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Examining the Roles of Blended Learning Approaches in Computer- Supported Collaborative Learning (CSCL) Environments: A Delphi Study
"... In this study, a Delphi method was used to identify and predict the roles of blended learning approaches in computer-supported collaborative learning (CSCL) environments. The Delphi panel consisted of experts in online learning from different geographic regions of the world. This study discusses fin ..."
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In this study, a Delphi method was used to identify and predict the roles of blended learning approaches in computer-supported collaborative learning (CSCL) environments. The Delphi panel consisted of experts in online learning from different geographic regions of the world. This study discusses findings related to (a) pros and cons of blended learning approaches in CSCL; (b) blended learning for collaboration in various contexts including the narrative accounts of blended learning approaches in CSCL given by the Delphi panelist; and (c) the future of blended learning in CSCL, via three-phases of online survey questions. Implications for design issues and future research into blended learning and CSCL are also included.
Interaction and immediacy in online learning
- International Review of Research in Open and Distance Learning
, 2004
"... This article presents the concepts of interaction and immediacy and discusses their theoretical frameworks, implications, and relationship with one another. The authors propose the development of a new conceptual model and recommend additional antecedent research. ..."
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This article presents the concepts of interaction and immediacy and discusses their theoretical frameworks, implications, and relationship with one another. The authors propose the development of a new conceptual model and recommend additional antecedent research.
Interaction equivalency in self-paced online learning environments: An exploration of learner preferences.The
- International Review of Research in Open and Distance Learning, 10(1). Retrieved from http://www.irrodl.org/index.php/ irrodl/article/view/603/1179
, 2009
"... UMI Microform Copyright All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ..."
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UMI Microform Copyright All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code.
Experiences and opinions of e-learners: What works, what are the challenges, and what competencies ensure successful online learning. Interdisciplinary Journal Time Management of E-Learning and Learning Objects, 5, 275-289. Retrieved October 16, 2009 from
- The Journal of Distance Education / Revue de l'Éducation à Distance [Online
, 2009
"... This paper reports findings of a survey of online learners from Western (mostly US), Israeli, Mexican, and Japanese cohorts. An instrument with 58 questions, including several open-ended items, allowing 318 respondents to tell their “stories ” as online learners, was disseminated online in late 2008 ..."
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This paper reports findings of a survey of online learners from Western (mostly US), Israeli, Mexican, and Japanese cohorts. An instrument with 58 questions, including several open-ended items, allowing 318 respondents to tell their “stories ” as online learners, was disseminated online in late 2008-early 2009. This research study attempts to better understand how students engage in online learning in terms of interacting with the medium and materials, with the instructor, and with one another. Also, with four distinct cohorts, representing four countries and cultures, there is some value in determining if there might be certain differences between these learner popula-tions that are driven primarily by cultural orientation. The study revealed that the majority of re-spondents rated their satisfaction with their online learning to be positive. The findings further reveal that these cohorts produced a diverse list of positive/negative aspects influencing satisfac-tion/dissatisfaction, identified items critical to being a successful online learner, as well as chal-lenges in their online learning environment. The majority indicated that success as online learners ultimately depended more on self-determination than on institutional support. Summary findings and analyses presented here provide evidence of some commonalities across groups and reveal
Replicating the Use of a Cognitive Presence Measurement Tool
"... This paper is a report of the replication of a seminal study on cognitive presence in computer mediated conferencing (CMC) by Garrison, Anderson, and Archer (2001). A comparison of cognitive presence coding by three different researchers is also demonstrated. The study re-ignites debates about what ..."
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This paper is a report of the replication of a seminal study on cognitive presence in computer mediated conferencing (CMC) by Garrison, Anderson, and Archer (2001). A comparison of cognitive presence coding by three different researchers is also demonstrated. The study re-ignites debates about what constitutes the segment of CMC data to be coded and the objectivity of this type of data.
Psychosocial Well-Being of Israeli Students and Attitudes toward Open and
- Distance Learning. The International Review of Research in Open and Distance Learning, 10(2). http://www.irro dl.org/index.php/irrodl/article/viewArticle/593/1212 (accessed 12
, 2009
"... This article reports on a study conducted in Israel at an academic institution. The study investigates the correlation between students ’ attitudes toward open and distance learning (ODL) and their perceived self-esteem and loneliness at the last stage of their online learning experience. For this s ..."
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This article reports on a study conducted in Israel at an academic institution. The study investigates the correlation between students ’ attitudes toward open and distance learning (ODL) and their perceived self-esteem and loneliness at the last stage of their online learning experience. For this study, 120 students were asked to complete a questionnaire. The students were enrolled in three fully online academic courses, which were similar in their instructional design approach although different in content. Findings reveal that there is a positive correlation between self-esteem and attitudes toward e-learning in general and toward online interaction with the instructor in particular. The findings further suggest that there is no correlation between loneliness and student attitudes toward e-learning. Some explanations for these results are raised as are recommendations for further research.
Re-organizing universities for the information age
- The International Review of Research in Open and Distance Learning, 8(3), Retrieved December 11, 2007 from: www.irrodl.org/index.php/irrodl/article/viewArticle/372/952
, 2007
"... University education is still generally conducted within pre-Industrial Age organizational structures. As a result of their inability to evolve the predominant cohort-based classroom structure to more cost-effectively meet the aspirations of burgeoning worldwide populations for higher education, uni ..."
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University education is still generally conducted within pre-Industrial Age organizational structures. As a result of their inability to evolve the predominant cohort-based classroom structure to more cost-effectively meet the aspirations of burgeoning worldwide populations for higher education, universities may see substantial organizational changes imposed on them over the next decades by external forces. Emergent forms of university organizational structures are examined that may affect this needed transformation.
An Investigation of Teaching and Learning Interaction Factors for the Use of the Interactive Whiteboard Technology
, 2011
"... Researchers who have examined the use of interactive whiteboards (IWBs) for pedagogic uses have often suggested that IWBs would likely affect both teachers ’ teaching and students ’ learning styles. This article defines four IWB supported teaching and learning interaction factors: IWB Supported Teac ..."
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Researchers who have examined the use of interactive whiteboards (IWBs) for pedagogic uses have often suggested that IWBs would likely affect both teachers ’ teaching and students ’ learning styles. This article defines four IWB supported teaching and learning interaction factors: IWB Supported Teaching (IST), IWB
Exploring Individual and Collaborative Dimensions of Knowledge Building in an Online Learning Community of Practice
, 2007
"... Abstract. An exploratory study of students ’ engagement in online learning and knowledge building is presented in this paper. Learning in an online community, composed of students (pre-service teachers) and experts (experienced in-service schoolteachers and academics), is the study’s primary focus. ..."
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Abstract. An exploratory study of students ’ engagement in online learning and knowledge building is presented in this paper. Learning in an online community, composed of students (pre-service teachers) and experts (experienced in-service schoolteachers and academics), is the study’s primary focus. Students ’ interaction and knowledge discourse structures, arising from individual readings of academic papers and asynchronous collaboration with peers and experts, are investigated using social network and content analysis techniques. Additionally, several new measures for exploring structural-qualitative aspects of knowledge discourse are introduced. Analysis revealed several important trends. First, students ’ interaction was more intensive in forums where experienced teachers participated, rather than students only. Second, students ’ individual discourse structures in their postings were quite deep, knowledge-focussed and elaborated; while students ’ replies were short, usually focussed on specific idea and contained a substantial amount of non-cognitive information. Overall, it is argued that students were engaged with the individual and collaborative knowledge building in the online learning community. Practical implications of the study results for development of courses are discussed.
Changing learning and teaching relationships in the educational technology landscape
"... We adopt a technology of education approach to examine changing teaching and learning relationships in the educational technology landscape. A technology of education entails thinking about all dimensions of the design of teaching and learning environments. The teaching and learning process constitu ..."
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We adopt a technology of education approach to examine changing teaching and learning relationships in the educational technology landscape. A technology of education entails thinking about all dimensions of the design of teaching and learning environments. The teaching and learning process constitutes a complex interrelated system of people and resources interacting with people as students to achieve their desired learning outcomes. A technology of education approach to the effective use of Information and Communication Technologies (ICTs) in teaching and learning is based on a systems approach and focuses research on one of the key dimensions of educational technology. This key dimension consists of the theoretical considerations or ideas, assumptions and findings which inform the social conventions and practices of teaching and learning. The totality of social processes within an institution and society is included in the study of the use of ICTs in education within a systems approach. The systems approach allows for a critical study of the social and intangible aspects of the use of ICTs in teaching and learning. Specifically, this paper highlights the types of social change that result from the changes brought about by the use of ICTs in education in the identities and subjectivities of teacher and learner. In order to incorporate ICTs successfully in teaching and learning, this social dimension needs to be considered in the design of rich learning experiences.
