Ed. 6610-Presentation
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This document analyzes research on collaborative online learning. It describes the criteria used to include or exclude papers in the analysis. Specifically, papers had to mention collaborative, online, and learning to be included. Papers were excluded if they discussed online learning without collaboration or vice versa. The document lists 15 references that met the inclusion criteria and were analyzed for findings on collaborative online learning. It notes the analysis covered methods, findings, discussion, conclusions, limitations and implications.
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This meta-analysis examined 15 studies on collaborative online learning. The studies were selected based on their relevance to the theme and analyzed to synthesize their findings. The analysis found that collaborative online learning is most effective when students establish relationships, receive timely feedback, and have responsibility in their learning. For collaborative learning to succeed, participants must support each other and there needs to be structure, accountability, and continued research in the field.
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This meta-analysis examined 15 studies on collaborative online learning. The studies were selected based on their relevance to the theme and analyzed to synthesize their findings. The analysis found that collaborative online learning is most effective when students establish relationships, receive timely feedback, and have responsibility in their learning. For collaborative learning to succeed, participants must support each other and there needs to be structure, accountability, and continued research in the field.
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REFERENCESAl Fiky, A. (2011). Blended Learning Educational
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Al Fiky, A. (2011). Blended Learning: Educational Design, Multi-media, Creative Thinking. Amman (Jordan): Dar Athaqafa for publishing and distribution.
Allan, B. (2007) Blended learning tools for teaching and training. London, UK: Facet Publishing.
Allen, I.E., and Seaman, J. (2013). Changing Course: Ten Years of Tracking Online Education in the United States. Sloan Consortium: USA. http://www.onlinelearningsurvey.com/reports/changingcourse.pdf.
Arbaugh, J. B. and Duray, R. (2002) Technological and structural characteristics, students learning and satisfaction with web-based courses - an exploratory study of two on-line MBA programs. Management Learning, 33(3), 331-347.
Aycock, A., Garnham, C., & Kaleta, R. (2002). Lessons learned from the hybrid course project. Teaching with Technology Today, 8(6).
Babb, S., Stewart, C., & Johnson, R. (2010). Constructing communication in blended learning environments: Students’ perceptions of good practice in hybrid courses. Journal of Online Learning and Teaching, 6(4).
Baruque, L. B. and Melo, R. N. (2004) Learning theory and instructional design using learning objects. Journal of Education Multimedia and Hypermedia, 13(4), 343-370.
Bonk C.J and Graham C.R (2005). Handbook of blended learning: Global perspectives local designs, Pfeiffer Publishing, San Francisco, CA (2005).
Bliuc, A. M., Goodyear, P., & Ellis, R. A. (2007). Research focus and methodological choices in studies into students' experiences of blended learning in higher education. Internet and Higher Education, 10, 231-244.
Clark, D. (2006). Blended learning. Retrieved from:
www.epic.co.uk/assets/files/wp_blended_learning.pdf
Cobb, P. (1994) Where is the mind? Constructivist and socio-culture perspectives on mathematical development. Educational Researcher, 23(7), 13-20.
De George-Walker, Linda & Keeffe, Mary. (2010). Self-determined blended learning: A case study of blended learning design. Higher Education Research and Development. 29. 1-13. 10.1080/07294360903277380.
Driscoll, M. (2002). Blended learning: Let’s get beyond the hype. Learning and training innovations news line. Retrieved March 22nd, 2013 from
http://www.ltimagazine.com/ltimagazine/article/articleDetail.jsp?id=11755
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Duhaney, D. C. (2004). Blended learning in education, training, and development. Performance Improvement, 43(8), 35-38.
Dziuban, C., Moscal, P., & Hartman, J. (2005). Higher education, blended learning, and the generations: Knowledge is power - No more. In J. Bourne and J.C. Moore (Eds.), Elements of quality online education: Engaging communities (pp. 85-102) Needham, MA: Sloan-C.
Ertmer, P. A. and Newby, T. J. (1993) Behaviorism, cognitive, constructivism: comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-72.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7, 95−105.
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Computers & Education 55 (2010) 1721–1731Contents lists avai.docx
Computers & Education 55 (2010) 1721–1731
Contents lists available at ScienceDirect
Computers & Education
journal homepage: www.elsevier.com/locate/compedu
Learning presence: Towards a theory of self-efficacy, self-regulation, and the
development of a communities of inquiry in online and blended learning
environments
Peter Shea a,*, Temi Bidjerano b
a University at Albany, State University of New York, Albany, NY 12222, United States
b Furman University, Greenville, SC 29613, United States
a r t i c l e i n f o
Article history:
Received 13 April 2010
Received in revised form
20 July 2010
Accepted 21 July 2010
Keywords:
Online learning
Community of inquiry framework
Learning presence
Teaching presence
Social presence
Cognitive presence
Self-efficacy
* Corresponding author.
E-mail addresses: [email protected] (P. Sh
0360-1315/$ – see front matter � 2010 Elsevier Ltd. A
doi:10.1016/j.compedu.2010.07.017
a b s t r a c t
In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000)
suggesting that the model may be enhanced through a fuller articulation of the roles of online learners.
We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-
year institutions in which we examine the relationship between learner self-efficacy measures and their
ratings of the quality of their learning in virtual environments. We conclude that a positive relationship
exists between elements of the CoI framework and between elements of a nascent theoretical construct
that we label “learning presence”. We suggest that learning presence represents elements such as self-
efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner
self-regulation. We suggest that this focused analysis on the active roles of online learners may contribute
to a more thorough account of knowledge construction in technology-mediated environments
expanding the descriptive and explanatory power of the Community of Inquiry framework. Learning
presence: Towards a Theory of Self-efficacy, Self-regulation, and the Development of a Communities of
Inquiry in Online and Blended Learning Environments.
� 2010 Elsevier Ltd. All rights reserved.
1. Introduction
Online education continues to grow and is playing and increasingly significant role in US higher education. Recent research indicates that
more 4 million higher education learners, i.e. 25% of all college students, are enrolled in at least one online course (Allen & Seaman, 2010)
This represents an increase of more than 100% from just four years ago. In addition to this rapid growth, research is beginning to emerge
indicating that online education has transcended the “no significant difference” phenomena. For more than a decade the accepted wisdom
has been that online education and its predecessor, “distance learning” resulted in no significant difference relative to learning outcomes
achieved through classroom ins.
2015 co tl presentation
VoiceThread as a Way to Create Community Among Online Learners
Peggy Delmas, Leadership and Teacher Education, University of South Alabama
A sense of community has been identified as one of the factors contributing to greater student satisfaction and persistence in online programs (Park & Choi, 2009). VoiceThread is a web-based platform that allows users to upload images, documents, or videos into a slideshow, to add video, audio, or text comments, and also to invite other users to comment on the slideshow. This presentation examines the use of VoiceThread as a way to encourage a sense of community among online learners. Specifically, the presentation will focus on the experiences of graduate students using VoiceThread in blended and fully online courses. Resources will be provided for attendees interested in incorporating VoiceThread into their classes.
6610johnstonmodule3a
The document summarizes a qualitative meta-analysis of 15 studies on social interaction in e-learning. It describes the meta-analysis methods, which involved identifying relevant studies from journals, synthesizing them according to purpose, methods, findings and conclusions, and analyzing the synthesis to determine similarities, differences and gaps. It then presents the main findings, including the conceptual frameworks and methods used in each study, such as data collection and participants.
Collaboration powerpointfinal
This presentation takes a looka t online collaboration in education. The benefits and disadvantages and ways to incorporate activities in the classroom.
CRITICAL THINKING AND ONLINE LEARNING DURING THE PANDEMIC
Manal Hasan Hasan Ebrahim Alkandari
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: In many learning places, online learning has become the new normal with the major aim of averting the
Covid-19 pandemic effects. Besides, the e-learning benefits can help mitigate the effects of conventionalism and
deferment in education institutions and foster the development of student's critical thinking skills as would be
anticipated in traditional residential practices if exploited effectively. Even though research myriads have proved
that it is a student-and-action-based model that has the potential to accomplish optimal education and learning
outcomes when applied successfully, online learning more often than not has been criticized for being unable to
engage learners amply. Understandably, in residential systems, teaching learners to develop critical thinking skills
has been challenging because it needs the physical presence of students and faculty to participate in the analyses
and syntheses of complex concepts for applications, clarity and better assimilations. To successfully apply the same
in an e-learning setting will need augmented knowledge in the subject matters as well as knowledge in the elearning dynamics, including applications of germane instructional strategies, contexts and influential theories.
Keywords: online learning, Covid-19 pandemic effects, e-learning benefits, education institutions.
References chapter 2 july 7
This document provides a list of 26 references related to research on the topic of homework. The references include journal articles, books, dissertations, and other sources published between 2000 and 2009. Many of the references examine the relationship between homework and student achievement, the use of online and web-based homework systems, and parental and student perceptions of homework.
6610smithmodule3pptfinal
This document is a presentation by Sarah Smith for a course on research in computers in education. It summarizes research on gender in technology-enhanced learning environments. The presentation includes sections on methods, findings, participation and attitudes toward technology by gender, gendered communication styles, discussion, conclusions, implications, and limitations. It also provides 15 references on topics related to gender differences in online learning, computer use, and computer-mediated communication.
The new age of learning
The document discusses new trends in learning, including immersive learning using virtual environments and simulations, open learning through open educational resources and courseware, and social learning through digital media and connections with others. Immersive learning allows for realistic experiences and engagement but faces challenges in assessment. Open learning promotes equal access through sharing of free resources globally, though issues around quality, copyright and sustainability must be addressed. Social learning enhances knowledge through connections and interactions with others using social media and online platforms, though well-designed structures are needed to integrate these tools effectively.
An analytical review of the literature on online
This document summarizes an analytical review of 15 sources on online professional development for teachers from 10 peer-reviewed journals and 5 books. The review examines the nature of the studies on topics like online synchronous discussion, communities of practice, and short courses. The purpose is to analyze online professional development for teachers and tutors.
726 Group work
- Students face challenges with online group work including unequal contributions, difficulties managing different ideas, and issues with individual assessment. Effective online collaboration tools can help address these challenges if implemented properly.
- Google Docs, Wikis, and video conferencing tools like Google Hangouts allow for real-time collaboration but require careful facilitation to encourage participation and avoid issues like editing other students' work. With the right support, these tools have been shown to improve outcomes for online group work.
Community of Inquiry Model: Three Presences of Teaching
The community of inquiry model is a framework for online learning that consists of three interdependent elements: cognitive presence, social presence, and teaching presence. Cognitive presence refers to how students construct meaning through communication and critical thinking. Social presence involves connecting with others on a personal level. Teaching presence includes course design, facilitation of discourse, and direct instruction. Together these three elements support critical inquiry and promote a deep understanding of complex ideas in an online community.
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Ed. 6610-Presentation
- 1. An Analysis of Collaborative Online Learning Stefan Moores
- 2. Inclusion Criteria Exclusion Criteria The title must have included the word collaborative. Papers which mentioned the words collaborative, online or learning in the abstract. The title must have included the word online. Papers which included discussions of online learning but excluded collaboration or vice versa. The title must have included the word learning. Papers which had no methodology section or empirical evidence.
- 3. METHODS
- 7. FINDINGS
- 14. DISCUSSION