Increasing Adult Learner Engagement in E-learning Courses through Learner Case Writing

2010 ◽  
pp. 971-984
Author(s):  
Rosemary B. Closson ◽  
Carmeda Stokes
Keyword(s):  
Learning Environments ◽  
Situated Learning ◽  
Adult Learner ◽  
Action Learning ◽  
Critical Discussion ◽  
Future Trends ◽  
Learner Engagement ◽  
E Learning ◽  
Case Writing ◽  
Learning Principles

This chapter proposes learner case writing (LCW) as a case-based method that has been successfully used to increase adult learner engagement in an online asynchronous environment. LCW is a response to the expressed need identified in the literature for increased incorporation of experiential activities in e-learning environments. A critical discussion of the theoretical base and learning principles that underpin this method (such as experiential learning, action learning, authentic learning, and situated learning) is also provided. Phases of the LCW process are outlined and key challenges the authors encountered while using the LCW process online are presented. The authors describe their responses to mitigate the challenges experienced and make general recommendations for online learning using experiential approaches. This chapter concludes with final thoughts on future trends.

Virtual Situated Learning Environments

2010 ◽  
pp. 72-86 ◽  
Author(s):  
Sandra Jones
Keyword(s):  
Learning Environments ◽  
Situated Learning ◽  
Human Services ◽  
Real Life ◽  
Virtual Community ◽  
Learning Opportunities ◽  
Employment Relations ◽  
Related Field ◽  
Secure Environment ◽  
Learning Principles

This chapter explores how ICT can be used to create environments in which students engage in workrelated learning opportunities through virtual situated learning environments. These VSLEs are created digitally as real-life learning opportunities. Situating students of human services in these environments presents the opportunity for learning opportunities that are authentic, apply adult learning principles and are learner centred. They enable participants to develop inter-professional skills by presenting scenarios that require inter-professional engagement in a safe and secure environment in which participants can experiment with different approaches to problem-solutions. They provide a safe-fail environment in which students can experiment with different approaches and see the consequences of not working appropriately without negatively affecting real clients. The chapter presents an example of a VSLE used to engage students in a related field of employment relations and outlines an example of how a virtual community centre may be used to develop employability skills for students in human services.

Self-Assessments in Contemporary Adult E-Learning

2010 ◽  
pp. 557-577
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Adult Learner ◽  
Discovery Learning ◽  
Skills Acquisition ◽  
Design Strategies ◽  
Self Assessment ◽  
Learner Engagement ◽  
Electronic Learning ◽  
E Learning ◽  
Self Assessments ◽  
Actual Learning

With the ever higher costs of human-led instruction, much of adult electronic learning (e-learning) has become automated, independent, dispersed to open-source locales, and open learning. There has been a growing focus on adult learner self-initiative in identifying and pursuing learning opportunities independently. Such discovery learning is not just for practical and informal work but has now reached well into formalized trainings and deeper lifelong learning. This phenomenon has led to a variety of methods for adult learner self-assessment of their own learning—ranging from pre-determined scripted responses to live human feedback to mixed-methods feedback. Feedback loops for learner self-assessment are critical to support learner engagement, actual learning, learner self-efficacy, decision-making, skills acquisition, and human development; these also enhance mutually supportive collaborations and innovations between co-learners; and they enable workplace and higher education credentialing needs. This chapter highlights the importance of self-assessments and learner feedback in e-learning, and proposes some foundational design strategies.

E-Learning as a Catalyst for Educational Innovation

2004 ◽  
pp. 196-207
Author(s):  
Petek Askar ◽  
Ugur Halici
Keyword(s):  
Learning Environments ◽  
Diffusion Theory ◽  
Educational Innovation ◽  
School Management ◽  
Future Trends ◽  
Key Points ◽  
The World ◽  
E Learning ◽  
Related Individuals ◽  
Technological Improvements

As a form of distance learning, e-learning has become a major instructional force in the world. In this chapter, initiatives regarding e-learning and its impacts on instructional design, on school management and on the community are described and discussed in order to show different aspects of e-learning environments and their impact on related individuals or institutions. Future trends in e-learning are presented in connection with expected technological improvements and key points needing special care in the development of future e-learning environments are mentioned in the light of diffusion theory.

Using Virtual Learning Environments to Present Different Learning Blends

2011 ◽  
pp. 219-238
Author(s):  
Robert J. McClelland
Keyword(s):  
Learning Environments ◽  
Action Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Student Experiences ◽  
Learning Approaches ◽  
Digital Collections ◽  
E Learning ◽  
Learning Sets

This work is concerned with the evolution of blended learning supports for university students in moving from early Virtual Learning Environment (VLE) platforms and supports that were designed and facilitated by academics to those platforms designed commercially (particularly Blackboard) and developed using a mixture of commercial, collaborative and e-learning supports. The chapter is an examination of a range of issues including production of learning resources and student learning approaches. It concludes by highlighting the importance of innovation and variety in the learning blend with increased reliance on digital collections and for learning approaches student experiences were evaluated as positive when undergoing problem-based approaches and were seen as stimulated to engage with e-learning materials based on the structure and operation of action learning sets.

Intelligence in MAS-Based Distributed Learning Environments

2011 ◽  
pp. 115-145
Author(s):  
Chunsheng Yang
Keyword(s):  
Research And Development ◽  
Learning Environments ◽  
Distributed Learning ◽  
Learning Systems ◽  
Student Modeling ◽  
Future Trends ◽  
Intelligent Decision Making ◽  
Intelligent Decision ◽  
E Learning ◽  
Coordination And Collaboration

This chapter first addresses the issue of the importance of intelligence in MAS-based DLEs. Then, it stresses that there are three main intelligent competencies in MAS-based DLEs: intelligent decision-making support, coordination and collaboration of the agents in MAS, and student modeling for personalization and adaptation in learning systems. It also describes in detail how to apply relevant AI techniques, including the introduction of AI techniques and their state-of-the-art application in the e-learning domain. Finally, future trends in the research and development of intelligence for MAS-based DLEs are discussed.

Information Competency and E-Learning

2012 ◽  
pp. 373-390 ◽  
Author(s):  
Lesley Farmer
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Information Society ◽  
Relevant Information ◽  
Instructional Designers ◽  
Learning Approaches ◽  
Future Trends ◽  
E Learning ◽  
Technical Issues ◽  
Information Competency

In the information society, learners need to locate and evaluate resources carefully as well as determine how to use relevant information to solve problems and make wise decisions. As more students learn in online environments, resources and support must be available to optimize their success. Information literacy offers a series of processes as a means to deal successfully with information. By melding information literacy and content matter in e-learning environments, instructional designers can create authentic experiences for students to hone their skills. Choosing effective electronic resources, collaboration with librarians, and addressing technical issues are key to successful e-learning for information literacy. Future trends in e-learning approaches are discussed.

Creating Supportive Multimedia Learning Environments

2010 ◽  
pp. 88-105 ◽  
Author(s):  
Bobbe Gaines Baggio
Keyword(s):  
Learning Environments ◽  
Multimedia Learning ◽  
Instructional Designers ◽  
Multimedia Instruction ◽  
Learner Engagement ◽  
Constructivist Learning Environments ◽  
E Learning ◽  
Learner Differences ◽  
Instructional Design Principles ◽  
Effective Design

A strategy for developing effective multimedia instruction should be based on evidence presented by cognitive science and backed by research. Unless guided by instructional design principles, multimedia learning products run the risk of being unusual and entertaining but not effective. An effective design strategy at a minimum should embrace; recognizing learner differences, creating good multimedia messages, managing cognitive load, providing opportunities for active cognition, and monitoring learner engagement, intentions and progress. Activity theory, when integrated into multimedia instruction can support the creation of constructivist learning environments. Activities are ways that learners interact with the outside world and cognition is part of the interaction. Using multimedia to develop opportunities for learners to participate in active cognition can enhance the learning environment Active cognitive engagement should include active, interactive and reflective e-learning. The challenge for instructional designers is to position multimedia in an environment that supports the realization of meaningful learning.

Culturally-Sensitive E-Learning Practices for Library Education

2013 ◽  
Author(s):  
Leslie Farmer
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Culturally Sensitive ◽  
Cultural Dimensions ◽  
Educational Model ◽  
Cultural Impact ◽  
Online Learning Environments ◽  
Library Education ◽  
Learning Practices ◽  
E Learning

With globalization, library educators should address culturally-sensitive instruction design and curriculum, particularly in online learning environments. Hofstede’s cultural dimensions and Bigg’s educational model provide frameworks for addressing cultural impact on library education. Specific techniques are suggested for handling language and online learning issues.Avec la mondialisation, les professeurs de bibliothéconomie devraient incorporer les différences culturelles dans leurs cours ainsi que dans le cursus, notamment en milieu d'apprentissage en ligne. Les dimensions culturelles de Hofstede et le modèle éducatif de Bigg offrent un cadre permettant de traiter de l'impact culturel sur l'éducation. Seront présentées différentes techniques pour aborder les questions de langue et d'apprentissage en ligne.

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