scholarly journals Cooperative Online Education

Seminar.net ◽  
2008 ◽  
Vol 4 (2) ◽  
Author(s):  
Morten Flate Paulsen
Keyword(s):  
Online Learning ◽  
Cooperative Learning ◽  
Online Education ◽  
Web 2.0 ◽  
Learning Communities ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Individual Freedom ◽  
Online Learning Communities

Cooperative learning seeks to develop virtual learning environments that allow students to have optimal individual freedom within online learning communities. The pedagogical and administrative challenges with regard to accommodating both individual freedom and cooperation are explained in the Theory of Cooperative Freedom. This article shows that cooperative learning can be implemented successfully through a set of instruments or means. To illustrate this with current examples, the article presents NKI Distance Education’s surveys and experiences with cooperative learning. The article also discusses how issues such as web 2.0, transparency, learning partners and individual progression plans relate to cooperative online education.

scholarly journals Transparency in Cooperative Online Education

2009 ◽  
Vol 10 (3) ◽  
Author(s):  
Christian Dalsgaard ◽  
Morten Flate Paulsen
Keyword(s):  
Cooperative Learning ◽  
Online Education ◽  
Social Networking ◽  
Learning Communities ◽  
Learning Environments ◽  
Unique Feature ◽  
Individual Freedom ◽  
Social Networking Services ◽  
Online Learning Communities ◽  
Insight Into

The purpose of this article is to discuss the following question: What is the potential of social networking within cooperative online education? Social networking does not necessarily involve communication, dialogue, or collaboration. Instead, the authors argue that transparency is a unique feature of social networking services. Transparency gives students insight into each other’s actions. Cooperative learning seeks to develop virtual learning environments that allow students to have optimal individual freedom within online learning communities. This article demonstrates how cooperative learning can be supported by transparency. To illustrate this with current examples, the article presents NKI Distance Education’s surveys and experiences with cooperative learning. The article discusses by which means social networking and transparency may be utilized within cooperative online education. In conclusion, the article argues that the pedagogical potential of social networking lies within transparency and the ability to create awareness among students.

scholarly journals A Critical Review of Selected Literature on Learner-centered Interactions in Online Learning

2021 ◽  
Vol 19 (5) ◽  
pp. pp349-362
Author(s):  
Eirene Katsarou ◽  
Paraskevi Chatzipanagiotou
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Success ◽  
Learning Environments ◽  
Empirical Studies ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Fundamental Aspect ◽  
Learner Satisfaction ◽  
Learner Centered

Interactivity, a fundamental aspect of traditional face-to-face teaching, is a central concern in the design planning and organization of technology mediated instructional settings and online learning, because it is crucial in knowledge acquisition and the development of cognitive skills, and is intrinsic to effective instructional practice and individual discovery. The present paper aims to critically review a set of recent representative empirical studies during the period 2010-2019 focusing on the pedagogical expediency of learner-centered interaction in online learning contexts, to identify which aspects of collaborative learning could successfully be integrated within a structured learning management system environment to safeguard high-quality online learning. Searches for the identification of relevant empirical studies were conducted via Science Direct, EdITLib, IRRODL, SpringerLink, IEEE Xplore Digital Library and Scopus using keywords such as learner interactions, online learning, virtual learning environments, student success, e-learner satisfaction and online education. The search yielded 22 key studies focusing on learner-centered types of online interaction in relation to their contribution to student success and satisfaction in virtual learning environments. Our presentation of relevant research is based on five key types of interactive relationships identified in the field of distance education and culminates in a discussion of potential implications for a successful online learning experience and learner satisfaction.

scholarly journals Entorno virtual de aprendizaje compartido en Educación Superior

2013 ◽  
Vol 11 (1) ◽  
pp. 411 ◽  
Author(s):  
Margarita R. Rodríguez Gallego ◽  
Antonia López Martínez
Keyword(s):  
Web 2.0 ◽  
Virtual Environment ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Point Of View ◽  
Virtual Learning Environments ◽  
Teaching Methodology ◽  
Learning Networks ◽  
The Creation

<p>Cada vez son más demandadas las plataformas virtuales apoyadas en el concepto web 2.0 y en las Redes Personales de Aprendizaje (PLN) al garantizar la conversación entre agentes educativos y la colaboración orientada a la producción conjunta de conocimiento.</p><p>Desde este punto de vista, surgieron los Entornos Virtuales de Aprendizaje (VLE) dónde se configuran, integran y combinan nuevas aplicaciones adaptadas a las necesidades de los usuarios.</p><p>El propósito final de esta experiencia es la creación de un entorno virtual compartido para lograr que el aprendizaje no se vincule exclusivamente a una actividad memorística y que a través del uso combinado de la plataforma virtual, herramientas de la web 2.0 y la red social los estudiantes puedan crear su propio espacio de trabajo en el que quede reflejado la búsqueda y transformación de la información, creación de recursos para el aprendizaje y tareas de colaboración.</p><p>Nuestro entorno virtual de aprendizaje compartido ha sido puesto a prueba, implementado y evaluado durante el segundo cuatrimestre, en el marco de la asignatura Didáctica General en la Facultad de Ciencias de la Educación de la Universidad de Sevilla (España) durante el curso académico 2009-2010.</p><p>Una encuesta efectuada revela hechos interesantes sobre el éxito de este entorno virtual compartido en relación con la motivación y los resultados de aprendizaje de los estudiantes. </p><p> </p><p><strong>ABSTRACT</strong></p><p class="REDUTITULOINGLES"><em><strong><span lang="GL">Shared virtual learning environments in higher education.</span><span lang="EN-US"> </span></strong></em></p><p>There is an increasing demand for virtual platforms based on the concept of Web 2.0 and on Personal Learning Networks (PLN) as these guarantee conversations between educational agents and cooperation aimed at the joint knowledge production.</p><p>From this point of view, Virtual Learning Environments (VLE) have emerged in which new applications adapted to users’ needs are configured, integrated and combined.</p><p>The ultimate purpose of this experience is the creation of a shared virtual environment to ensure that learning is not linked exclusively to rote activity. Through the combined use of the virtual platform, Web 2.0 tools and social networking, students can create their own workspace in which the search and processing of information, as well as the creation of learning resources and collaboration tasks are reflected.</p><p>Our shared virtual learning environment has been tested, implemented and evaluated in the second semester, as part of the General Teaching Methodology course in the Faculty of Education at the University of Seville (Spain) during the 2009 – 2010 academic year.</p><p>A survey reveals interesting facts about the success of the shared virtual environment in relation to the motivation and learning outcomes of students.</p><p> </p>

scholarly journals Las WEBQUEST una herramienta de aprendizaje estructurado aplicado a los entornos virtuales de aprendizaje

SATHIRI ◽  
2015 ◽  
pp. 195
Author(s):  
Jorge Humberto Miranda Realpe
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Learning Tool ◽  
Entornos Virtuales De Aprendizaje ◽  
Entornos Virtuales

La presente investigación denominada “The WebQuest learning tool applied to structured Virtual Learning Environments” propone el empleo de recursos didácticos web 2.0 en aulas virtuales, con el objetivo de mejorar el trabajo en el ambiente virtual incidiendo positiva- mente sobre el aprendizaje estudiantil. En este proyecto se elaboraron encuestas y entrevis- tas dirigidas a estudiantes, docentes y directores, recolectando información relacionada con las aulas virtuales como frecuencia de uso, nivel de satisfacción, contenidos, retroalimenta- ción, utilización de las TIC, metodologías pedagógicas aplicadas, entre otros. Los resultados de los instrumentos aplicados señalan la importancia de reforzar la capaci- tación docente en la aplicación didáctica de las TIC, para garantizar el uso efectivo de las aulas virtuales. En la investigación se plantearon la guía y reglas para desarrollar y utilizar las webquests; además se analizaron los recursos tecnológicos Google Sites, 1 2 3 Tu WebQuest, Zunal WebQuest Maker y el módulo PHP WebQuest en base a parámetros como tipo de licencia- miento, ventajas, desventajas, facilidad de uso, idioma de la herramienta, plantillas dispo- nibles, sugerencias de ayuda, facilidad para incorporar recursos web 2.0, herramientas de respaldo de datos, entre otros. Así mismo se analizaron los resultados obtenidos a partir de la prueba piloto en la que se emplearon webquests para desarrollar actividades de aprendi- zaje junto a grupos de estudiantes. Las webquests y recursos web 2.0 constituyen herramientas didácticas basadas en la web, que al ser aplicados en aulas virtuales bajo la metodología: Presencia, Alcance, Capacitación, Interac- ción, Elearning – PACIE, permiten reforzar el proceso de enseñanza-aprendizaje; favoreciendo el desarrollo de capacidades cognitivas, procedimentales y actitudinales en los estudiantes

An Approach for Analysing Interactions within Virtual Learning Communities

2011 ◽  
pp. 654-670
Author(s):  
Manuela Repetto
Keyword(s):  
Learning Communities ◽  
Learning Environments ◽  
Self Regulation ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Self Assessment ◽  
Coding Scheme ◽  
Ethnographic Analysis ◽  
Assessment Questionnaire

The model is organised in five categories and about thirty indicators and it can be applied through the development of a coding scheme, a self-assessment questionnaire for learners, and an assessment grid for tutors. Triangulation of data obtained from these tools and integration of them with ethnographic analysis make this approach for analysing interactions a reliable means to allow assessment and self-regulation of learners, while exploring the nature of learning within virtual learning environments (VLEs).

scholarly journals Students’ Motivation for Learning in Virtual Learning Environments

2015 ◽  
Vol 25 (60) ◽  
pp. 105-113 ◽  
Author(s):  
Andrea Carvalho Beluce ◽  
Katya Luciane de Oliveira
Keyword(s):  
Online Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Virtual Learning ◽  
Autonomous Motivation ◽  
Virtual Learning Environments ◽  
Controlled Motivation ◽  
Motivation For Learning ◽  
Education Courses

The specific characteristics of online education require of the student engagement and autonomy, factors which are related to motivation for learning. This study investigated students’ motivation in virtual learning environments (VLEs). For this, it used the Teaching and Learning Strategy and Motivation to Learn Scale in Virtual Learning Environments (TLSM-VLE). The scale presented 32 items and six dimensions, three of which aimed to measure the variables of autonomous motivation, controlled motivation, and demotivation. The participants were 572 students from the Brazilian state of Paraná, enrolled on higher education courses on a continuous education course. The results revealed significant rates for autonomous motivational behavior. It is considered that the results obtained may provide contributions for the educators and psychologists who work with VLEs, leading to further studies of the area providing information referent to the issue investigated in this study.

scholarly journals Validation of an instrument for measuring the technology acceptance of a virtual learning environment

2019 ◽  
Vol 29 ◽  
pp. 1-15 ◽  
Author(s):  
Pedro César Santana-Mancilla ◽  
Osval Antonio Montesinos-López ◽  
Miguel Angel Garcia-Ruiz ◽  
Juan José Contreras-Castillo ◽  
Laura Sanely Gaytan-Lugo
Keyword(s):  
Online Education ◽  
Technology Acceptance ◽  
Learning Environments ◽  
Educational Leaders ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Latent Factors ◽  
Five Factors ◽  
Confirmatory Factor

Virtual Learning Environments (VLE) provide platforms to make online education more convenient and affordable for learners. Although VLE are currently in great demand, their acceptance needs to be assessed. In this research, an instrument that measures the technology acceptance of a VLE is validated by applying a confirmatory factor analysis on 15 items and five factors. Results show that the overall fit of the model was satisfactory and that all correlations between the latent factors were higher than 0.48. It was found that the assessment of technology acceptance is very important, because the VLE’s success depends largely on the favorable reception of professors, researchers, and educational leaders.

scholarly journals Crowdsourcing Education on the Web

2012 ◽  
pp. 272-286 ◽  
Author(s):  
Joseph Corneli ◽  
Alexander Mikroyannidis
Keyword(s):  
Online Learning ◽  
Social Learning ◽  
Web 2.0 ◽  
Learning Communities ◽  
Case Studies ◽  
High Quality ◽  
Online Learning Communities ◽  
The Past ◽  
Open Content ◽  
The Web

Learning online has significantly evolved over the past decade due to the emergence of Web 2.0 and 3.0 technologies that facilitate social learning in adaptive online environments. The open content movement and the associated techniques of crowdsourcing (i.e. assimilating several small contributions into resources of high quality) have further influenced education on the Web. This chapter investigates the concept of crowdsourcing in education through an analysis of case studies dealing with two open online learning communities, Peer 2 Peer University, and PlanetMath.org. The case studies proceed via an analysis of the various roles played by the individuals involved in each organization. The outcomes of this analysis are used to extract general recommendations for building online communities and applying crowdsourcing techniques in educational contexts.

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