E-Learning as a Cultural Artifact. An empirical study of Iranian Virtual Institutions

Choice, design and use of technology in education settings can be dependent on culturally embedded norms, i.e., assumptions about the nature of knowledge, ways of communications, kinds of teaching and learning strategies\ud and methods, etc. By discussing the culturally inscribed norms in this article, it is argued that on the design and use of e-learning in the perspective of globalization it is critically important to recognize, understand and thus take into account the cultural situatedness. Drawing on the literature, we present a model of culturalpedagogical paradigms in higher education in general and e-learning in particular. We use this model to explore cultural-pedagogical orientations in Iranian Virtual Institutions as an instance of a developing country. This is done in a comparative perspective, looking for similarities of the teacher’s and learner’s points of view

Key Challenges of On-Line Education in Multi-Cultural Context

In meeting the ever-growing educational needs of culturally diverse student populations, universities and colleges still seek to maintain high quality standards, both for in situ and on line education. Despite the latter's reportedly high effectiveness potential, online degree courses tend to have low students' persistence and satisfaction rates. In this pape, r we examine the role that students' and instructors' national cultures play in the way individuals learn at a distance. We argue that students' individual culture dimensions may prove influential in achieving overall learning outcomes. The key complexities for students involve understanding the instructor's role in a socio-constructivist approach, adapting online collaborative learning and acquiring academic skills. These can become crucial barriers to effective online learning. No less a challenge is presented by online distance education for instructors. Academic institutions' managements have high expectations in terms of utilizing up-to-date teaching techniques, enhancing competitive edge and maximizing cost-effectiveness. Thus, the teaching staff is expected to play an increasingly essential role in the new environment. We conclude that instructors have to develop strategies to motivate, support and counsel students with the aim of facilitating the students' on-line learning experience. This implies that teaching staff have to acquire new skills and competences vital for multicultural online education. Robert Kennedy College, whose experience is reflected in this paper, shares much of the issues of other institutions aiming to utilize distance online learning, but has the advantage that it was set up from the start as an online institution. (C) 2017 The Authors. Published by Elsevier Ltd

Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions

This is the first report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from an additional literature review of the then current landscape concerning learner use of Web 2.0 technologies and the implications for teachers, schools, local authorities and policy makers

Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies

A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes—measured as the difference between treatment and control means, divided by the pooled standard deviation—was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K–12 students. In light of this small corpus, caution is required in generalizing to the K–12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education)

Building capacity in climate change policy analysis and negotiation: methods and technologies

Capacity building is often cited as the reason “we cannot just pour money into developing countries” and why so many development projects fail because their design does not address local conditions. It is therefore a key technical and political concept in international development. Some of the poorest countries in the world are also some of the most vulnerable to the impacts of climate change. Their vulnerability is in part due to a lack of capacity to plan and anticipate the effects of climate change on crops, water resources, urban electricity demand etc. What capacities do these countries lack to deal with climate change? How will they cope? What steps can they take to reduce their vulnerability? This innovative and high-profile research project was part of a larger project (called C3D) and conducted with non-governmental organisations in Senegal, South Africa and Sri Lanka. The research involved several participatory workshops and a questionnaire to all three research centres

Is spatial intelligibility critical to the design of largescale virtual environments?

This paper discusses the concept of 'intelligibility', a concept usually attributed to the design of real-world environments and suggests how it might be applied to the construction of virtual environments. In order to illustrate this concept, a 3d, online, collaborative environment, AlphaWorld, is analyzed in a manner analogous to spatial analysis techniques applied to cities in the real world. The outcome of this form of spatial analysis is that AlphaWorld appears to be highly 'intelligible' at the small-scale, 'local neighborhood' level, and yet is completely 'unintelligible' at a global level. This paper concludes with a discussion of the relevance of this finding to virtual environment design plus future research applications

Development of a game-based learning tool for applied team science communication in a virtual clinical trial.

Educational tools for application of team science competencies in clinical research are needed. Our interdisciplinary group developed and evaluated acceptability of a virtual world game-based learning tool simulating a multisite clinical trial; performance hinges on effective intrateam communication. Initial implementation with clinical research trainees (n=40) indicates high satisfaction and perceived relevance to team science and research career goals. Game-based learning may play an important role in team science training

INSPIRAL: investigating portals for information resources and learning. Final project report

INSPIRAL's aims were to identify and analyse, from the perspective of the UK HE learner, the nontechnical, institutional and end-user issues with regard to linking VLEs and digital libraries, and to make recommendations for JISC strategic planning and investment. INSPIRAL's objectives -To identify key stakeholders with regard to the linkage of VLEs, MLEs and digital libraries -To identify key stakeholder forum points and dissemination routes -To identify the relevant issues, according to the stakeholders and to previous research, pertaining to the interaction (both possible and potential) between VLEs/MLEs and digital libraries -To critically analyse identified issues, based on stakeholder experience and practice; output of previous and current projects; and prior and current research -To report back to JISC and to the stakeholder communities, with results situated firmly within the context of JISC's strategic aims and objectives

Developing Online Team Skills

This paper discusses the development and delivery of a new course at the UK Open University (OU). The course makes a virtue of the fact that OU students study in a predominantly distance learning environment, by providing a structure within which team working activities are carried out with no face-to-face contact whatsoever. Issues that were considered in designing this course and decisions about tutoring and assessing the students' team working experience are discussed. Preliminary results from the first delivery of the course, including analysis of archived team conferences, are presented. Directions for future development and enhancement are indicated

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching