The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Article

Biomedical Online Learning: The route to success  pp29-34

Patricia Harvey

© Nov 1999 Volume 1 Issue 1, Editor: Roy Williams, pp1 - 50

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Abstract

The potential of the World Wide Web for rapid global communication is driving the creation of specifically tailored courses for employees, yet few practitioners have the necessary experience in on‑line teaching methods, or in preparing documents for the web. Experience gained in developing six online training modules for the biotechnology and pharmaceutical industry sectors is informing the development by a partnership of academics and practitioners of seven online modules that will meet requirements for continuing professional development in the health sector. This paper highlights lessons for success.

 

Keywords: Biomedical Online learning experience solutions training

 

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Journal Article

Online Students: Relationships between Participation, Demographics and Academic Performance  pp19-28

J. Coldwell, A. Craig, T. Paterson, J. Mustard

© Mar 2008 Volume 6 Issue 1, Editor: Shirley Williams, pp1 - 75

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Abstract

Using information technology to support teaching and learning is becoming ubiquitous in tertiary education. However, how students participate and perform when a major component of the learning experience is conducted via an online learning environment is still an open question. The objective of this study was to investigate any relationships between the participation, demographics and academic performance of students in an information technology course that was taught wholly online. Through a detailed analysis of tracking data of student participation, which was automatically collected by the online learning environment, it was found that a relationship existed between students' participation in the online learning environment and their performance, as measured by final results in the course. Relationships also existed between gender, nationality, participation and performance. However, there was no relationship between age and performance and participation. These findings suggest that when designing online learning for a diverse population, student demographics should be taken into account to maximise the benefits of the learning experience.

 

Keywords: culture, diversity, online learning, participation

 

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Journal Article

Emerging Patterns in Transferring Assessment Practices from F2f to Online Environments  pp1-12

Ronald Beebe, Selma Vonderwell, Marius Boboc

© Jan 2010 Volume 8 Issue 1, Editor: Shirley Williams, pp1 - 50

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Abstract

This study explores the transfer of assessment practices from f2f to online environments by college instructors, with a particular interest in the factors influencing assessment in online learning settings. Assessment is a critical aspect of the learning environment, and considerable research has suggested various methods of formative and summative assessment for the f2f classroom. However, there has been less research into the ways in which these traditional forms of assessment are being incorporated into the online learning environment, or whether they may even be appropriate. This study investigated the perceptions of seven higher education faculty, with experience teaching courses in both the f2f and online environments, regarding the transfer of assessment practices between the two delivery formats. Specifically, this study explored the transfer of assessment practices from f2f to online environments by college instructors in two higher education institutions: a four‑year college and a two‑year community college. The authors propose that an understanding of both assessment for learning and of learning is needed to support effective faculty practices and enhanced student learning in online courses. Consequently, it is important to study the impact of assessment strategies and techniques faculty employ to better understand various instructional practices that effectively centre on enhanced student learning. A phenomenological approach was employed for the analysis of data involving seven online course instructors at two higher education institutions, a four‑year college and a two‑year community college. Findings indicate several factors that influence the transfer of assessment practices from f2f to online environments. Data analysis points to several areas of interest related to the design of online assessment: time management, complexity of content, structure of online medium, student responsibility and initiative, and informal assessment. Authors suggest the incorporation of tradition classroom assessment techniques in the online learning environment should be considered in light of the factors described above. In particular, assessments for continuous and improved learning are important for the development of an engaged community of learners in the online environment. As technologies continue to evolve, a pedagogical framework that considers the learning environment differences between traditional and face to face classes becomes increasing imperative, both in terms of understanding the delivery and mediation of instruction. Such a framework will need to address both aspects of process and product in assessment. Consequently, future research needs to examine what strategies of techniques are effective in the assessment for learning in online instruction.

 

Keywords: Online learning, online assessment, assessment for learning, assessment of learning, transfer of assessment practices, online faculty

 

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Journal Article

Assessing Student Transitions in an Online Learning Environment  pp75-86

Minoru Nakayama, Hiroh Yamamoto

© Apr 2011 Volume 9 Issue 1, ECEL 2010 special issue, Editor: Carlos Vaz de Carvalho, pp1 - 114

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Abstract

Assessment surveys of students are often conducted in order to evaluate online learning activities. Most surveys measure responses to questions which are based on students’ subjective impressions. The purpose of this study is to examine participants’ assessments made during the transitional phase in an online learning environment which includes blended and fully online courses at a Japanese national university. Students were enrolled in two‑unit Master’s or Bachelor’s degree courses which were taught by the same professor. The total number of students with valid survey data was 184 (92 Masters, 67 Bachelors for the blended learning course and 25 Bachelors for the fully online course). A survey questionnaire consisting of 10 questions measured the self‑assessments of students’ online learning experiences. Three factors were extracted. There are no significant differences in all factor scores between the beginnings and the ends of the courses. These results show the coherence of students' assessments during the course. The correlation coefficients of the first factor scores (e‑learning evaluation) between the beginnings and the ends of the courses are not high, however (Masters: r=0.35, Bachelors for blended learning: r=0.46, and Bachelors for fully online: r=0.33). Therefore, some participants have changed their evaluations between the two surveys. When the differences in factor scores from the initial and final surveys are compared between students who rated the course highly at the beginning (high raters) and students who did not (low raters), the scores for the high raters decrease and the scores for the low raters increase. Also, the relationships between students’ transitions and the metrics of their behaviour were investigated.

 

Keywords: online learning, student assessment, assessment in transition, blended learning, fully online learning

 

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Journal Article

An innovative research on the usage of facebook in the higher education context of Hong Kong  pp378-386

Louis Lam

© Oct 2012 Volume 10 Issue 4, ICEL 2012, Editor: Paul Lam, pp360 - 440

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Abstract

Teaching and learning is undergoing a dramatic change due to the advancement in telecommunication and IT. Increasingly, Online learning platform is playing an important role higher education. The maturity of Internet and emergence of various cloud services catalyse the development of these platforms and student learning behaviour. An example is Facebook, online social network sites, which changes the interaction, communication and interrelation of students and their daily life. There is a growing trend that people participate in Facebook. Given there is discussion forum provided by online learning platforms, students get used to communicate on Facebook. The phenomenon enables teachers to think whether Facebook can be incorporated in teaching so as to facilitate student learning. Past research on online social network sites evidence that there are a number of benefits including the improved student participation, social relationship, interaction, communication and facilitation. However, seldom studies try to consolidate these benefits and examine simultaneously against the overall learning motivation. This study attempts to develop a model of student motivation in learning with four Face book benefits : (1) Interaction , (2) Communication , (3) Social relationship , (4) Participation. The students of the School of Continuing and Professional Studies (SCS), The Chinese University of Hong Kong (CUHK), studying Hi‑Diploma Programme, are invited to participate in this study. A survey was conducted to examine how these Facebook benefits relate to student motivation in learning. The results revealed that Interrelationship, Communication, Social relationship, and Participation influence significantly on student learning motivation. The results show teachers how Facebook benefits improve student learning motivation. The study also tries to explore some demographic trend in related to student Facebook usage.

 

Keywords: student motivation, online social network site, Facebook, online learning platform

 

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Journal Article

Exploring the Acceptability of Online Learning for Continuous Professional Development at Kenya Medical Training Colleges  pp82-90

Isaac William Kyalo, Sandra Hopkins

© Jun 2013 Volume 11 Issue 2, Editor: Roy Williams, pp80 - 167

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Abstract

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Keywords: online learning, professional development, perceived usefulness of technology, perceived ease of use of technology, online qualifications

 

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Journal Article

A Case Study on the Adoption and use of Synchronous Virtual Classrooms  pp124-138

Florence Martin, Michele Parker, Beth Allred Oyarzun

© Jun 2013 Volume 11 Issue 2, Editor: Roy Williams, pp80 - 167

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Abstract

This is a case study of faculty adoption and use of Horizon Wimba Virtual Classroom in online courses at a Southeastern University in the United States.. The purpose of this case study was to explore faculty adoption and use of Horizon Wimba in their online courses. This inquiry is based on Yen et al. (2010) adoption factors (organizational, social, personal and technological) and the features of the virtual classroom. The research questions are 1) What factors and features influence faculty adoption of the Wimba Virtual Classroom? 2) How do faculty rate the Wimba Virtual Classroom using the characteristics of innovation? 3) How do faculty classify themselves using Roger’s model of diffusion of innovation? 4) How do faculty use the Wimba Virtual Classroom in their teaching? Roger’s diffusion of innovation was used as the theoretical framework for faculty adoption of virtual classroom. In the Fall of 2010, faculty were surveyed and interviewed about their decision to adopt and use Wimba. This case study provides meaningful information for administrators interested in promoting technology enhanced learning on their campuses and for faculty considering adoption.

 

Keywords: virtual classroom, synchronous, online learning, technology adoption

 

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Journal Article

A Cross‑Modal Analysis of Learning Experience from a Learners Perspective  pp195-205

Bernard Nkuyubwatsi

© May 2014 Volume 12 Issue 2, ECEL, Editor: Mélanie Ciussi, pp126 - 226

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Abstract

Abstract: Learning experience has been one of the most debated aspects of Massive Open Online Courses (MOOCs). Various perceptions on learning experience offered by MOOCs have led to many claims about the quality of these courses and their potential imp act on higher education in both developed and developing countries. This paper discusses, from a learners perspective, learning experience across four modes of learning: face‑to‑face, self‑guided/radio, online and MOOCs. My own educational experience exp anded across the first three mode of learning. To gain similar first‑hand experience in MOOCs, I enrolled in one cMOOC and twelve xMOOCs and studied these courses alongside other engaged learners. I conducted a cross‑case analysis of the four modes of lea rning and identified strengths and limitations of each mode. Then I organised recurring patterns across the four learning modes into five themes: openness, availability, diversity, flexibility and interactivity. I found that each of these learning modes c an help learners achieve a significant milestone in learning, and accomplishment in one mode can bridge across to a different learning mode. I argue that a combination of learning modes, where applicable, can lead to better learning experience than an exc lusive use of a single mode. I also argue that each of these modes can contribute enormously to learners educational, socio‑economic, and cross‑cultural migration as well as to their geographical mobility. Each of these modes can also contribute to bridg ing an educational divide if stakeholders in education capitalize on the target learners strengths, on existing access to media and on openness in terms of content, assessment and accreditation. This paper is likely to benefit educational stakeholders wh o want to open up access to education and to reach learners in underprivileged settings, and those who are interested in cross‑cultural education development.

 

Keywords: in cross-cultural education development.Keywords: learning experience, face-to-face learning, self-guided/radio learning, online learning, learning from MOOCs, cross-cultural education

 

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