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This document discusses research into the use of the Moodle course management system. It presents results from a study that examined how teachers and students use Moodle features like forums and assignments. The study found that over half of students accessed Moodle once a week, primarily for academic purposes. Teacher surveys found Moodle was viewed as somewhat effective for communication and encouraging participation. Content analysis of forums showed discussions differed between middle and high school, with high school forums being more reflective. The study was limited by its small sample size.
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Educators and large-scale online teaching: What free-flowing discussions in M...
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This talk will present the findings of a study on educators’ contributions to the discussion areas of FutureLearn MOOCs. It will specifically discuss the reasons that inhibit educators’ contributions to foster deep learning in discussions. Drawing on the Community of Inquiry framework, it will explain why educators’ social, pedagogical and cognitive contributions only encourage surface learning and what modifications to educators’ activities are required to support learning in MOOCs. The talk will cover the mixed research design and findings about the frequency and type of educators’ contributions as well as the way and extent to which learner engaged with them.
Summary of the study: https://www.bera.ac.uk/blog/exploring-instructors-contributions-to-massive-open-online-courses
Relevant paper: https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.12787 Assessing Online Asynchronous Discussion in Online Courses: An Empirical Study
Powerpoint presentation for TCC 07 Poster Session: Assessing Online Asynchronous Discussion in Online Courses: An Empirical Study
Anatomy of a ph d terry final
Patrícia Fidalgo conducted research on the social learning networks formed in the Moodle LMS at a Portuguese higher education institution. She found formal networks with little interaction among students. The most prominent pattern was centered around the teacher. Assessment activities mainly influenced network formation. More informal discussion themes triggered higher participation and interaction. Moodle can support an institution's online communication, knowledge building, and sharing if tailored to its needs. Academic analytics can provide practitioners information to promote better learning experiences.
Blogs for Pre-Reading in Higher Education: A Prototype
Kristian Leisegang is a clinical science coordinator at the School of Natural Medicine, University of the Western Cape. He teaches modules in general and systemic pathology, general medicine, clinical diagnosis, and differential diagnosis to third and fourth year students. He is completing a PhD in medical bioscience and also performs administrative duties like setting exams and marking assignments. He is focused on improving his teaching skills and finding new ways to engage students and help them assimilate complex concepts, such as those in general pathology, which underpins the study of disease.
pepe142
The document summarizes research into exploring pedagogical practices within an online learning community. It discusses how an online community was set up involving pre-service teachers, practicing teachers, and curriculum experts to facilitate discussion of pedagogical issues. Results found that interactions were often one-way without dialogue, but students valued sharing experiences and questioning their own thinking. The benefits included flexibility and collaboration, but drawbacks included the learning curve of a new online interface and the time commitment required.
Best practices in designing a blended learning course
This document outlines best practices for designing a blended learning course. It begins with an introduction to the University of Malaya and discusses the reshaping of education due to globalization and technology. Blended learning combines online and face-to-face learning. The top 10 best practices for course design are then outlined: 1) Focus on learning outcomes over technology, 2) Choose an appropriate instructional model, 3) Balance online and in-person delivery modes, 4) Redefine the teacher's role, 5) Consider optimal class sizes, 6) Support varying technology skills, 7) Balance content development time, 8) Implement effective assessment and feedback, 9) Allow time for teacher professional development, and 10) Engage students.
Blended learning - Online Learning and Traditional Learning
Blended learning can increase flexibility for learners in several ways:
- It allows learners to access course content and materials online, so they can learn anywhere at any time, not just during scheduled class meetings. This provides more flexibility over when and where they learn.
- The online components allow learners to review lectures, lessons, and materials at their own pace. They aren't constrained by the pace of the entire class.
- By moving some content online, it frees up class time that can then be used for more interactive, applied, and personalized learning activities like discussions, projects, labs, etc. This shifts the focus to applied, active learning during face-to-face meetings.
Blen
Franklin Teacher Blog
This document discusses the use of blogs in education. It notes that blogs allow students to engage with technology in a non-traditional setting, communicate with peers and teachers, and encourage participation. Blogs add value to traditional instruction by encouraging higher-order thinking and allowing for differentiated instruction and cooperative work. While blogs provide advantages like preparing students for technology and promoting sharing, there are also disadvantages like potential inappropriate discussions and isolating students without internet access.
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This document summarizes a study conducted by staff and students at Coventry University on their experience with a blended learning approach using a MOOC. The study involved staff and students taking an online MOOC on language learning and teaching while also participating in weekly reflective discussions. Key findings included that the MOOC provided a global learning community but lacked teacher scaffolding and substantive discussion. Students found the accessibility and exposure to different perspectives valuable, but noted issues like lack of assessment and repetition. Overall, the study found that a structured blended approach with an online component can work, but proprietary systems may better suit academic settings due to motivators like assessment and the need for teacher support.
Article review
This article summarizes a study that explored how academics use information and communication technologies (ICTs) for teaching and learning in higher education. Focus groups were conducted with academics from English, law, and nursing. The discussions found that ICTs were mainly used to provide online resources for students. Academics were motivated to use ICTs to enhance students' educational experience. While use of ICTs was generally positive, lack of time was a common challenge. Factors influencing adoption of ICTs included institutional support, department resources, individual skills, and technical issues. The study provided insight into appropriate uses of technology in higher education.
Article review
This article summarizes a study that explored how academics use information and communication technologies (ICTs) for teaching and learning in higher education. Focus groups were conducted with academics from English, law, and nursing. The discussions found that ICTs were mainly used to provide online resources for students. Academics were motivated to use ICTs to enhance students' educational experience. While use of ICTs was generally positive, lack of time was a common challenge. Factors influencing adoption of ICTs included institutional support, department resources, individual skills, and technical issues. The study provided insight into appropriate uses of technology in higher education.
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The document discusses the Engaging Learners in Online Discussion (ELOD) professional development course for online tutors at Open Universities Australia. It provides an overview of ELOD, including its goals of adopting a social constructivist approach to develop tutoring skills through online interaction and reflection. The summary describes how ELOD is run over 4 weeks and 10 hours, using Moodle and asynchronous discussion forums. It also highlights feedback which found ELOD informative and effective at improving understanding of online tutoring.
Article review
This article summarizes a study that explored how academics use information and communication technologies (ICTs) for teaching and learning in higher education. Focus groups were conducted with academics from English, law, and nursing. The discussions revealed that ICTs were mainly used to provide online resources for students. Motivations for using ICTs centered around enhancing the educational experience. While use of ICTs was generally positive, lack of time was a common challenge. Factors influencing adoption of ICTs included institutional support, department resources, individual skills, and technical issues. The study provided insight into appropriate uses of technology in higher education.
B460609.pdf
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
Tips For Online Teaching And Learning
This document provides tips and guidance for effective online teaching and learning. It discusses the importance of giving learners control over their learning experience online. It also reviews models for online learning and moderation, such as Salmon's five-stage model of online teaching. Finally, it provides practical tips, such as encouraging learner interaction, providing clear instructions and feedback, and designing online modules to actively engage students.
What does educators' engagement with MOOC discussions look like?
Presented by Fereshte Goshtasbpour of the University of Leeds at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
Wiki Impact On Socializing Learning
Presentation held during eLearning 2.0 Conference in Brunel University, West London on 6th and 7th July 2009. Further details, contact researcher: norhishamn@gmail.com
Undergraduate accounting students’ perceptions of using Twitter as a practica...
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Presentation at the HEA-funded workshop 'Using technology-based media to engage and support students in the disciplines of Finance, Accounting and Economics'
The workshop presented a variety of innovative approaches, which use technology, to engage and support learning in business disciplines that students find particularly challenging. Delegates had the opportunity to share and evaluate good practice in implementing and developing online teaching resources and to reflect on how to develop their own teaching practice, using technologies available in most institutions.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1o1WfHU
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX Similar to 690 Moodle (20)
Democratizing the Discussion Board: Establishing a Community of Learners to G...
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Educators and large-scale online teaching: What free-flowing discussions in M...
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Assessing Online Asynchronous Discussion in Online Courses: An Empirical Study
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Blended learning - Online Learning and Traditional Learning
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Using Moodle and Big Blue Button for Engaging Learners in Online Discussion
What does educators' engagement with MOOC discussions look like?
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Undergraduate accounting students’ perceptions of using Twitter as a practica...
Undergraduate accounting students’ perceptions of using Twitter as a practica...
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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Presented by Vladimir Iglovikov:
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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