Résultats de recherche pour « Online active learning »

This study examined how students conceptualise their emotions when engaging in online asynchronous forums within a university course. With the move online in work and educational practices and the reduction in physical contact, the need to understand emotional influences on social learning behaviour in digital spaces is important. There is little research about how students conceive of their emotions when engaging in online asynchronous course forums. Using case study method student engagement across a 6-week fully online module was examined using a theoretical framework bringing together social, emotional and online learning dimensions. Three types of behaviours were found represented as self-protective, self-oriented and community-oriented. Perceived social and emotional behaviours are conceptualised regarding content, peer interaction and within the asynchronous forum. This study contributes understanding about how students understand their emotional engagement in a social space and how this influences their learning behaviours in an asynchronous forum. Implications for future research directions are discussed.

Educators have integrated instructor-produced audio files in a variety of settings and environments for purposes such as content presentation, lecture reviews, student feedback, and so forth. Few instructors, however, require students to produce audio files and share them with peers. The purpose of this study was to obtain empirical data on graduate students’ perceptions of the integration of student-generated audio files within the context of online, asynchronous course delivery and to gain an understanding of how this approach impacted their perceived satisfaction, engagement, connectedness, learning, and utilization. Results indicate students were satisfied with this instructional approach. The integration of student-generated audio files fostered their engagement and involvement, assisted them in effectively connecting and communicating with peers, and increased their learning. Some drawbacks to this approach are detailed.

Project-based learning is a student-centered problem-driven approach that can motivate students in higher education to learn and collaborate, and strengthen their learning outcomes. This study examined how students’ motivation and collaborative learning were related to their self-reported outcomes of online collaborative project-based learning. An 8-week online project-based mental health course at a Chinese university was implemented. In addition to lectures and workshops during the course, students collaboratively created a final product (i.e., a film analysis report) with group members using WeChat as the communication tool. Survey data were collected from 81 students from 25 groups. Results from a partial least squares analysis showed that students’ motivation was positively related to students’ perceived outcomes. With respect to students’ collaborative learning, four strategies were distinguished. The more students considered others’ opinions and challenged others, the more positively they evaluated the outcomes of their collaboration. For the other two strategies, no significant relationships with perceived outcomes were found. Practical implications for teachers and suggestions for further research are provided.

Blended learning has gained popularity in higher education, especially during and after the COVID-19 pandemic. However, despite the benefits and availability of online resources, there is a noticeable lack of student engagement with online materials. Using rich data on engagement with the e-learning platform Moodle for undergraduate business students, we uncover a blended learning intention-behavior gap. While students find online learning content useful and efficient, and report an intention to use it in their studies, Moodle logs show that students tend to ignore online content during the semester. Our survey results suggest that disengagement with online materials may be explained by ‘strategic’ learning behavior, which prioritizes assessed elements of the course over additional learning content. Using regression analysis, we demonstrate that the ‘strategic’ learning approach can be detrimental to learning outcomes, as completion of online activities in the course has a significant positive effect on performance—a benefit students often disregard when weighing the optional online exercises against assessed assignments. Thus, the study provides evidence that a more holistic learning-to-learn strategy, which includes regular engagement with online materials, is more effective for enhancing students’ academic success.

Dr. Charles Potter’s Reading Fluency Programme implements individual learning programmes focusing on children’s learning needs. The methods and materials can be used in the treatment of dyslexia, as well as for working with children with reading, writing, and spelling difficulties or difficulties with rate of work at school. The programmes are activity-based, and are introduced through online sessions related to the child’s individual learning needs as identified through initial assessment and ongoing evaluation. Based on assessment, an individual programme is developed for the child, focusing on areas of need. The programme then uses electronic books, activity books and materials for treatment of phonological and phonemic difficulties, phonic difficulties, as well as linked problems with reading, writing, spelling, reading comprehension and working memory development. This chapter provides theoretical background on the neurolinguistic basis of the programme’s methods and materials, which have been developed internationally and implemented pre COVID with both first and second language speakers of English. It also provides information on how the materials have been implemented post COVID using activity-based online learning formats, and the results of children based on pre and post assessments.

In this qualitative case study, we investigated how active learning strategies discussed and practiced in the face-to-face classroom context were transferred to an online modality by four faculty fellows of Indiana University’s Mosaic Faculty Fellows Program. This program is intended to support faculty members’ perception of how classroom space influences approaches to active learning. In 2020, all faculty members had to transition their courses online, and the semi-structured interview findings of this study showed that faculty members used three online space types to support the continued use of active learning approaches when transitioning to online: (1) core space to replicate existing practices (e.g., video conference and text), (2) shared space to supplement existing practices, and (3) augmented space to transform existing practices (e.g., activities that merge the physical world and online space). We concluded that preparing faculty members to effectively use active learning approaches in in-person classrooms can also guide active learning approaches in online teaching environments. The study also discussed the need for professional development programs that address support for active learning in different modalities by considering augmented space and its impact on student engagement.

This article reports a study which sought to evaluate the different learning strategies adopted by students when accessing virtual learning environment (VLE)-hosted resources because, if student achievement corresponds to the learning strategy that is adopted whilst accessing VLE resources, directed tasks can be put in place that will encourage students to adopt the learning strategy that is most closely associated with this higher achievement. The different approaches adopted by undergraduates ( n = 46) in their use of online learning resources for a single second-year module are evaluated by analysing their record of accessing these resources at three time-points during the module, and their performance in coursework and exams. From these longitudinal data, three learning approaches are identified (two surface and one deep). It is found that students who adopted a deep learning approach, in which online resources were accessed consistently throughout the module, performed markedly higher than surface learners who focused their online activity at the beginning or end of the module’s duration. Implications for teaching strategies are discussed.