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Search Results: 1 - 10 of 16114 matches for " Online Learning Facilitator "
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Who helps an online facilitator to learn with students in a day?
Simon B Khoza
Mevlana International Journal of Education , 2012,
Abstract: This article draws on a case study of one facilitator with eight postgraduate students who uses online resources in teaching a Curriculum module at one of the universities in South Africa. The facilitator uses an online chat, discussion forum, blogs and Facebook to learn with his students in a form of blended learning. This article does not only give this facilitator and his students a voice but it also encourages them to reflect from their experiences in the teaching and learning of this module. The facilitator claimed to be using these online resources in promoting active students because his students had to learn with these online resources as opposed to learning from these online resources. A guided analysis theory was used as a framework for data production and this produced four themes for presenting the findings, while this article itself is framed by Entertainment Education theory. Online document analysis, observation and semi-structured interviews were used for data generation. This article prioritises the facilitator’s claim that students should learn with resources. The article concludes that Coincidental Learning was utilised for this module. Therefore, the article is proposing the utilisation of Awareness Learning in the teaching and learning of this Curriculum module.
Appraising the e-readiness of online learning facilitators: key human factors
L. Vermeulen
Koers : Bulletin for Christian Scholarship , 2008, DOI: 10.4102/koers.v73i4.184
Abstract: Higher education institutions in South Africa have undergone a number of changes over the past few years. These changes brought about inter alia changed work environments and job demands. One of the new job demands is the need to incorporate technology in teaching and learning, viz. e-learning. Not all job incumbents, however, adapted successfully to these changes, particularly with regard to e-readiness. Such a lack in e-readiness is likely to influence the effectiveness with which an academic employee will fulfil his/her online learning duties. Therefore, it is important to find solutions to overcome the lack of e-readiness. This article will focus on the role of human resource appraisal, in order to assess the e-readiness of online learning facilitators with a view to improving their online skills and capacity. A number of human factors that can play a role in employee performance and motivation, namely learning styles, personal profile patterns, and pace and style of technology adoption will be briefly outlined, in order to determine the role that these factors could play in assessing the e-readiness of online learning facilitators.
The Chancellor’s New Robes: Online Education  [PDF]
Stan Braude, Jon Merrill
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.47A2009
Abstract: Online education is being rapidly embraced as a cash cow for reputable universities. Although there are legitimate advantages to online learning, the data on learning outcomes are scarce. We point out the reasons why high quality, live classes are unlikely to be replaced by online alternatives. However, we do describe the poor teaching practices that can be inexpensively replaced by online courses. We finally point out that best practices and high quality online education are expensive and cannot generate the revenue expected by university administrators.
Andragogy and Engagement in Online Learning: Tenets and Solutions  [PDF]
Barry Chametzky
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.510095
Abstract: In this paper, the author discusses two tenets of online learning: andragogy and learner engagement. What are the foundational principles of these educational practices? In light of the discussed foundational principles, the author examines various techniques which educators could use in order to help online learners succeed in the often-stressful environment. Ultimately, educators want learners to reach the pinnacle of Bloom’s Taxonomy pyramid; by following the suggestions presented in this paper, educators will help learners accomplish this objective. Yet, more research is needed in this area. Therefore, the recommendation is for further study in the relationship between andragogy and the varied mesh of ideas associated with meaningfulness and engagement.

Cooperative Learning Online in Higher Education. Second Experience at Roma Tre University, Italy  [PDF]
Concetta La Rocca
Open Journal of Social Sciences (JSS) , 2015, DOI: 10.4236/jss.2015.34011
Abstract: This study presents the procedures and results of online cooperative learning activities carried out by the students in the a.y. 2013/14 in two academic courses at the Department of Education at Roma Tre University (Italy): “General Didactic” (GD), First-level Degree in Education Sciences and “Educational Strategies and New Communication Processes” (ES), Second-level Degree in Professional Community Educator. It constitutes the continuation of the first pilot study, carried out only in the teaching of GD in the academic year 2012/13 which has already been reported in a previous publication [1]; this second experience is built in a perspective of continuity and difference from the first one. This study is divided into two interventions: a) description and analysis of the data collected following the administration of a questionnaire, said barometer, developed to detect the climate experienced by the students involved in the online working groups; b) investigation of the relapse that collaborative activities produced on the performance. In particular, we observe that the average mark obtained in the exam of “General Didactics” by the students in cooperative is on average higher than others, and that in the first group there is less “sigma” compared to the second group.
Empowerment Online: Feminist Adult Learning Strategies  [PDF]
Regina Juchun Chu
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.53022

The purpose of this is to investigate how adult female learners constitute their perceptions of self and learning behavior in an internet learning environmentweblog. Based on previous qualitative research method and literature review, this study intended to develop and validate a feminist adult learning strategy scale (FALSS) to understand the women’s learning strategy by applying weblogs. 417 valid data from the participants in two studies (exploratory and confirmatory factor analysis) were analyzed for the purpose. The results of these studies supported a 15-item, 4-factor FALSS: Empowerment Attempt, Sharing Expe- riences, Participatory Learning, and Critical Thinking and Open-Mindedness.

Research on the Correlation between Learning Effectiveness and Online Learning Behavior Based on Online Education Scene  [PDF]
Haiying Ma, Jun Yao, Lewen Liu
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.813149
Abstract: With the development of electronic equipment and communication technology, online learning came into being. However, online learning makes?the time and space divided in the teaching process, so that the teachers can not accurately control the learners?learning state and evaluate the learners?learning situation. In this paper, statistical analysis method is used to analyze the online learning behavior and achievements of three courses of a university network education institute, and the index correlation between the learning effect and the learning behavior in the process of online education is studied. It also reflects the problem that the online learning does not give full play to its advantages and the process of online learning is neglected by the learners.
Is Blended Learning Making Us Stupid, Too?  [PDF]
Ray Archee
Open Journal of Social Sciences (JSS) , 2015, DOI: 10.4236/jss.2015.39010

The title of this paper echoes Nicholas Carr’s (2008) article, Is Google Making Us Stupid?, which evoked heated debate around the issue of whether the Internet was having negative effects upon human concentration and learning. While this paper agrees that blended learning has the same issues as the Internet, blended learning is under the control of organizations, institutions, instructors and students. Whether our brains are being changed for better or worse is not the critical question, but how much confidence we ascribe to blended learning. This paper argues that blended learning should be regarded as blended teaching because the phrase comprises a contested assumption. Educators, by their selection of traditional and online media, have complete control over this teaching, but students, in the end, are the ultimate arbiters of their own learning.

WebCT: Will the Future of Online Education be User-friendly?
Tama Leaver
Fibreculture Journal , 2003,
Abstract: In 2004, the Faculty of Arts, Humanities and Social Sciences at the University of Western Australia will cease using The Forum, an in-house developed online education delivery system, and will shift to the popular corporate American online courseware package, or Managed Learning Environment, WebCT (Web Course Tools). The process of migrating to a new online education environment is an ideal moment to ask some important questions about WebCT and the implications this delivery platform holds for online education in a more general sense. I stress that this paper is not intended as an exhaustive critique or how-to guide for WebCT course creation. Rather, this paper narrates the two levels of engagement I have experienced thus far with WebCT. Firstly, I describe my initial reactions to the WebCT suite itself as it is set up at the University of Western Australia. This engagement includes concerns about both the structure of the program, and the underlying architecture of student and teacher interaction. Secondly, I analyse WebCT as a corporate entity and discuss issues raised from a close reading of elements of the WebCT homepage, the marketing strategy, and the directions WebCT as courseware package is heading according to their "white paper" on future developments. In the course of this analysis, I offer a framework to consider whether WebCT is an ideal technological partner in the teaching process, or whether it unavoidably closes avenues of learning.
Halflives, A Mystory: Writing Hypertext to Learn
Lisa Gye
Fibreculture Journal , 2003,
Abstract: This paper outlines an approach to online learning that focuses on the online writing environment as an apparatus of electracy rather than as a medium for the delivery of course materials via online learning systems. Using the Halflives web project as a case study, I argue that taking Ulmer's approach to mystoriographical learning can change the ways in which we think about learning and teaching both off and online.
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