Foundations of Motivational Research and Design in Online Distance Learning

2021 ◽  
pp. 68-76
Author(s):  
John M. Keller ◽  
Hasan Ucar ◽  
Alper Tolga Kumtepe
Keyword(s):  
Distance Learning ◽  
Online Instruction ◽  
Course Design ◽  
Teaching Process ◽  
Traditional Course ◽  
Online Distance Learning ◽  
And Performance ◽  
Online Distance ◽  
Research And Design

An effective and efficient teaching process in online distance learning requires more than just implementing a traditional course design and delivery process that typically focuses on organizing and sequencing content. These are necessary components of a well-designed course and might sometimes be sufficient for success, but only if students want to learn the content and if the course is not implemented in a way that kills their motivation. This can be a serious problem in online instruction, especially with self-instructional courses where it might be assumed that students will be motivated to succeed simply because they have enrolled in the course. Within this context, the aim of this chapter is to provide a framework and foundation for theoretical and applied papers dealing with motivation and performance in online distance learning.

Online Nurse Education

2008 ◽  
pp. 1024-1031
Author(s):  
Jane Klobas ◽  
Ciro Sementina ◽  
Stefano Renzi
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Course Design ◽  
Online Collaboration ◽  
Online Course ◽  
Market Segments ◽  
Wide Scale ◽  
Online Distance Learning ◽  
Online Distance ◽  
Collaborative Activities

In many countries, healthcare professionals are required to participate annually in compulsory continuing medical education (CME). The effort involved in providing wide-scale training led the Italian Ministry of Health to support pilot courses using online distance learning. This article reports the results of a short survey which aimed to gauge the potential of online CME for nurses in Italy. Most of the 152 respondents, all of whom had completed an online course, supported the inclusion of some form of collaborative learning. Three possible market segments for online learning emerged from the study: nurses who prefer to study alone, those who would appreciate collaborative activities well-integrated into course design, and those who would prefer courses that include online collaboration of any kind. The authors conclude that online learning is a suitable mode for enabling participation in CME for accreditation, but caution that further research is required to confirm that the preferences of nurses who have experienced online distance learning are shared by those who have not.

Using Online Distance Learning to Raise Metocean Awareness Amongst Engineering Users

2005 ◽  
Author(s):  
C. Graham ◽  
S. Graeb-Konneker ◽  
C. J. Shaw
Keyword(s):  
Distance Learning ◽  
Oil And Gas ◽  
Course Design ◽  
Business Environment ◽  
Line Managers ◽  
Peer Reviews ◽  
The World ◽  
Drilling Operations ◽  
Online Distance Learning ◽  
Online Distance

This paper describes why and how the authors have developed an online distance learning package specifically designed with the objective of raising awareness of Metocean amongst Shell’s discipline engineers around the world. Metocean technology is applied across the oil and gas business in design, operational planning and in everyday operations. It has a significant high value impact. Changes in the working and business environment have highlighted a clear need to raise awareness amongst users of Metocean technology — both for the business and for individual competence development. The disciplines identified are project management, structures, floaters, pipelines, subsea, drilling, operations, civil, geomatics and seismic. The paper explores ways to raise this awareness, leading to the choice of a tailored online distance learning course. It describes its design and development, and the incorporation of a number of learning innovations. It also presents the feedback both from line managers and participants on the course, and identifies lessons learnt and areas for improvement. The paper concludes with suggestions for the future and how others can develop bespoke awareness programmes most effectively to add value to their businesses. The significance of this paper is that it focuses on how best to communicate Metocean technology to a broad range of users, and it describes how various online distance learning techniques and innovations were tailored to achieve this. Not only do participants learn about Metocean principles and conditions around the world, but also they select their own business related course assignment. The course design encourages interaction and sharing amongst participants, and includes a variety of case studies and peer reviews. Amongst participants, the course has received high completion, satisfaction and business value scores.

Blended Learning: Understanding the Middle Ground between Traditional Classroom and Fully Online Instruction

2005 ◽  
Vol 34 (1) ◽  
pp. 33-55 ◽  
Author(s):  
Jan Welker ◽  
Lisa Berardino
Keyword(s):  
New York ◽  
Distance Learning ◽  
Blended Learning ◽  
Course Design ◽  
Traditional Classroom ◽  
Design Quality ◽  
Face To Face Learning ◽  
Online Distance Learning ◽  
Institute Of Technology ◽  
Online Distance

Blended learning is any combined use of electronic learning tools that supplement but do not replace face-to-face learning. This article is about how two researchers are trying to comfortably and logically place blended learning somewhere in the middle of two extremes—traditional classroom at one end and fully online distance learning at the other end. Twenty-two faculty and 38 students at the State University of New York Institute of Technology (SUNYIT) responded to a survey on perceptions held about blended learning. Responses from faculty revealed enrollment as a major factor in the increased use of this course design; quality of assignments and course grades that are as good or better; and courses that are producing improved writing and discussions. While the design is easy to use, faculty reported more work on their part and some loss of traditional classroom dynamics. Students reported flexibility, convenience, and independence as advantages, along with confusion, reduced social interaction, and more work as disadvantages. However, there appears to be a net economic gain for students as tuition and financial aid remain unchanged while expenditure in time and travel are reduced. Course management technology and course design recommendations are provided for faculty consideration. The boundaries between traditional classroom instruction and fully online distance learning are blurring. As course design moves more toward a fully online look-alike, expectations for a smoothly operating course will be higher for both faculty and students.

scholarly journals The transforming of an online, distance-learning masters of nature science

2020 ◽  
Vol 8 (2) ◽  
pp. 1-12
Author(s):  
Nataliya Valko ◽  
Viacheslav Osadchyi
Keyword(s):  
Distance Learning ◽  
Stem Education ◽  
Remote Access ◽  
Teaching Material ◽  
Full Time ◽  
Temporary Change ◽  
Online Distance Learning ◽  
Online Distance

For a number of reasons, in particular the introduction of urgent quarantine measures, a temporary change is taking place in the format of full-time studies on distance learning. This requires a quick reorientation of the teacher and students to use educational solutions to provide remote access to teaching material. The article studies the requirements for building a distance course in order to quickly adapt full-time education to distance learning. The features of the organization of distance STEM education are determined. The pedagogical and technological aspects of supporting distance learning STEM are established. The problems that may arise during the organization of distance learning are analyzed and models for overcoming them are considered. An example of constructing a course in accordance with established requirements is given.

scholarly journals The Physical Learning Environment of Online Distance Learners in Higher Education – A Conceptual Model

2021 ◽  
Vol 12 ◽  
Author(s):  
Cheuk Fan Ng
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Conceptual Model ◽  
Physical Environment ◽  
Computer Mediated Communication ◽  
Future Research ◽  
Online Distance Learning ◽  
Online Distance

Online distance learning is offered not only in post-secondary distance education institutions but in traditional universities as well. With advances in mobile and wireless technologies, completing academic studies anywhere anytime should become feasible. Research in distance education and online learning has focused on computer-mediated communication, instructional design, learner characteristics, educational technology, and learning outcomes. However, little attention has been given to where exactly learners do their learning and studying and how the physical and social aspects of the physical environment within which the online learner is physically embedded (e.g., the home) supports and constrains learning activities. In this paper, the author proposes a conceptual model for understanding the role that the physical environment plays in online distance learning in higher education, drawing on theories and research in environmental psychology, online learning, telework and mobile work, and higher education. Several gaps in research are identified, and suggestions for future research are proposed.

scholarly journals Individual Differences in Perceptions of Social Presence: Exploring the Role of Personality in Online Distance Learning

2021 ◽  
Vol 3 (1) ◽  
pp. 188-201
Author(s):  
Joshua Weidlich ◽  
Karel Kreijns ◽  
Theo J. Bastiaens
Keyword(s):  
Distance Learning ◽  
Individual Differences ◽  
Social Presence ◽  
Big Five Personality ◽  
Education Students ◽  
Online Distance Education ◽  
Trait Level ◽  
Online Distance Learning ◽  
Online Distance

Abstract Social presence is a central concept relating to interpersonal aspects in online distance learning. However, the conditions and determinants of its emergence are not yet fully understood. As a construct rooted in social psychology, the potential of individual differences predicting perceptions of social presence has been largely neglected, thus, constituting a gap in our understanding. In a sample of 201 online distance education students, the merits of a trait-level view of social presence were investigated. To this end, personality was assessed using the Big Five personality inventory, exploring both a dimensional and a typological approach. Results suggest that specific personality typologies may be more prone to perceptions of social presence, thus calling for an extension of our theoretical modeling of the construct.

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