7,678 research outputs found
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Learning from the learners' experience: e-Learning@greenwich post-conference reflections
This publication comprises papers from presenters who, having made a conference presentation, were invited to author an academic paper about their work
Understanding and Supporting the Creation of More Effective PLE
This paper reports on the results of the first stage of an exploratory research on the learning potential of Personal Learning Environment, not simply as a technological artifact but as an instrument to support the learning process. Firstly, we present PLE as an enriched concept. Secondly we identify the roles a PLE can play to improve the quality of the learning process. Thirdly, we explore ways for optimizing the learning potential of PLE from pedagogical, technological and institutional perspectives. Before concluding, we present very preliminary results that confirm the need for a better understanding of PLE
The role of social networks in studentsā learning experiences
The aim of this research is to investigate the role of social networks in computer science education. The Internet shows great potential for enhancing collaboration between people and the role of social software has become increasingly relevant in recent years. This research focuses on analyzing the role that social networks play in studentsā learning experiences. The construction of studentsā social networks, the evolution of these networks, and their effects on the studentsā learning experience in a university environment are examined
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The impact of blended learning on female student-teachers in Kuwait
This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.This study aims to identify the effect of using the blended learning method on students' academic achievement and satisfaction level in a university course for female student teachers who follow the General Teaching Method Course (304) at the College of Basic Education in Kuwait. The content of the course (304) was based on the five stages of the ADDIE instructional design model, comprising five phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The research questions of the study can be summarised in two main questions: 1. What is the effect of using the method of blended learning in the General Teaching Method Course (304) on studentsā academic achievement, compared to using faceātoāface approaches to learning alone? 2. What is the effect of using the method of blended learning in the General Teaching Method Course (304) on studentsā satisfaction, compared to using faceāto-face approaches to learning alone? The researcher answered these questions through a mixed method research approach using the Explanatory Sequential Design, in order to determine the nature and objectives of the study. In this, the researcher started with the collection and analysis of quantitative data (using a quasi-experimental approach), which has priority for addressing the two research questions, and then followed this with the collection and analysis of qualitative data (using group interviews) to help explain the quantitative results. The researcher identified the study sample as 96 female studentsā teachers at the College of Basic Education in Kuwait. The sample consisted of a first experimental group (n= 39)who followed the General Teaching Method Course (304) by blended learning using virtual learning environment (VLE) of Blackboard, a second experimental group (n=31) who followed the course (304) by blended learning using personal learning environment (PLE) of Facebook, and the control group (n= 26) who followed the course (304) using face-to-face approaches to learning alone. The dependent variables were academic achievement (as assessed in the courseās midterm, final and practical exams) and studentsā satisfaction (as assessed by the questionnaire, giving a total mark and 3 sub-marks in reference to the studentsā satisfaction about the teaching method of the course, the content of the course, and the instructor's support during the course). When answering the first question of the research, the study found that there was a significant difference in both mid-term and final tests between the first experimental group (studying through the blended learning method using VLE of Blackboard) and the control group (studying through face-to-face learning alone). However, there was no significant difference in both mid-term and final tests between the second experimental group (studying through the blended learning method using PLE of Facebook) and the control group. And there was also no significant difference in the practical test between the two experimental groups (each separately) and the control group. When answering the second question of the research, the study found that there was a significant difference in the teaching method dimension of the satisfaction questionnaire between the two experimental groups (each separately) and the control group. And there was also a significant difference in the instructorās support dimension of the satisfaction questionnaire between the first experimental group and the control group, but no significant difference was found between the second experimental group and the control group. There was also no significant difference in the course content dimension of the satisfaction questionnaire between the two experimental groups (each separately) and the control group
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Personal Learning Environments for Inquiry-Based Learning
Personal Learning Environments have recently emerged as a novel approach to learning, putting learners in the spotlight and providing them with the tools for building their own learning environments according to their specific learning needs and aspirations. This approach enables learners to take complete control over their learning, thus becoming self-regulated and independent. This paper introduces a new European initiative for supporting and enhancing inquiry-based learning through Personal Learning Environments consisting of personal and social inquiry tools. This approach aims at supporting students in developing their self-regulated learning skills by conducting their scientific inquiries in collaboration with their peers
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Personal life education : the theory and practice of education-discussion groups with a secondary prevention focus.
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