Improving instructional effectiveness with computer‐mediated communication

This study explores the use of asynchronous Computer‐Mediated Communication (CMC) in the delivery of instructional content, and points up the interaction among learners, as well as between learners and instructors. The instructional content in the project described was available to learners online as Microsoft Word documents, with email being used for communicating within the student group. Many students, as well as some of the instructors, felt uncomfortable with the flexibility and openness that a CMC environment allowed. However, once familiar with this process of instruction and interaction, learners were able to work consistently at their own pace, and understand that instructors are interested in every individual learner's opinion and in the collective views of the group. It was evident that a CMC‐based instructional delivery system, when carefully planned, has the potential to facilitate that outcome, and to improve instructional effectiveness

Distributed Learning System Design: A New Approach and an Agenda for Future Research

This article presents a theoretical framework designed to guide distributed learning design, with the goal of enhancing the effectiveness of distributed learning systems. The authors begin with a review of the extant research on distributed learning design, and themes embedded in this literature are extracted and discussed to identify critical gaps that should be addressed by future work in this area. A conceptual framework that integrates instructional objectives, targeted competencies, instructional design considerations, and technological features is then developed to address the most pressing gaps in current research and practice. The rationale and logic underlying this framework is explicated. The framework is designed to help guide trainers and instructional designers through critical stages of the distributed learning system design process. In addition, it is intended to help researchers identify critical issues that should serve as the focus of future research efforts. Recommendations and future research directions are presented and discussed

Intelligent and adaptive tutoring for active learning and training environments

Active learning facilitated through interactive and adaptive learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a Web-based e-learning environment that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. We propose knowledge-level interaction and adaptive feedback and guidance as central features. We discuss these features and evaluate the effectiveness of this Web-based environment, focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the approach, learning organisation and actual tool usage are aspects of behaviour that require different evaluation techniques to be used

Together we stand, Together we fall, Together we win: Dynamic Team Formation in Massive Open Online Courses

Massive Open Online Courses (MOOCs) offer a new scalable paradigm for e-learning by providing students with global exposure and opportunities for connecting and interacting with millions of people all around the world. Very often, students work as teams to effectively accomplish course related tasks. However, due to lack of face to face interaction, it becomes difficult for MOOC students to collaborate. Additionally, the instructor also faces challenges in manually organizing students into teams because students flock to these MOOCs in huge numbers. Thus, the proposed research is aimed at developing a robust methodology for dynamic team formation in MOOCs, the theoretical framework for which is grounded at the confluence of organizational team theory, social network analysis and machine learning. A prerequisite for such an undertaking is that we understand the fact that, each and every informal tie established among students offers the opportunities to influence and be influenced. Therefore, we aim to extract value from the inherent connectedness of students in the MOOC. These connections carry with them radical implications for the way students understand each other in the networked learning community. Our approach will enable course instructors to automatically group students in teams that have fairly balanced social connections with their peers, well defined in terms of appropriately selected qualitative and quantitative network metrics.Comment: In Proceedings of 5th IEEE International Conference on Application of Digital Information & Web Technologies (ICADIWT), India, February 2014 (6 pages, 3 figures

Accountability and Project-based Learning

We offer a review of the publications concerning accountability of instructors and students for project-based learning (PBL) in an educational institution. At first, the PBL approach, its methodological justification, and the characteristics of the PBL environment that promotes taking accountability for learning are examined. Then, the publications are reviewed regarding their potential contribution to determination, creation, and development of accountability for PBL. Determination of accountability demonstrates its constructive role in improvement of teaching and learning. Creation of accountability is considered through collaborative knowledge building and using the comprehensive assessment of students’ learning while execution of study projects. Development of accountability for PBL is encouraged by PBL enhancement. It caused analysis of a computer-mediated adaptive support for PBL stimulating and facilitating collaborative knowledge building by students while learning by doing. The adaptive support provides adaptive formation of the collaborative groups, the adaptive assessment of the PBL to correspond with the progress of students’ knowledge, and adaptive management of a collaborative learning based on execution of the projects. Keywords: project-based learning, accountability, adaptive suppor

Computer-supported Adaptive Management of Problem-based Learning

We propose an approach to a computer-supported adaptive management of problem-based learning (PBL) aimed at development of the higher-order thinking (HOT) skills in students. PBL is represented by the three-stage PBL process favoring adaptive management of intensive development of HOT skills in the students. The determined order of developing the HOT skills and solving the instructional problems is set. Adaptability of the management is provided by the dynamic assessments of the separate HOT skills, skill aggregates, one-skilled and multi-skilled instructional problems and personalized choice of instructional problems of suitable complexity for the students on the basis of the intermediate results of PBL. The learning results are evaluated by the coefficient of the HOT skill development. Adaptive management of the HOT skills development is supported by an adaptive management tool (AMT). Interactions an instructor and students with AMT are described. Keywords: Problem-Based Learning, Higher-Order thinking, Adaptive Management, Computer-suppor