Measurement in K–12 Online Learning Environments

Student Behaviors ◽

Latent Constructs ◽

Brick And Mortar ◽

K 12

The measurement of online latent constructs, such as student engagement, have mimicked the measurement of these constructs in traditional, brick-and-mortar learning environments. For brick-and-mortar K-12 schools and online K-12 schools there are challenges that need to be addressed to establish a measure with support for validity. Measurement in an online learning environment has different accessibility and data collection requirements. The online learning environment lends itself well to the use of student behaviors to measure latent constructs, including student engagement. The behaviors of students in an online learning environment are regularly documented. This chapter will delve into the ways latent constructs, using student engagement as an example/case study, are currently being measured in the K-12 online learning environment and alternatives to these measures mimicking traditional brick-and-mortar measures.

Factors affecting student behavioural engagement in an inquiry-based online learning environment

10.21203/rs.3.rs-249144/v1 ◽

2021 ◽

Author(s):

Md Abdullah Al Mamun ◽

Gwen Lawrie

Keyword(s):

Online Learning ◽

Student Engagement ◽

Learning Environment ◽

Learning Environments ◽

Learning Experience ◽

Independent Study ◽

Online Environment ◽

Inquiry Based Learning ◽

Behavioural Engagement

Abstract The technological innovations and changing learning environments are influencing student engagement more than ever before. These changing learning environments are affecting the constructs of student behavioural engagement in the online environment and require scrutiny to determine how to facilitate better student learning outcomes. Specifically, the recent literature is lacking in providing insights into how students engage and interact with online content in the self-regulated environment, considering the absence of direct teacher support. This paper investigates how instructional design, informed by the factors relating to behavioural engagement, can influence the student-content interaction process within the fabric of inquiry-based learning activities. Two online learning modules on introductory science topics were developed to facilitate students’ independent study in an asynchronous online environment. The study revealed that students showed high commitment to engage and complete the tasks that required less manipulative, pro-active effort during the learning process. The findings also revealed that instructional guidance significantly improved the behavioural engagement for student groups with prior learning experience and technology skills. This study highlights several issues concerning student engagement in a self-directed online learning environment and offers possible suggestions for improvement. The findings might contribute to informing the practice of teachers and educators in developing online science modules applicable to inquiry-based learning.

Synkrone online læringsmiljøer – didaktisk design for synkron undervisning understøttet af digitale teknologier

Tidsskriftet Læring og Medier (LOM) ◽

10.7146/lom.v6i11.8660 ◽

2013 ◽

Vol 6 (11) ◽

Author(s):

Karsten Gynther ◽

Ove Christensen ◽

Rasmus Jørnø

Keyword(s):

Online Learning ◽

Learning Environment ◽

Research And Development ◽

Learning Environments ◽

Three Dimensions ◽

Online Learning Environments ◽

Face To Face ◽

Synchronous Learning ◽

Synchronous Learning Environments

Synkrone online læringsmiljøer muliggør realisering af en didaktisk praksis, der synkront kobler forskellige kontekster. Forskning i og udvikling af didaktiske principper, som kan guide uddannelsesudviklere og undervisere i deres arbejde med at udvikle didaktiske designs for synkrone læringsmiljøer, er imidlertid kun i sin spæde vorden. I denne artikel introduceres til et overordnet designframework for synkrone onlinelæringsmiljøer samt en række konkrete didaktiske principper, som eksemplificeres med en række designeksempler. Det overordnede framework rummer tre dimensioner i et didaktisk design for synkrone læringsmiljøer, der i kort form kan præsenteres som: a) simulering af tilstedeværelsesundervisning, b) remediering af tilstedeværelsesundervisning og c) innovativ transformation af tilstedeværelsesundervisning.Abstract in EnglishSynchronous online learning environments allow the realization of a didactic practice that creates contextual couplings. Research and development of didactic principles to guide teachers and developers of education in developing designs for synchronous learning environments is however still in its infancy. This article introduces a series of new conceptual tools and didactical principles for online learning environment and includes a general design framework for synchronous online learning environments and concrete didactic principles exemplified through a set of design examples. The framework outlines three dimensions of a didactic design: a) simulation of face-to-face teaching, b) remediation of face-to-face teaching and c) innovative transformation of face-to-face teaching.

Computer Mediated Learning

Handbook of Research on Computer Mediated Communication ◽

10.4018/978-1-59904-863-5.ch007 ◽

2011 ◽

pp. 73-86

Author(s):

Alison Ruth

Keyword(s):

Online Learning ◽

Learning Environment ◽

Learning Environments ◽

Learning Theory ◽

Computer Mediated Communication ◽

Mediated Learning ◽

Mediated Communication ◽

Computer Mediated ◽

Communication Needs

This chapter proposes that Burke’s (1969) dramatistic analysis using the Pentad (act, scene, agent, agency, purpose) is a valuable methodological tool for investigating how learning theory offers a better understanding of mediated learning environments. It is argued that this framework provides a coherent and comprehensive consideration of learning and communication mediated by electronic means. Research into computer mediated communication needs to acknowledge the intertwining notion of the agents, acts and agency (mediation) within a specific scene, particularly in an online learning environment. Burke’s (1969) work provides a useful framework for discussing and describing a mediated environment and appears to be a valid framework within which to analyze different learning and communicative environments.

Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses - Advances in Educational Technologies and Instructional Design ◽

Encouraging and Increasing Student Engagement and Participation in an Online Classroom

10.4018/978-1-4666-9582-5.ch017 ◽

2016 ◽

pp. 426-447

Author(s):

Kathryn Woods

Keyword(s):

Online Learning ◽

Student Engagement ◽

Learning Environment ◽

Prior Knowledge ◽

Learning Environments ◽

Online Courses ◽

Traditional Classroom ◽

Online Classroom ◽

Online Learning Environments ◽

The Impact

Advances in technology have increased opportunities for students to participate in online courses. While some instructors are beginning their careers teaching only online courses, others are discovering a need to teach sections of courses online after they have enjoyed a long career teaching in a traditional classroom. In either situation, it is important for instructors to recognize that students in online learning environments require the use of different strategies for encouraging engagement and participation in class. In this chapter, the author describes the challenges that students and instructors face specifically in the online learning environment as well as strategies for success, including how to maximize the impact of students' experiences and prior knowledge, using multiple platforms to deliver information, discouraging procrastination, setting clear expectations, encouraging individuality, capitalizing on diversity, and providing and utilizing helpful resources.

Social Software and E-Learning

10.4018/978-1-59904-390-6.ch012 ◽

2007 ◽

pp. 228-247

Author(s):

Jon Dron

Keyword(s):

Online Learning ◽

Learning Environment ◽

Web 2.0 ◽

Learning Environments ◽

Social Software ◽

Learning Trajectory ◽

Networked Learning ◽

E Learning

This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.

Synchronous Discussion

10.4018/978-1-59904-390-6.ch010 ◽

2007 ◽

pp. 189-207

Author(s):

Jon Dron

Keyword(s):

Online Learning ◽

Learning Environment ◽

Web 2.0 ◽

Learning Environments ◽

Learning Trajectory ◽

Networked Learning

This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.

Finding Good Stuff

10.4018/978-1-59904-390-6.ch008 ◽

2007 ◽

pp. 139-160

Author(s):

Jon Dron

Keyword(s):

Online Learning ◽

Learning Environment ◽

Web 2.0 ◽

Learning Environments ◽

Learning Trajectory ◽

Networked Learning

This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.

Electronic Publication

10.4018/978-1-59904-390-6.ch007 ◽

2007 ◽

pp. 119-138

Author(s):

Jon Dron

Keyword(s):

Online Learning ◽

Learning Environment ◽

Web 2.0 ◽

Learning Environments ◽

Learning Trajectory ◽

Networked Learning ◽

Electronic Publication

This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.

Transactional Control in Traditional Institutional Learning

10.4018/978-1-59904-390-6.ch006 ◽

2007 ◽

pp. 97-115

Author(s):

Jon Dron

Keyword(s):

Online Learning ◽

Learning Environment ◽

Web 2.0 ◽

Learning Environments ◽

Learning Trajectory ◽

Networked Learning ◽

Institutional Learning

This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.