scholarly journals Examining the Social Anxiety of University Students in Synchronous Online Learning Environments

2021 ◽  
Vol 5 (2) ◽  
pp. 435-443
Author(s):  
Ekrem Bahçekapılı
Keyword(s):  
Online Learning ◽  
Social Anxiety ◽  
University Students ◽  
Learning Environments ◽  
Online Learning Environments ◽  
The Social ◽  
Synchronous Online Learning ◽  
Synchronous Online

How to gamify?: Example scenarios for participation in synchronous online learning

2018 ◽  
Vol 15 (5) ◽  
pp. 254-266
Author(s):  
Ünal Çakiroğlu ◽  
Servet Kiliç
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Opportunities ◽  
Online Learners ◽  
Online Learning Environments ◽  
Synchronous Learning ◽  
Synchronous Learning Environments ◽  
Synchronous Online Learning ◽  
Synchronous Online

Participation in synchronous online learning is an increasing need for students’ learning outcomes. Teachers generally cannot be sure about the fact that students who are seen in the participation lists are really following the online tasks. Recent studies have shown that gamification can be an effective way to support learners’ participation in the tasks. This study intended to suggest sample scenarios in line with using gamification elements in online learning environments. Two basic scenarios were developed considering the properties of online learners’ characteristics and gamification elements. First scenario giving learning responsibilities to the learners includes a puzzle activity. Second scenario presents a block-building activity including the leaderboards. The suggested model includes some new ways of using awards, reputation, badges, levels, and leader boards to provide an attractive learning environment. It is hoped that suggested scenarios can provide learning opportunities via increasing participation in synchronous learning environments.

Instructional Strategies for Teaching in Synchronous Online Learning Environments (SOLE)

2010 ◽  
pp. 78-93 ◽  
Author(s):  
Marshall G. Jones ◽  
Stephen W. Harmon
Keyword(s):  
Online Learning ◽  
Web 2.0 ◽  
Real Time ◽  
Learning Environments ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Online Learning Environments ◽  
Increasing Demand ◽  
Synchronous Online Learning ◽  
Synchronous Online

This chapter deals centrally with one emerging aspect of Web 2.0 for education, that of the increasing demand for real time and near real-time interaction among users. Whereas most online learning has, to date, taken place in an asynchronous format, there is a growing need for an ability to provide learning opportunities in a synchronous setting. This chapter discusses synchronous online learning environments (SOLEs) and the affordances they present for teaching and learning. Particularly it focuses on a capability of these environments known as ancillary communications. It discusses ancillary communications as an intentional instructional strategy and presents guidelines for its implementation. And, in the spirit of Web 2.0, this chapter was written using the Web 2.0 application Google Docs.

Applying Grounded Conversation Design to Instruction

2008 ◽  
pp. 203-217
Author(s):  
Rocci Luppicini
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Learning Environments ◽  
Social Contexts ◽  
Critical Discourse ◽  
Online Learning Community ◽  
Online Learning Environments ◽  
The Social ◽  
Conversation Theory

A grounded conversation design approach is posited as a way to study complex conversational processes within online learning environments. This approach is applied to online learning contexts to leverage conversation quality and learning. Study I examines conversations emerging within an online learning community created within an undergraduate class to critically discuss research. Study II applied conversational protocols derived from study I within an undergraduate online editorial board simulation intended to generate critical discourse. The chapter suggests how basic grounded conversation techniques can be applied in a variety of online learning environments to study conversation and develop grounded conversation theory within the context of online learning. Grounded conversation design is based on the assumption that conversation is situated and grounded within the social contexts from which it emerges.

Online Knowledge Sharing

2012 ◽  
pp. 394-402 ◽  
Author(s):  
Will W.K. Ma
Keyword(s):  
Online Learning ◽  
Social Interaction ◽  
Knowledge Sharing ◽  
Learning Environments ◽  
Rapid Development ◽  
The Internet ◽  
Review Of The Literature ◽  
Online Learning Environments ◽  
The Social ◽  
Forms Of Knowledge

The concept of knowledge sharing finds historical support in theories on the acquisition and creation of knowledge. While the key to knowledge sharing depends on frequent and regular social interaction, the recent rapid development of the Internet has enhanced much of the social interaction taking place among individuals at any time, at any place, and with any person. Through a review of the literature, this chapter defines online knowledge sharing, discusses the effects of intrinsic and extrinsic motivational factors in explaining online knowledge behavior, explores the various forms of knowledge sharing in different online learning environments, and reviews the measurement of online knowledge sharing. The chapter also discusses online knowledge-sharing issues that should be addressed in future.

scholarly journals Common Writing Problems and Writing Attitudes among Freshman University Students in Online Learning Environments: An Exploratory Study

2020 ◽  
Vol 1 (1) ◽  
pp. 49-66
Author(s):  
Al Ryanne Gatcho ◽  
Eduardo Teodoro Ramos
Keyword(s):  
Online Learning ◽  
University Students ◽  
Learning Environments ◽  
Exploratory Study ◽  
Attitude Scale ◽  
Online Learning Environments ◽  
Positive Attitudes ◽  
Writing Problems ◽  
Writing Attitudes ◽  
Global Writing

This paper is an exploratory study on college freshmen’s writing problems in relation to their attitudes towards writing in online learning environments. The writing problems that were explored were the following, as identified by Yates and Kenkel (2002): a) Surface writing problems and b) Global writing problems. The problems were found in the essays of the participants. In conjunction with the writing problems that were identified, attitudes towards checking and revising one’s work, towards writing, and towards receiving feedback on one’s writing were also identified through the writing attitude scale adopted from Erkan and Saban (2011) and was re-worded to suit the Philippine college context. The results of the study revealed that the majority of the writing problems were surface problems, particularly those related to verbs, nouns, and prepositions. As for writing attitudes, the participants of the study generally manifested positive attitudes towards writing.

Investigation of Higher Education Student Perceptions of Social Presence and Motivations in Online Learning Environments

2022 ◽  
pp. 341-362
Author(s):  
Murat Çoban
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Learning Environments ◽  
Social Presence ◽  
Online Learning Environment ◽  
Education Student ◽  
Online Learning Environments ◽  
The Social

This chapter determines the social presence perceptions and motivation levels of higher education students participating in the online learning environment and reveals the possible causes that affect these variables. According to the findings obtained from the study in which the explanatory design was used among the mixed research methods, it was concluded that the social presence perceptions of the participants were lower compared to their motivation. Besides, it was found out that there is a positive relationship between social presence and motivation variables. According to the qualitative findings, the majority of the participants stated that they were not satisfied with distance education, encountered technical and hardware problems, and the online learning environment was not effective enough in the context of communication and interaction. The research results contribute to the literature in terms of the effectiveness of online learning environments.

A motivation treatment to enhance goal engagement in online learning environments: Assisting failure-prone college students with low optimism.

2019 ◽  
Vol 5 (2) ◽  
pp. 116-134 ◽  
Author(s):  
Jeremy M. Hamm ◽  
Raymond P. Perry ◽  
Judith G. Chipperfield ◽  
Patti C. Parker ◽  
Jutta Heckhausen
Keyword(s):  
College Students ◽  
Online Learning ◽  
Learning Environments ◽  
Online Learning Environments
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