A study of learning time patterns in asynchronous learning environments

Abstract This research makes use of learning time intensity, burst evaluating equations, and state denotation approaches to evaluate the learning time characteristics of students. Through comparing learning time intensity, six burst styles and three diligence styles are categorized. From the statistical results and interaction content analysis, some pedagogical phenomena were found. The first finding is that the more diligent learners were, the higher the quality and quantity of their interaction. The second is that learners whose learning time intensity was mainly located in the early period of the course and whose interaction content included many complaints were suspected to be possible dropouts. The third finding is that learners whose learning time intensity was mainly located in the later period had achievements that were significantly different from those of the regular periodical reading learners whose learning time intensity was distributed in all periods of the course. The above findings raise some issues and suggestions for those concerned with proposing asynchronous courses. As students can pace their own learning in an asynchronous learning environment, it is hard to avoid getting used to intermittent intensive reading. Instructors should consider seriously how to guide students to learn in a proper sequence through a well‐scheduled instructional programme. It is necessary to encourage students to exercise self‐discipline in regular on‐line reading for better learning outcomes.     

Learning and teaching in a synchronous collaborative environment

Despite obvious domination of asynchronous collaborative technologies, especially for virtual classrooms and distance education, the work presented in this paper is based on the assumption that some students will still prefer the experience of on-campus, face-to-face collaborative learning. For those students a new synchronous collaborative environment is created by combining an innovative methodology for 'same-time, same-place' interactive learning and the technology called Group Support Systems which is designed to provide not only communication but rather computer-mediated collaboration. This paper introduces this learning methodology and illustrates its potential to improve critical thinking, problem solving and communication skills of all students who are stimulated to participate as equal learners. It also describes how teachers are transformed from 'information delivery specialists' to guides and facilitators of learning.     

Crossing the digital divide safely and trustingly: how ecologies of learning scaffold the journey

The article addresses the issue of learning to elearn in borderless programs in a globalised learning landscape and the associated problems of scaffolding the journey across the digital divide. The authors argue that the assumption underlying such courses is that cross-cultural programs are viable because they are conceived and designed to be ‘global’, and that they assume this design to be inclusive. Henning and Van der Westhuizen claim that the global discourse in most domains can take only marginal note of the need to infuse such programs with a local semiotic—a course design criterion for which they argue. They furthermore forward the notion that the majority of the world's prospective elearners need various bridging mechanisms in order to be able to access the broader discourse and that one of these mechanisms can be explored through the metaphor of “information ecologies” as proposed by Nardi and O'Day [Nardi, B.A., & O'Day, V.L. (1999). Information ecologies. Using technology with heart. Cambridge, MA: The MIT Press]. They also conclude that issues of the learners’ trust in the course and its system need to be considered when contemplating programs for diverse target groups. By way of a case study, consisting of three portraitures of adult learners, they explore the limitations of assumed distributed cognition and claim that learning is, in reality, contained/constrained in the familiar local narrative of the novice adult elearners in a rural South African context. The case study illustrates how the resistance to technology and its power base becomes an obstacle for the students and how the support of peers becomes the main scaffolding mechanism for their entry into electronic learning environments. The findings thus show how the social context becomes the facilitator and the scaffold for elearning, more than technology and the curriculum itself.     

A moderate constructivist e-learning instructional model evaluated on computer specialists

This paper presents a novel instructional model for e-learning and an evaluation study to determine the effectiveness of this model for teaching Java language programming to information technology specialists working for the Spanish Public Administration. This is a general-purpose model that combines objectivist and constructivist learning theories and is based on the concept of learning objective. The purpose of the evaluation study is to find out whether the results of using this distance learning instructional model to teach this subject are comparable to learning in a traditional face-to-face classroom, with the plus of eliminating travel and maintenance expenses of the public servants attending the course and also saving time. The learners, selected at random to participate in this study, were divided into three groups depending on the type of teaching/learning they received: traditional classroom, distance learning with virtualized course contents and distance learning based on the proposed instructional model. The results indicate that the grades and satisfaction levels were similar for learners taught using the proposed instructional model and learners taught in the traditional classroom. Moreover, they were substantially better than for distance learning with virtualized contents, although the mean course learning time is greater.     

Design issues of a distance learning course on Business on the Internet

Abstract The paper presents the main design issues of a distance learning course on Business on the Internet. The instructional design is based on a learner-centred instructional strategy which allows learners to construct their own knowledge while solving real business problems and transferring their knowledge to other learners. They learn autonomously taking the responsibility for their learning and following their individual cognitive styles, interests, preferences. The learners have access to the Internet being members of a global, cooperative learning community. The learning community involves students and tutors who collectively take responsibility for the design and evaluation of the course content and the teaching methods to be applied. Both students and tutors inhabit a virtual learning environment that offers different virtual places and services: virtual university, virtual enterprise, auditoriums, workshop rooms, cafes, libraries, etc. where students from different locations can meet, interact, learn and work together, as if they were face-to-face.     

The effect of reflective learning e-journals on reading comprehension and communication in language learning

This study focused on the use of reflective learning e-journals in a university web-based English as a foreign language (EFL) course. In the study, a multimedia-based English programme comprising fifteen different units was delivered online as a one-semester instructional course. Ninety-eight undergraduate students participated, and they were divided into two groups: the treatment group used reflective learning e-journals, while the control group completed content-related exercises. The study investigated the effects of reflective learning e-journals and how students used them to aid learning. Results show that when learning from web-based instruction, students who used reflective learning e-journals outperformed students who did not do so in terms of reading comprehension. Using reflective e-journals improved the academic performance of learners in the online course. In addition, journal writing students claimed that they also improved their organisational skills and writing abilities through their reflective learning e-journal writing and found the journal writing to be a very helpful tool in reviewing the course and preparing for the exam.     

Analytics of learning tactics and strategies in an online learnersourcing environment

Background

The use of crowdsourcing in a pedagogically supported form to partner with learners in developing novel content is emerging as a viable approach for engaging students in higher-order learning at scale. However, how students behave in this form of crowdsourcing, referred to as learnersourcing, is still insufficiently explored.

Objectives

To contribute to filling this gap, this study explores how students engage with learnersourcing tasks across a range of course and assessment designs.

Methods

We conducted an exploratory study on trace data of 1279 students across three courses, originating from the use of a learnersourcing environment under different assessment designs. We employed a new methodology from the learning analytics (LA) field that aims to represent students' behaviour through two theoretically-derived latent constructs: learning tactics and the learning strategies built upon them.

Results

The study's results demonstrate students use different tactics and strategies, highlight the association of learnersourcing contexts with the identified learning tactics and strategies, indicate a significant association between the strategies and performance and contribute to the employed method's generalisability by applying it to a new context.

Implications

This study provides an example of how learning analytics methods can be employed towards the development of effective learnersourcing systems and, more broadly, technological educational solutions that support learner-centred and data-driven learning at scale. Findings should inform best practices for integrating learnersourcing activities into course design and shed light on the relevance of tactics and strategies to support teachers in making informed pedagogical decisions.     

The impact of transactional distance dialogic interactions on student learning outcomes in online and blended environments

This study measured how student interactions (as captured by Transactional Distance dialogue (Moore, 1993)) in online and blended learning environments impacted student learning outcomes, as measured by student satisfaction and student grades. Dialogue was measured as student interactions with other students (student–student interaction), the technologies used (student–technology interaction), the instructors (student–teacher interaction), and the course contents (student–content interaction). In addition, moderating effects of media and modality of interactions and individual differences on student learning outcomes were also measured. Data was obtained from 342 online and blended students between 2010 and 2013. Findings indicate that student–content interaction had a larger effect on student learning outcomes than other forms of dialogue. Implications for educational policies that require teacher-presence (student–teacher) and student–student interactions in distance learning environments are also discussed.     

Implement web learning environment based on data mining

The need for providing learners with web-based learning content that match their accessibility needs and preferences, as well as providing ways to match learning content to user’s devices has been identified as an important issue in accessible educational environment. For a web-based open and dynamic learning environment, personalized support for learners becomes more important. In order to achieve optimal efficiency in a learning process, individual learner’s cognitive learning style should be taken into account. Due to different types of learners using these systems, it is necessary to provide them with an individualized learning support system. However, the design and development of web-based learning environments for people with special abilities has been addressed so far by the development of hypermedia and multimedia based on educational content. In this paper a framework of individual web-based learning system is presented by focusing on learner’s cognitive learning process, learning pattern and activities, as well as the technology support needed. Based on the learner-centered mode and cognitive learning theory, we demonstrate an online course design and development that supports the students with the learning flexibility and the adaptability. The proposed framework utilizes data mining algorithm for representing and extracting a dynamic learning process and learning pattern to support students’ deep learning, efficient tutoring and collaboration in web-based learning environment. And experiments do prove that it is feasible to use the method to develop an individual web-based learning system, which is valuable for further study in more depth.     

Supervised machine learning in multimodal learning analytics for estimating success in project‐based learning

Multimodal learning analytics provides researchers new tools and techniques to capture different types of data from complex learning activities in dynamic learning environments. This paper investigates the use of diverse sensors, including computer vision, user‐generated content, and data from the learning objects (physical computing components), to record high‐fidelity synchronised multimodal recordings of small groups of learners interacting. We processed and extracted different aspects of the students' interactions to answer the following question: Which features of student group work are good predictors of team success in open‐ended tasks with physical computing? To answer this question, we have explored different supervised machine learning approaches (traditional and deep learning techniques) to analyse the data coming from multiple sources. The results illustrate that state‐of‐the‐art computational techniques can be used to generate insights into the "black box" of learning in students' project‐based activities. The features identified from the analysis show that distance between learners' hands and faces is a strong predictor of students' artefact quality, which can indicate the value of student collaboration. Our research shows that new and promising approaches such as neural networks, and more traditional regression approaches can both be used to classify multimodal learning analytics data, and both have advantages and disadvantages depending on the research questions and contexts being investigated. The work presented here is a significant contribution towards developing techniques to automatically identify the key aspects of students success in project‐based learning environments, and to ultimately help teachers provide appropriate and timely support to students in these fundamental aspects.     

Distance learning in advanced military education: Analysis of joint operations course in the Taiwan military

High-ranking officers require advanced military education in war tactics for future combat. However, line officers rarely have time to take such courses on campus. The conventional solution to this problem used to take the inefficient correspondence courses. Whereas Internet technologies progress, online course is the current trend for military training. However, the question is what distance learning methodology best suits such a proprietary learning purpose.This study presents a sequential process of developing distance learning courses in advanced military education. Further, the Petri-Net analytical approach is adopted to discover the essential interaction requirements of advanced military education delivered via Internet. This study developed a systematic method for designing e-learning systems according to specific requirements of target courses. The proposed approach starts by comparing on-campus programs with the existing e-learning systems to identify the steps required to transform the program into an e-learning system. After first outlining the pedagogy of the on-campus program, its proposed teaching flow through the Internet is then sketched. Finally, the Petri-Net model was used for in-depth analysis of the stages affecting the learning curve of the line office taking e-learning courses. The example of a “Joint Operations” AME course elaborated the presented approach. An e-learning system prototype was also designed accordingly. Lastly, an experiment was conducted to verify the efficiency of the presented approach.     

Effects of an online learning community on active and reflective learners’ learning performance and attitudes in a face-to-face undergraduate course

The purpose of this study was to examine the effects of an Online Learning Community (OLC) on active and reflective learners’ learning performance and attitude in a face-to-face undergraduate digital design course. 814 freshmen in an introductory digital design course were randomly assigned to one of two treatments: one offered students an OLC, which required students to discuss their assignments and readings online and participate in certain online learning activities; the other one did not offer the OLC (NC: no online learning community), but required involving students in face-to-face discussion. Individual students’ learning styles were measured using Felder and Solomon’s Index of Learning Styles Questionnaire. Results indicated that both active and reflective learners in the OLC intervention performed significantly better than those who were in the NC intervention. Results also indicated that active learners performed significantly better than reflective learners in the NC intervention; however, reflective learners performed significantly better than active learners in the OLC intervention. No significant difference between active and reflective learners’ attitudes was found. These findings indicated that OLC might be an effective means for improving both active and reflective learners’ learning performance and attitudes; however, its effects on active learners might not be as great as on reflective learners.     

Client–server architecture for collaborative remote experimentation

Experience in teaching engineering related subjects has shown that a complementary approach combining theoretical and practical exercises is vital for effective learning. Increasingly, teaching institutions are offering remote access to distant laboratories as part of an overall e-learning strategy. However, the majority of remote access laboratories developed to date have suffered from a major deficiency, namely the provision of a web-based environment that accurately recreates the group working and tutor driven experience of traditional on-campus based laboratories. This paper addresses this issue and presents a client–server architecture, based on Web services and .NET remoting services, for an integrated learning environment for remote experimentation that allows students in disparate locations to simultaneously and collaboratively complete complex experimental exercises.     

The hybrid course: Merging on-line instruction and the traditional classroom

The efficacy of on-line learning environments has received considerable attention in recent years. Generally, researchers have found little impact of virtual learning environments on learning outcomes. With a few exceptions, however, these studies have focused upon distance learning courses where students enter the course without expectations of significant amounts of face-to-face contact with the instructor(s). Information technology, and particularly Web-based multimedia, increasingly offers opportunities to transfer content delivery and other associated activities from face-to-face settings to on-line venues. However, in order for this transference of content and process to be effective in courses recognized as face-to-face courses, students must find the virtual environment appealing. They must also achieve learning outcomes at least as high as those achieved in traditional class settings. The research reported upon herein demonstrates the utility of on-line learning environments in traditional classes both as an efficient means for executing activities previously tethered to the classroom setting and as a means to allow the pursuit of higher levels of learning. This revised version was published online in July 2006 with corrections to the Cover Date.     

Inspiring equal contribution and opportunity in a 3d multi-user virtual environment: Bringing together men gamers and women non-gamers in Second Life

A 3D multi-user virtual environment holds promise to support and enhance student online learning communities due to its ability to promote global synchronous interaction and collaboration, rich multisensory experience and expression, and elaborate design capabilities. Second Life^®, a multi-user virtual environment intended for adult users 18 and older, is the most cited in educational literature, so it is important to explore how college-aged students are using it to form online learning communities. Previous research suggests that there is unbalanced participation between traditional college-aged men and women with regards to 3D multi-user video games, which closely resemble Second Life^®. In this research study, we investigated in what manner women and men college students projected their virtual identities and engaged in interaction in Second Life^®, and how this influenced their learning of course content. Analysis of multiple data sources revealed that conceptions of identity, beliefs of the nature of the virtual world, and technical skill were primary factors which affected group cohesion and learning within the community. Results from this study can provide insight into the class activities that can support all learners in accessing and contributing to the multi-user virtual environment learning community.     

Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills

This study investigated how the online problem based learning (PBL) approach employed in an online learning environment influenced undergraduate students’ critical thinking skills (CTS) and content knowledge acquisition. The pretest–posttest control group design was used in the study. The subjects included the students who were enrolled at the Department of Primary School Mathematics Teaching in Anadolu University Education Faculty. Subjects attended to Computer II course in 2008 spring. Experiment group attended the online PBL course whereas the control group attended the online instructor-led course. Each group consisted of 20 students. Data collection tools consisted of a multiple choice content knowledge acquisition scale and the Watson–Glaser critical thinking skills test. The results of two-way mixed design ANOVA indicated that learning in the online PBL group did not have a significant effect on the content knowledge acquisition scores. It was also revealed that learning in the online PBL group had a significant effect on increasing the critical thinking skills.     

Using augmented reality to support a software editing course for college students

This study aimed to explore whether integrating augmented reality (AR) techniques could support a software editing course and to examine the different learning effects for students using online‐based and AR‐based blended learning strategies. The researcher adopted a comparative research approach with a total of 103 college students participating in the study. The experimental group (E.G.) learned with the AR‐based contents, while the control group (C.G.) learned with the online‐based support. The findings demonstrated the potential of AR techniques for supporting students' learning motivation and peer learning interaction, and the AR‐based contents could be used as scaffolding to better support blended learning strategies. The AR‐based learning interaction could also be a trigger arousing learners' interest in becoming active learners and the students presented great learning involvement after the AR‐based supports were removed, while the learners in the C.G. were passive once the supports had been removed. Moreover, it was found that (1) their lack of experience with AR interaction and applications, (2) the slow speed of the Internet in the school, (3) the affordances of each learner's mobile learning devices, (4) the screen size of the learning interface and (5) the overloading of the learning information from the AR contents and teacher lectures might be the reasons why the learners were still more used to the online‐based support. It was therefore concluded that when integrating AR applications into a course, technology educational researchers should take into careful consideration the target learning content design, the amount of information displayed on the mobile screen and the affordances of the learning equipment and classroom environment so as to achieve a suitable learning scenario.     

Assessing the effects of interactive blogging on student attitudes towards peer interaction,learning motivation,and academic achievements

Blogs have been increasingly used to supplement traditional classroom lectures in higher education. This paper explores the use of blogs, and how student attitudes towards online peer interaction and peer learning, as well as motivation to learn from peers, may differ when using the blog comments feature, and when students are encouraged to read and comment on each other's work. We contrast two ways blogs affect learning engagement: (1) solitary blogs as personal digital portfolios for writers; or (2) blogs used interactively to facilitate peer interaction by exposing blogging content and comments to peers. A quasi‐experiment was conducted across two semesters, involving 154 graduate and undergraduate students. The result suggests that interactive blogs, compared with isolated blogs, are associated with positive attitudes towards academic achievement in course subjects and in online peer interaction. Students showed positive motivation to learn from peer work, regardless of whether blogs were interactive or solitary.     

Students’ experiences with collaborative learning in asynchronous Computer-Supported Collaborative Learning environments

This paper describes an explorative study carried out to gain response from distance students on their experiences with collaborative learning in asynchronous computer supported collaborative learning (CSCL) environments. In addition, this study also attempts to have a good grip of crucial aspects concerning collaborative learning. The study was undertaken among distance learners from the Open University of the Netherlands who were working in groups of 4–11 persons. During and after the course students’ experiences with collaborative learning were measured and after the course also students’ satisfaction with collaborative learning was assessed. The finding revealed that distance learners appreciate the opportunities to work collaboratively. They show positive experiences and are quite satisfied with collaborative learning. This study also sought to explore individuals as well as course characteristics that influenced aspects of collaborative learning, and to search aspects of collaborative learning that influenced students’ satisfaction. The findings suggested that a group product influences group process regulation and group cohesion influences students’ satisfaction with collaborative learning.