Characterising effective eLearning resources

Littlejohn, Allison; Falconer, Isobel; McGill, Lou

doi:10.1016/j.compedu.2006.08.004

Cited by 96 publications

(44 citation statements)

References 3 publications

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“…More specifically, blended learning has been described as a combination of face-to-face instruction with computer-mediated instruction [25]. Other definitions conceptualize blended learning as a system [16], a continuum from strong to weak [26], or dimensions of possibilities [27]. Blended learning has been defined as "both simple and complex" ( [28], p. 96).…”

Section: Open Accessmentioning

confidence: 99%

Blended Learning: Reflections on Teaching Experiences across the Pharmacy Education Continuum

2013

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Abstract:Experiences with online learning in higher education have grown due to advancements in technology, technological savviness of students, changes in student expectations, and evolution of teaching approaches in higher education. Blended learning, the thoughtful fusion of face-to-face instruction with online learning, can enhance student learning and provide rewarding teaching experiences for faculty members. Pharmacy educators are beginning to employ blended learning across the continuum of professional education from entry-to-practice programs to continuing professional education programs. The objectives of this paper are to describe our early experiences with blended learning and how it has enhanced our teaching experiences. Possibilities for blended learning are considered as new curricula for pharmacy programs are developed at our institution.

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Section: Open Accessmentioning

confidence: 99%

Blended Learning: Reflections on Teaching Experiences across the Pharmacy Education Continuum

2013

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“…This topic requires the understanding of several abstract concepts, including the combination of probabilistic modeling with a dynamic scenario. It is commonly recognized that simulation and experimentation contribute to a deeper understanding of statistical concepts [6], and that interactivity greatly enhances the learning process, especially when using e-learning resources [27]. For these reasons, the simulator has been designed with a particular focus on interactivity, including a slider to control the value of parameter µ in (2), thus allowing the user to modify this structural parameter and obtain a real time response.…”

Section: B the Graphical Simulatormentioning

confidence: 99%

Application of a Discrete-time Markov Chain Simulation in Insurance

Morales

2015

Int. J. Recent Contrib. Eng. Sci. IT

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Abstract-This paper describes the application of an online interactive simulator of discrete-time Markov chains to an automobile insurance model. Based on the D3.js library, an interactive visual animation depicts the dynamics of individual policyholders in a bonus-malus system of automobile insurance. A survey was conducted among MSc students who used the simulator to obtain a preliminary assessment of the perceived usefulness in several dimensions of their learning process. The main findings indicate that flexible access via different devices was the most valued feature of this resource. In addition, the possibility of experimenting and simulating by means of controlling the main parameter of the model was also found to be particularly useful.

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“…The first goal is to argue that there is a more fundamental reason why the formulated guidelines and principles provide so little help in developing LOs. The reason is the basic premise that there is one thing called 'reusability,' an assumption that is either implicitly or explicitly present in many studies (e.g., Littlejohn et al, 2008). A few studies, though, make a distinction between several types of reusability.…”

Section: Introductionmentioning

confidence: 99%

“…Doorten et al (2004) posit another view by arguing that LOs can be developed by decomposing existing materials into their smallest intrinsically meaningful parts. Littlejohn, Falconer and McGill (2008) provide many tips for developing LOs. However, their advice that LOs should be "of a critical size", without defining what a critical size is, is not very illustrative.…”

Section: Introductionmentioning

confidence: 99%

Four scenarios for determining the size and reusability of learning objects

Schoonenboom

2012

AJET

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The best method for determining the size of learning objects (LOs) so as to optimise their reusability has been a topic of debate for years now. Although there appears to be agreement on basic assumptions, developed guidelines and principles are often in conflict. This study shows that this confusion stems from the fact that in the literature, hardly any attention is paid to different types of reusability. This study not only shows that there are different types of reusability, but also that different types of reusability go together with different principles for developing LOs and for determining LO size. A grounded theory analysis was performed on separate statements on LO development in 71 selected publications from LO literature. This resulted in the development of four scenarios for LO development, each with their own definition of reusability and their own principle for determining the size of LOs. A field test with 11 experts showed that the scenarios are recognisable. In higher education, educational technologists often assist amateur LO developers. Educational technologists can use the scenarios to determine which definition of reusability is applicable to their situation and which principle for determining the size of LOs should be applied.

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Characterising effective eLearning resources

Cited by 96 publications

References 3 publications

Blended Learning: Reflections on Teaching Experiences across the Pharmacy Education Continuum

Blended Learning: Reflections on Teaching Experiences across the Pharmacy Education Continuum

Application of a Discrete-time Markov Chain Simulation in Insurance

Four scenarios for determining the size and reusability of learning objects

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