scholarly journals Learning in the Café: Pilot testing the collaborative application for education in Facebook

2015 ◽  
Vol 31 (1) ◽  
Author(s):  
Josh McCarthy
Keyword(s):  
Learning Environment ◽  
Interface Design ◽  
Evaluation Process ◽  
Teaching Staff ◽  
First Year ◽  
Online Learning Environment ◽  
Face To Face ◽  
E Learning ◽  
Design Students ◽  
Collaborative Application

<p>This paper reports on a pilot study using the <em>Café</em>, the collaborative application for education as an online learning environment within the Facebook framework, for first-year tertiary design students. The <em>Café</em>, a new e-learning application, has been designed based on five principles of user interface design – visibility, usability, relevance, accessibility and interactivity – and developed not only to take advantage of Facebook’s popularity and social qualities, but also to provide institutions with an established, structured and dedicated e-learning environment that meets the needs of contemporary tertiary students and teaching staff. From March to June in 2013, 48 students participated within the e-learning environment, in combination with traditional face-to-face classes including lectures and tutorials. Students were required to submit work-in-progress imagery related to major assignments, and provide feedback and critiques to their peers. The evaluation process of this new e-learning application involved pre- and post-semester surveys providing participating students with the opportunity to critically reflect on the experience during the semester.<em> </em></p><p> </p>

scholarly journals Utilizing a Facebook closed group for EFL e-learning environment: Students’ views

2021 ◽  
Vol 8 (3) ◽  
pp. 1026-1044
Author(s):  
Martha Nandari Santoso
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Online Classes ◽  
Online Class ◽  
Face To Face ◽  
Closed Group ◽  
E Learning ◽  
Group A ◽  
Display Quality

This study was conducted out of the researcher’s teaching reflection while teaching English as a foreign language (EFL) online class during the pandemic of COVID-19, a time when face-to-face courses had to be converted to online classes. Her choice of educational tool for her EFL e-learning environment utilized a Facebook closed group. Her experiences in utilizing a Facebook closed group for her EFL e-learning environment and the students’ views were the main topics of this study. Eighteen EFL freshmen participants were selected in this study. The researcher used data from a questionnaire with some closed and open-ended questions. The findings indicated that the students found the Facebook closed group a comfortable, practical, and useful e-learning environment. The students’ familiarity with the interface helped them to immediately focus on the class activities instead of learning how to use the tool. Most students viewed the Facebook closed group as positive for class interactions, creative work, opinions, and express feelings. A few dislike voices were related to the display quality of Facebook, the asynchronous and silent communication on Facebook. Accordingly, utilizing a Facebook closed group might be worth considering for learners who have not been adequately prepared with the technology for joining an online class. 

scholarly journals Synkrone online læringsmiljøer – didaktisk design for synkron undervisning understøttet af digitale teknologier

2013 ◽  
Vol 6 (11) ◽  
Author(s):  
Karsten Gynther ◽  
Ove Christensen ◽  
Rasmus Jørnø
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Research And Development ◽  
Learning Environments ◽  
Three Dimensions ◽  
Online Learning Environment ◽  
Online Learning Environments ◽  
Face To Face ◽  
Synchronous Learning ◽  
Synchronous Learning Environments

Synkrone online læringsmiljøer muliggør realisering af en didaktisk praksis, der synkront kobler forskellige kontekster. Forskning i og udvikling af didaktiske principper, som kan guide uddannelsesudviklere og undervisere i deres arbejde med at udvikle didaktiske designs for synkrone læringsmiljøer, er imidlertid kun i sin spæde vorden. I denne artikel introduceres til et overordnet designframework for synkrone onlinelæringsmiljøer samt en række konkrete didaktiske principper, som eksemplificeres med en række designeksempler. Det overordnede framework rummer tre dimensioner i et didaktisk design for synkrone læringsmiljøer, der i kort form kan præsenteres som: a) simulering af tilstedeværelsesundervisning, b) remediering af tilstedeværelsesundervisning og c) innovativ transformation af tilstedeværelsesundervisning.Abstract in EnglishSynchronous online learning environments allow the realization of a didactic practice that creates contextual couplings. Research and development of didactic principles to guide teachers and developers of education in developing designs for synchronous learning environments is however still in its infancy. This article introduces a series of new conceptual tools and didactical principles for online learning environment and includes a general design framework for synchronous online learning environments and concrete didactic principles exemplified through a set of design examples. The framework outlines three dimensions of a didactic design: a) simulation of face-to-face teaching, b) remediation of face-to-face teaching and c) innovative transformation of face-to-face teaching.

scholarly journals Avaliação de um Ambiente Virtual de Aprendizagem de Imunologia

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Adriano Theodoro ◽  
Gerlinde Agate Platais Brasil Teixeira ◽  
Claudia Marcia Borges Barreto
Keyword(s):  
Learning Environment ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Ease Of Use ◽  
Classroom Teaching ◽  
First Year ◽  
Face To Face ◽  
Teaching Concept

Descrevemos o processo de criação colaborativa de um ambiente virtual de aprendizagem (AVA) de acordo com os princípios das metodologias ativas de ensino e a sua avaliação. O ambiente virtual foi usado no apoio ao ensino presencial. Participaram dessa experiência híbrida de aprendizagem estudantes da disciplina Imunobiologia, oferecida no primeiro ano de um curso tradicional de graduação em Medicina. Ao término da disciplina, foi aplicado um questionário para avaliar a facilidade de uso e a percepção dos estudantes sobre a qualidade do aprendizado adquirido. A maioria dos estudantes que avaliaram a intervenção pedagógica afirmou que o ambiente foi fácil de usar, atendeu às expectativas de apoio ao ensino presencial e as atividades didáticas foram importantes para o aprendizado de habilidades como reflexão, pesquisa e discussão. Portanto, o ambiente virtual desenvolvido foi bem-sucedido e bem-aceito pelos estudantes.Palavras-chave: Educação a distância, Moodle; Ensino de Imunologia, Mapa conceitual.? Evaluation of a Virtual Learning Environment of ImmunologyAbstractWe herein describe the process of collaborative creation and evaluation of a Virtual Learning Environment of Immunology according to the principles of active learning. The Web-based platform was used in support of face to face classroom teaching. First year Medicine undergraduate students attending Immunobiology? course participated in this blended learning experience. At the end of the course, a questionnaire was applied to evaluate the ease of use and the students' perception of the quality of the acquired learning. Most students assessed the educational intervention said that the environment was easy to use, supports the classroom teaching and the educational activities were important for learning skills such as reflection, research and discussion. Therefore, the developed virtual environment was successful and well accepted by the students. Keywords: Distance learning, Moodle, Immunology teaching, Concept map.

Social Presence in Online Learning

2021 ◽  
pp. 1580-1601
Author(s):  
Rachelle Dene Poth
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Learning Community ◽  
Social Presence ◽  
Online Learning Environment ◽  
Technology Usage ◽  
Face To Face ◽  
Opportunities For Learning

Studies have focused on social presence and its meaning in both traditional face-to-face classroom settings as well as an online learning environment. Technology usage is increasing in classrooms, making opportunities for learning available to many more people than in prior years. The theme of social presence continues to be studied as an important element in fostering student learning and growth. In particular, the focus is on the meaning of social presence, how to develop it as an instructor or learner in the learning community, and how social presence can positively impact all members of the learning community. The main questions that this chapter addresses are: Why study social presence? What is the meaning of social presence? What is the research behind social presence? How does an individual cultivate and project social presence in a learning environment?

Educational Services in Second Life

2011 ◽  
Vol 6 (2) ◽  
pp. 1-17 ◽  
Author(s):  
Joana Ancila Pessoa Forte ◽  
Danielle Miranda de Oliveira Arruda Gomes ◽  
Cláudio André Gondim Nogueira ◽  
Carlos Felipe Cavalcante de Almeida
Keyword(s):  
Learning Environment ◽  
Second Life ◽  
Social Life ◽  
Structural Equation ◽  
Equation Modeling ◽  
Online Learning Environment ◽  
Online Environment ◽  
Multivariate Statistical ◽  
Confirmatory Factor ◽  
E Learning

Among many changes influenced by the Internet, interactivity in spaces that promote relationships, entertainment, and businesses can be highlighted. Considering this, Second Life stands out because it is a tridimensional online environment which imitates human real social life. Despite social and commercial influences, Second Life suggests a new format for e-learning. Then, the question of how to explore the facets of an online learning environment may be answered by Flow Theory. Hence, the main objective of this paper is to analyze the most significant antecedent and subsequent relations of the Flow Experience in the Second Life’s educational environment, based on Novak, Hoffman, and Yung (2000). This research used tools from multivariate statistical analysis such as confirmatory factor analysis and structural equation modeling. The results confirmed the hypotheses, indicating that there is flow in Second Life’s e-learning environment, with interactive speed, exploratory behavior and telepresence as the most significant constructs detected.

Social Software and E-Learning

2007 ◽  
pp. 228-247
Author(s):  
Jon Dron
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Environments ◽  
Social Software ◽  
Learning Trajectory ◽  
Online Learning Environment ◽  
Networked Learning ◽  
E Learning

This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.

Theories and Principles for E-Learning Practices with Instructional Design

2009 ◽  
pp. 750-758
Author(s):  
Maria Ranieri
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Learning Experiences ◽  
Instructional Approach ◽  
Face To Face ◽  
Learning Practices ◽  
E Learning

E-learning has become an area of increasing interest for academics, consultants, and practitioners. Notwithstanding, it seems that in current experiences the instructional dimension is often overlooked. Many elearning courses are content-oriented and the attention is often put on the technological dimension. We believe that a fruitful contribution in order to overcome the gap between technology and pedagogy and promote a more sensible instructional approach to e-learning, can be derived from instructional design (ID). ID is an ever growing field of research (Dijkstra, Seel, Schott, & Tennyson, 1997; Gagné & Briggs, 1990; Merrill, 2001; Reigeluth, 1989; Savery & Duffy, 1995; Wilson & Cole, 1991). Its results have a transversal value with respects to the specific delivery supports adopted in the learning environment. Whether we are dealing with online or face-to-face education, useful criteria from ID can be outlined for designing effective, efficient, and appealing learning experiences.

The Blended Learning Ecosystem of an Academic Institution in Greece

2010 ◽  
Vol 5 (3) ◽  
pp. 14-35 ◽  
Author(s):  
Mara Nikolaidou ◽  
Chryssa Sofianopoulou ◽  
Nancy Alexopoulou ◽  
Kostas Abeliotis ◽  
Vassilis Detsis ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Academic Institution ◽  
Academic Environment ◽  
Face To Face ◽  
Learning Capabilities ◽  
E Learning ◽  
Learning Ecosystem ◽  
Enhanced Learning

Blended learning has been recognized as the most promising emerging trend in higher education, offering new capabilities, as it may significantly enhance the interaction and communication between instructors and students. The challenge of blended learning is to balance weaknesses and strengths of face-to-face and e-learning teaching environments and effectively combining them to provide enhanced learning capabilities. Its success should benefit instructor-student relation. To this end, the authors adopt ecosystem-based approach to model the blended learning environment and identify its constituents, i.e., instructors, students, consultants, technology. and their evolving relations. The proposed concept was utilized to explore the potential of blended learning in the academic environment. A study was conducted at Harokopio University of Athens over a period of three years to explore the relations between blended learning ecosystem constituents, focusing on instructor -student relation.

scholarly journals EXPLORING COLLABORATIVE ONLINE LEARNING

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
David D. Curtis ◽  
Michael J. Lawson
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Work Groups ◽  
Online Learning Environment ◽  
Substantial Evidence ◽  
Face To Face

An investigation was carried out to determine the extent to which evidence of collaborative learning could be identified in students’ textual interactions in an online learning environment. The literature on collaborative learning has identified a range of behaviors that characterize successful collaborative learning in face-to-face situations. Evidence of these behaviors was sought in the messages that were posted by students as they interacted in online work groups. Analysis of students’ contributions reveals that there is substantial evidence of collaboration, but that there are differences between conventional face-to-face instances of collaborative learning and what occurs in an asynchronous, networked environment.

scholarly journals Development, validation and use of the Online Learning Environment Survey

2005 ◽  
Vol 21 (1) ◽  
Author(s):  
Sue Trinidad ◽  
Jill Aldridge ◽  
Barry Fraser
Keyword(s):  
Online Learning ◽  
Hong Kong ◽  
Learning Environment ◽  
Learning Environments ◽  
Quantitative Data ◽  
Reliability And Validity ◽  
Female Students ◽  
Online Learning Environment ◽  
Male And Female ◽  
E Learning

<span>This article reports the development, validation and use of a survey for assessing students' perceptions of their e-learning environments. The Online Learning Environment Survey (OLES) was administered to 325 students, 131 in Australia and 194 in Hong Kong. The data were analysed to examine 1) the reliability and validity of the survey, 2) differences between the perceptions of a) students' actual and preferred environment, b) students and their teacher and c) male and female students and 3) whether associations exist between students' perceptions of their e-learning environment and their enjoyment of e-learning. In addition to quantitative data, unstructured interviews were used to provide a more in depth understanding of the e-learning environments created. These data provide valuable feedback to educators working in e-learning environments to help teachers to evaluate the effectiveness of the environment and to make adjustments and improvements as required.</span>

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