scholarly journals Pictures from an Exhibition ... of Online Learning: A Creative Representation of Qualitative Data

2015 ◽  
Author(s):  
Michael Barbour ◽  
Jason Siko ◽  
Kaye Simuel-Everage
Keyword(s):  
Online Learning ◽  
Doctoral Students ◽  
Learning Environments ◽  
Qualitative Data ◽  
Student Experience ◽  
The Other ◽  
Web Based ◽  
Web Based Learning ◽  
K 12 ◽  
Existing Data

K - 12 online learning at the K - 12 level has been around for approximately two decades and is continuing to grow. While researchers have researched a variety of issues related to K - 12 online learning, there has been little published on the student experience in web - based learning environments. In this article, two doctoral students were tasked with analyzing existing data, then representing and situating their findings in a format other than the traditional “results” and “discussion” sections found in a typical six - section journal manuscript. One student created an image that focused upon the tools used by the K - 12 student in her online learning. The other student created a slideshow to illustrate the challenges faced by a second K - 12 student in her online learning. While more research into the K - 12 student experience in online learning is required, this article represents one creative attempt to address this need.

Learner Assessment in Blended and Online Settings

2016 ◽  
pp. 1132-1146
Author(s):  
Kay A. Persichitte ◽  
Suzanne Young ◽  
Tonia A. Dousay
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Online Courses ◽  
Future Research ◽  
Instructional Designers ◽  
Web Based ◽  
Assessment Of Learning ◽  
Learner Assessment ◽  
K 12 ◽  
Effective Assessment

In this chapter, the authors distinguish between blended and online learning settings, discuss a variety of types of learner assessment, describe contemporary trends, challenges, and recommendations for the effective assessment of learning in blended and online courses, and offer several recommendations for future research. The content targets teachers, instructional designers, administrators, and program managers of K-12 blended and online learning settings. Suggestions are offered for using web-based communication tools for feedback and assessment in blended settings. The authors conclude with a discussion of implementation topics associated with assessment in these learning environments that deserve additional attention and consideration.

Starting With What We Know

2011 ◽  
pp. 68-92
Author(s):  
Bronwyn Bevan
Keyword(s):  
Online Learning ◽  
Informal Learning ◽  
Learning Environments ◽  
Science Centers ◽  
Web Based ◽  
Research Framework ◽  
Pedagogical Design ◽  
K 12 ◽  
Informal Science Institutions ◽  
The Web

This chapter examines attributes of learning in informal environments, using a research framework developed by the Center for Informal Learning and Schools. It considers how essential characteristics of learning within science centers can translate and apply to learning in Web-based informal learning environments. It argues that in designing virtual environments, informal science institutions need to build on their particular strengths and pedagogical design principles in order to fill an educational niche in the Web landscape, and not compete with commercial or even K-12 educational agencies similarly engaged in the development of online learning environments.

Employing Intelligent and Adaptive Methods for Online Learning

2004 ◽  
pp. 208-219 ◽  
Author(s):  
Bernard Mark Garrett ◽  
George Roberts
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Intelligent Systems ◽  
Educational Practice ◽  
Adaptive Methods ◽  
Learning Systems ◽  
Web Based ◽  
Tutoring Systems ◽  
Web Based Learning

In this chapter, we will explore the potential for employing artificial intelligence and adaptive methods into online learning applications. The existing and newly developing technologies for representing knowledge will be explored and the pedagogic implications for online learning discussed, including examining the roles of intelligent tutoring systems, decision support systems and pedagogic agents. In the wider context, the role of search engines, browsers and virtual learning environments will also be discussed in the context of intelligent systems, and the problems in implementing intelligent web based learning systems in mainstream educational practice.

Starting With What We Know

2011 ◽  
pp. 1259-1280
Author(s):  
Bronwyn Bevan
Keyword(s):  
Online Learning ◽  
Informal Learning ◽  
Learning Environments ◽  
Science Centers ◽  
Web Based ◽  
Research Framework ◽  
Pedagogical Design ◽  
K 12 ◽  
Informal Science Institutions ◽  
The Web

This chapter examines attributes of learning in informal environments, using a research framework developed by the Center for Informal Learning and Schools. It considers how essential characteristics of learning within science centers can translate and apply to learning in Web-based informal learning environments. It argues that in designing virtual environments, informal science institutions need to build on their particular strengths and pedagogical design principles in order to fill an educational niche in the Web landscape, and not compete with commercial or even K-12 educational agencies similarly engaged in the development of online learning environments.

Learner Assessment in Blended and Online Settings

2016 ◽  
pp. 88-102
Author(s):  
Kay A. Persichitte ◽  
Suzanne Young ◽  
Tonia A. Dousay
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Online Courses ◽  
Future Research ◽  
Instructional Designers ◽  
Web Based ◽  
Assessment Of Learning ◽  
Learner Assessment ◽  
K 12 ◽  
Effective Assessment

In this chapter, the authors distinguish between blended and online learning settings, discuss a variety of types of learner assessment, describe contemporary trends, challenges, and recommendations for the effective assessment of learning in blended and online courses, and offer several recommendations for future research. The content targets teachers, instructional designers, administrators, and program managers of K-12 blended and online learning settings. Suggestions are offered for using web-based communication tools for feedback and assessment in blended settings. The authors conclude with a discussion of implementation topics associated with assessment in these learning environments that deserve additional attention and consideration.

scholarly journals INTERACTION IN ASYNCHRONOUS WEB- BASED LEARNING ENVIRONMENTS: STRATEGIES SUPPORTED BY EDUCATIONAL RESEARCH

2019 ◽  
Vol 12 (3-4) ◽  
Author(s):  
Younghee Woo ◽  
Thomas C. Reeves
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Research Literature ◽  
Relevant Research ◽  
Web Based ◽  
Effective Strategies ◽  
Web Based Learning ◽  
Pragmatic Strategies ◽  
Meaningful Interaction

Because of the perceived advantages and the promotion of Web-based learning environments (WBLEs) by commercial interests as well as educational technologists, knowing how to develop and implement WBLEs will probably not be a choice, but a necessity for most educators and trainers in the future. However, many instructors still don’t understand the most effective strategies for designing and implementing effective WBLEs even though numerous studies have demonstrated that the success or failure of online learning depends largely on the quality of interaction within those learning environments. Indeed, it has been said learning is impossible without meaningful cognitive interaction. However, this kind of interaction does not occur by itself. The primary goal of this paper is to explore the importance and characteristics of meaningful interaction in online learning, especially in asynchronous contexts. A secondary goal of this paper is to present several pragmatic strategies for improving meaningful interactions in WBLEs on the basis of a review of relevant research literature. 

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