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Trends in e-learning: Research & Practices by Ana Paula Correia PhD


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Apresentação da Prof.ª Ana Paula Correia (Iowa State University, USA) que decorreu no dia 30 de Novembro no âmbito do MyMPeL 2013 na Universidade Aberta, Lisboa.

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Trends in e-learning: Research & Practices by Ana Paula Correia PhD

  1. 1. Trends in Research  &  Prac+ces     Ana-­‐Paula  Correia,  PhD   Iowa  State  University,  USA   School  of  Educa+on   Human-­‐Computer  Interac+on  Program         Universidade  Aberta,  Lisboa   November  30,  2013  
  2. 2. GROWTH  OF  E-­‐LEARNING   •  Over  6.7  million  students  took   at  least  one  online  course   between  August  and   December,  2011   •  69%  of  academic  leaders   iden+fy  online  learning  as  a   cri+cal  part  of  their  long-­‐term   strategy   •  75%  of  academic  leaders  rate   the  learning  outcomes  in   online  educa+on  as  the  same   or  superior  to  those  in  face-­‐to-­‐ face   •  Over  80%  of  American   corpora+ons  use  e-­‐learning  
  3. 3. E-­‐LEARNING  DEFINED   •  •  •  •  •  Study  and  ethical  prac+ce     Purpose:  facilita+ng  learning  and  improving  performance   Process:  appropriate  use  of  different  technologies     Delivery:  online   Audience:  variety  of  audiences   (based  on  Januszewski  and  Molenda’s  (2008)  defini+on  of  Educa+onal  Technology)  
  4. 4.   RESEARCH  DIRECTIONS  IN  E-­‐LEARNING     Computer-­‐supported  collabora+ve   learning     Learner  and  community  support   Teacher’s  transforma+on   Social  responsibility  
  5. 5. Computer-­‐supported  collabora+ve  learning     ?   What  technologies  and  design  features  be_er   support  collabora+ve  learning?  What  are  the  roles   of  teachers  in  computer-­‐supported  collabora+ve   learning  environments?  Does  computer  media+on   require  the  development  of  new  pedagogical   approaches?  How  to  assist  virtual  learning  teams   to  be  produc+ve?  
  6. 6. ADVANCED  PRACTICES   Design  and  development  of  “Advanced  Instruc+onal   Systems  Design”  online  collabora+ve  experience  with   Universidade  do  Minho,  Portugal      
  7. 7. Learner  and  community  support   ?   How  to  increase  interac+on  (student-­‐ instructor,  student-­‐student,  student-­‐content,   and  student-­‐community)  in  online  learning   environments?  What  facilita+on  strategies  are   more  suitable  to  promote  learning?  How  to   support  the  development  of  self-­‐regula+on   strategies?  How  to  create  a  dynamic  online   learning  community?  
  8. 8. ADVANCED  PRACTICES   Blueprint  of  an  Online  Student  Orienta+on   for  Iowa  State  U.  Engineering  Learning  Online    
  9. 9. Online  student  orienta@on    
  10. 10. Teacher’s  transforma+on   ?   Which  teaching  methods  and  strategies  are   effec+ve  in  online  environments?  How  to  improve   teachers’  performance  when  teaching  online?  How   to  determine  high  quality  online  teaching?  How   teachers  transi+on  from  classroom  to  online   teachers?  How  to  assist  teachers  in  this  transi+on?   What  are  teachers’  new  roles  in  online   environments?  How  to  iden+fy  and  describe   exemplary  online  teaching  prac+ces?  
  11. 11. ADVANCED  PRACTICES   Collabora+ve  program  analysis  on  Des  Moines   University  (Des  Moines,  Iowa)  post-­‐professional   online  program  in  physical  therapy  
  12. 12. Social  responsibility   ?   What  does  social  responsibility  mean  in  e-­‐learning  as   a  field  of  study  and  prac+ce?  What  kind  of  processes   (e.g.,  social  design)  and  resources  can  support  social   responsible  research?  How  can  e-­‐learning  address   problems  that  prevent  the  quality  of  life  for   individuals  and  groups  in  society,  especially  those   related  to  learning  and  human  performance?    
  13. 13. ADVANCED  PRACTICES   Answers  About  Radia0on  Therapy,  an  applica+on   for  cancer  pa+ent  educa+on  developed  at  no  cost   for  a  medical  center  in  Ames,  Iowa.      
  14. 14. LOOKING  AHEAD  
  15. 15. The  European  and  Asian  online   educa+on  markets  are   predicted  to  grow  steadily  over   the  next  5  years,  contribu+ng   many  $$$$$    the  industry.   Be  ready  to  play  the  game   strategically:   •  Massive  Open  Online   Courses  –Curt  Bonk  and   Adrian  Sannier   •  Educa+ng  crea+ve  and   entrepreneurial  students–   Yong  Zhao     •  Gamifica+on  –  James  Gee  
  16. 16. Resources   Changing  Course:  Ten  Years  of  Tracking  Online  Educa+on  in  the  United  States  (Sloan   Consor+um  2012)   h_p://     •  Curt  Bonk’s  website   h_p://     •  Stephen  Downes’  e-­‐books   h_p://   •  The  Pew  Internet  &  American  Life  Project:  The  future  of  Apps  and  Web   h_p://­‐of-­‐Apps-­‐and-­‐Web.aspx   •  The  New  Media  Consor+um  Horizon  Report  >  2012  Higher  Ed  Edi+on   h_p://­‐report-­‐2012-­‐higher-­‐ed-­‐edi+on   •  Evalua+on  of  Evidence-­‐Based  Prac+ces  in  Online  Learning:  A  Meta-­‐Analysis  and  Review  of   Online  Learning  Studies  by  Barbara  Means  et  al.  (2010)   h_p://­‐based-­‐prac+ces/finalreport.pdf     •  Soqware  Evangelist  wants  to  put  Learning  Management  Systems  in  the  Cloud   h_p://­‐Sannier/130933/     •  World  Class  Learners:  Educa+ng  Crea+ve  and  Entrepreneurial  Students,  a  book  by  Yong  Zhao   h_p://­‐Class-­‐Learners-­‐Educa+ng-­‐Entrepreneurial/dp/1452203989     • 
  17. 17. Open-­‐source  Books   •  Correia,  A.-­‐P.  (2012)  (Ed.).  Breaking  the  Mold:  An   Educa0onal  Perspec0ve  on  Diffusion  of   Innova0on.  Wikibook/textbook,  available   at: h_p:// Breaking_the_Mold:_An_Educa+onal_Perspec+v e_on_Diffusion_of_Innova+on   •  Correia,  A.-­‐P.,  &  Yusop,  F.  (2010).   Teaching  Online:  A  Quick  Reference  for  Online   Instructors.  Ames,  IA:  Iowa  State  University  Seed   Science  Center,  47  p.  
  18. 18. Learner  and  community  support   Purpose  of  the  research   study   Findings/outcomes   Naturalis+c  case  study  that   −  Peer-­‐facilita+on  strategies  help  generate   looked  at  strategies  u+lized   innova+ve  ideas,  mo+vate  students  to   by  student  facilitators  to   par+cipate  ac+vely  in  the  discussions,  and   promote  meaningful   provide  an  atmosphere  for  involvement  and   dialogue  and  par+cipa+on   commitment  and  an  empowering   in  asynchronous  online   opportunity  for  students   discussions   Baran,  E.,  &  Correia,  A.-­‐P.  (2009).     Student-­‐led  facilita+on  strategies  in  online  discussions.   Distance  Educa0on,  30(3),  339-­‐361.    
  19. 19. Teacher’s  transforma+on   Purpose  of  the  research   study   Findings/outcomes   −  Planning  and  designing  extensively  to  eliminate   Look  at  exemplary  online   unan+cipated  problems   teachers’  transi+on  to  online   teaching  with  a  focus  on  their   −  Knowing  the  students  to  tailor  the  course  ac+vi+es  to  their   needs   successful  prac+ces   −  Enhancing  student  teacher  rela+onship  to  reduce  the   emo+onal  and  physical  gap   −  Providing  feedback  on  +me  to  guide  and  monitor  students’   learning   −  Demonstra+ng  teacher  presence  to  eliminate  students’   frustra+ons  and  to  be  “seen”  and  “heard”  in  the  online   environment   −  Forma+vely  evalua+ng  the  course  and  reflect  on  the   teaching  and  learning  experience   Baran,  E.,  &  Correia,  A.-­‐P.  &  Thompson,  A.  (2013).    Tracing  successful  online  teaching  in  higher  educa+on:  Voices  of  exemplary  online   teachers.  Teachers  College  Record,  115(3).  
  20. 20.  Muito  Obrigada!     h_p://         h_p://      
  21. 21. The  A  to  Z  Guide  To  Top  Online   Learning  Trends   A  is  for  App     B  is  for  Blended  Learning     C  is  for  Crowdsourcing  &  Cyberbullying     D  is  for  Digital  Ci+zenship     E  is  for  E-­‐book     F  is  for  Flipped  Classroom     G  is  for  Gamifica+on     H  is  for  Hangout  &  Hashtag     I  is  for  ICT  &  Interface     J  is  for  Java     K  is  for  Kinestethic  learning   L  is  for  LMS     M  is  for  MOOC     N  is  for  Ne+que_e     O  is  for  OSS     P  is  for  PLN  and  Podcast     Q  is  for  QR  code     R  is  for  RSS     S  is  for  Social  learning  &  Self-­‐learning     T  is  for  Tablet  &  TED  Talk     U  is  for  USB     V  is  for  Virus     W  is  for  Webinar  &Wiki     Y  is  for  YouTube