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This document discusses online learning in K-12 classrooms through the use of learning management systems (LMS). An LMS is a virtual platform that allows teachers to organize course content and tools, and allows students to access materials and collaborate online. Key benefits of LMS include accessibility, organization of content and communication in one place, customization for individual learners, and opportunities for active participation, enhanced instruction, online assessment, and monitoring of student progress. Research shows LMS can increase student performance, engagement, creativity, and provide collaborative opportunities through integrated tools. Commonly used LMS platforms are also discussed.
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Is interactive teaching content
Students whose teachers used technology more in the classroom scored higher on tests than those with teachers who used it less. Using technology, especially computer-assisted instruction, increases student motivation, improves attitudes toward learning, and results in higher self-efficacy, attendance, time on task, and pro-social behavior. Teachers also benefit from technology, which allows them more time with students, forces revisions to curriculum and teaching methods, and improves communication with parents. The document recommends developing lessons combining interactive online content with these instructional techniques.
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The document discusses self-regulated learning as a process where students take control of and evaluate their own learning. It describes self-regulated learning as having three phases: 1) planning objectives and strategies, 2) applying strategies to complete tasks while self-observing, and 3) self-reflecting and evaluating performance. The document provides examples of how students can apply self-regulated learning techniques when using an online language learning platform, including setting goals, dedicating time, completing exercises, getting feedback, and evaluating their experience.
Alone Yet Together
Online learning is growing rapidly and enrolling over 1 million K-12 students in 2007-2008. The document outlines recommended guidelines for effective online learning programs. It suggests addressing different student needs and learning styles. Course design should promote interaction, collaboration, and support while engaging students. Instruction can be improved through teacher professional development and research on online teaching methods. Technological approaches should utilize web-based resources and communication tools. Strong student support services and data management are also important administrative practices.
Blended learning edited
The document discusses blended learning, which combines traditional and online learning. It notes benefits like accessibility, flexibility, and varied learning experiences. Blended learning can incorporate elements like online modules, assessments with feedback, and collaborative learning. An approach called Blended E-Learning Cooperative combines online learning, face-to-face learning, and cooperative group work. Blended learning requires preparation from teachers and institutions to support technology integration and ongoing professional development. When implemented well, blended learning can be an effective alternative approach to teaching.
Blanded learning
This document discusses blended learning, which integrates traditional face-to-face learning with online learning resources and communication tools. Blended learning allows the use of online resources without replacing face-to-face activities. It combines different delivery modes, learning styles, and technologies to create a more meaningful learning experience through diverse resources. The key aspects of blended learning include setting learning materials and formats, designing the blended learning model, testing the design, organizing effective implementation, and evaluating the process. Advantages include more independent, effective, and accessible learning. Disadvantages include requiring diverse media that may not be universally available and supported.
Presentacion blended learning
Blended learning combines traditional in-person classroom methods with online digital learning, allowing students some control over their time, pace and learning path. It delivers educational content both digitally and in-person, while still using a brick-and-mortar school structure. Blended learning is more effective than solely online or in-person classes, as it facilitates independent and collaborative learning through internet technologies. However, it relies on technical resources and requires IT literacy, with students potentially falling behind if they lack access or support.
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Distance education is education that uses technology to deliver instruction to students who are separated from the instructor. It allows students who cannot be physically present in a classroom to still participate in learning. While it provides flexibility and accessibility, distance education may lack hands-on interaction. Successful distance education requires developing a learning community and classroom culture through online communication and establishing expectations for student participation and etiquette in virtual settings.
Comparative and non comparative
This document summarizes two studies - a comparative study on the costs of online versus traditional education, and a non-comparative study on factors affecting student satisfaction in online courses. The comparative study analyzed student attrition and costs, finding that online education is more expensive but could see benefits from higher retention rates. The non-comparative study found that students reported high satisfaction and perceived learning in online courses when there was a clear course structure, engaged instructor, and valuable discussions.
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Is interactive teaching content
Students whose teachers used technology more in the classroom scored higher on tests than those with teachers who used it less. Using technology, especially computer-assisted instruction, increases student motivation, improves attitudes toward learning, and results in higher self-efficacy, attendance, time on task, and pro-social behavior. Teachers also benefit from technology, which allows them more time with students, forces revisions to curriculum and teaching methods, and improves communication with parents. The document recommends developing lessons combining interactive online content with these instructional techniques.
Self- Regulation in VLE.
The document discusses self-regulated learning as a process where students take control of and evaluate their own learning. It describes self-regulated learning as having three phases: 1) planning objectives and strategies, 2) applying strategies to complete tasks while self-observing, and 3) self-reflecting and evaluating performance. The document provides examples of how students can apply self-regulated learning techniques when using an online language learning platform, including setting goals, dedicating time, completing exercises, getting feedback, and evaluating their experience.
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Online learning is growing rapidly and enrolling over 1 million K-12 students in 2007-2008. The document outlines recommended guidelines for effective online learning programs. It suggests addressing different student needs and learning styles. Course design should promote interaction, collaboration, and support while engaging students. Instruction can be improved through teacher professional development and research on online teaching methods. Technological approaches should utilize web-based resources and communication tools. Strong student support services and data management are also important administrative practices.
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The document discusses blended learning, which combines traditional and online learning. It notes benefits like accessibility, flexibility, and varied learning experiences. Blended learning can incorporate elements like online modules, assessments with feedback, and collaborative learning. An approach called Blended E-Learning Cooperative combines online learning, face-to-face learning, and cooperative group work. Blended learning requires preparation from teachers and institutions to support technology integration and ongoing professional development. When implemented well, blended learning can be an effective alternative approach to teaching.
Blanded learning
This document discusses blended learning, which integrates traditional face-to-face learning with online learning resources and communication tools. Blended learning allows the use of online resources without replacing face-to-face activities. It combines different delivery modes, learning styles, and technologies to create a more meaningful learning experience through diverse resources. The key aspects of blended learning include setting learning materials and formats, designing the blended learning model, testing the design, organizing effective implementation, and evaluating the process. Advantages include more independent, effective, and accessible learning. Disadvantages include requiring diverse media that may not be universally available and supported.
Presentacion blended learning
Blended learning combines traditional in-person classroom methods with online digital learning, allowing students some control over their time, pace and learning path. It delivers educational content both digitally and in-person, while still using a brick-and-mortar school structure. Blended learning is more effective than solely online or in-person classes, as it facilitates independent and collaborative learning through internet technologies. However, it relies on technical resources and requires IT literacy, with students potentially falling behind if they lack access or support.
Recovered file 1
Distance education is education that uses technology to deliver instruction to students who are separated from the instructor. It allows students who cannot be physically present in a classroom to still participate in learning. While it provides flexibility and accessibility, distance education may lack hands-on interaction. Successful distance education requires developing a learning community and classroom culture through online communication and establishing expectations for student participation and etiquette in virtual settings.
Comparative and non comparative
This document summarizes two studies - a comparative study on the costs of online versus traditional education, and a non-comparative study on factors affecting student satisfaction in online courses. The comparative study analyzed student attrition and costs, finding that online education is more expensive but could see benefits from higher retention rates. The non-comparative study found that students reported high satisfaction and perceived learning in online courses when there was a clear course structure, engaged instructor, and valuable discussions.
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Online education is rapidly expanding and transforming the role of instructors and learning experiences for students. A survey found that nearly 70% of higher education institutions now consider online education critical to their long-term strategy, up from less than 50% in 2001. The number of students taking at least one online course per year has increased to over 7 million students, or 33.5% of higher education students. As online learning grows, students will need to develop greater self-discipline to succeed in online courses. Instructors will also transition to becoming facilitators of learning rather than deliverers of information.
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This document discusses online learning in K-12 classrooms. It defines online classrooms and learning management systems, noting they allow classes to be conducted entirely or partially online. Benefits include accessibility from any location, collaboration tools, student-centered learning, and management of course materials. Research shows online learning can increase student performance by supporting student learning and engagement. Teachers can focus on facilitating learning globally. The document provides examples of online learning platforms and advises convincing decision-makers of online learning's benefits to get started integrating it.
App4kasperc
This document discusses online learning in K-12 classrooms. It defines online classrooms and learning management systems, noting they allow classes to be conducted entirely or partially online. Benefits include accessibility from any location, collaboration tools, student-centered learning, and tracking of materials. Research shows online use can increase student performance by supporting learning, engaging students as active participants, and allowing teachers to facilitate learning. The document provides examples of online learning platforms and advises convincing decision-makers of benefits to get started with online classrooms.
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1. A 2008 survey found that 66% of school districts expect their online enrollments to grow, as the number of K-12 students taking online courses increased 47% between 2005-2006 and 2007-2008 to over 1 million students.
2. Online learning helps meet the needs of various students by providing extra help, credit recovery, advanced, and college-level courses, especially benefiting small rural districts by offering courses they could not otherwise provide.
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Distance education provides learning opportunities for students who lack access to traditional education by allowing students to learn remotely through online environments according to their own schedule. It offers flexibility, numerous school choices, lower costs, and the ability to learn while working, but can lack social interaction and is not ideal for all learners. Students in distance education are evaluated through methods like exams, assignments, quizzes, forums, and activities that assess their real-life application of knowledge.
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The document discusses several challenges and perspectives related to e-learning. It agrees that e-learning will not replace face-to-face education or be a cheap replacement for campuses. It also agrees that overselling technological ideas should not discredit online education and that faculty must help shape online programs. However, it disagrees with the conclusion that educational systems cannot be automated, arguing that technology will continue to revolutionize education. The document then discusses views that emphasize addressing learner challenges in online education and the importance of clear communication and organization for online course success.
Online vs Offline classes by Masoom Mandy
This presentation is mainly focused on the topic of Online vs Offline classes.
As the world has advanced towards technology, we live in an era where information can be acquired from any part of the world from any place, any time and from anybody. The newest advancement in technology is the one where education is being transmitted in the form of bits and bytes across the world. A student who can only dream of being a part of a university located in the other part of the world can now stay at home and study the course that the college has to offer.
What is bichronous online class
Bichronous online classes blend asynchronous and synchronous learning. Synchronous learning involves real-time online meetings that students participate in from anywhere at the scheduled time, allowing for interactions and immediate feedback. However, synchronous learning faces technical issues and scheduling conflicts. Asynchronous learning allows students to participate anytime from anywhere without meetings by providing most content online, enabling self-paced learning but offering low participation and no immediate feedback. Bichronous classes combine the benefits of both approaches.
W200 final presentation
The three articles discuss:
1) Characteristics of successful online instructors, emphasizing the importance of being vocal.
2) Similarities between online and traditional course evaluations from students.
3) The validation of parental involvement measures in online schooling and how parental support is important for student success.
The Higher Ed Canvas: Connecting Challenges and Tools
This slide deck provides a framework impacting the broad challenges facing higher education through the use of learning management system tools in the teaching and learning process.
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The integrated classroom and the role of the educator
The document discusses the benefits of creating a social learning environment in the workplace. It notes that social learning tools can help leverage the learning experience and help organizations and employees adapt to changes. Social learning encourages collaboration, sharing of ideas, and user-generated content. It also caters to different learning styles within social learning communities. Creating a social learning environment will encourage collaboration and sharing of content among employees.
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This presentation discusses online education and its benefits. It defines online education as distance learning over the internet without attending a brick and mortar school. There are two types of online education: synchronous which involves direct simultaneous contact between teacher and student, and asynchronous which does not require meeting in time or space. Benefits include flexibility in time, lower costs, and a comfortable learning environment, though some note high dropout rates and lack of structure. The presentation concludes that online education offers opportunities to break down educational barriers but needs continued improvement and greater awareness.
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This document summarizes research on faculty views of open education resources and online teaching. It introduces the researcher, Dr. M. Cleveland-Innes, and their background working on projects related to online and blended learning. The purpose of the research is to understand faculty perspectives in the current context of financial pressures and demands for new models of teaching and learning. While only half of Canadian faculty surveyed have taught online, most agree that online opportunities have changed their teaching. The research found awareness of open educational resources is high but more incentives are needed for faculty to move courses online. Next steps include workshops and publications to share results through 2015.
Assignment 7 trends in online education
Online education is rapidly expanding and transforming the role of instructors and learning experiences for students. A survey found that nearly 70% of higher education institutions now consider online education critical to their long-term strategy, up from less than 50% in 2001. The number of students taking at least one online course per year has increased to over 7 million students, or 33.5% of higher education students. As online learning grows, students will need to develop greater self-discipline to succeed in online courses. Instructors will also transition to becoming facilitators of learning rather than deliverers of information.
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The document discusses eLearning pedagogy and strategies for creating a successful online learning environment. It outlines different modes of eLearning delivery and learner engagement. A networked learning environment is described that allows students and teachers to access instructional content and resources anywhere at any time. Effective instructional design and applying constructivist and problem-based learning approaches are recommended for online courses.
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This document discusses a study that explored blending a Teaching English to Young Learners course with both face-to-face instruction and the Moodle online platform. 100 student teachers participated in a 14-week blended course. Data was collected through a readiness scale, questionnaire, and interviews. Results found that students were ready and comfortable with online learning. They viewed the blended course positively and found it motivating and valuable for their education as language teachers. Students appreciated the flexibility to engage with course content and provide feedback to peers online in their own time.
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Blended learning combines online and in-person learning experiences. It allows students to learn about the same topics both online and in class, with the online and in-person experiences complementing each other. There are various models of blended learning, including the flipped classroom model where instructional content is accessed outside class and class time is used for projects and help. Blended learning has benefits like extending reach, optimizing costs, and allowing students to learn at their own pace, but critics question whether students get enough guidance and supervision without teachers.
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- 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
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Online education involves taking courses over the internet without attending a physical school, allowing for flexible schedules and self-paced learning. It can be synchronous, with live virtual classes, or asynchronous, where students complete lessons independently. The growth of online learning presents challenges for institutions but also opportunities to reach more learners through virtual classrooms that allow interaction between students and teachers.
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The whitepaper describes the blended classroom concept which is the thoughtful integration of the at-school, at-home and online learning arenas. The combination is a powerful theory that helps all teachers using itslearning (and teachers using web 2.0 tools) to frame their work in the context of 21st-century teaching.
The whitepaper looks at some of the possibilities offered by technology and shows how two teachers are applying them in a pedagogical setting, in something refered to as the blended classroom.
The ideal blended classroom is about using available technology to put learning first by combining blended learning, visible learning and formative assessment; three of today’s most popular teaching strategies.
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Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
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App4 howelld
- 1. By. Dennishia D. Howell Walden University New and Emerging Technologies (EDUC - 6715I - 3) Online learning in K-12 classroom
- 2. A learning management system is a virtual classroom or an online course or class that is done via the internet. A platform for teacher to organize and administer course. What is a LMS ?Learning Management System
- 3. Accessible – Teachers ,students and parents can access the system from anywhere , at anytime. Organize-All learning and communication is located in one place Customizable- can be customize to meet the individual needs of each learner. Students are active participate in their learning –by working at his own pace. Enhance instruction delivery. Onlineassessment-reduce s the amount of time for grading Benefits of LMS
- 4. Differentiate instruction Collaboration Student centered Access to other resources Monitor student progress Online assessment Real time feedback What instructional gaps might be filled with an online learning option?
- 5. Research as shown that online learning increase student performance (Follansbee,1997) students are engaged in reading content for significant amounts of time. Students develop positive attitudes about technology. Improves student creativity. It provides opportunity for continual collaboration with built in tools such has wiki, blogs and forums. Students can establish their own pace and have control over their learning. How can online learning modules support meaningful, authentic, student learning?
- 6. Commonly User LMS Email Wiki Online testing Forums Blogs WebPages Stores media files Password protection Moodle.com Nicenet.org Think.com Blackboard User friendly LMS Features
- 7. Hargis, J., & Schofield, K. (2007). CHAPTER 3: Integrating Online Learning into Elementary Classrooms. In , What Works in K-12 Online Learning (pp. 33-47). International Society for Technology in Education. Retrieved from EBSCO host. References