Designing Purposeful Student Interactions to Advance Synchronous Learning Experiences

This article brings together the results of a self-study conducted by two instructors of the same course for mathematics teacher leaders in a synchronous online learning environment using the videoconferencing tool Blackboard Collaborate. The combined self-study focused on the authors' instructional decision-making and on their use of scaffolded discourse to create a collaborative learning environment for teacher leaders in mathematics education. Findings indicate that two specific interactions were emphasized to highlight student engagement within the course: student-student interactions and student-content interactions. Results challenge the perception of participation as engagement and suggest the value of creating purposefully planned learning opportunities to engage students in online synchronous learning.

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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 Environment ◽

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.

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Open Calculus: A Free Online Learning Environment

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v4i12.1514 ◽

2011 ◽

Vol 4 (12) ◽

Author(s):

Jane Korey ◽

Kim Rheinlander ◽

Dorothy Wallace

Keyword(s):

Online Learning ◽

Distance Learning ◽

Learning Environment ◽

Dartmouth College ◽

Online Learning Environment ◽

Online Homework ◽

Experimental Control ◽

Instructional Videos ◽

Written Text ◽

Self Study

Dartmouth College mathematicians have developed a free online calculus course called "Open Calculus." Open Calculus is an exportable distance-learning/self-study environment for learning calculus including written text, nearly 4000 online homework problems and instructional videos. The paper recounts the evaluation of course elements since 2000 in two experimental/control course situations involving nearly 300 students.

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Developing a Public Online Learning Environment for Crisis Awareness, Preparation, and Response

International Journal of Information Systems for Crisis Response and Management ◽

10.4018/ijiscram.2017040102 ◽

2017 ◽

Vol 9 (2) ◽

pp. 18-36

Author(s):

Liz Bacon ◽

Lachlan M MacKinnon ◽

Avgoustinos Flippoupolitis ◽

David Kananda

Keyword(s):

Learning Environment ◽

Disaster Preparedness ◽

Pilot Trial ◽

Research Work ◽

Online Learning Environment ◽

Crisis Preparedness ◽

Training Environment ◽

The Public ◽

Self Study ◽

Innovative System

This article describes the design and development of an online immersive learning environment focused on enhancing the general public's awareness of, and preparation for, crisis situations. This research has sought to answer the question “Is it possible to develop a timeline based immersive and engaging training environment for mass self-study education in crisis preparedness?” The system developed is based on the Pandora+ training environment and integrates original collaborative European research work carried out on eLearning and Crisis Management over the last ten years. The research reported here not only describes the design of the Pandora+ training environment but also the outputs from a pilot trial in Lisbon run by the POP-ALERT EU FP7 project. Where appropriate, the results were also compared to those from a large EU survey on crisis preparedness and attitudes, also undertaken within POP-ALERT. The results of this article have resulted in an original and innovative system that has significant potential to transform the education of the public in disaster preparedness.

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Using Agents to Create Learning Opportunities in a Collaborative Learning Environment

Intelligent Tutoring Systems - Lecture Notes in Computer Science ◽

10.1007/11774303_104 ◽

2006 ◽

pp. 798-800

Author(s):

Yongwu Miao ◽

Ulrich Hoppe ◽

Niels Pinkwart ◽

Oliver Schilbach ◽

Sabine Zill ◽

...

Keyword(s):

Collaborative Learning ◽

Learning Environment ◽

Learning Opportunities ◽

Collaborative Learning Environment

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A Model for Improving Online Collaborative Learning through Machine Learning

Models for Improving and Optimizing Online and Blended Learning in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-6280-3.ch011 ◽

2015 ◽

pp. 204-219 ◽

Cited By ~ 1

Author(s):

E. Muuro Maina ◽

Peter W. Wagacha ◽

Robert O. Oboko

Keyword(s):

Machine Learning ◽

Online Learning ◽

Collaborative Learning ◽

Learning Environment ◽

Online Learning Environment ◽

Online Collaborative Learning ◽

Collaborative Software ◽

Online Tools ◽

E Learning ◽

Collaborative Learning Environment

Online collaborative learning provides new opportunities for student collaboration in an online learning environment and at the same time spawns new challenges for teachers supporting group work. With the current Course Management Systems (CMS) such as Moodle, technology has provided online tools that include discussions forums, chat rooms, e-mails, newsgroups, workshops, etc. These tools provide a collaborative learning environment. To include constructivist learning in an online learning environment is a good collaborative strategy that is necessary since it engages learners in learning activities through interaction with their peers and teacher. A good collaborative strategy in an e-learning environment must primarily ensure that the expected interaction occurs in line with the learning mechanism being employed. This cannot merely be met by offering a set of collaborative software tools alone. It also requires the instructors' support. As the number of students studying online continues to increase, there is need to develop models that can improve online collaborative learning with minimal involvement of the instructor because the instructor might not be able to cope with increased number of students. To address this need, this chapter discusses a novel model for improving online collaborative learning that uses Machine Learning (ML) techniques.

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Technology Enhanced Distance Learning Utilising Sakai CLE and Adobe Connect Pro

Learning Management System Technologies and Software Solutions for Online Teaching ◽

10.4018/978-1-61520-853-1.ch005 ◽

2010 ◽

pp. 81-104

Author(s):

Juley McGourty ◽

Angelica Risquez

Keyword(s):

Distance Learning ◽

Learning Environment ◽

Learning Opportunities ◽

Educational Quality ◽

Student Attendance ◽

Interactive Environment ◽

On Line ◽

Collaborative Learning Environment ◽

Pedagogical Innovations ◽

The University

On-line environments have been incorporated in the Distance learning programmes of the International Equine Institute (IEI) in order to address concerns about streamlining assessment turn-around, distance student attendance at tutorials, providing more detailed and quicker assignment feedback, student peer interaction, student to tutor1 interaction and, of course, student support. The overriding concern was to provide a more flexible, active learning environment to develop and enhance learning opportunities while, concurrently, integrating more closely the learning activities of the student with the University of Limerick (UL) community. The impetus, therefore, was to make studies convenient and attractive to the location of the distance student, while maintaining educational quality through the provision of pedagogical innovations and at the same time providing a social and interactive environment to support the distance student. In so doing, the IEI uses the collaborative learning environment (CLE) Sakai (www.Sakaiproject.org) to support the distance student and also utilises Adobe Connect Pro™ to deliver on-line synchronous desktop-to-desktop tutorials. This chapter outlines aspects drawn from our experiences with the on-line support and delivery of distance learning programmes. Throughout, various recommendations on enhancing the experiences for students are also presented.

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