This study analyzed how students solved physics problems using individual-based and collaborative computer simulations. Data from 83 students' group discourse, problem-solving activities, test scores, and questionnaires were analyzed. Lag sequential analysis found that students using the two simulation types collaborated differently. Students with the collaborative simulation were more engaged in discussion but did not effectively problem-solve. Students with the individual simulation showed lower collaboration but explored problems individually first before group reflection. The two groups also performed differently on learning tests. The findings suggest critical design issues for using simulations to facilitate collaborative learning.
A Meta-Analysis Of Research Of Problem Solving Activities In Online DiscussionShannon Green
This document discusses a meta-analysis of research on problem solving activities in online discussions. Nine studies were selected that focused on problem solving in higher education and used online mediums. The studies used various learning activities like project scenarios, problem scenarios, case studies, and problem-solving tasks. The most common activities were scenarios and case studies. The analysis found that learning activities involved giving students scenarios or cases to discuss online to find solutions.
A Hybrid Approach To Promoting Students Web-Based Problem-Solving Competence...Amy Roman
The document proposes a hybrid approach combining cognitive apprenticeship and collaborative learning to improve students' web-based problem-solving skills and learning attitudes. An experiment was conducted comparing students in an experimental group, who learned collaboratively using cognitive apprenticeship, to a control group who learned with traditional cognitive apprenticeship. The experimental results showed that middle- and low-achieving students in the experimental group benefited more than those in the control group. The hybrid approach effectively accommodated students with different learning abilities.
A Web-Based Collaborative Reading Annotation System With Gamification Mechani...Kate Campbell
This document summarizes a research study that evaluated a web-based collaborative reading annotation system (WCRAS) with and without gamification mechanisms. The study involved 55 fifth grade students who used the WCRAS to read an article and make annotations either with gamification (experimental group) or without (control group). The study assessed the effects on students' annotation behaviors, reading comprehension, immersion experience, and social interaction. The results showed that the experimental group made more annotations and had higher immersion and social interaction, but similar reading comprehension to the control group. The study suggests future research should better link gamification to annotation quality and reading achievement.
A Meta-Analysis Of The Effectiveness Of Intelligent Tutoring Systems On K 12 ...Justin Knight
The study meta-analyzed 26 reports on the effectiveness of intelligent tutoring systems (ITS) for K-12 mathematical learning between 1997-2010. It found that ITS had no negative and a small positive effect on learning compared to regular classroom instruction, with average effect sizes between 0.01-0.09. Comparisons to homework and human tutoring found small to modest effectiveness for ITS. ITS appeared more effective for interventions under a school year versus longer, and for general students versus low achievers, highlighting potential achievement gaps.
A Structural Equation Model To Analyse The Antecedents To Students Web-Based...Jill Brown
- The document describes a study that aimed to analyze factors affecting students' performance in web-based problem solving.
- The researchers developed a model with six factors (internet self-efficacy, task-technology fit, computer anxiety, technology readiness, web information seeking, intention) believed to influence students' web-based problem solving abilities.
- An experiment was conducted with 201 students who engaged in web-based problem solving activities. Structural equation modeling found that task-technology fit was a major determinant of students' intention to learn online and their web-based problem solving performance.
This document summarizes a study that explored collaborative online learning among students. The study investigated the extent to which behaviors associated with collaborative learning could be identified in students' online interactions. 24 graduate students enrolled in an online education course were divided into small groups to complete collaborative assignments. The interactions among students in these groups were analyzed to determine if they exhibited behaviors typical of collaborative learning such as sharing information, providing feedback, and jointly problem-solving. While evidence of collaboration was found, the researchers noted differences between online and face-to-face collaboration due to limitations of the online environment such as a lack of non-verbal cues and asynchronous communication. The study aimed to better understand how the online medium can both support and inhibit collaborative learning behaviors among
A scenario based learning of electrical circuitsAlexander Decker
This document presents a framework for teaching electrical circuits using scenario-based learning. The framework consists of 5 activities where student teams use simulation software to explore series, parallel, and combination circuits. Through guided discovery and discussion, students learn the concepts of voltage, current, and resistance in different circuit types. The goal is for students to develop problem-solving skills and gain a conceptual understanding of electrical principles. Assessment involves discussion as students compare their predictions and findings. The scenario is designed using constructivist and cooperative learning principles to actively engage students in building knowledge through hands-on exploration and peer collaboration.
Considering space in open online learning environments - CNIE 2017mharrsion_tru
This presentation provides a brief outline of a research project investigating the impacts of space on the design of open online learning environments.
A Meta-Analysis Of Research Of Problem Solving Activities In Online DiscussionShannon Green
This document discusses a meta-analysis of research on problem solving activities in online discussions. Nine studies were selected that focused on problem solving in higher education and used online mediums. The studies used various learning activities like project scenarios, problem scenarios, case studies, and problem-solving tasks. The most common activities were scenarios and case studies. The analysis found that learning activities involved giving students scenarios or cases to discuss online to find solutions.
A Hybrid Approach To Promoting Students Web-Based Problem-Solving Competence...Amy Roman
The document proposes a hybrid approach combining cognitive apprenticeship and collaborative learning to improve students' web-based problem-solving skills and learning attitudes. An experiment was conducted comparing students in an experimental group, who learned collaboratively using cognitive apprenticeship, to a control group who learned with traditional cognitive apprenticeship. The experimental results showed that middle- and low-achieving students in the experimental group benefited more than those in the control group. The hybrid approach effectively accommodated students with different learning abilities.
A Web-Based Collaborative Reading Annotation System With Gamification Mechani...Kate Campbell
This document summarizes a research study that evaluated a web-based collaborative reading annotation system (WCRAS) with and without gamification mechanisms. The study involved 55 fifth grade students who used the WCRAS to read an article and make annotations either with gamification (experimental group) or without (control group). The study assessed the effects on students' annotation behaviors, reading comprehension, immersion experience, and social interaction. The results showed that the experimental group made more annotations and had higher immersion and social interaction, but similar reading comprehension to the control group. The study suggests future research should better link gamification to annotation quality and reading achievement.
A Meta-Analysis Of The Effectiveness Of Intelligent Tutoring Systems On K 12 ...Justin Knight
The study meta-analyzed 26 reports on the effectiveness of intelligent tutoring systems (ITS) for K-12 mathematical learning between 1997-2010. It found that ITS had no negative and a small positive effect on learning compared to regular classroom instruction, with average effect sizes between 0.01-0.09. Comparisons to homework and human tutoring found small to modest effectiveness for ITS. ITS appeared more effective for interventions under a school year versus longer, and for general students versus low achievers, highlighting potential achievement gaps.
A Structural Equation Model To Analyse The Antecedents To Students Web-Based...Jill Brown
- The document describes a study that aimed to analyze factors affecting students' performance in web-based problem solving.
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This document summarizes a study that explored collaborative online learning among students. The study investigated the extent to which behaviors associated with collaborative learning could be identified in students' online interactions. 24 graduate students enrolled in an online education course were divided into small groups to complete collaborative assignments. The interactions among students in these groups were analyzed to determine if they exhibited behaviors typical of collaborative learning such as sharing information, providing feedback, and jointly problem-solving. While evidence of collaboration was found, the researchers noted differences between online and face-to-face collaboration due to limitations of the online environment such as a lack of non-verbal cues and asynchronous communication. The study aimed to better understand how the online medium can both support and inhibit collaborative learning behaviors among
A scenario based learning of electrical circuitsAlexander Decker
This document presents a framework for teaching electrical circuits using scenario-based learning. The framework consists of 5 activities where student teams use simulation software to explore series, parallel, and combination circuits. Through guided discovery and discussion, students learn the concepts of voltage, current, and resistance in different circuit types. The goal is for students to develop problem-solving skills and gain a conceptual understanding of electrical principles. Assessment involves discussion as students compare their predictions and findings. The scenario is designed using constructivist and cooperative learning principles to actively engage students in building knowledge through hands-on exploration and peer collaboration.
Considering space in open online learning environments - CNIE 2017mharrsion_tru
This presentation provides a brief outline of a research project investigating the impacts of space on the design of open online learning environments.
The student experience of a collaborative e-learning university module. Miche...eraser Juan José Calderón
The student experience of a collaborative e-learning university module
Michele Biasutti
Abstract
The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that gathered quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a 10-point Likert scale and offered data about satisfaction with the module. The qualitative part of the questionnaire provided an insight into the participant perspective of the online collaborative experience. General open questions on satisfaction and dissatisfaction were analyzed with an inductive analysis which showed the evaluation criteria used by 92 students. Results of the analysis showed five themes of the participants' perspectives, which were interpreted by the researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved. The aspects that were associated with satisfaction include: collaborating, comparing ideas, sharing knowledge and skills to support each other, peer learning, analyzing and integrating different points of view, the usability of the platform, group planning and workload management. Aspects of the student learning experience that should inform the improvements of e-learning include: more collaboration between students since some students engage differently; more coordination and organization, the workload management in the group activities, some technical problems such as updating modifications. The participants' results in the module increased their didactic potential as primary school teachers. The findings are discussed in relation to their potential impact on developing collaborative activities addressed to teacher education in distance learning. Implications for future research are also considered.
This study examines the experiences of two college professors integrating technology into their classrooms. The professors teach at East Stroudsburg University of Pennsylvania. Data was collected through individual interviews with each professor, observations of their classes, follow-up interviews after observations, and a focus group interview. The study aims to understand the actual experiences of these professors in integrating technology, how their teaching theories influence technology use, their understanding of technological pedagogical content knowledge, and their levels of innovativeness. Previous research has focused less on college professors' perspectives, and this study provides insights into the challenges and benefits of technology integration from their point of view.
THE INFLUENCE OF PROBLEM-BASED LEARNING COMMUNITIES ON RESEARCH LITERACY AND ...ijejournal
The current study investigates two Problem-Based Learning (PBL) processes that were carried out in two different Online Learning Communities of 62 pre-service teachers who took a Research Literacy course as a part of their academic obligation. The first one was combined with the moderator based learning
scaffoldings (OLC+M), and the other one with the social based learning scaffoldings (OLC+S). The study seeks to map the differences between these two OLCs in terms of Achievement Goal Motivation and Research Literacy skills as a result of the PBL intervention, and the correlation between these aspects as is expressed in each group. The findings indicated that PBL had a significant positive effect on AGM in both groups, while only the OLC+S showed the significant outperforming in some of the Research Literacy skills, as well as the positive correlation between them and the Mastery Approach component of AGM. The discussion raises possible interpretations of theoretical and practical relationships between Research Literacy skills in the educational field and motivational factors among adult students, as they are expressed in online communication environments.
This document discusses two innovative tools for online learning environments: active collaboration and problem-based learning. Active collaboration involves students working together toward an academic goal using online tools, which research shows improves critical thinking and problem solving abilities. Problem-based learning uses complex, real-world problems to develop lifelong learning and problem solving skills by allowing students to test solutions in a safe online environment. The document advocates for instructional designers to incorporate these tools into online curriculum to fully engage students and better prepare them for professional problem solving after graduation.
Using Socrative and Smartphones for the support of collaborative learning IJITE
The document summarizes a study that investigated the effects of using the student response system Socrative combined with smartphones on student learning performance and collaboration. Students in a community college class used Socrative to answer multiple-choice questions during lectures. They first answered individually and then discussed in groups before answering again. Survey results found that students believed collaborative learning and interaction with classmates and teachers through Socrative improved their understanding and engagement. The study concluded that Socrative facilitates active and collaborative learning, increases student motivation and engagement, and ultimately improves learning performance.
Using Socrative and Smartphones for the support of collaborative learning IJITE
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influences collaborative learning and engagement of students in the class. We test these relationships
experimentally in a community college class environment using data from a survey answered by students in
information technology associate degree. The results of our study reveal that collaborative learning and
engagement of student in the class improves student learning performance. We highly recommend these
tools in educational settings to support the learning process.
Using socrative and smartphones for the support of collaborative learningIJITE
The integration of new technologies in the classrooms opens new possibilities for the teaching and learning
process. Technologies such as student response system (e.g. Clicker) are getting popularity among teachers
due to its effects on student learning performance. In this study, our primary objective is to investigate the
effect of Socrative with combination of smartphones on student learning performance. We also observed
the benefits of interactivity between the teacher and the students and among classmates, which positively
influences collaborative learning and engagement of students in the class. We test these relationships
experimentally in a community college class environment using data from a survey answered by students in
information technology associate degree. The results of our study reveal that collaborative learning and
engagement of student in the class improves student learning performance. We highly recommend these
tools in educational settings to support the learning process.
Tecnología como soporte del aprendizaje colaborativoBenjamín González
This document reviews research on using technology to support collaborative learning in higher education. It focuses on studies that use internet-based technologies and analyze social interaction. The review provides six observations and recommendations regarding methodology, empirical evidence, and gaps in the research. It calls for more detailed descriptions of research methods and participants to aid replication. It also recommends focusing less on comparing technology-supported collaboration to face-to-face and more on what is uniquely enabled by technology, like group cognition and collaborative knowledge building.
Assessment For Learning In Immersive And Virtual Environments Evidence-Cent...Sabrina Green
1) The document discusses a research program called Assessment for Learning in Immersive Virtual Environments (ALIVE) that examines how 3D immersive virtual environments can be used to provide formative feedback to students.
2) Specifically, the project explores using 3D virtual environments to assess middle school students' science inquiry skills through formative feedback.
3) The goal of the research is to understand how formative feedback in virtual environments affects students' academic achievement, agency, and ability to self-regulate their learning. It aims to contribute evidence for how virtual environments can improve STEM education outcomes.
Understand addition through modelling and manipulation of concrete materialsAlexander Decker
1) The document discusses a case study that integrated mathematical modelling with the manipulation of concrete materials to help 9-year-old students with learning difficulties develop conceptual understanding of addition.
2) Observations revealed that when teachers used explicit instruction in modelling activities it hampered students' conceptual understanding and process skills, but when students initiated modelling themselves they showed improvement.
3) Therefore, the document recommends that teachers should guide students with learning difficulties to participate in and initiate modelling activities rather than just following procedures demonstrated by the teacher.
Feedback processes in online learning environments: main findings from EdOnline Research Group
Espasa, A.; Guasch, T.; Martínez Melo. M. & Mayordomo, R.
1st International Workshop on Technology-Enhanced Assessment, Analytics and Feedback (TEAAF2014)
The document discusses using a classroom response system (CRS) to increase active learning in a high school science classroom. Quantitative data showed slightly higher post-test scores and fewer failing grades for students using the CRS. Qualitative data found a significant increase in active student participation and discussion. A student survey indicated the CRS made class more fun and helped students learn more. The researcher concluded the CRS improved the classroom environment and increased active learning.
14Critical Reading and Researching Main Ideas.docxmoggdede
1
4
Critical Reading and Researching Main Ideas
Name
Walden University
WCSS - 6060G – 17 Graduate Writing II: Intermediate Composition Skills
December 10, 2017
Critical Reading and Researching Main Ideas
The Three Main Points from the Journal Article
In the article “Online class size, note reading, note writing and collaborative discourse" Qiu, Hewitt, and Brett (2012) attempt to find the relationship between the class size and the reading and writing loads among students of online graduate courses. The authors' first main point in the article is that there is a positive relationship between the class size and the total number of notes the students and instructors wrote. The second point of the article is that dividing students into smaller groups for discussion purposes helps to increase the collaborative effectiveness of the online graduate classes. Lastly, the authors present a third main point, which argues that the use of multimedia software can help to increase collaboration between online students and instructors in large classes.
Rationale for Each Main Point
The analysis of literature explains the first main point in the journal. The authors argue that online class settings affect the structures of asynchronous online discussions to engage the students in meaningful discourse. This point is used to explain the relevance of the research. According to the study, "class size is a major factor affecting note reading and writing loads in online graduate-level courses (Qiu, Hewitt, & Brett, 2012, p. 424)." Secondly, the authors of the article suggested that the division of larger classes into smaller groups would help to deal with the reading and writing issue. The authors suggested that "students in smaller groups tend to learn more (Qiu, Hewitt & Brett, 2012, p. 427). This is an essential point in the journal because it provides the possible solution to the identified problem. Lastly, the authors finished their work and suggested other options to use for managing larger online classes. The authors' main suggestion was the use of software that will help to improve interaction between students. This is a main point of the journal because it provides a meaningful solution to the identified problem in the research.
Reason for Selecting the Main Points
The reason for selecting the three main points analyzed above as the authors' main ideas is because of the present the issue and the solutions to it. The fact that the first point identified a positive relationship between class size and effective reading and writing makes it stand out of the other things discussed in the journal. Most of the journal is focuses on showing this relationship. The other two points stand out because they are the major solutions that the authors give for the identified problem. The points are related in that the first is the issue while the second is the solution that can be used by instructors to solve the problem. We can also use the third point which i ...
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.
The effect of project based learning model with kwl worksheet on student crea...Alexander Decker
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This article summarizes a study on collaboration in university programs that involve students participating in real-world experiences. Interviews were conducted with students, partner organizations, and instructors involved in a learning through participation (LTP) program. The study initially aimed to explore online technologies used to support collaboration. However, emerging themes from the data shifted the focus to the nature of collaboration in LTP. Key findings include that LTP involves new collaborative roles for all parties that are not always explicitly addressed. Challenges to collaboration include time constraints and communication issues. While online tools were used, face-to-face interaction was still seen as important to collaboration in LTP.
- 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.
The document discusses a study that tested whether using motion probes and graphing software increased students' understanding of position vs. time graphs. The study involved 160 8th grade students, who were split into two groups - one that used motion probes and graphing software, and one that did not. Both groups took a pre-test and post-test on graphing concepts. The study aimed to prove that the hands-on, real-time data collection of motion probing enhances graph comprehension over traditional teaching methods. It also hoped to engage students with the technology and address gaps in graphing skills between algebra and non-algebra students.
Aquatic Ecosystem, Biodiversity, Free Resume, Definitions, SampJill Brown
This document discusses the concept of propaganda and provides examples related to Israel. It argues that Israel is adept at using propaganda both domestically and internationally to cultivate a positive image, particularly in Western democracies like the US. Israeli propaganda targets different audiences in the West by appealing to different values and framing narratives in a way that resonates with those audiences. The goal is to influence popular support for Israel's political relationships abroad.
History 2 Essay. Online assignment writing service.Jill Brown
The document discusses the steps to request assignment writing help from HelpWriting.net:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline, and attaching a sample if wanting the writer to imitate your style.
3. Review bids from writers and choose one based on qualifications, history, and feedback, then pay a deposit to start the assignment.
4. Review the completed paper and authorize full payment if satisfied, or request free revisions. HelpWriting.net guarantees original, high-quality work or a full refund.
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The document discusses using a classroom response system (CRS) to increase active learning in a high school science classroom. Quantitative data showed slightly higher post-test scores and fewer failing grades for students using the CRS. Qualitative data found a significant increase in active student participation and discussion. A student survey indicated the CRS made class more fun and helped students learn more. The researcher concluded the CRS improved the classroom environment and increased active learning.
14Critical Reading and Researching Main Ideas.docxmoggdede
1
4
Critical Reading and Researching Main Ideas
Name
Walden University
WCSS - 6060G – 17 Graduate Writing II: Intermediate Composition Skills
December 10, 2017
Critical Reading and Researching Main Ideas
The Three Main Points from the Journal Article
In the article “Online class size, note reading, note writing and collaborative discourse" Qiu, Hewitt, and Brett (2012) attempt to find the relationship between the class size and the reading and writing loads among students of online graduate courses. The authors' first main point in the article is that there is a positive relationship between the class size and the total number of notes the students and instructors wrote. The second point of the article is that dividing students into smaller groups for discussion purposes helps to increase the collaborative effectiveness of the online graduate classes. Lastly, the authors present a third main point, which argues that the use of multimedia software can help to increase collaboration between online students and instructors in large classes.
Rationale for Each Main Point
The analysis of literature explains the first main point in the journal. The authors argue that online class settings affect the structures of asynchronous online discussions to engage the students in meaningful discourse. This point is used to explain the relevance of the research. According to the study, "class size is a major factor affecting note reading and writing loads in online graduate-level courses (Qiu, Hewitt, & Brett, 2012, p. 424)." Secondly, the authors of the article suggested that the division of larger classes into smaller groups would help to deal with the reading and writing issue. The authors suggested that "students in smaller groups tend to learn more (Qiu, Hewitt & Brett, 2012, p. 427). This is an essential point in the journal because it provides the possible solution to the identified problem. Lastly, the authors finished their work and suggested other options to use for managing larger online classes. The authors' main suggestion was the use of software that will help to improve interaction between students. This is a main point of the journal because it provides a meaningful solution to the identified problem in the research.
Reason for Selecting the Main Points
The reason for selecting the three main points analyzed above as the authors' main ideas is because of the present the issue and the solutions to it. The fact that the first point identified a positive relationship between class size and effective reading and writing makes it stand out of the other things discussed in the journal. Most of the journal is focuses on showing this relationship. The other two points stand out because they are the major solutions that the authors give for the identified problem. The points are related in that the first is the issue while the second is the solution that can be used by instructors to solve the problem. We can also use the third point which i ...
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.
The effect of project based learning model with kwl worksheet on student crea...Alexander Decker
This document summarizes a study that analyzed the effect of project-based learning (PjBL) with KWL worksheets on student creative thinking in physics problem solving. The study involved randomly assigning undergraduate physics students to either an experiment group that used PjBL and KWL worksheets or a control group that used traditional cooperative learning. Assessment results showed that students in the PjBL group had higher creative thinking scores than the control group, indicating PjBL is an effective way to develop student creative thinking and engagement in physics learning. The document also provides background on PjBL principles and benefits, defining it as a student-centered approach that uses authentic projects to help students construct knowledge and demonstrate understanding through hands-on
This document discusses using a visual data analytic tool called SNAPP to analyze asynchronous online discussions. It proposes a taxonomy of discussion diagrams that categorizes different interaction patterns, such as instructor-led, learning community, and emerging learning community. The document outlines a pilot project to have instructors review discussion diagrams from their courses along with the taxonomy to identify potential discussion design adjustments or facilitation interventions. The goal is to help instructors better understand and improve collaboration in their online discussions.
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- 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.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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