From Content Engagement to Cognitive Engagement

2013 ◽  
Vol 4 (1) ◽  
pp. 16-32 ◽  
Author(s):  
Hamdy A. Abdelaziz
Keyword(s):  
Graduate Students ◽  
Study Skills ◽  
Flipped Classroom ◽  
Cognitive Engagement ◽  
Learning Model ◽  
Convenience Sample ◽  
Web Based ◽  
Web Based Learning ◽  
Self Study ◽  
Experimental Group

The objective of this paper was to develop an immersive Web-based learning model and measure its effectiveness on improving self-questioning and self-study skills among graduate students. The proposed model was guided theoretically by the flipped classroom as a new Web-based learning trend. It was also guided pedagogically by active and reflective learning principles that support transforming the teaching and learning practices from content engagement to cognitive engagement. The targeted immersive learning model encompasses four reciprocal phases: Pro-act, Act, Reflect, and Re-act (PARR). A control group post-test only experimental design was applied in this paper to examine the effect of this new learning model on both self-questioning and self-study skills. To validate the suggested model, a convenience sample of graduate students studying an advanced statistics course was selected from the Distance Teaching and Training Program at the Arabian Gulf University during the second semester of the 2012/2013 academic year. The dependent variables in this research were measured by self-questioning skills scale and self-study skills scale. After designing and applying this new immersive Web-based learning model (PARR), findings revealed that using the flipped classroom through this immersive Web-based learning model has a statistical and practical impact on developing self-questioning and self-study skills among graduate students. Each student in the experimental group was able to master self-questioning skills needed to apply quantitative research data analysis knowledge and methods. In addition, each student in the experimental group scored more than theoretical average of the self-study skills scale. The results of this paper may increase the probability and genralizability of using flipped classroom to deliver other statistical course at all educational levels. The contribution of this research is that it qualifies the Web-based instructional practices to shift from content acquisition act to knowledge expression and creation act. In addition, the paper will be of benefit to people looking for pedagogical applications of virtual and blended learning environments for developing multiple ways to express what learners know and be able to do.

Conditions for Web-Based Learning with Real Events

2000 ◽  
pp. 1-31 ◽  
Author(s):  
Theo J. Bastiaens ◽  
Rob L. Martens
Keyword(s):  
Distance Education ◽  
The Other ◽  
Independent Learning ◽  
Web Based ◽  
Distance Training ◽  
Web Based Learning ◽  
Other Hand ◽  
Self Study ◽  
The World ◽  
Professional Context

This chapter presents two converging developments. Traditionally, learning at schools or universities and working in a professional context were relatively separated. Companies often complain that students know a lot ‘facts’ but are not ‘competent.’ On the other hand at schools and universities students often complain that they can’t see the relevance of a certain subject. This chapter deals with the two converging worlds: traditional distance training (such as employed at for instance open universities all over the world) and in company training. ICT and competence-based education are bringing the two together, resulting in a combined working/learning mode, which we will describe as learning with real cases. This leads to more self-study or independent learning. Figure 1 presents an overview of the different facets of the tendency to learn with real cases. This chapter will start with a description of distance education since many things can be learned from this. Then, developments in the business or professional context will be presented. We will stress that there is a convergence leading to ‘learning with real cases’. After a description of this development, learning with real cases, as well as pitfalls and recommendations will be discussed.

Web-Based Interactive Learning and the Effects of Learner Beliefs, Environmental Preferences, and Cognitive Loads

2012 ◽  
pp. 18-30
Author(s):  
Fang-Ying Yang ◽  
Cheng-Chieh Chang
Keyword(s):  
Epistemological Beliefs ◽  
Empirical Studies ◽  
Cultural Beliefs ◽  
Learning Model ◽  
Learner Characteristics ◽  
Environmental Preferences ◽  
Web Based ◽  
Affective Factors ◽  
Learner Beliefs ◽  
Web Based Learning

The objective of this chapter is to present learner characteristics that mediate web-based learning. These characteristics include personal epistemological beliefs, beliefs about web-based learning, social-cultural beliefs, and preferences toward web-based learning environments. In addition to the effects of these affective factors, another factor that is also addressed in the chapter is the cognitive load induced by different web-based curriculum elements. Based on a literature review and the findings of some recent empirical studies, a web-based learning model is proposed to manifest the contributions of learner characteristics on learning in web-based contexts. Educational implications are then drawn corresponding to the web-based learning model.

A Method Based on Self-Study Log Information for Improving Effectiveness of Classroom Component in Flipped Classroom Approach

2016 ◽  
pp. 1818-1834
Author(s):  
Katsuyuki Umezawa ◽  
Takashi Ishida ◽  
Michitaka Aramoto ◽  
Manabu Kobayashi ◽  
Makoto Nakazawa ◽  
...  
Keyword(s):  
Active Learning ◽  
Test Scores ◽  
Flipped Classroom ◽  
Statistical Difference ◽  
Group Learning ◽  
Learning Model ◽  
Achievement Test ◽  
Classroom Activities ◽  
Self Study ◽  
E Learning

The flipped classroom approach has recently begun to attract attention. In a flipped classroom, the conventional roles of classroom and homework are reversed: students study on their own using digital teaching materials or e-learning prior to class and then apply their learning in classroom activities. The authors have developed a method for improving the effectiveness of the classroom component: the students in a class are grouped on the basis of the time they spent studying (as recorded in their self-study logs) and their degree of understanding (as revealed by a self-study achievement test), and a different learning model is used for each group to improve their degree of understanding. Although they were unable to find a meaningful statistical difference in the test scores obtained in an experiment using one class of 34 students, there was a notable difference in the way questions were answered. The results of a free-description questionnaire indicate that the group learning encourages active learning.

Using Structural Equations to Validate a New, Integrated Model of Web-Based Learning

2011 ◽  
pp. 467-482
Author(s):  
Arshad Ahmad
Keyword(s):  
Structural Equation ◽  
Learning Model ◽  
Structural Equations ◽  
Model Fit ◽  
Practice Effects ◽  
Equation Modeling ◽  
Integrated Learning ◽  
Web Based ◽  
Theoretical Concepts ◽  
Web Based Learning

This chapter introduces a descriptive model of Web-based learning called The Integrated Learning Model (ILM). The ILM is a data-driven idea, conceptualized from three principle components “knowledge acquisition,” “practice effects,” and “assessment,” and refined with exploratory factor analysis. The Integrated Learning Model (ILM) has at its heart three powerful theoretical concepts that currently enjoy widespread recognition in the educational literature. Structural Equation Modeling was then applied to determine the model fit, and parameter loadings to explain the learning construct.

scholarly journals Implementing E-Learning Ontology to Scale For Provenance

2019 ◽  
Vol 8 (9) ◽  
pp. 670-675
Keyword(s):  
Semantic Web ◽  
Learning Model ◽  
Model Data ◽  
Web Based ◽  
Semantic Data ◽  
Web Based Learning ◽  
Proposed Model ◽  
E Learning ◽  
Academic Resource ◽  
Future Work

This paper explores the aspects of providing education through E-learning model evaluating its relevance to distance education and for ICT systems. A subset of E-learning is a Web based learning that makes the learning -easier, impressive, structured and properly managed. The paper defines an university ontology describing how e-learning provides resources which are available online and designated cloud that can be delivered anywhere any time among the users. In the proposed model data is stored in designated cloud and users are able to share efficiently the same as it provides services to learner. Provenance or trust with respect to the academic resource is a major concern in these types of models, users accessing data must be trustable which help learners, researchers, developers, and users in future work also. This paper proposes an e-learning model which is well organized and structured, such that the machine responds with the accurate, trustable, desired information and results. The paper defines an ontology for semantic structuring, semantic rendering and applies provenance on suggested ontology to achieve authentic results. It is also desired to establish trust of the source contents of the Semantic Web, with the result that a user receiving data will need to verify whether the received data from source is in fact trustable or not. The defined ontogoly is suitable for consumption of both man and machine in the context of the e-learning and Semantic data rendering Web Keywords

scholarly journals Web-based and interactive Italian blended learning course: embedded apps and tools in a structured learning process

2020 ◽  
pp. 15-20
Author(s):  
Laura Capitani
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Interactive Learning ◽  
Structured Learning ◽  
Distance Learners ◽  
Learning Materials ◽  
Web Based ◽  
Study Programme ◽  
Self Study ◽  
Traditional Courses

‘Web-based and Interactive Italian’ is a detailed and progressive programme developed by the author for the Maastricht University Language Centre. The course started in 2013, with the intention of catering for the variability in the number of students following the regular courses, as well as broadening the language offer using blended learning. The eight interactive tutor-led Skype sessions are preceded by 80 hours of self-study per level. Starting from a flipped classroom approach, it is structured in three consecutive learning steps. It makes use of existing language apps and tools, like Babbel2 and Quizlet3, and of a manual book used at the intermediate levels, as well as bespoke web-based and interactive learning materials as preparation for the oral sessions. The course is still running successfully and represents an effective alternative to traditional courses, offering distance learners the possibility of completing the whole study programme from A1 to B2.

scholarly journals Indian Educational Technology under a Learning Sciences Lens

10.29007/t2kt ◽  
2020 ◽  
Author(s):  
Nilanjana Saxena
Keyword(s):  
Cognitive Engagement ◽  
Higher Learning ◽  
Education For All ◽  
Learning Needs ◽  
Learning Technology ◽  
Traditional Teaching ◽  
Web Based ◽  
Web Based Learning ◽  
Education Delivery ◽  
Differentiated Learning

Education delivery and design is being continuously recast by application of learning technology. Several web-based learning applications are contributing to accessibility, enabling differentiated learning needs at scale. No doubt this is an important first step towards education for all, however since learning is a complex socio-psychological experience, are current EdTech products simply replicating traditional teaching? This paper presents a Learning Science (LS) perspective on EdTech solutions emerging in India, aimed at examining their pedagogical efficacy and proposing recommendations for greater cognitive engagement. Results reveal that while teacher centred approaches are visible in the Indian EdTech products, designing products aimed at constructive and interactive learner tasks will likely pave the way for higher learning gains.

scholarly journals Pengembangan Model Pembelajaran Interaktif Berbasis Web: Sebuah Studi Pendahuluan di Jurusan Teknik Elektro Fakultas Teknik Universitas Negeri Padang

2018 ◽  
Author(s):  
Hansi Effendi
Keyword(s):  
Literature Review ◽  
Feasibility Study ◽  
Learning Process ◽  
Teaching And Learning ◽  
Electrical Engineering ◽  
Learning Model ◽  
Web Based ◽  
Web Based Learning ◽  
Engineering Department ◽  
E Learning

This research is a preliminary study that is used as a guide to develop an interactive web-based learning model at Electrical Engineering Department, Faculty of Engineering, Padang State University (PSU). This research is conducted through a literature review on factors that influence the development of web-based learning model; needs assessment through a questionnaire about lecturers and students’ opinion on e-learning; and feasibility study about the readiness of PSU in the implementation of teaching and learning process through e-learning. The result from literature review can be concluded that there are three factors that should be considered in developing web-based learning model, which are: (1) Constructivism; (2) Interactivity; and (3) Student’s Learning Style. The result from need assessment and feasibility study that is conducted in the Electrical Engineering Department and Computer Center of PSU showed that the facilities and infrastructures of PSU are adequate to develop e-learning. Some issues that to be overcome are adding more computers at the campus for students who do not have their own computer and organizing a training for students about the use of e-learning in teaching and learning process.

Sign in / Sign up

Export Citation Format

Share Document