Communication in Online Learning

2017 ◽

pp. 20-41 ◽

Cited By ~ 1

Author(s):

Barry Chametzky

Keyword(s):

Online Learning ◽

Learning Environment ◽

Online Learning Environment ◽

Online Environment ◽

Visual Clues

An online learning environment is a rather lonely, isolated place. Because of this seemingly dismal venue, learners suffer in invisible ways such as attrition and disempowerment. While great educational things can and do happen online, it is vital to remember that because of the reduced visual clues, a number of things that need to be accomplished if learners are to succeed in this environment. In order to understand more clearly what is required in an online environment for learners to be successful, under the umbrella of communication, this author will discuss a number of ways to help course members break down feelings of isolation, increase meaningfulness, and increase empowerment.

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Effectiveness of Gamification in Flipped Learning

SAGE Open ◽

10.1177/2158244020979837 ◽

2020 ◽

Vol 10 (4) ◽

pp. 215824402097983

Author(s):

Abdullah Yasin Gündüz ◽

Buket Akkoyunlu

Keyword(s):

Online Learning ◽

Learning Environment ◽

Qualitative Data ◽

Control Group ◽

Online Learning Environment ◽

Learning Approach ◽

Interaction Data ◽

Flipped Learning ◽

Online Environment ◽

Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

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Strategies for Engaging Students in the Online Environment

Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-0119-1.ch017 ◽

2020 ◽

pp. 305-326

Author(s):

Kimberly A. Whiter

Keyword(s):

Online Learning ◽

Student Engagement ◽

Learning Environment ◽

Teaching Methods ◽

Course Design ◽

Student Interaction ◽

Online Learning Environment ◽

Online Environment ◽

Instructional Technologies ◽

Course Content

Creating an engaging course environment requires a conscious effort from faculty to utilize course design, teaching methods, and instructional technologies that foster high levels of student interaction. Instructional technologies paired with effective pedagogies are making student engagement in online environments rich and meaningful. The use of instructional technologies is linked to student engagement in the online learning environment. Utilization of instructional technologies should address three major types of interaction: student interaction with course content, the faculty, and their learning peers. The use of instructional technologies to engage students can also increase students' motivation for their learning by increasing student value for course content. This chapter addresses specific strategies for utilization of course design, pedagogies, and instructional technologies to incorporate student interaction and develop and maintain students' motivation in their learning.

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Peer feedback to facilitate project-based learning in an online environment

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v14i5.1524 ◽

2013 ◽

Vol 14 (5) ◽

Cited By ~ 5

Author(s):

Yu-Hui Ching ◽

Yu-Chang Hsu

Keyword(s):

Online Learning ◽

Graduate Students ◽

Learning Environment ◽

Mixed Method ◽

Peer Feedback ◽

Project Based Learning ◽

Online Learning Environment ◽

Online Environment ◽

Online Instructional Design ◽

Method Approach

<p>There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students’ participation and perceptions of peer feedback activity that supports project-based learning in an online instructional design course. Our findings indicate that peer feedback can be implemented in an online learning environment to effectively support project-based learning. Students actively participated in the peer feedback activity and responded positively about how the peer feedback activity facilitated their project-based learning experiences. The results of content analysis exploring the peer feedback reveal that learners were mostly supportive of peers’ work and they frequently asked questions to help advance their peers’ thinking. The implications and challenges of implementing peer feedback activity in an online learning environment are discussed.</p>

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Social Presence in an Online Learning Environment

Encyclopedia of Information Communication Technologies and Adult Education Integration ◽

10.4018/978-1-61692-906-0.ch039 ◽

2010 ◽

pp. 656-673 ◽

Cited By ~ 2

Author(s):

Susan J. Crim ◽

Thomas G. Reio

Keyword(s):

Online Learning ◽

Learning Environment ◽

Student Learning ◽

Social Presence ◽

Online Courses ◽

Educational Environment ◽

Online Learning Environment ◽

Online Environment ◽

Learning Research ◽

The Relationship

Limited studies on social presence in online learning do not lend themselves to understanding its effects on student learning. Research indicates a heightened need for examining the relationship between social presence and perceived learning and satisfaction as well as retention in online courses. Incorporating social presence into online courses might promote better learning. Further research on learning in an online environment is necessary to guide educators in delivering the best educational environment.

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Lecturers’ Social Presence and Personality in the Online Environment

Outlooks and Opportunities in Blended and Distance Learning - Advances in Mobile and Distance Learning ◽

10.4018/978-1-4666-4205-8.ch028 ◽

2013 ◽

pp. 383-402

Author(s):

Fredy-Roberto Valenzuela ◽

Josie Fisher ◽

Sue Whale

Keyword(s):

Online Learning ◽

Learning Environment ◽

Undergraduate Students ◽

Social Presence ◽

Online Learning Environment ◽

Discussion Boards ◽

Online Environment ◽

Chat Rooms ◽

Face To Face ◽

Tone Of Voice

The first aim of this chapter is to present a literature review regarding two very important concepts for the online learning environment: social presence and personality. The second aim is to present the findings of an exploratory study that measured students’ perceptions regarding different aspects of their experience with the online learning environment including social presence and personality of lecturers in the online environment in particular. An online survey (developed using Qualtrix) was emailed to 474 off-campus postgraduate and 699 undergraduate students who are pursuing a coursework degree in management. To date, 62 responses from postgraduate and 41 from undergraduate students have been received, which indicates a response rate of 13 percent and 5.9 percent, respectively. Results show that social presence is not being successfully developed by lecturers, with discussion boards and chat rooms showing relatively low evaluations. In terms of lecturers’ personalities in the online environment, results show that some lecturers do not have a clear structure for their discussion boards and chat rooms and that the language used by lecturers in the online environment (especially discussion boards and chat rooms) differs from their language in face-to-face contexts. Other online learning tools, such as special podcasts and special vodcasts, show less difference in the personality of lecturers in the online and face-to-face contexts, especially in terms of language and tone of voice used by lecturers.

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What is left of the studio, in the absence of a room to share?

Journal of Applied Arts and Health ◽

10.1386/jaah_00077_1 ◽

2021 ◽

Vol 12 (3) ◽

pp. 289-304 ◽

Cited By ~ 1

Author(s):

Libby Byrne ◽

Tess Crane

Keyword(s):

Online Learning ◽

Social Interaction ◽

Learning Environment ◽

Physical Space ◽

Online Learning Environment ◽

Online Environment ◽

Relational Dynamics ◽

Face To Face ◽

Transformative Experiences ◽

Relational Experiences

This article builds on previous work exploring the essential relational experiences of risk, rupture and change that are possible for students and teachers who learn in an open studio setting. In response to the isolation that accompanied the COVID-19 pandemic this article considers how the relational dynamics of the studio are translated into an online environment. The authors use artmaking to explore their experience of working alongside each other in this way, engaging their material knowing in an online learning environment. The findings reveal that just as the constructed physical space of an art studio is a dynamic container for social interaction and expression, an online space can act as a container for these transformative experiences. The article considers what elements of the studio remain in the absence of a room to share and in doing so is pertinent for art therapists and educators working across face-to-face and online environments.

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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 Learning Environment ◽

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.

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