105,233 research outputs found
Chapter 1 : Learning Online
The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8â12 May 2000. It was organised by HeriotâWatt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)
Learning style and learning strategies in a multimedia environment
There is a growing realization that it may be expeditious to combine elements from different theories of learning when trying to derive a coherent and usable policy towards computerâmediated learning. Consideration of the subtle distinction between ComputerâAided Learning (CAL) and ComputerâAided Instruction (CAI) conform the basis of a possible classification of computerâmediated learning, and hence of multimedia tools. This classification enables the development of a continuum upon which to place various strategies for computerâmediated learning, and hence a means of broadly classifying multimedia learning tools
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
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Philosophies and theories at the basis of student-centered educational models
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Managing and supporting language learners in open and distance learning environments
This chapter explores the nature of support for the language learner within the context
of open and distance learning. It argues that, in order to be in a position to advise and
support appropriately and effectively, it is necessary to address the many variables
that exist in any body of learners, including beliefs and attitudes, styles and strategies,
and to take these into account when designing a course for distance learners.
Preliminary work in this area is reported through the findings of a study into the
beliefs, strategies and attitudes to support carried out with a group of Open University
(OU) students of French. Finally, it is proposed that if we are to promote an
autonomous approach to distance language learning, we need to extend our research
into the kinds of strategies that prove particularly effective in this context, and the
links that these may have with other learner variables. Tutors and course writers
should also embrace the potential of the Internet to advise and support distance
learners on-line, to offer new opportunities for knowledge gathering and language
practice, and to encourage mutual support
Personalised trails and learner profiling within e-learning environments
This deliverable focuses on personalisation and personalised trails. We begin by introducing and defining the concepts of personalisation and personalised trails. Personalisation requires that a user profile be stored, and so we assess currently available standard profile schemas and discuss the requirements for a profile to support personalised learning. We then review techniques for providing personalisation and some systems that implement these techniques, and discuss some of the issues around evaluating personalisation systems. We look especially at the use of learning and cognitive styles to support personalised learning, and also consider personalisation in the field of mobile learning, which has a slightly different take on the subject, and in commercially available systems, where personalisation support is found to currently be only at quite a low level. We conclude with a summary of the lessons to be learned from our review of personalisation and personalised trails
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