Using the power of research to inform ICT integration in education

Posts tagged ‘online learning’

How can Online Technologies Engage Learning?

Lee Revere, Jamison V. Kovach (2011) Online Technologies for Engaged Learning, A Meaningful Synthesis for Educators, The Quarterly Review of Distance Education, Volume 12(2), 2011, pp. 113–124

Online education is well established in academia; however, the effectiveness of course design and student engagement remains uncertain. To deliver the highest quality online education, students should be engaged in learning exercises. Appropriately integrated technology can be used to foster student engagement, build a learner-centered environment, and make course content come alive. This article synthesizes information about well-established and relatively new technologies, such as discussion boards, chat sessions, blogs, Twitter, Skype, YouTube, and so on, to provide guidance for educators interested in integrating these tools within their online learning environment. Instructors who effectively incorporate technology as learning tools in their online courses can expect to achieve enhanced student engagement as well as higher levels of learning and more efficient classroom management.

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What are the opportunities and challenges raised by the move to an online learning environment?

Terry Anderson & Fathi Elloumi (2008) Theory and Practice of Online Learning, Athabasca University

During the last ten years, the Internet and the Wide World Web have fundamentally altered the practice of distance teaching and learning. Nowhere is this fact more evident than in the transformation undergone by single-mode distance universities as they seek to apply the benefits of emerging information communication technology (ICT) infrastructure to their core business, with a view to improving the quality and cost-effectiveness of the learning experience afforded their students.

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How can Google Apps be used to develop an online Community of Practice (CoP)?

Katya Toneva, Kathy Doncaster (2012) Using Virtual Spaces for Learning Communities to Facilitate Project Development and Collaborative Learning, eLmL 2012 : The Fourth International Conference on Mobile, Hybrid, and On-line Learning

The purpose of this paper is to introduce ways that Google Apps and other Web 2.0 technologies can be used to develop an integrated virtual space for a learning community by putting in place an online Community of Practice (CoP). This project has been developed and is presently being in trial at the Institute for Work Based Learning, Middlesex University with the intended aim to ―progress its online learning activities (including an increased use of social media) from individual, Programme- based initiatives to an institution-wide, strategic project which will be core to realising strategic objectives in learning and teaching.

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Are we preparing our students to be networked learners?

Chih-Hsiung Tu, Laura Sujo-Montes, Cherng-Jyh Yen, Junn-Yih Chan, Michael Blocher (2012) The Integration of Personal Learning Environments & Open Network Learning Environments, TechTrends • May/June 2012, Volume 56, Number 3

Learning management systems traditionally provide structures to guide online learners to achieve their learning goals. Web 2.0 technology empowers learners to create, share, and organize their personal learning environments in open network environments; and allows learners to engage in social networking and collaborating activities. Advanced networking mechanisms, UGC, flat-structured architectures, RSS, and social tagging, permit online learners to define their own learning structures. This article reports an online course built within multiple Web 2.0 technologies designed to empower learners to construct their own personal learning environments within open network learning environments. Lessons learned, examples, and critical issues are discussed. This paper concludes that effective instructions should prepare “online” learners to become “network” or “open network” learners.

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How can Online Tools Support Critical Collaborative Inquiry in a Blended Learning Environment?

Khoo, E., Johnson, E. M., & Zahra, A. (2012). I learnt a whole lot more than churning out an essay: Using online tools to support critical collaborative inquiry in a blended learning environment. Journal of Open, Flexible and Distance Learning, 16(1), [pp. 127–140].

This paper reports on a qualitative case study of a teacher and her students in a postgraduate Tourism course in New Zealand in which a learning management system, discussion forums, and wikis were used to facilitate student engagement and deeper learning of course content. Although the teacher was experienced in face-to-face teaching contexts, she was a novice in the design and delivery of online learning. However, she believed that technology could foster deeper and more meaningful critical collaborative inquiry among course participants and was keen to explore how this could be facilitated. Evaluative data were gathered from teacher interviews, student focus groups, and an online student survey. Findings indicate that the use of different online tools was effective for engaging students and helped them develop critical insights into key course concepts. However, careful planning and reflection on different pedagogical approaches were needed so that student learning could be supported in meaningful and relevant ways. Implications for supporting educators and students in blended, online learning in Tourism education are offered.

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