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Journal Article

The Effects of Instructor Control of Online Learning Environments on Satisfaction and Perceived Learning  pp169-180

Jamie Costley, Christopher Lange

© Jul 2016 Volume 14 Issue 3, Editor: Rikke Ørngreen and Karin Levinsen, pp150 - 232

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Abstract

Abstract: Instructional design is important as it helps set the discourse, context, and content of learning in an online environment. Specific instructional design decisions do not only play a part in the discourse of the learners, but they can affect the learners levels of satisfaction and perceived learning as well. Numerous studies have shown the value that both student satisfaction and learning have on learner achievement. For this reason, the question of whether instructors can impact satisfaction a nd perceived learning through various instructional design decisions is important. This study looked at broad‑based instructor decisions to see if online environments with higher levels of instructor control lead to higher levels of student satisfaction a nd/or perceived learning. Three different online environments were used, with each one containing progressively more instructor control. The results show that there were no significant differences in regards to mean levels of satisfaction between the thre e environments. However, there were significant differences among mean levels of perceived learning based on the differing instructor‑controlled environments. This study shows that increasing the levels of instructor control within online environments lea ds to an increase in perceived learning.

 

Keywords: Keywords: computer mediated communication, instructor control, instructional design, online learning, perceived learning, satisfaction

 

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Journal Article

Community in Online Higher Education: Challenges and Opportunities  pp188-198

Lily A. Arasaratnam-Smith, Maria Northcote

© May 2017 Volume 15 Issue 2, Editor: Rikke Ørngreen and Karin Levinsen, pp105 - 198

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Abstract

Exploring the challenges and opportunities associated with the concepts of community and communication in online higher education, this paper reconsiders the intention to replicate face‑to‑face learning and teaching strategies in online learning environments. Rather than beginning with the assumption that face‑to‑face education is the prototype for quality, the authors appraise the online learning environment as a unique medium which, by its nature, necessitates unique communication, community‑building, teaching and learning strategies. This paper proposes an in‑depth analysis of the potential unique affordances associated with online learning contexts as existing in their own right. The concepts of community and communication are explored in relation to online Communities of Practice (CoPs). The nature of face‑to‑face and online learning contexts are considered, especially in the light of the possibility of redefining “face‑to‑face” within the online realm, in addition to physical learning contexts. The paper identifies unique ways in which online communication (in the context of learning) is different from face‑to‑face communication, and consequently four ways in which this can be an advantage for students; namely, there is a measure of social egalitarianism, emphasis on verbal/written proficiency, time for reasoned response, and social agency. The paper provides grounding for further research into strategies that forge rich online learning experiences and suggests an empirical study as a next step.

 

Keywords: online community, Computer Mediated Communication (CMC), Communities of Practice (CoPs), nonverbal communication

 

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Journal Article

Providing 'Quality Care' to International Students Through On‑line Communication  pp80-87

Chris Perry

© Apr 2006 Volume 4 Issue 1, Editor: Shirley Williams, pp1 - 111

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Abstract

This paper evaluates an approach to dissertation supervision, designed to assist international students with their academic writing. It argues that a blended approach to supervision within a Virtual Learning Environment can provide high quality individualised care not otherwise available. This leads to deeper, critical learning and more meaningful participation in Higher Education.

 

Keywords: Computer mediated communication, academic writing, internationalisation, critical thinking

 

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Journal Issue

Volume 15 Issue 2 / May 2017  pp105‑198

Editor: Rikke Ørngreen, Karin Levinsen

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Keywords: active learning, higher education, student learning, student engagement, online course design and development, interdisciplinary collaboration, frustrations, TESL students’ perceptions, hypermedia reading materials, reading comprehension, virtual containers, STEAM, Open Educational Resources, content distribution platforms, e-learning platform, foreign languages, multilingualism, idiomatic competence, e-learning; global health education; connectivity; bandwidth management; capacity building; educational technologies, Clicker technology, Facebook, and Wiley Plus, Web-based homework, behavioral intention, cognitive load, germane load, e-learning, instructional design, MOOC, online community, Computer Mediated Communication (CMC), Communities of Practice (CoPs), nonverbal communication

 

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