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Journal Issue
Volume 5 Issue 1, ECEL 2006 / Feb 2007  pp1‑86

Editor: Shirley Williams

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Managed Learning Environments and an Attendance Crisis?  pp1‑10

Ruth Barrett, Austen Rainer, Olenka Marczyk

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Benefits of e‑Learning Benchmarks: Australian Case Studies  pp11‑20

Sarojni Choy

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Determining Areas of Weakness in Introductory Programming as a Foundation for Reusable Learning Objects  pp21‑30

Eileen Costelloe, Elizabeth Sherry, Patricia Magee

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Students' Perceived Usefulness of Formative Feedback for a Computer‑adaptive Test  pp31‑38

Mariana Lilley, Trevor Barker

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A Web Based Intelligent Training System for SMEs  pp39‑48

Roisin Mullins, Yanqing Duan

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Piloting a Process Maturity Model as an e‑Learning Benchmarking Method  pp49‑58

Jim Petch, Gayle Calverley, Hilary Dexter, Tim Cappelli

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Interactive Nonlinear Learning Environments  pp59‑68

Ronald Robberecht

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Designing Online Instruction for Success: Future Oriented Motivation and Self‑Regulation  pp69‑78

Joel T. Schmidt, Christian H. Werner

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Abstract

Given the high rate of student drop‑out and withdrawal from courses and programs using an online learning format, it is important to consider innovative ways to foster and encourage student success in online environments. One such way is to incorporate aspects of student future orientation into the design of online instruction. This paper presents an overview of a program of research examining whether perceptions of student motivation, self‑regulation, and future time perspective can be positively influenced through future oriented instruction in a blended learning (semi‑virtual) environment at a German university. Individual differences in student future time orientation can provide insight into this interesting connection between the influence of attitude toward time on motivational and self‑regulatory processes in learning. In conclusion, the practical implications of this topic for the design of online learning environments must be considered: Increased effort needs to be taken for developing methods for online instruction to tap into and encourage the future orientation of students, and for providing meaningful connections to the content and possible future outcomes. This paper intends to provide insight into and examples of how an online course or semi‑virtual programs can benefit from a future oriented design. 

 

Keywords: e-learning future time perspective self-regulated learning blended learning

 

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Watch out — the Power Users are Coming  pp79‑86

Karin Tweddell Levinsen

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