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Dear Scholars I would like to have a reference to an authoritative or relatively well-established definition of "online education" or "online teaching" or "e-learning". I also look for definition of related terms, such as "hybrid teaching" and "distant education", "distance learning", etc. I looked at UNESCO documents to find a kind of international set of definitions, but I couldn't find any. Does anyone have a reference or a source? Many thanks.
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I like this one: Best Regards.
During the last 15 months online learning was the only possible method to continue our mission in teaching our students in all stages. What was the best video Conferencing tools you have used? What are its main advantages? Do you recommend to be used from all colleagues?
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We use Google meet for online student research meetings.
Is stochastic gradient descent an incremental machine learning method? How does stochastic gradient descent relate to incremental machine learning/ online learning? Also, I am new to incremental ML and need to build my knowledge about it .. Any good beginners references you can recommend will be appreciated :-)
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Stochastic gradient descent is a very popular and common algorithm used in various Machine Learning algorithms, most importantly forms the basis of Neural Networks. In this article, I have tried my best to explain it in detail, yet in simple terms. I highly recommend going through linear regression before proceeding with this article. Gradient, in plain terms means slope or slant of a surface. So gradient descent literally means descending a slope to reach the lowest point on that surface. Regards, Shafagat
Online learning is relatively new. The methods have been evolving though over the recent years. Different groups may be using different methods to teach language.
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I will utilize contemporary strategies under constructivism just in an online environment. It's up to the educator to source materials in the online environment to assist with teaching e.g. virtual storybooks, word building games etc.
Online teaching platforms are equipped with different facilities to enable teachers and students to make the best use of the learning environment. These classes are more flexible and convenient. It MIGHT promote life-long learning and computer literacy as well. Additionally, you can save a lot of money by participating in online classes. HOWEVER, it is not without problems. It can be difficult for the instructors to monitor students' behavior and check their contribution and progress. It may create a sense of isolation in my opinion. This image tell the story: " In an online course, no one can hear you scream. And that causes discomfort for some online students. Studying alone with only the computer as your companion can be terrifying. There's no whispering in the back of the room, no wise remarks from the peanut gallery, no commanding presence at the front of the classroom pleading for everyone to listen. The online environment is a much different atmosphere that takes some getting used to." ~https://www.montgomerycollege.edu/ Please share the problems that you have faced as an instructor or a learner in online platforms. THANKS Indeed
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Teachers being made responsible for more than they should Most of the time, teachers don't feel that the responsibility is equally shared between them, parents, and students. Unfortunately, they will have to bear a lot of responsibilities on their shoulders.
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Covid has impacted research at a local, state, national, and global level. Regulatory bodies have taken this into consideration and have taken several measures in the respective countries - this could be used for getting over the hurdles due to Covid.
Dear academic fraternity, thank you so much for your incisive input regarding Online Learning and Teaching Vs Traditional Classroom Environment! I really value your insightful discussion! Alongside, let's begin discussing how to conduct examination (both summative and formative) in the current online learning and teaching approach. Looking forward to hearing from you for enhancing our mutual experiences.
Readiness for online learning-Survey Are you a teacher or pre-service teacher, a university lecturer or a trainer in an educational organization? And do you have to move to online teaching because of COVID-19? Share your experiences in our survey and learn what others say! It should take maximum 10 minutes to complete. If you are happy to participate, please click here: https://forms.gle/6BsuDEfA76SZyxHi8. If you would like more information about the questionnaire, feel free to contact Jo (jo.tondeur@vub.be). You are also free to share this questionnaire with anyone you wish. Thank you for your time! Jo, Sarah, Fazilat and Ronny - Jo Tondeur, Vrije Universiteit Brussels - Sarah Howard, University of Wollongong - Fazilat Siddiq, University of South-Eastern Norway - Ronny Scherer, University of Oslo �
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Thank you so much, Dr. Fazilat Siddiq I have filled your questionary as well. Best Regards.
We are investigating the impact of online learning environment on sustained attention and student engagement among undergraduate students (Year 1-3). We had the participants watch a lecture video and answer multiple choice questions related to the content of the video. We also had them fill an engagement questionnaire which had questions about their involvement with peers and various university related activities. Hypothesis I - 1st year students are able to focus more over a long period of time than 2nd and 3rd year students. Hypothesis II - 1st year students actively participate and are more engaged with peers than 2nd and 3rd year students. My questions are: 1. What statistical test would be most appropriate? 2. How do I set a value to prove significance...for example they had 13 MCQ questions, how do I know what number of questions they need to have answered correctly in order to say they paid more attention? I'm very lost, i'd appreciate your help and any remarks that could provide me some clarity.
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Are you familiar with the expression, "getting the cart before the horse"? I'm afraid that's what you're facing. If so, that's not an impossible situation, but it can be a daunting one. Deciding what statistical analysis you will use is normally part of the research design, so you are sure that the data you gather can be analyzed in a way that will answer your research questions. that is normally done before you begin any data collection. I agree with what MOST of the others have recommended, but you cannot apply ANOVA, for example, unless you have quantitative data, and you did not describe the data you received from the surveys. If you solicited qualitative answers to the survey questions, you cannot apply quantitative statistical analysis to it. You will have to quantify that data or apply qualitative data analysis methods to it and have a blended study. There is nothing wrong with having a blended study, but is is more complex than a qualitative or quantitative one. You may need someone on site who can actually see what you did to help you sort it out. I wish I were there! I'd love the challenge!
I am in process on writing a project on middle school children and the effects of remote / online learning environment on English as a foreign language with an emphasis on communicative teaching and the development speaking / listening competences in children aged 10-12. This is a rather new field - at least in a Danish context - so, what can you recommend as supporting studies for this project?
Quality of learning, Online learning, face to face learning, Education.
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From my point of view, e-learning alone ( i.e. distance learning) will not succeed without traditional face-to-face learning. Because e-learning hasn't achieved the desired aims or results, traditional learning is better. At least, the hybrid learning (i.e. blended learning) of both of them is better than the traditional one. This is especially true for the developing countries. To diminish cheating, exams must be inside the scientific institutes like universities.
What is the future of online education? 1- Do you think online education will be active after COVID19? 2- Do you recommend educational institutions to continue with online learning after the coronavirus? 3- Do you think the quality of online education graduates are alike traditional education graduates?
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Online education is the future, but more social (group) learning options need to be implemented ('phygital' interaction, flexible hybrid models).
Does anyone have, or know where I might get a comparison of the threaded discussion features among popular learning management systems? By "features" I am thinking about threading, adaptive release, email from thread, push notifications for posts, etc.
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Moodle for learning journals & discussion forums, both used as graded assignments, Prof. Barbara Miller Hall.
I am in the process of writing a literature review paper on Massive Open Online Courses (MOOC). Google Scholar shows more than 52700 publications talking about MOOC and I assume most of Edu. Databases will show more or less number. This is even if the first MOOC was introduced in 2008! I know your recommendations and insights will enlighten the work. Please tell me first what you believe the future of MOOC will be and then recommend the keystones articles in your point of view.
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The technics of MOOCs and also nano MOOCS (NOOCs) will improve more and more, Prof Alaa Aldahdouh. It takes time, but some platforms are going to be very efficient in delivering MOOC courses.
with knowing that they might be at risk of the epidemic. The rapid evolution of online learning does not affect that desire to return to traditional learning. is the reason of that socially, or psychologically. the main issue here, what is the reason for the desire to learn in university at the physical level?
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A crucial question and interesting response for sure. I assume that just like most people, teachers and students feel extremely restricted. They want to be able to move out of their home.
With lesser time spent face-to-face in light of the pandemic, one wonders whether online classes can substitute for the experiential learning that used to take place between in-person teachers/experts and students/learners
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Case based learning is an experimental learning. But All Experimental learning are not necessarily case based. I explain: Case based learning are highly needed and are the practical learning in some areas like Law, auditing etc. But for branches like Physics , Chemistry , there is no case based study as such. For these branches , the Laboratory Experiments are the practical studies. For Engineering branches like, mechanical, Civil, Electrical and many other branches there are need for laboratory based practical studies as well as case based studies. I think the difference will be clear from the discussion. If any query , please tell me . I will try my best to make the difference clearer. Thanks N Das
I'm looking to expand my sources on the topic
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I'd be a little wary of this. Supposed findings on gender differences in psychology do not always stand the test of time, and can be culturally specific. For example Mori & Arai (2010) found a gender difference in conformity levels among Japanese college students, but other studies worldwide have not found the same thing. Also learning styles theories in general are flawed as they assume that performance-related data is caused by inherent traits, and the evidence against such theories is now overwhelming (though not specific to gender). See e.g. It is very easy to be biased by stereotypes, such as the notion that women have more 'artistic brains' etc (linking to the left brain vs. right brain neuromyth). As a former school teacher I have in the past seen this used as a justification for discouraging girls to take science subjects. Overall, perhaps the most surprising thing is how similar the way women learn is to the way men learn.
Which variables can be measured in a 7th grade science class. The learning environment is blended learning and the moodle learning management system is going to be used.
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I think you need to analyse the National Curriculum of 7th grade science, where learning outcomes and terminal competencies are clearly defined. You may have also clear guidelines regarding assessment of students performance.
Because of Covid-19, several changes have been introduced vis-à-vis learning approaches. One major change is the use of online learning. What aspects of the changes caused by Covid-19 do you think will continue after the pandemic?
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I think that blended learning will be adopted after COVID-19. Also, distance assessment of students will take place in some institutions and for some teaching subjects.
Dear colleagues, Prior to COVID-19, academics faced the challenge of an ever growing learning gap among students due to various socioeconomic pressures. Other factors include racism, segregation, a general decline in upward mobility and a downturn in the global economy. Generally, there is also an increased reliance on homework, for example, which only serves to widen achievement gaps. Isolation and self-learning also have detrimental psychological effects. For many students, particularly those from poor backgrounds, face-to-face interactions with teachers and peers offered a source of comfort and alleviated the learning gap. The ongoing COVID-19 pandemic has exacerbated the learning gap, with more students at risk of suffering from learning loss. In my previous discussions, the challenges of online learning were examined, with a tentative consensus being shown in favor of blended learning, while the shortfalls in such pedagogical models partially owing to poor digital infrastructure and internet connectivity were also acknowledged. In this discussion I would like to know if any of you have noticed an increasing shortfall in the learning outcomes of your students? Perhaps some types of pedagogy have improved learning outcomes? Can students who are lagging in their learning be helped in some specific way at present or post COVID-19? Is there any effective way to reduce the learning gap? Thank you for your time and best regards, Aftab
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Quite an interesting discussion.. definitely education sector has been hit badly due to COVID 19..Lack of access to virtual teaching tools especially in remote areas has affected teaching..
I have recently come across many online forums recommending Kaggle for people wanting to get into machine learning or data science. However, I would like some scholarly opinions on this website: https://www.kaggle.com/
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Kaggle is really an awesome platform for research practice. Resources and datasets provided by Kaggle play an important role in hands-on practice.
Dear RG members, In response to the ongoing outbreak of coronavirus, all face to face classes have been suspended. in this regard, how to keep students engaged in online learning? especially those who spend most of their time online. Regards,
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Prof. Luqman M Rababah, I like the way that short videos, short articles and short assessments are used by Khan Academy to provide instruction online. Khan Academy's style is based on experience.
I am trying to implement incremental/online learning for a facial recognition application. I've trained a model on a dataset and it works perfectly fine, however, I need to capture new faces(classes) over time and add them to the existing dataset. Is there any way that I can train the model with new classes without retraining from the scratch? I've not found any rich resources so far and really appreciated if anyone can point me out somewhere.
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days ago - I am trying to implement incremental/online learning for a facial recognition application. I've trained a model on a dataset and it works perfectl
Recently, in Covid19 time, the tendency to take online courses has increased. Do you think employers value online courses' certificates?
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Hi! For both students and employers, "a course is a course is a course". It may be some few university teachers that have other ideas. There can be questions however about exams from online programs, but not so much longer. Certificate from MOOC courses can be very positive in a CV, as they also show that here we have a person that can take own initiative to learn new things.
Universities turn to E-learning as the COVID-19 pandemic continues. This movement has been fast, especially in underdeveloped countries. It seems that E-learning is the fastest approach to overcome university closures; however, several social contexts are not ready to adapt to E-learning. Moreover, in many cases, Online learning has been applied instead of E-learning. These conflicts may cause Irreparable damages to education systems. As a first solution, it can be controlling the changing speed. But, how? And by what? I think separating Online learning from E-learning becomes the prologue of any positive change. Furthermore, an inclusive global decision-making convention can be designed to monitor the status of both learning methods. The results may say their opportunities or omissions.
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Hi! Why see it all as a disruption? If teaching and learning can be made to work also under different media and communication conditions, that is very good. Research seems to show quite clearly that it is not the media and communication chosen for teaching that are significant factors for learning outcomes. Google "the no significant difference phenomenon". University culture becomes today during the pandemic quite different, but what is a university for, really? We must reconsider the "bundling" of social functions of a university. Check the old paper "The Unbundling of Higher Education" by Wang 1975 - he explains well what is going on today as well - social function bundles of university cultures are changing. The existence of the Internet has shown forceful unbundling powers - anything exposed to it will fall apart in its pieces, only for, after crisis, come together again, in other bundles. Think only of music industry as one example. Next issue about "e-learning"and "online learning". First think -it is reasonably "teaching" not primarily "learning" we are thinking of here. Even if other ICTs, media anc communication are used, the pedagogy cannot be said to be very different. What teachers and student use for teaching and learning is the reduced friction of information made possible by the Internet. (An old development, begun with invention of writing...). In the next step, we will also use the information processing powers of digital ICTs, that will be more of a disruption, making adaptive learning possible. If we reflect over "blended learning" as not being disruption but generic development - a good way to think of it is teaching and learning as a process (as in a course) where synchronous and asynchronous events are shifting in a pattern, and we have both old tools (classrooms, books) and new tools (video conferences, digital items, forum discussions) to choose from when constructing this shift pattern for adapting to teacher and student needs. I attach a paper on this time and process view. The only kindof coursesthat do not have this shift pattern are Courses that areonly asynchronous (as MOOCs) or courses that are only synchronous (as only a series of lectures in a classroom, no book readings etc - think of early medieval universities before the invention of print. Attaching a text on this as well, a thought experiment I once wrote.
I'm rooted in London, England, and most, if not all, universities in the UK have been delivering lectures and one-to-one tutorials remotely since mid-March. Since the lockdown started, I've tried at least four different online platforms: Zoom, Collaborate, Microsoft Teams and Google Meet. For my purposes, Teams has been the most successful as it is brilliant as an "all-singing, all-dancing" means of reaching students (file sharing, chats, one-to-one, lectures, screen sharing etc.). I've also noticed that while some students struggle to engage through my online lectures, many have become more proactive and appreciate the interactive potential of remote lecturing.
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Afortunadamente, para mi no ha supuesto un gran cambio ya que estoy acostumbrado al e-learning y el estado de alarma se impuso justo después de que terminé mis clases presenciales. Con lo cual, el e-learning ha sido una gran estrategia y es lo que en mi caso ha ayudado a prevenir y a cuidarme.
I have only one male and one female respondent who responded on closed end questionnaire. I want to find mean difference related to the usage of quality of education through Online learning. In this situation when there is only one male and one female respondent can we use t-test?
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With one subject in each group you know if you have a difference, you cannot tell if they are significantly different from each other become there is not a measure of variability (e.g. standard deviation) which a t test relies on for its calculation. If you know the mean and standard deviation from other studies you could use a z-score to find out if they are different.
In Turkey, there is nowadays a tendency among the brick universities to offer online programs. They call it as 'distance instruction programs'. A big majority employes synchronous online tools (usually Adobe Connect) to offer 'live lectures' to big number of students (hundreds). And then, they ask them to come to campus for paper-pencil or online exams. In fact, the Higher Education Council, a semi-govenrment agency that controls all the higher education system just issues a legislation that somehow recommends this strategy. My concern is where is the flexibility. I would like to learn what others think?
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This link maybe useful for you :
Dear colleagues, The COVID-19 pandemic has no doubt reshaped the way many of us approach pedagogy. Online and blended learning approaches have been adopted by several education institutions in developed countries. Funding availability is a key factor in determining whether new learning methods can be successfully implemented. A recent report (May 2020) published by the International Association of Universities states that there is a lack of financial (government/ministry of education) support for higher education institutions. This is more prevalent in developing countries that have seen an overwhelming drop in all campus activities. Other factors such as a lack of digital infrastructure also impede the implementation of online learning and blended learning approaches. The pandemic is both amplifying familiar risks and creating new ones, however presents new opportunities for managing systemic challenges, and ways to build back better. Internationally, the pandemic may serve as a catalyst for the development of strategic educational inter-dependencies to leverage collective strength. As the pandemic does not discriminate demographically or geographically, it is crucial for institutions to focus on common goals that are shared. It is imperative that contingencies are developed to comprehensively address these pressing issues, particularly in those areas of the world where internet access becomes problematic. In such situations face-to-face learning is the only viable option. Can these challenges be mitigated? Are reforms possible? Will reforms be effective? Are education and government institutions willing to invest adequate resources? Can blended learning ever be a global solution? Will institutions revert back to the models of education that were implemented pre-COVID-19? I would like your thoughts on this matter. Thank you for your time. Best regards, Aftab
Suggestions and recommendations are cordially invited about the pros and cons of Online Learning and Teaching Vs Traditional Classroom Environment.
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Online learning and teaching maybe challenging to students who are use to the physical classroom. Traditional classroom has an edge interms of physical presence of a teacher and classmates. The aim of education is not just to build an intelligent student but one who will be a responsible citizen. The traditional classroom gives room for proper monitoring of behaviour, improve social interaction, increases exposure, fade out the barrier between the rich and poor. Online education maybe flexible and interesting but cannot meet the moral aspect of a child.
Hello all, I used a framework (incorporated from instructional design theory and instructional design model) to design and develop LMOOC for attitudinal learning. My question about the appropriate ways to measure the effectiveness of the design and develop of LMOOC. In other words, how effective is this framework in designing LMOOC for attitudinal learning? Thank you in advance!
As we know that most universities around the world have been shifted from face to face teaching to be online-learning. Based on your experience, what are the best ways to enhance students learning via online teaching ? What are alternative methods to assess students understanding?
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Online teaching is recommended only for soft subjects or training. According to my experience in the platform of the virtual university of Tunis (MOOC), learning can be improved by the multiplication of activities and exercises, synchronous sessions (Microsoft teams) and work techniques. You have to oscillate between synchronous sessions and asynchronous sessions, leaving a period of reflection for the learner.
Distinguished peers, The need and demand for online learning is on the rise, partially owing to political and healthcare related issues. Many online courses have been developed to provide interactive courses with user forums or social media discussions to support community interactions among students, professors, and teaching assistants (TAs). Some platforms also provide immediate feedback to quick quizzes, assignments etc. As there is a multitude of courses offered by numerous education institutions, it is often difficult to select the best or the most appropriate. I would like some feedback in this regards. Which courses have you taken? Which institution provided the course? Which platform was used? Were the learning out comes achieved? Is this method of teaching practical and viable? Any recommendations? Thank you for your feedback, Aftab
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Aftab Amin I am not sure there is one size fits all for many of the answers. The tools may depend on the instructor's experience, the discipline of the students, and the availability of the LMS system. Regarding LMS's, I am afraid the Pandemic has solidified some of those connections, so my suspicion is that most institutions are "all-in" whatever their current LMS happens to be. Regarding other items, I guess it depends on how you weight the criteria. Is it price, integration with existing systems, ease of use etc? Recently I have had to cross boundaries between Canvas and Sakai courses (see below for comparison). In terms of recommendations, the key issue here is transfer not necessarily content. Teacher experience and class norms may be key here. Some Harvard classes that are based on case studies and discussions have migrated almost entirely to Zoom and breakout rooms (the norms of their environment) where other classes have migrated entirely to asynchronous modalities to provide flexibilities to either mobile or displaced students in terms of geography.
The issue of reliability in online education has to be seriously addressed to ensure the identity of exam-takers and that the answers they provide are the result of their own work.
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We do not follow this assessment.
I'm working on an article on "learning to lead with integrity: reflections of a Christian educator." In this article, I intend to find new ways of integrating the theological and philosophical positions of the various Christian community settings of my upbringing (a branch of Protestant Christianity with a rich theological tradition informed by John Calvin and other reformers), with the questions teachers often ask about "what does this have to do with classroom teaching? How can I learn from this and be more confident that I am practicing my faith in the classroom? How would you relate foundational statements about theological positions taken to questions about pedagogical practices faced by classroom teachers?" To add an additional wrinkle to these questions: since I do much of my teaching and advising at the Master's level through online course notes and "learning forums," I am seeking advice on how best to communicate any suggestions you have ONLINE.
As many HE institutions are switching to online distance learning; some in an abrupt manner, perceptions and/or attitudes of teachers/lecturers, students, administrators and technical staff vary across the board. Views and preferences on purely online, blended or hybrid learning are also changing amidst the crises; f-2-f is obviously out of the question.
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It results in a great shift in the way of teaching.
References I have been using date back to late 90s to early 90s. I believe social media tools do not replace the security within VLE discussions. A more recent reference is Vlachopoulos, Panos and Cowan, John (2010) Choices of approaches in e-moderation: conclusions from a grounded theory study. Active Learning in Higher Education, 11 (3). pp. 213-224. ISSN 1469-7874, Official URL is http://dx.doi.org/10.1177, Another source: All Things In Moderation Ltd, The 5 stage model at http://www.atimod.com/e-moderating/5stage.shtml
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Nice Dear Patrick Brannigan
I am a Japan based TESOL professional looking to collaborate with other educators from around the world on research into the emerging paradigm of telecollaborative learning. Many see technology in the classroom as a teaching gimmick, and rightly so if it is used without any pedagogical framework. However, technology provides great potential to enhance learning in many pedagogically sound ways. The use of technology to connect students from around the world in collaborative projects has been shown to help students develop not only knowledge of a particular subject matter, but also language skills and intercultural sensitivity. Use of technology to connect students from different geographical locations in such collaborative learning projects is commonly referred to as telecollaborative learning. Current technology (such as the Google Apps suite) provides powerful, easy to use, and a quite often free interface for connecting students and teachers interested in pursuing telecollaborative learning. I have already begun the groundwork for such a study through three preliminary Japan based studies. One study demonstrates that motivated Japanese university students can teach each other the technological skills necessary to complete a complex term-long multimedia intercultural project with minimal teacher input and little or no prior experience. Another study reveals social pressure as being the strongest factor motivating the completion of such collaborative projects among Japanese university students. And a third study quantifies the development of intercultural sensitivity among Japanese university students through online cultural exchange. If you are interested in joining me in a project to connect university students from your country with university students in Japan in a study of telecollaborative learning, please contact me and we can discuss the details of setting up such a project.
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I would like to take part . Paraskevi Mentzelou (teaching undergraduate and post postgraduate courses) e-mai: pmentzelou1@gmail.com
With very low Internet coverage, how would students do during Covid-19 time in developing countries?
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There are several strategies to have remote learning with low internet coverage. Here are the lists: 1. Radio, Radio is the most efficient strategies. Radio does not need any internet coverage. 2. Television. Television can give a visual image to the students. Television can be so powerful when we managed it correctly. May be Prof. Marianne E. Krasny wants to add answers.
In support of crime prevention the human monitoring systems are widely deployed in companies, schools and elsewhere. There are number of effective methods to predict the migration route of a person in a crowd by using high-order particle filter and online-learning. There are method focused on group structure to improve tracking accuracy in a situation when the detection ranges of cameras overlap. Papers: M. Shiozuka, T. Yotsumoto, K. Takahashi, M. Nishiyama, T. Kawamura, and K. Sugahara, "Countermeasure to Human Recognition Error for Agent-based Human Tracking System," 12th International Conference on Mobile Ubiquitos Computing, Systems, and Technologies (UBICOMM2018), pp. 65- 70. M. Shiozuka, T. Yotsumoto, K. Takahashi, T. Kawamura, and K. Sugahara, "Implementation Example with Ultra-Small PCs for Human Tracking System Based on Mobile Agent Technologies," 11th International Conference on Mobile Ubiquitos Computing, Systems, and Technologies (UBICOMM2017), pp. 73-78. Y.J. Cho, S.A. Kim, J.H. Park, K. Lee, and K.J. Yoon, "Joint Person Re-identification and Camera Network Topology Inference in Multiple Camera," arXiv:1710.00983, 2017.
Looking forward to creating a set of resources for everyone to easily access and learn from. While I have been trained to teach online and in hybrid environments, many teachers and faculty are being suddenly through into a new realm with the onset of quarantine measures regarding the coronavirus. What are your tips for best practices, insights, tips on teaching online? For instance, do you like using synchronous means of interaction via Zoom room perhaps, or asynchronous methods? How do you manage group work? Do you use PowerPoints with voice over? and how do you manage creating an inclusive online environment for those with disabilities or varied cognitive learning styles?
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I am developing some PowerPoints with voiceover using Screencast-o-matic.com, which I was encouraged to use during an assignment task as part of the master's in education I completed recently. I will need to do more 'live' classes, but I think my aim overall is to use a combination of both. It is good to read from other posters that learners are apparently adapting quite quickly. I have a friend teaching younger kids and he told me that after a positive experience initially, several of his students have ADD, for example, and the challenges or even difficulties in managing these in a real-world class are intensified online.
What impact is COVID-19 having on the delivery of executive education? What impact will it have going forward? What is the experience of business schools are have had to adapt to online delivery? Is virtual learning delivery likely to become mainstream and the preferred choice for executive education?
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Dear Samuel Njenga, Due to the development of the SARS-CoV-2 Coronavirus pandemic causing Covid-19 disease, the share of e-learning in teaching processes is currently increasing. For several weeks or so, the impact of the SARS-CoV-2 Coronavirus pandemic on ongoing teaching processes as a significant factor in the currently accelerating processes of digitization of the economy has been growing in many countries. In order to limit the development of this pandemic, classroom teaching in schools and colleges has now been suspended and replaced by e-learning in many countries. Due to the suspension of stationary didactic classes in schools and colleges, classes are conducted remotely, through various new online media through specific forms of e-learning. The growing importance and development of e-learning is also correlated with the current acceleration of the digitization processes of the economy. The processes of digitizing the economy are determined by processes "from the top", i.e. inspired by public institutions, including computerization, internetization of public offices and "from the bottom" determinants, e.g. the increase in the importance of e-commerce, the increase in the share of transactions and payments made electronically via the Internet , developing online banking and shifting a significant part of operations in many companies to remote service via the Internet. On the other hand, teachers are currently looking for answers to the following research questions: Is currently one of the key problems in the development of education is to suspend stationary didactic classes in schools and colleges and replace these classes with e-learning? Are the didactic processes carried out in a limited or full scope due to the development of the SARS-CoV-2 coronavirus pandemic causing Covid-19 disease? How long can such a situation last that all education is implemented remotely through various new internet media? How will the current state of the SARS-CoV-2 Coronavirus pandemic affect learning outcomes? There are many questions that will be answered in the future. Certainly, the current SARS-CoV-2 Coronavirus pandemic will significantly accelerate the digitization of the economy, including teaching classes remotely via the Internet. In the field of remote teaching and necessary system changes, improvement of IT and internet infrastructure in schools and in the homes of users, students, etc. there are many interesting issues that can and are currently being studied. It is likely that SARS-CoV-2 Coronavirus will return in the autumn of this year and in the following years. Therefore, the processes of digitizing education will continue in the following months and years. However, we do not currently know what e-learning formulas will be consolidated in the coming years and to what extent, what part of the education processes will be implemented through e-learning in the following years. We do not know this because we do not know to what extent SARS-CoV-2 Coronavirus will return when the vaccine is created, to what extent in other sectors of the economy the level of digitization of economic and other processes will increase, etc. Greetings, Dariusz Prokopowicz
For evaluation of students activity and for final exam... based on Online learning... what does the type question that must be adopted to makes the process work in the right way..
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This is most important under this Pandemic Scienario( Covid19 ) . Obviously it depends on Subject area , Class , Exam etc .
Because of the Caronavirus I am running my classes online. In this regard I am wondering if you have that kind of experience and what is the most acceptable app/method for you. Thank you in advance
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The tools are important but even more important is to understand what is like to be a student in such situation. Put yourself in student's shoes. For example, do you know that students are experiencing negative emotions heavily in such contexts That being the case, your role as a teacher is to warn your students and try to mitigate the negative emotions by on-time interaction. Even the content is not important when it comes to the interaction. Another example is to understand that students will most likely find the easiest way to get their job done. You will not be able to control or even predict their behaviors. In our previous experiment, we gave the students a PDF file containing a very short story (self-developed story). A considerable part of the story was covered with a black circle though. The task was to be creative and to recover the missing parts of the story. What was then was that our students searched the Internet for the story to no avail. And then, instead of sitting and writing down the missing parts by their own, they search searched the Internet again to remove the black circle from the PDF. And guess what, one student succeeded to remove the circle and handed out the story to us in complete! The idea is that, you need to adopt new teaching strategies to engage students in open learning environment. The strategies not the tools are that matters.
My Masters level student has been working on comparing effectiveness of online learning with that of face-to-face learning. Can you please share papers or pieces of scholarly advice with us? Your support is highly appreciated.
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Have you checked Dr. Sugata Mitra's work & projects? I totally respect his passion and methods. Start with The Hole in the Wall Project.
There have been improvements in 3-D rendering and augmented reality systems for gaming. Are these applicable to or feasible for online learning and medical training? The only part lacking is haptic feedback for which there was already a project completed at MIT for a virtual keyboard (I'm still waiting on that open source promise).
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Quite a lot of interesting literature recommended by Davoren A Chick. However, if we talk about "serious games", i.e. games with a pedagogical purpose, in medical education I would also like to mention a recent review on this hot topic by Gorbanev et al.: Gorbanev, I., Agudelo-Londoño, S., González, R. A., Cortes, A., Pomares, A., Delgadillo, V., … Muñoz, Ó. (2018). A systematic review of serious games in medical education: quality of evidence and pedagogical strategy. Medical education online, 23(1), 1438718. doi:10.1080/10872981.2018.1438718
I am interested in developing best practice guidelines for the use of discussion forums to support online distance learners. Do you have any resources and/or references that you recommend?
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Hello, Maybe this paper will help you : K.B.
Dear colleagues, I'm looking for research-based sources that explore the use of video and audio material to deliver a curriculum for students with dyslexia. Of particular interest is the use of this approach in revision, and how multimedia content compares to a text-based equivalent. Thanks in advance.
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Look at Universal Design for Learning (UDL) in exceptional student education. This addresses representation and expression of learning for all students.
"There is a broad consensus that a collaborative learning approach is effective for adult learners, since they can share their experiences and build knowledge together. However, because collaborative attitudes do not always develop spontaneously in a group, strategies and techniques are necessary to facilitate collaborative learning and help learners to achieve effective results". Citation: Marzano, G., Ochoa-Siguencia, L. (2017). Online collaborative learning: the EsCAlADE training experiment, Proceedings of the International Scientific Conference "Challenges for high quality of adult education (Riga 30 May 2017), 125-134
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Thank Amal for your answer. I will try wiziq.
It is perceived that most people are unable to complete their programs on MOOCS. Some due to the fact that the courses tend to be passive and student do not get clear clarifications when they encounter problems. Also it is said that the courses are limited to theory and not practicals.
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Hello MOOC used to have a social goal, by this moment are courses and students must pay So in my opinion there are not MOOC as MOOC anymore BR Ingrid
Co-teaching in synchronous and asynchronous online contexts
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Here is a study a colleague and I worked on a few years ago. Section 5.3 includes recommendations for practice.
I am looking for a public dataset for e-learning that I can use for testing performance and accuracy of Reccomender Systems algorithms. Anyone with an idea where I can find a public dataset?
I am involved in a project to develop online software which simulates scientific instruments (such as absorption spectrometers) and experiments for science students. Students can work their way through these online exercises producing data from the simulator, analysing that data and compiling a laboratory report on their findings from anywhere that has an internet connection. I would be interested to know how colleagues feel about the following: Will this help to promote self/independent study amongst the student population? Will this also ease pressure on staff time and timetabling whilst maintaining contact/formal study hours for the purpose of attaining credits? Will such products be beneficial for distance learning, exchange and part time students? Delighted to receive any other comments/views.
I have done a comparative study on The Effectiveness of Online learning for Collaborative Academic Writing using Switching Replication design. (online vs traditional in-class learning) Can anyone suggest me good reference for this?
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Dear Wmusk Walisundara , I am writing to inform you that I read solely about switching replication design like quantitative methods in education and psychological research. It is the book W. Alex Edmonds Thomas D. Kennedy (2017) An Applied Guide to Research Designs Quantitative, Qualitative, and Mixed Methods Second Edition, published by SAGE Publications, Inc. I hope I have been of some help. Best in your research, Andrija
As a novice researcher of SRL in MOOC/online learning，I wonder what is the key or difficult questions remained to be solved in this research area today.It will be very helpful for me to share your opinion.
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We are looking into the related are of engagement and discussion forums in my office. There is much literature on MOOCs and other formats, and sometimes, it is hard to separate motivation in general from tech-driven motivation. Many providers think they have the answer, but time, volition, personality, and ease of navigating the course shell factor in. I see this as a work in progress, much like prescribing the "right" meds for diet(s).
I cannot find one such paper through my searching.Thanks a lot for recommendations
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There are three sources that focused on the interactions of ubiquitous mobile computing on learning outcomes. - Pernas, Ana Marilza, Diaz, Alicia, Motz, Regina (2012) Enriching adaptation in e‐learning systems through a situation‐aware ontology network in Interactive Technology and Smart Education. 9, 2, 60-73 - Bates, Anthony (2015) Teaching in a Digital Age. Vancouver, Canada: Tony Bates Associates Ltd https://opentextbc.ca/teachinginadigitalage/chapter/5-2-what-is-a-learning-environment/ - Kerres, M. (2007). Microlearning as a challenge for instructional design. In T. Hug and M. Linder (Eds.), Didactics of Microlearning. Muenster, Germany: Waxmann. 98-109. Retrieved from http://mediendidaktik.uni-due.de/sites/default/files/Microlearning-kerres_0.pdf
digital (distance) feedback can be from the same teacher "classroom teacher" and can be from the teacher who is not from the same school, culture, etc. What is your definition of "digital distance feedback" and what is your sample size and what variables you define?
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If I understand the question, you might look at the scales measuring transactional distance used by Zhang, based on Moore and revisited by Paul et. al. Perhaps also the scales used by Garrison in his Community of Inquiry studies, particularly as it deals with the teacher presence. ------- Garrison, D. R. (2011). E-Learning in the 21st Century : A Framework for Research and Practice (Vol. 2nd ed). New York: Routledge. Moore, M. (1973). Toward a Theory of Independent Learning and Teaching. The Journal of Higher Education, 44(9), 661-679. doi:10.2307/1980599 Moore, M. G. (1993). Theory of transactional distance. Theoretical principles of distance education, 22. Paul, R. C., Swart, W., Zhang, A. M., & MacLeod, K. R. (2015). Revisiting Zhang's scale of transactional distance: refinement and validation using structural equation modeling. Distance Education, 36(3), 364-382. Zhang, A. (2003). Transactional distance in web-based college learning environments: Toward measurement and theory construction (Unpublished doctoral dissertation). Virginia Commonwealth University. Richmond.
I 'm interested in the online leanring systems. Especially, k-NN like learning machines are suitable for online learning. I want to know the mistake bound of k-NN before executing the leanring. Is there any good theory to do this?
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Although, I am late to answer this but nevertheless, Depending upon the number of training samples provided, if 'number of the samples' provided (m) does not satisfy the PAC-learnability criteria then any heuristic version of the k-nearest neighbor algorithm (like a version of K-means clustering, i.e. MacQueen's algo) does not converge. This has been studied and proved experimentally by implementation.
Dr. Shu-Hsiang "Ava" Chen and I are exploring the perceptions of international students about threaded discussions with peers in online and hybrid courses. We are currently conducting survey responses (https://goo.gl/forms/KD97ID93LuPHrUjv2), though we are interested in anecdotal or more informal thoughts in this kind of forum in addition to any formal research or literature reviews conducted by others. Thank you in advance for any formal or informal observations you might share.
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Dear Barbara: As once an international student, I know that sometimes the online facilitators are not always attuned to the cultural norms of international students, especially their communication customs. As such, sometimes we may experience cultural insensitivity on this platform. For example, you may be told that there is no "z" in the word "organization" because local students use American English with an "s". These articles give more insight into the challenges that international students face in the classroom that can be helpful for you: Best regards, Debra
Online learning Statistical and optimization methods related to learning Machine learning implementation
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Dear Mr Sreenath Shaju , I am writing to inform you that I read an article about your topic. It is Multi-objective optimization method for learning thresholds in a decision-theoretic rough set model by Ruilin Pan, at all. Please find attached the article as a PDF file. I hope I have been of some help, Best, Andrija
- 4.26 MB
Multi_objective optimization
method.pdf
There are video distribution solutions that destroys a video file after watching, but are there formats which can be customized to deteriorate in video quality (but not audio quality) with time? This would encourage students to watch lectures when they show up on an LMS, and not procrastinate. It could also be nice for the teacher to know that his or hers makeshift lectures, not intended to become any classics, were watchable only for a period of time. Next year the lectures will be different - but if necessary the teacher has the original video file from last year to customize in time -it begins to deteriorate after say three days, and there is only audio after a week. Are there such fomats? Used them? Is it a good idea?
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You have to examine what the purpose of the video is in the overall scheme of things. If this is important information to the overall development of a particular competency in the class, then you are defeating your purpose to either remove it or have it go bad after a few days. Students learn in different ways. Sometime a student needs to review that video more than once to fully grasp the concept.
Dear all I am measuring learning of an event using an online Reaction Time (RT) task. The task has got three blocks, lets say B1, B2 and B3. Of course, it is the same stimulus-response routine across all the blocks. A general idea is learning gets better, i.e., RT gets slower as the blocks progress. So, B3 will be significantly faster than B1, if the learning was positive. I know I can use 'Block' as a factor to see if the learning happened. But, we already have a 2x3x3 (in which if we include block it becomes 2x3x3x3), which will make the interpretation even more complex. So, we think we shall get rid of block as a factor, by taking the difference between B1-B3. I am somehow not comfortable with this idea of 'B1-B3' as I feel we are missing on B2. Is there a way I can include B2 in to this and yet receive a single value (the dependent variable). I use 'R' for analysis, so analysis specific suggestions are welcome too.
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If you have only 3 time points, and data for all people, (B3-B1)/2 is the empirical slope of B1, B2, B3. However, with just three time points I urge caution with any method estimating the slope. The OLS estimate (with is (B3-B1)/2 without missing data) has a large standard deviation and therefore doesn't correlate that high with the true underlying slope (when looking at simulations). Methods like random slope multilevel models (and actually the first example for the R function lmer is a random slope model for reaction time) tend to have correlations closer to the true slope, but sometimes given odd answers with three time points (e.g., negatively correlating with the true values). So, if you are at the designing stage, I suggest more time points. There is lots on response time modeling (e.g., Luce, Ratcliff, ...). THey would stress the need for a model of the cognitive processes underlying "learning" in your example.
A recent question on what online educational tools people use generated a lot of answers, among them a suggestion to use Second Life. I looked into it a few years ago and it appeared to me that Second Life is not really alive anymore. Particularly, there seems to have been an issue whether to change from an installable application to a browser-based application. I design eLearning modules in the field of accounting and business, including statistics, and I was wondering whether there is any experience out there you would like to share.
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You don't have to buy or rent a whole island in Second Life. You can rent office space in someone's building. Also, check out Open Sim which is the free open source version of Second Life. You can use the Firestorm Phoenix viewer in both Second Life and Open Sim.
We are currently at 16 weeks, but are going to a 7 and half week model. Any research on the impact for students and faculty, would be appreciated.
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Hi, Melody. I think the answer to your question is: it depends. There might be studies about recommended length for online courses. However I answer your question from my own experience of more than a decade designing and teaching many different types of online courses for differente audiences. Some factors to consider: 1. Academic courses (part of a formal program of study) vs. training courses. 2. Setting: academic vs. corporate. 3. The nature of the topic and competencies being taught. It's not the same to teach introductory chemistry, customer service, or how to build an airplane. 4. Very important: characteristics of your target population. For example, are they full time college students or part-time graduate students who are already working? 5. The time you need for students to complete the required assignments. You can teach an introtuctory course in 7 weeks with no problem, but if the students need to conduct research or complete a project, they are going to need more time. For faculty training programs or corporate e-learning, 16 weeks is too much. Usually we plan for more concise objectives. Undergraduate courses: 15 weeks is OK. Graduate courses: 8 weeks. However, the length has to be consistent with the objectives and the products required. Varying the length of the course requires a re-engineering of the syllabus, including the expected learning outcomes, activities, and assessment. Another good idea is to get feedback from the participants. After a course, ask them what they think about the duration of the course and if they think the goals could have been accomplished in less (OR MORE) time. Compare their answers to what other experienced instructors say (ask colleagues). Best regards, Edgar Salgado
I am interested in analyzing the quality of online instruction but would like to use a validated protocol to do so versus creating my own tool. Is there one you may know of for higher education?
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Hi, Leah, What is the aspect of instruction you are interested in analyzing? I have several publications related to using content analysis, as Claudia mentioned. I focus specifically on the Interaction Analysis Model and have an unpublished manuscript analyzing its validity. Another article, including one of the original authors of the tool, is also attached. I have also attached a journal article (which just won an award, by the way) about faculty behaviors that promote critical thinking in peer interaction. Let me know if these are useful, or if you are trying to take your research in a different direction. Best wishes, Barb
Please respond to this and I will "message" or contact you via RG messaging system. I would like to do a survey/questionnaire for a paper of those who teach such programs and those who supervise such interns and those who are/were such interns for a masters or PhD of Clinical Research. So those studying or supervising those who were or are clinical research interns [including CRC, CRA, PI etc], please respond to this question or send me a private RG message. Thank you in advance, Respectfully, Jeanetta Mastron
More than half of world's population does not have reliable access to the Internet. At the same time, educational resources are more multimedia-based than ever (bandwidth) and often hosted on centralised cloud-based platforms requiring a good Internet connection. Inability to use online education in underconnected regions is particularly prominent in the case of MOOCs, where some researchers argue it may lead to even further global digital divide. Are you aware of research or cases of making online educational materials/courses (e.g. MOOCs) available in underconnected areas?
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Most of the MOOC application replied on the stable internet access, it was designed to retrieve, interact and digest in that way. I wonder if we consider the infrastructure limitation, this may closer to the traditional e-learning research with a medium that people can bring home and launch standalone. This idea sounds a little bit old fashion, but it may provide an insight to re-invent the MOOC for internet limited region, or even more, a more localize style MOOC, when I read this news: https://www.theguardian.com/world/2014/dec/23/cuba-offline-internet-weekly-packet-external-hard-drives This is the most vitality news to see how people interact with the information technology, in their own way. Sorry, not provide too many useful research resources, hope this helps to gain you some new ideas. :)
Hi everyone I'm currently working on a research to find out what are the perceptions and expectation of ODL learners & tutors on fully online learning. It would be helpful if any of you could suggest any instruments that can be used for my research. Thanks
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Dear Fathin, you have an interesting research question: "perception and expectations ..". It appears that you are interested in the 'subjective theories' of learners and tutors on fully online learning. I am putting subjective theories in quotes, as there are various ways to understand this term. My use of it is in the sense of 'attitudes'. Subjective theories (or attitudes, if you wish) can be explicit as well as implicit. If this is what you are interested in then you need to consider qualitative research - not necessarily, but it's worth a consideration. In any case, the type of research you decide on informs your choice of instruments. I doubt that a single online questionnaire will suffice. You may complement it with a smaller sample of qualitative interviews, thereby triangulating your data (known as 'mixed method'). I know of a similar study (the focus is on quality of online learning), however, it is in German. I am happy to translate the key parts of the relevant instruments for you, if this is the way you want to go. Regarding attitudes, I find 'Attitudes and Attitude Change' (Crano & Prislin, 2008) very useful. I managed to find a pdf of the complete text (450 pages) in the net through google, unfortunately I didn't keep the link. Let me know if I can be of help. Best wishes, Leo
It is known that positive emotions can improve effectiveness of learning. Do you know about any research on emotions in the fields of distance learning or webdev? First things, connected to emotions, which come to mind are: 1. Gamification 2. Socialisation 3. Award system 4. Contests
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On a micro-level, J.M. Keller's ARCS Motivational Learning Theory comes to mind. He was one of the first authors to recognize importance of human emotions in distance learning (1987). Keller's theory is simple - learning should be designed and delivered in such way that evokes learners' attention, shows relevance of the learning material to the learners' goals, builds confidence and affords final satisfaction. Moreover, lack of those elements may actually impede knowledge attrition and retention. Naturally, Keller goes further and talks about specific design approaches that support each of the elements of his theory. Keller, J. M. (2009). Motivational design for learning and performance: The ARCS model approach. Storytelling, gamification (which include contests and award system on a social level), enticing interactivies all play a role in bringing emotional aspect to learning. I am in total agreement with Yaacov Katz when he talk about the motivational aspects of learning and its delivery.
Consistency in structure and organisation of online content is essential for students to easily find information and navigate their online learning resources. Do you have any templates that you can share for creating online content such as the following: course outline or syllabus, unit content, learning activity, and announcements. Your kind response is welcomed. Many thanks, Debra
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This is a great question and I've enjoyed reading the existing submissions and examples. I tend to agree there is no "one" right template for course design (or layout for that matter), and many of the major course (and content) management systems have templates to choose from with respect to the graphical user interface as it concerns major and secondary navigation structures. If one is using one of the ubiquitous platforms like Blackboard, e-College, Desire2Learn, Moodle, edX.org, etc., you might ask the folks at these companies something like: Which layout schemes/nav structures are in widest use, most preferred (or least used) as related to your type of course and target audience? There is something to be said for standardization of the graphical user interface (GUI) over time as it facilitates familiarity, lowers those initial interface barriers, etc. This said, if you want to strike out on your own with respect to the interface, it might be worthwhile, depending on your budget to conduct some use case scenarios with members of the target audience, develop some general personas of your typical users, and then ask them for feedback on completing some simple tasks within the environment (e.g., find/purchase a resource from the online store or library, add it to your personal space, create a collection with this and personal URLs of additional resources and share it via the community discussion forum, etc.). There are consultants for a modest fee that will conduct this type of GUI optimization for you, with some cool split screen videos that depict the facial expression of the user completing the scenario alongside the tracking of the mouse on the web site from the same user, as they perform a "think-aloud" sharing what they perceive as they attempt the task. It only takes 5-8 of these folks to provide keen insight and may help settle any internal "opinions" on nav structure and labeling of the same (e.g., what you call things matter)! With respect to the "instructional design" of the course, this is a different matter altogether as related to a "template" and will, I suspect, draw upon your particular learning theory, desired learning outcomes for the course, and the sequence, frequency, and type of interactions you desire of your learners. Some of the "traditional" online courses are focused on weekly readings, reflections via a discussion forum, some larger group or individual project, alongside some longer individual writing assignments and online multiple choice tests. There are moves for more peer-to-peer interaction versus instructor-peer interaction (take MOOCs for example), and even in formal instructor-led courses, collaborative projects that involve individual accountability as well as an overall team grade, so all pull their weight equally. I've read some nice things from Curtis Bonk at Indiana (years ago) about how to elevate peer-to-peer interaction in forums such as having weekly web discussion forum "starters" and "wrappers" to begin and conclude student-selected topics from an instructor list, pairing folks online with "critical web buddies" to overcome feelings of isolation, etc. If you think about facilitating deeper and more flexible learning of knowledge and skills in the science, technology, engineering and mathematics (STEM) areas, some espouse that the learning should be grounded in the exploration of locally relevant science phenomena and in designing solutions to engineering problems. With instructor guidance, learners could ask their own intrinsically motivated questions about how and why, as they wrestle with their own learning, engaging in practices such as developing and using models to understand phenomenon, collecting and analyzing data via investigations and designed solutions, incorporating mathematics and computational thinking, and communicating/arguing their claims and explanations based on evidence. The National Academy of Sciences developed a Framework addressing this "three-dimensional" nature of learning espousing that students will more deeply understanding the core ideas of science as they are engaged in the practices of science and engineering, and recognizing cross-cutting concepts such as patterns, system and system models, cause and effect, etc. So, to the degree that one could look at the modes of delivery (synchronous/asynchronous), the mediums of delivery (web narrative/images, video, case studies, simulations, animations, immersive environments, augmented reality, mobile learning, online gaming, discussion forums, onsite lecture/demonstration, etc.), and the instructional methods at your disposal (debate, role-play, individual and/or group projects, investigations, design challenges, student presentation, student co-facilitating/teaching, etc.) , you might think about how the affordances across these areas might be "intermingled" and offered as varied opportunities for achieving the same targeted learning outcomes. For example, video is good for affective motivation (if you seek changes in attitude/awareness to a topic), and has affordances for learning STEM topics such as slow motion; freeze frame, zoom, and rewind--that make exploration of certain science phenomena visible that otherwise would not. Simulations allow users to control variables that interact with each other and facilitate understanding of causal relationships in complex inter-related systems. Role-playing and case studies allow users to assume and learn about identities, explore dependencies, and engage in authentic scenarios as they apply critical thinking skills and analyze potential causes, anticipated outcomes, etc. So it's about how you might structure different learning pathways to facilitate coherent learning outcomes... I hope this gets the creative juices flowing!
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Hello Gary These are some articles on self-generated learning Chiaravalloti, N. D., & DeLuca, J. (2002). Self-generation as a means of maximizing learning in multiple sclerosis: an application of the generation effect. Archives of physical medicine and rehabilitation, 83(8), 1070-1079. Schefft, B. K., & Biederman, J. J. (1990). Emotional effects of self-generated behavior and the influence of resourcefulness and depressed mood. Journal of Social and Clinical Psychology, 9(3), 354. Vannest, J., Maloney, T., Kay, B., Siegel, M., Allendorfer, J., Banks, C., & Szaflarski, J. (2014). Age Effects on the Neural Basis of Self-Generation in Verbal Paired Associate Learning (P6. 240). Neurology, 82(10 Supplement), P6-240. Best regards Ahmed
This is meant to be like a poll. I would like to hear those who are specialists in education field in general and learning theory in specific. In your opinion, what are the most influential scientific papers in learning theory and why? It is good to know if educators have consensus on a set of papers in the first place but why those papers not others is not less important. Please indicate why you choose these papers.
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Hi! Good question! I interpret it as searching for a paper written after the year 2000? ("21st century"?) Many papers mentioned here in the discussion are surely important for us today, but written in the 20th century. With this limitation, I would like to suggest George Siemens "Connectivism and connective knowledge" http://www.elearnspace.org/Articles/connectivism.htm , not because it it yet so influential, or "right" or fully developed (it isn't) but because it takes very seriously the task of thinking of reconsidering what learning is or should be in an age of information flow and rapid development of knowledge, without falling in a trap of digitalisation of learning content, "e-learning" as something completely revolutionary per se. Without being related, the information philosopher Luciano Floridi has similar freshness and approach in taking ICTs seriously, but is very much more radical, he aims at reconstructing philosophy "of our age, gor our age". Learning is important, but used as an area of examples so far. But you can read his "E-ducation and the languages of information" to get an idea of his approach. In learning theory he is a kind of constructionist, like Seymour Papert. I hope these papers provokes you!
Can you help me to identify the outcomes of student engagement? Few studies show that student retention and academic achievements are the major outcomes of learner engagement. My study is specifically on Online learning courses where most of the students are employees. Hence I am interested to measure the impact of engagement from the perspective of their carrier growth. Can u suggest any article to explore further?
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The constructivist theory supports the fact that students must be engaged with learning and this will positively impact retention and achievement. "what conditions contribute to student success.'** Conditions include high standards for academic learning and conduct, meaningful and engaging pedagogy and curriculum, professional learning communities among staff, and personalized learning environments. Schools providing such supports are more likely to have students who are engaged in and connected to school.."
Currently, formal mechanisms for accreditation of Higher Education studies, both formal and informal, are mostly geographically located. Given the up-rise of online learning, could blockchain be the technological solution for a global system of accreditation? Any thoughts?
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In my view, new communication technologies are challenging social structures and practices in ways that are far beyond our current comprehension. It is clear that local communities and societies are currently facing issues that are global (one of them is educational systems). Local educational system are not any longer responding to the needs of educating global citizens, just to mention one aspect. Consequently, what I see (not an experts opinion) is that alternative, open educational modes (online independent programs, MOOCs, learning communities etc) are affording educational experiences that are challenging the existing traditional educational institutions and programs. This opens up many possibilities ways of thinking about global educational systems.
I am doing my research on Massive Open online learning. Learner completed at least one course in MOOC is my target respondent. And I am yet to conduct the online survey with the MOOC learners. Can you help me on how to locate MOOC participants?
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I have not used this, but I have heard that some have had success using Reddit to recruit research participants (in other words, not an endorsement, just a suggestion)
I am sure that everyone would agree that the students' experiences are different in the classroom compared to online learning. These experiences, of course, depend greatly on the pedagogy and instructional design..... But can we generalize that one is better than the other? If so, what can we do to improve the one that is not as good?
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In my experience, covering two decades, including helping to create the first virtual high school in the US, there's a strong bond created in the online learning environment. We consistently hear both students and teachers tell us they know their counterparts better in their online course than in any of their F2F courses. It's all in the design. Some designs both in F2F and online don't contribute to creating a personal connection, while others do. There's not a singular model.
MOOCs have moved forward from free to paid, massive to DOCCs and SPOCs. In view of the latest developments and experimentation with MOOCs, is a MOOC in any way different from any other short course offered by online universities.
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Hi Raymond, i agree with you, tht is why i said "Singh shares some features of MOOCs and online courses, although an online course, could be enhanced through collaborative work and many other tasks, they are different from MOOCs in many aspects" please tell us more about online courses features, Singh does not mention. So we can learn more about this topic. Thank you in advance for your next contribution
I have found a lot of popular information on how to use design thinking, but little of a research nature on the impact, results, effect of using design thinking nor case studies nor models for applying design thinking to instructional design.
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I found this process intriguing Check it out!
Will identifying personality traits and accommodating them in online learning be practical? If yes, then what new ideas/thoughts/approaches/methods/perspectives can make it practically feasible ?
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Kaushal: I think personality traits match would work for a one-on-one kind of interaction between student and instructor/trainer/mentor as they would be working closely together. Perhaps, in a thesis supervision. But, I think knowing more about the diverse backgrounds of students (e.g., language, culture, religion, geographical region) would be more important as you don't pick up on these attributes very easily online.In fact, the attached shows the negative effects overlooking the latter. Best regards, Debra
I'm studying educators' decision making process when organizing online educational sessions. I want to know what adjustments related to content, pedagogy, organization, etc. are made when one designs and delivers content online. Yes, educators make a lot of adjustments related to content, pedagogy etc. to meet learners' needs. How often these adjustments are related to the online technology? Could anyone share their experiences of online teaching? Or do you have related literature on this topic? My study context is about online mathematics teacher education. Does anyone have experiences of designing online mathematics courses, or mathematics teacher courses? Thank you so much!!
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Dinglei: My concern with your question is that it implies that to teach online you tweak a f2f course, rather than rethink the pedagogy. Some of the answers you've gotten respond to your question as asked, but basically explain a redesign of pedagogy. Of course, what's missing from your question and some of the responses is the detail about what type of online course you/they are talking about. My big issue with research about online education is the failure of the researcher to be specific about the instructional approach/pedagogy they study; report on. There's a big difference between asynchronous and scheduled asynchronous, and synchronous, without mixing in blended. They are different. Have different pedagogies, and different approaches to content (or should) . To think about those differences as tweaks or to only tweak a f2f course lessens the quality of online learning. A different take Ray
It seems most interesting communication between students and interaction with their teachers, who taught much and how. Further, it leaves students, parents and schools uncertain as to the quality of the plethora of online courses. Like curricula in traditional schools, online curricula should be aligned with a designated set of standards to ensure that students' individualized online learning experiences provide all the information and skills policymakers deem essential.
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Interaction. everything can be useful for open a discussion is usefull for learning.
I am recently seeking for information about e-learning standards applied in MOOC so I can define the learner profile. If anyone has any research papers concerning this topic, i'd be so thankful if you share it with me.
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I think taking this guidelines http://elg.ac.nz/the-guidelines/teacher-pespective there are some that MOOCs take, but differ in one very important aspect: E-learning is rigid, they say what you must learn and now, MOOCs are amazingly more flexible with some schedule. I think the other difference is the level of metacognition you need to be successful with courses
Hello everyone! I am working as an assistant professor in engineering college and I am also doing some Massive Open Online Courses (MOOCs) in the areas which I have not explored before. The experience is enriching in terms of knowledge. However, I would like to know your point of view regarding how important Massive Open Online Courses (MOOCs) for career building of an academician in terms of employment? I mean what does the employers think of MOOCs' verified certificates? Thank you.
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Hi Ankur. As on date, you can explore the MOOC s for your knowledge enhancement, so that it will help you in future. (some courses in new areas and some course to improve your core domain knowledge). Further, MOOC certificate may not have that much value in India, but knowledge surely has. If you are planning to go abroad for higher studies (PhD) or may be employment, then certificates will matter along with the knowledge.
Hi dear colleagues i have a couple of questions about deeplearning and practical usage of it. I would like to know about the state of the art software and/or tools about deep learning specifically convolutional neural network and recurrent neural network divisions. For example if we have 1D time series data what deeplearning technologies should we concern? Another question having 500 640x480 8 bit gray level pistachio images how can we improve the classificiation accuracy if we want to apply CNN algortihm. Last thing what do you think about deeplearning4java? usage, efficiency, computation cost etc. Thanks in advance.
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An evaluation of the deep learning toolkits can be found here:
I'm hypothesizing two things: (a) group supervision is as effective as individual supervision and (b) electronic supervision (e.g., Skype, phone, telemed) is as effective as face-to-face supervision. But I want to see what the scientists have found on this. If it helps, I'm a mental health worker (boarded neuropsychologist), so I'm particularly interested in studies on clinical supervision in the mental health arena, but I'll take any study results that loosely address these two issues. Thanks!
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I shudder at the thought of your hypothesis, which so clearly does not reflect any kind of depth psychology. At least have a look at these discussions: Supervisory processes in the training of psychotherapists: Introduction to the special section. By Owen, Jesse Psychotherapy, Vol 52(2), Jun 2015, 151-152. Special Section: Supervision Process. To help advance the dialogue on effective supervisory processes, we are proud to introduce this special section on supervisory processes. This special section follows the same format of the Clinical Processes published in Psychotherapy. Specifically, authors were charged to describe two to three supervisory actions that are important for an effective supervisory session. For each supervisory process, each author provided information on each of the following areas: (a) the theoretical basis for this action and how students are expected to gain new knowledge, skills, or/and awareness, (b) two to three verbatim supervisory exchanges clearly demonstrating this action, and (c) any supervisory or research that supports the use of this action. (PsycINFO Database Record (c) 2015 APA, all rights reserved) Review of Creative supervision across modalities: Theory and applications for therapists, counsellors and other helping professionals. By Kefalogianni, Maria Counselling & Psychotherapy Research, Vol 15(2), Jun 2015, 155-156. Reviews the book, Creative Supervision Across Modalities: Theory and Applications for Therapists, Counsellors and Other Helping Professionals edited by Anna Chesner and Lia Zografou (2013). Creative media/methods can bring new perspectives to the supervision process. With this book, the authors invite us, in an attempt to demystify any myths, to stop and reflect: what really is creative supervision? Is it the mere use of creative media? They advocate that we need a strong theoretical basis on which we can support our play/creativity. With such a solid foundation, creativity in supervision can be applied across modalities. They demonstrate this belief by drawing from the fields of systemic family therapy, psychoanalytic psychotherapy, art and drama therapy, psychodrama psychotherapy and theological education. Although the book is one amongst others in referring to student readership, many students would not have sufficient understanding of these approaches to benefit. As such, it is good as an additional book but I would not say that it merits essential reading for the trainee therapist. This book is of great use for trainers in the field who are genuinely interested in employing creativity on their courses. (PsycINFO Database Record (c) 2016 APA, all rights reserved) I suspect you'll find little support for your hypothesis in the following: Sarnat, Joan E. , (2016). Supervision essentials for psychodynamic psychotherapies. Clinical supervision essentials., (pp. 129-139). Washington, DC, US: American Psychological Association, xiii, 170 pp. You should also be sure that all the legal and ethical issues are taken into account in your hypotheses. The risk to the supervisor (and to the client) increases with both group supervision and distance supervision.: See for example Common supervisory issues, part III: Working with legal and ethical issues. Supervision essentials for psychodynamic psychotherapies. By Sarnat, Joan E. Sarnat, Joan E. , (2016). Supervision essentials for psychodynamic psychotherapies. Clinical supervision essentials., (pp. 113-128). Washington, DC, US: American Psychological Association, xiii, 170 pp. In this final chapter on common supervisory issues, I discuss the legal and ethical domain. Any psychologist opening such a discussion must begin by referencing the American Psychological Association's (APA) Ethical Principles of Psychologists and Code of Conduct (2010) and Guidelines for Clinical Supervision in Health Service Psychology (2014), and I refer the reader there for a more all-encompassing discussion of supervisor ethics. In this chapter, I limit myself to ethics topics that are particularly salient in working relationally in psychodynamic supervision. The chapter is divided into three parts, each of which approaches the intersection of legal and ethical issues and the relational model of psychodynamic supervision in a different way. The first part highlights three issues that hold the potential for legal and ethical peril when working relationally: supervisee informed consent, appropriate maintenance of boundaries in supervision, and attending to the impact of supervisor disclosure. Given the experiential and personally intimate nature of the relational approach, supervisor clarity about these three issues helps to maintain a supervisory space of integrity. The second part of this chapter emphasizes the affirmative contributions of the relational model to ethical supervisor conduct. In this section, I make the case that relational-model values provide scaffolding for ethical attitudes in supervision, and I use two vignettes to illustrate. In the third part, I offer some reflections on how the relational construction of power and authority, in particular, operates as an ethical force within psychodynamic supervision: first, by helping the supervisor to step back from the legacy of abuse of power in the psychoanalytic training tradition; and second, by sensitizing the supervisor to the destructive impact of subtly authoritarian teaching methods. (PsycINFO Database Record (c) 2015 APA, all rights reserved)
Are there suggestions to make differentiation for learners? What principles or learning theories are used when designing MOOCs? Would there be any differences in design for science / humanity / business disciplines?
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Hello please take a look on my profile. Kind regards NP
I am looking for a twitter dataset which includes users' attributes. thank you
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Twitter has an API for downloading tweets and the related properties. With it you can pretty much get wathever you like from the tweets with the limitations of the data that are offered by the AP9 itself (https://dev.twitter.com/overview/api/tweets). You can also use the NCaputer plugin for NVIVO, or there are several others applications on the web that you can use to download tweets but I have no direct experience with them. Alessio
Today lot of online courses and learning modules are available on net, to update ourselves. Lot of videos , tutorials are available to learn anything new or to add up in existing knowledge. To join free online courses , how far these are effective in teaching and learning ?
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What is your opinion about Self Motivated learning, Is it worth to learn something new via web without any certificate? Learning in order to obtain certificate(s) can be a stage of our lives because those certificates can be "passport" in order to get a job or prove our competency etc. But beyond that or many a times we need self motivated learning e.g. through Internet, websites, public library etc in order to address problems, clarify issues / confusions, enhance our understanding / knowledge, continue to pursue our passion etc. to make us a more resourceful person. Besides self-motivated learning, I find actual experience & brainstorming (impromptu & multi-ways of communications) with other intellects also can improve our learning tremendously. To join free online courses , how far these are effective in teaching and learning ? To certain extent I find some free online courses are useful for teaching & learning. Also find some courses are more like starting points for further probing & learning. Since they are free, many are available. But we need to be open minded & at the same time to be selective in order to attend the most useful courses with limited time that we have.
Various disruptive technologies have affected teaching learning process. . In view of this , can we contemplate role for teachers, especially in higher education? He/she should be a coach, facilitator, technology savvy etc. What else can we visualize?
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The most prominent role for teachers, professors, and instructors is as mentor and cheerleader. They spark and expand imagination, and bring tools and resources for their students. Technology represents a tremendous expansion of resources and databases. But they do not replace the vital attributes of a teacher.
There is no doubt that recognizing the types of Curricula (such as, intended curriculum, supported curriculum, taught curriculum, assessed curriculum) is intriguing instrument to evaluate curriculum. Indeed, this recognition leading to improve the quality of learning and arriving at a common perspectives about the curriculum. When I reviewed theoretical and experimental literature about the supported curriculum, I just saw few publication. Why we do not have more information about the supported curriculum? I think supported curriculum is strong bridge between intended curriculum and other types of curriculum. Have a look to the below short sentence of Allan Glatthorn (2000) about the hidden curriculum, then I explain about the supported curriculum. "An old building with holes in the roof and graffiti on the walls very clearly conveys the message,People here don't care about this school" Sure, holes and graffiti create meaning, feeling, and thinking but before conducting curriculum is possible to review the existing condition, and then we can select the best equipment to eliminate lacks and provide suitable situation for performing intended curriculum and other curricula. So, by providing completed supported curriculum we can create better thinking, feeling, and so on. I am so eager to receive new ideas about my question and share papers and books about it. Many thanks.
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I do not have a direct answer to your question, but I could not help think about a recent article from Zoltán Dörnyei about curriculum development (see the attached link). He said that first you identify the outcome goals, then you "reverse engineer" the curriculum that is required to achieve those goals. I think that this would represent the intended curriculum. But when the school does not make resources available that are necessary, it undermines the ability to achieve the outcome goals, i.e. the supported curriculum does not make it possible to achieve the goals of the intended curriculum. I have a colleague who is in this situation now -- she teaches video production but the school had not updated the video production equipment for many years and it is VERY outdated. This makes it very difficult for her to give students the skills and knowledge they will need in the "real world."
what is the affect of different emotions that learner experience during online learning task, and which type of emotions that enhance the learning process outcome?
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Hi Atef, To add to Debra's answer. Emoticon have an interesting quality/limit: they are selected by the respondent and therefore filtered to a greater extent by other processes beyond emotions. For example, if I am unhappy about the decision, my expression may betray my state of emotion. On the other hand, when using emoticons, I can select the one that may convey what I wish to convey, which could be quite different than my true state of emotion, depending on the situation. Certainly, issues of goals, power, and culture are bound to mediate the selection of emoticons. Also, given that emoticons are not the perfect tool to convey meaning beyond words, there is a loss of meaning in communications, which will likely lead to misunderstandings and possibly stronger negative emotions. Yet, these would be modulated by the receiver's personality. Anderson (2001) might be a good place to start. Best, Eric Anderson, M.D. (2001). Individual characteristics and Web-based courses. In C.R. Wolfe (Ed.), Learning and Teaching on the World Wide Web, Academic Press.
Massive open online courses (MOOCs) rely on short video-lectures to provide educational content to participants. For many students this is good, since they are visual learners. But, what happens if an online student is blind or visually impaired? That is why media players should be accessible. Our study tries to determine the level of accessibility of media players used by MOOC platforms, such as edX and MiriadaX. Any suggestions regarding as what features include in our study are welcome. Thanks.
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We had the real experience of having a blind students at our Computer Science Course, in UFPR, Curitiba, Brazil. I had the opportunity of acting as a mediator of the TRIAL to make things accessible for him, since we learnt he would be our students just a week before. The main problem (almost unsolvable) was the appropriation of inherently visual concepts. Geometric and 3D solids concepts could be acquired by him by menas of a device that joinned Geoplane (a wooden base with equi-distant nails and elastic ribbons) with Macano (a pre-LEGO and pre-RASTI building toy based on metal battens with equi-distants holes on them that could be fitted together building 3D objects) capacities. But we were shocked when getting consciousness of the high level in which we, sighted professor to sighted students, were (are) focused in referential visual expressions, such as "Look here!" "This is the correct solution". Because of this visual dependency of class presentations, our student, Lucas Radaelli (a professional now-a-days) seldom attended to the classes. This is a problem rather difficult to solve over a given presentation, since it involves the teacher's language used in the one-way "communication".
How do institutions of higher learning cope with the fact, that first year students often lack the necessary competencies, to be active learners in a blended learning environment? In my experience they often lack self-direction, collaborative skills, ICT skills, knowledge construction, self-evaluative skills and several other so-called 21st century skills. These skills are fulcrums for successful learning in a blended setting, and the absences of these skills in a student population are genuine threats to delivering quality blended learning. Is there anyone out there that has experience with incremental implementation of BL in Uni-programs? Anyone out there who know of any literature that deals with this issue?
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Hi Thomas, in my experience we need to motivate staff first to use advanced features of LMS. As for students, as long as there is an entertaining flavour they are happy to learn. So I involve them in developing digital learning objects for my subjects (as described in the attached papers). Also I don't think it's lack of IT skills, it's usually lack of learning skills, lack of ability to focus. Regards, Tanya
I recently came across a post (see below) entitled "Death of the Discussion Forum". The title seems a little harsh, but the points made were fairly reasonable. So I was wondering what impact this possible trend had for online courses that were asynchronous. Do students REALLY like this mode of communication? We have a synchronous MEd program (see below) where students meet each week in Adobe Connect. They appear to love it and are quite connected. Completion rate is 95%. So I was curious if anyone had similar experiences or knew of research comparing these two modes.
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I think you're right Robin, that the instructional design needs to create a really strong motivation to participate. As both a student in online courses, AND an instructor, I find that the online discussion must be compelling. For example (just as in class) if things are relevant and controversial. In my experience, topics or questions that hit a nerve cause people to weigh in. Just like when certain articles (and not others) prompt vibrant comments in online publications. I think this hits on what Debra Sharon Ferdinand posted above - the controversy inherent in a debate can be a motivator. I also found that lots of "behind the scenes" private emails between instructor and student can prompt addtional comments. I like to avoid dominating online discussion as the instructor, and avoid singling people out publicly, but emailing with questions or requests to expand on this or that (social presence!) can help to structure the discussion and keep things really lively.
Does anyone have any suggestions for questions or measurements that would allow me to evaluate how student's goal language match the construction of an online course? For example: Do students have a focus on time - managing time, limits of time, discuss their goals in terms of time? Do they focus on the tools - taking a quiz, submitting an assignment? I am particularly interested in capturing the student's language/intent before they see the course in the study.
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James, I am thinking more and more that I will need to design a metric and "goodness of fit" is sounding like what I'm looking for. I think this does have merit in relationship to what I'm looking at. I look forward to seeing what you have an building form there. Thank you!
Once teaching and learning communication was fully dependent on teacher and students being within synchronous hearsight, optimally within a closed room, Today we have many both synchronous and asynchronous ways of communicating and can combine these in different ways for different subjects, learning goals and student needs. When people associate to education, teaching and learning, there is still one dominant metaphor; the classroom. Don't misunderstand me, the classroom is a old and good reliable tool for education, but only one of possible optional tools. Why does it still have to be a kind of template for all things education; "virtual classroom", "online classroom", "learning space", blending of classroom and online, etc. We see it in another way in frequent use of words as "distance-", "decentralized-", "remote-" education/student/teacher/learning/teaching etc, conveying an increasingly unnecessary center-perifery image, where ICTs are used for transport from a normal central place (a campus or classroom) to some other students under less favourable conditions, further away from the real thing, the classroom - by broadcasting, recording or reconstruction of classroom events? I think this metaphor damages our imagination and creativity when trying to create better access to education with today´s tools. The classroom is a part of many educational blends, but not necessary a template for them? Any good ideas of some good new metaphors for education, so new education logistics can be imagined?
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Dear Sir, yes you are right with the view of a class room template will be limited, my suggestion as a innovative idea is making a portal which has in connection with numerous courses and having preliminary basic qualifying examination and teaching should be EXPLORATIVE and EXPLOITATIVE procedure, for instance take the subject Forensic psychology for a distance learning should be a given set of demands which will make the students search, explore and synthesize the answer to prove that the learning is also done with understanding. Many universities can Join with a huge platform or a single big university can build platform with many faculties but student should be made a hunter to work hard for the understanding and learning and achieve the goal. Thanks.
Let me know here and/or please take our short (about 10 minutes) survey and feel free to distribute to your networks.
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Today, we are developing researches using the Virtual World OpenSim to create educational activities. It allows you to create several different objects and virtual agents that can be directioned to the development of educational tasks. I consider a great option to create simulations in many different areas, like chemestry, physics and informatics.
Please share your best expertise if you are familiar with this limitation
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but not all the whole population of my study is online !! .... then what is the solution here?
Is there any site where we can get the seminars/conferences and workshops conducted in India in the last five years in different subjects?
I am researching the problem of integration of Internet technologeis in the process of English teaching to university students.
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Another kind of divide, and the one that will take the place of the original digital divide as access to technology increases, exists in the type of technology education offered to the students. Identify and correct unique problems in Primary schools - Cyprus The access to technology is not unequal, but the types of computer use are. In one such instance, Project Team member Sophie Ioannou-Georgiou recently worked with one of the most well-equipped primary schools in Cyprus. The school has a networked computer lab with printers and data projector, one of the richest software libraries on the island, and an Internet connection that covers all the computers of the lab and all the computers in the school, which are also linked on the same LAN (one computer in each classroom). Despite the available technology, many classroom teachers never used the computers at all. Some teachers used the computers to prepare their work and handouts, and two teachers sometimes used the computer lab.The most surprising discovery came when working with the 12-year-old students who were completing their studies at the school. The majority of these children could not perform basic tasks such as typing, dealing with pop-ups when switching on the computer, or saving to a floppy disk (problem unique)
Scratch And Guess Logo Answers Internet And Technology
Source: https://www.researchgate.net/topic/Online-Learning
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