Towards facilitating student's learning and engagement in an online pedagogy: A search for a personalized online learning framework for a technology-enhanced learning

2018 ◽  
Author(s):  
Huda Al Shuaily ◽  
Eduardo M. Lacap ◽  
Juliet F. Ramos ◽  
Gregorio A. dela Cruz
Keyword(s):  
Online Learning ◽  
Technology Enhanced Learning ◽  
Online Pedagogy ◽  
Learning Framework ◽  
Enhanced Learning

scholarly journals Online, Blended And Technology-Enhanced Learning: Tools To Facilitate Community College Student Success In The Digitally-Driven Workplace

2017 ◽  
Vol 10 (4) ◽  
pp. 255-262 ◽  
Author(s):  
Dawn Levy
Keyword(s):  
Community College ◽  
Online Learning ◽  
Value Added ◽  
Community College Student ◽  
Retention Rates ◽  
Technology Enhanced Learning ◽  
Learning Tools ◽  
Self Directed Learning ◽  
Online Learning Resources ◽  
Enhanced Learning

Community colleges have embraced distance education as a means to provide increased flexibility and access to their large numbers of non-traditional students. Retention rates and student achievement measures alone may not reflect all of the benefits and opportunities that online learning, blended or hybrid learning, and technology-enhanced learning may afford these students. Online learning resources should be viewed as a tremendous value-added benefit for community college students, not only for the content conveyed, but also for fostering the digital readiness, cultivating the professional personas, and encouraging the self-directed learning needed to succeed in the digitally-driven workplace.

scholarly journals Massive open online courses for continuing professional development of GPs

2020 ◽  
Vol 13 (9) ◽  
pp. 522-527
Author(s):  
Emily Player ◽  
Alice Shiner ◽  
Nick Steel ◽  
Veena Rodrigues
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Online Courses ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Massive Open Online ◽  
Enhanced Learning

Continuing professional development (CPD) is essential for the maintenance and improvement of the knowledge and skills of healthcare professionals. GP registrars are required to evidence CPD in their ePortfolio and likewise, GPs are mandated to accrue and evidence a minimum of 50 hours CPD for their annual appraisal. CPD can be delivered in many ways, with an increasing movement towards online learning. Technology-enhanced learning (TEL) encompasses online learning and is ever changing. This article will discuss a type of TEL known as massive open online courses (MOOCs) and the role of MOOCs in delivering CPD.

Screencasting for Mathematics Online Learning

2012 ◽  
pp. 43-59 ◽  
Author(s):  
Birgit Loch
Keyword(s):  
Online Learning ◽  
Management System ◽  
Good Practice ◽  
First Year ◽  
Delivery Mode ◽  
Technology Enhanced Learning ◽  
Face To Face ◽  
Course Material ◽  
Enhanced Learning

This chapter presents a case study of technology integration to support student learning in a first year operations research course at a dual delivery mode university. The course is taken by on-campus and distance students at the same time. It is shown how both groups are treated the same in this course in terms of provision of course material, access to the course learning management system, and to screencasts of live classes and additional explanations. The only difference between the two groups is the on-campus students’ ability to attend live face-to-face classes and to interact with the lecturer. The chapter demonstrates how screencasting is used effectively in online learning. Its objective is to share good practice of technology enhanced learning.

scholarly journals Content and Language Integrated Learning in Higher Education

2014 ◽  
pp. 1145-1163
Author(s):  
Giovanna Carloni
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Technology Enhanced Learning ◽  
Integrated Learning ◽  
University Departments ◽  
The University ◽  
Enhanced Learning

This chapter describes the online learning component of a blended model designed to promote Content and Language Integrated Learning (CLIL) at the University of Urbino, Italy. A technology-enhanced learning environment is presented along with an analysis of how CLIL was implemented across multiple university departments.

Screencasting for Mathematics Online Learning

2012 ◽  
pp. 1701-1716
Author(s):  
Birgit Loch
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

Keywords: Distance education, Mathematics, Screencasting, Tablet technology, Technology enhanced learning

Content and Language Integrated Learning in Higher Education

2014 ◽  
pp. 484-508
Author(s):  
Giovanna Carloni
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Technology Enhanced Learning ◽  
Integrated Learning ◽  
University Departments ◽  
The University ◽  
Enhanced Learning

This chapter describes the online learning component of a blended model designed to promote Content and Language Integrated Learning (CLIL) at the University of Urbino, Italy. A technology-enhanced learning environment is presented along with an analysis of how CLIL was implemented across multiple university departments.

scholarly journals Mathematical HOTS Cultivation via Online Learning Environment and 5E Inquiry Model: Cognitive Impact and the Learning Activities

2019 ◽  
Vol 14 (24) ◽  
pp. 140
Author(s):  
Noraini Ramlee ◽  
Mohd Shafie Rosli ◽  
Nor Shela Saleh
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Activities ◽  
Online Learning Environment ◽  
Technology Enhanced Learning ◽  
School Students ◽  
Educational Levels ◽  
Fundamental Research ◽  
The One ◽  
Enhanced Learning

An ideal education is the one that enhance cognitive ability. In Malaysia, educators are currently putting enormous effort to uplift higher order think-ing skills (HOTS) among students at various educational levels. The ad-vancement of technology enables educators to apply online learning envi-ronment to further catalyze the effort. Integration of correct pedagogy is es-sential, 5E inquiry model by Bybee was implemented to 5E online learning environment – a learning environment developed for this research. The pur-pose of this research is to enhance HOTS among the samples. Thus, the cog-nitive impact of the learning environment was studied. The current gap of the learning activities that improve HOTS was addressed by probing into the activities done by samples. Samples are thirty-three secondary school students and had treatment with the learning environment for 4 weeks. T-test conducted found that samples’ HOTS statistically significant higher af-ter treatment compared to prior to the treatment, t (32) = - 20.95, p < 0.05 that indicates the treatment improve samples’ HOTS. The learning activities that materialize HOTS improvement is engaging learning module and HOTS related video. This research proves that human HOTS ability can be nur-tured by using technology enhanced learning environment with the appro-priate pedagogical approach. Deeper fundamental research regarding the pro-cess of learning that nurture HOTS is highly recommended in the future – one of the authors is currently working on.

Content and Language Integrated Learning in Higher Education

2018 ◽  
pp. 462-481
Author(s):  
Giovanna Carloni
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Technology Enhanced Learning ◽  
Integrated Learning ◽  
University Departments ◽  
The University ◽  
Enhanced Learning

This chapter describes the online learning component of a blended model designed to promote Content and Language Integrated Learning (CLIL) at the University of Urbino, Italy. A technology-enhanced learning environment is presented along with an analysis of how CLIL was implemented across multiple university departments.

scholarly journals To What Extent Do Academic Staff See An E-learning Framework As Being Effective In Supporting Technology Enhanced Learning (TEL) Discussions And Activities?

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Simon Thomson
Keyword(s):  
Digital Literacy ◽  
Best Practice ◽  
Academic Staff ◽  
Learning Activity ◽  
Technology Enhanced Learning ◽  
Structured Interviews ◽  
Practical Applications ◽  
Learning Framework ◽  
E Learning ◽  
Enhanced Learning

This study examines the effectiveness of e-learning frameworks in engaging academic staff in the discussions and activities associated with technology enhanced learning (TEL) development. In particular, the paper explores the effectiveness of a framework in use at Leeds Beckett University as part of the development of digital literacy as a graduate attribute. The research investigates the extent to which staff identify with the framework and the associated activities. They are required to undertake mapping exercises in order to use the framework in their own practice to support digital literacy development. A phenomenographic approach was taken in order to identify the variation in experiences staff had with regards to the e-learning framework activities. Using semi-structured interviews, evidence was gathered from which categories of variation were identified. Although participant numbers were limited this was overcome by the use of purposeful sampling. Analysis revealed that staff experienced the use of the e-learning framework in three ways: as a tool for communicating their use of technology for teaching with their learners, as a mechanism for mapping and sharing best practice with peers, as a tool for measuring e-learning activity and reporting on it. The final outcome space identified the potential for the current framework to be expanded beyond its intended audience to other prospective stakeholders. This study also spotlights opportunities to extend this research to provide a richer evidence base and identify potential practical applications.

Sign in / Sign up

Export Citation Format

Share Document