Online Library Tutorials: A Literature Review

In 2009, the Journal of Web Librarianship published a literature review covering best practices for creating library online tutorials. These principles included (1) knowing the tutorial’s purpose, (2) using standards, (3) collaborating with others, (4) engaging students, and (5) conducting evaluations. The purpose of this current essay is to serve as an updated literature review, culling and synthesizing seven other pedagogical facets from newer literature: (1) technology updates, (2) tutorial maintenance and revision, (3) multimedia learning by gaming, (4) cognitive load theory and chunking, (5) adult education theory, (6) blended and flipped learning, and (7) the importance of ongoing engagement

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

Comparative Student Perception and Interactional Event Analysis in an Urban Computer-Based Distance Education Environment

This two-part study used quasi-experimental research methodologies to analyze and assess students\u27 perceptions of the level of their personal interaction, overall interaction, observed interaction, attitude, satisfaction and direct participation in synchronous computer-based interactive remote instruction (IRI) and two-way audio/one-way video (TELETECHNET) intra-urban distance learning environments. For the first part of this study 101 subjects were measured during a semester of instruction in three 4-week interval observations. Intact groups assigned to two different treatment environments, computer-based upper division and graduate level computer science distance learning courses, and two-way audio/one-way video upper division computer science distance learning courses were observed at an urban university\u27s main campus site location and an adjacent intra-urban remote site location. Subjects in the two learning environments differed significantly in the three trial mean of their perceptions of individual interaction. Computer-based distance learning environment subjects had a more positive mean score on perceptions of individual interaction than did their two-way audio/one-way video counterparts. Perception of individual interaction for computer-based subjects was significantly higher than two-way audio/one way video environment subjects perceptions of individual interaction and relatively flat across trials one and two with a large linear increase at trial three. Scores for observed interaction were significantly higher for two-way audio/one-way video subjects both as an overall mean and as a function of each trial. Direct participation was significantly higher for computer-based students both as a function of overall score across and as a function of trial. Perceptions of overall interaction did not vary significantly between the environments. Subject attitude stayed nominally, but not significantly, higher in the two-way audio/one-way video environment both overall and by trial. Measured levels of student satisfaction did not differ significantly by overall mean, by trial or by trend between each environment. There were no significant differences in the dependent variables between the main or remote intra-urban sites for either environment. A multiple regression analysis revealed that 63% of the variance in satisfaction in the computer-based environment and 52% for the two-way audio/one-way video environment could be explained by the combined influence of the criterion variables of student attitude and perceptions of individual interaction measured in this study. In the second part of the study, the researcher defined and categorized IRI classroom events. A modified interactional analysis methodology was presented to provide a framework for future quantitative analysis that can capture the component elements of student perceptions of interaction measured in the first part of the study. Implications of the findings for educators, policy makers and student populations within the urban milieu were discussed. Recommendations for increasing student perceptions of each environment\u27s less prevalent forms of interactivity and directions for future research were offered

Information systems for interactive learning: Design perspective

This paper aims to present and discuss educational issues and relevant research to universities and colleges in the Arabian Gulf Region. This include cultural, students’ learning preferences and the use of information and communication technology. It particularly focuses on interactive learning through the consideration of learning styles. It explores the sequential-global learning styles profile of undergraduate students as part of a continuous research in Information Systems design with a particular focus on the design of Interactive Learning Systems (ILSs). A study to examine the learning style profile of undergraduate students in a cohort of Management Information Systems at a UAE university has been conducted, and a discussion and recommendations on how these findings can be reflected on the design of ILSs are provided

Using a Comprehensive Model to Test and Predict the Factors of Online Learning Effectiveness

As online learning is an important part of higher education, the effectiveness of online learning has been tested with different methods. Although the literature regarding online learning effectiveness has been related to various factors, a more comprehensive review of the factors may result in broader understanding of online learning effectiveness. Therefore the purpose of this study was to investigate the relationship among online learning effectiveness, interactivity, collaboration, communication media, and group trust. A student survey based on online learning effectiveness, interactivity, collaboration, communication media, group trust, and demographic information was used in this study. All these variables were used as predictor variables. A total of 401 responses were received during summer 2013 from a southeastern university. Different models were compared by using multiple linear regression. Results of the best predicting model showed interactivity was the strongest predictor of online learning effectiveness, followed by previous online grades, age, employment status, number of online courses taken, and ethnicity. These predictors explained 38% of the variances in online learning effectiveness. Findings of this study provide valuable information for online instructors and university administrators

Student interactions in online discussion forums: their perception on learning with business simulation games

Digital technology offers new teaching methods with controversial results over learning. They allow students to develop a more active participation in their learning process although it does not always drive to unequivocal better learning outcomes. This study aims to offer additional evidence on the contribution of business simulation games to students' learning outcomes, considering student interactions in online discussion forums. We conducted a qualitative research with the online discussion forums of 5 different courses at bachelor and master levels, which involves 41 students' teams. The final sample was composed of 3681 messages posted by the students. The results reveal that some generic and specific managerial skills exert a positive influence on learning outcomes. Students mostly highlighted teamwork, decision-making, information processing, reaching agreements, and dealing with uncertainty as the most relevant contributions of the game towards their learning. These results have instructional and pedagogical implications for determining the best way to enhance students' motivation and learning outcomes when using digital technology methods, which involves recommendations that affect their design and monitoring

Updating the art history curriculum: incorporating virtual and augmented reality technologies to improve interactivity and engagement

Master's Project (M.Ed.) University of Alaska Fairbanks, 2017This project investigates how the art history curricula in higher education can borrow from and incorporate emerging technologies currently being used in art museums. Many art museums are using augmented reality and virtual reality technologies to transform their visitors' experiences into experiences that are interactive and engaging. Art museums have historically offered static visitor experiences, which have been mirrored in the study of art. This project explores the current state of the art history classroom in higher education, which is historically a teacher-centered learning environment and the learning effects of that environment. The project then looks at how art museums are creating visitor-centered learning environments; specifically looking at how they are using reality technologies (virtual and augmented) to transition into digitally interactive learning environments that support various learning theories. Lastly, the project examines the learning benefits of such tools to see what could (and should) be implemented into the art history curricula at the higher education level and provides a sample section of a curriculum demonstrating what that implementation could look like. Art and art history are a crucial part of our culture and being able to successfully engage with it and learn from it enables the spread of our culture through digital means and of digital culture

An empirical study on behavioural intention to reuse e-learning systems in rural China

The learner’s acceptance of e-learning systems has received extensive attention in prior studies, but how their experience of using e-learning systems impacts on their behavioural intention to reuse those systems has attracted limited research. As the applications of e-learning are still gaining momentum in developing countries, such as China, it is necessary to examine the relationships between e-learners’ experience and perceptions and their behavioural intention to reuse, because it is argued that system reuse is an important indicator of the system’s success. Therefore, a better understanding of the multiple factors affecting the e-learner’s intention to reuse could help e-learning system researchers and providers to develop more effective and acceptable e-learning systems. Underpinned by the information system success model, technology acceptance model and self-efficacy theory, a theoretical framework was developed to investigate the learner’s behavioural intention to reuse e-learning systems. A total of 280 e-learners were surveyed to validate the measurements and proposed research model. The results demonstrated that e-learning service quality, course quality, perceived usefulness, perceived ease of use and self-efficacy had direct effects on users’ behavioural intention to reuse. System functionality and system response have an indirect effect, but system interactivity had no significant effect. Furthermore, self-efficacy affected perceived ease of use that positively influenced perceived usefulness