Distance Learning
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The document discusses two studies on feedback and interaction in distance learning. The first study found that students performed better and were more satisfied with personalized instructor feedback rather than collective feedback. However, students' satisfaction depended more on instructor response time and presence. The second study found that while peer interactions aid cognitive growth, students valued instructor interaction more to feel a sense of community in online courses. Both studies suggest that instructor feedback and interaction are important for effective online learning.
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Absenteeism causes, effects & control at control ksb pumps ltd.by poornima...
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Co education
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Research on Negative Effects Of Using Social Media
Negative Effects Of Using Social Media On Graduate Students
This document discusses the negative effects of using social media on graduate students. Frequent and unproductive use of social media can lead to time wastage, reduced learning capabilities, and over-reliance on social media for information. This can negatively impact students' academic performance and research skills. Excessive social media use is also linked to poor mental and physical health, low self-esteem, and cyberbullying. However, with moderate access and guidance from parents and teachers on effective socialization and communication, the negative impacts of social media on students can be reduced.
A STUDY ON THE FACTOR OF STUDENT ABSENTEEISM AT FACULTY OF BUSINESS, UNISEL S...
This document provides an introduction and background to a study on student absenteeism at the Faculty of Business in UNISEL Shah Alam. It discusses the problem of increasing absenteeism among students and the need to investigate the factors influencing it. The objectives of the study are to identify the factors affecting absenteeism, determine which gender is most affected, and provide suggestions to improve attendance. A literature review is presented covering definitions of key terms like absenteeism and its impacts on student performance and grades. Various studies linking absenteeism to lower exam scores, class participation, and effects on group work are summarized.
USE OF SOCIAL NETWORKS AND ITS EFFECTS ON STUDENTS
To find the students awareness of social networks.
b. To find for what purposes the students are using social networks.
c. To find effects of social networks on studies of the students.
d. To find Student’s ideas on how social networks can be used positively for education purposes.
e. To find average time spent on social networks by UNIVOTEC students
f. To find average expenditure spend by students on sustenance in social network
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Research on Negative Effects Of Using Social Media
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USE OF SOCIAL NETWORKS AND ITS EFFECTS ON STUDENTS
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This document discusses how teacher roles are changing with the increased use of learning management systems in higher education. It explores how some pioneering teachers are using these online platforms and tools to transition to more constructivist pedagogies that emphasize student-centered and collaborative learning. The study aims to understand teacher perspectives on shifting roles and identities as they reconcile a more directive online presence with giving students more equal status and participation. While these systems provide new opportunities for personalized feedback and mobile learning, teachers still play a key role through their design of online activities and assessments to drive higher-order learning outcomes.
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In this interactive talk, the presenter introduces a study of learner engagement in university EFL contexts in Japan that is being undertaken as part of a doctoral program at the University of Reading in the U.K. Intuitively, as teachers, we can recognize engagement or disengagement in our own learners when we see it. However, it is not clear where this recognition comes from, or whether or not our perceptions align with learner realities. After presenting an outline of the research project and preliminary findings, the presenter will ask participants to collectively work on a list of instructional practices that promote engagement in university EFL classes.
10.1080@09588221.2019.1677721
This study explored the effect of video feedback versus written feedback from unknown peers on e-learners' English to Chinese translation performance. 60 e-learning students were divided into two groups - one receiving video feedback and one receiving written feedback anonymously from peers on their translations. Results showed that video feedback improved translation performance more than written feedback. Learners who received video feedback also generally welcomed the method and felt it was easier to use than written feedback and fostered a sense of belonging.
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From 2011 EDUCAUSE Learning Initiative (ELI) Annual Conference on research conducted about UTK instructional technology research support program - Project RITE.
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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.
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- 4. Personalized versus Collective Instructor Feedback in the Online Courseroom: Does Type of Feedback Affect Student Satisfaction, Academic Performance and Perceived Connectedness with the Instructor? Tara Gallien Northwestern State University, USA Jody Oomen – Early Texas Women ‘s University, USA
- 7. Which type of feedback do you prefer? Gallien, T., & Oomen-Early, J. (2008, July 1). Personalized versus Collective Instructor Feedback in the Online Courseroom: Does Type of Feedback Affect Student Satisfaction, Academic Performance and Perceived Connectedness with the Instructor?. International Journal on E-Learning , 7 (3), 463-476. (ERIC Document Reproduction Service No. EJ801008) Retrieved November 23, 2008, from ERIC database Collective Feedback: Students that receive a collective feedback document from the instructor as well. Personalized Feedback: Students that receive individualized feedback from the instructor on each assignment.
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- 13. Online course delivery has shown a 33% annual increase in enrollment. What makes the difference?? LaPointe, L., & Reisetter, M. (2008, October 1). Belonging Online: Students' Perceptions of the Value and Efficacy of an Online Learning Community. International Journal on E-Learning , 7 (4), 641-665. (ERIC Document Reproduction Service No. EJ810076) Retrieved November 23, 2008, from ERIC database.
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- 17. vs. Peer Interaction Instructor Interaction What about...