh K. Singh
Keyword(s):  
Web Application ◽  
Qualitative Method ◽  
Learning Experience ◽  
Appropriate Technology ◽  
Learning System ◽  
Application Framework ◽  
Content Creation ◽  
Server Side ◽  
Content Development ◽  
E Learning

Success of any web product and application relies upon how thoughtfully and wisely technology has been implemented for developing and deploying that product – be it e-commerce product or e-learning product. Alongside pedagogy, application of appropriate technology is the important determinant for an effective and engrossing learning experience of any e-content or e-learning system. To understand the proper utilization of IT strategies for e-content development, the qualitative method of research has been used in this study by which content analysis has been done on the interviewed data, gathered from the IT professionals, with the help of Atlas.Ti software. The findings of this study suggest how web technology can be deployed for e-content in the five identified stages, namely – programming language, web application framework, presentation/design, content creation and server-side technology including cloud storage. For this, a comprehensive technical guideline along framework for e-content development and deployment has been formulated.

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