Designing support to facilitate learning in powerful electronic learning environments

Kester, Liesbeth; Kirschner, Paul A.; Corbalan, Gemma

doi:10.1016/j.chb.2006.10.001

Cited by 37 publications

(19 citation statements)

References 22 publications

(11 reference statements)

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“…In the world of learning, …designers focus on methods enhancing deep level learning, intrinsic motivation, and collaborative argumentation" (p. 430). Kester, Kirschner, and Corbalan (2006) describe learning environments in which 1) complex learning occurs, 2) student motivation for learning is intrinsic, and 3) dialogue and debate are integral elements.Various researchers have addressed the issue of quality in college-level teaching. Onwuegbuzie Witcher, Collins, Filer, Wiedmaier, and Moore (2007) found that college students believe teachers are effective when they are responsive, enthusiastic, student-centered, professional, and expert.…”

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Student and faculty perceptions of the quality of online learning experiences

Ward

Peters

Shelley

2010

IRRODL

128

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Some faculty members are reluctant to offer online courses because of significant concerns relative to the impact of such formats on the quality of instruction, learning, and participant interaction. Faculty members from The University of Southern Mississippi implemented synchronous interactive online instruction (SIOI) in the spring of 2007. This article explores the rationale for use of the particular technology, faculty conclusions regarding implementation of the technology, and the impact of the technology on instruction and learning. Comparisons by students of the quality of the learning experience in this environment with the quality of learning in face-to-face and asynchronous online learning environments were also analyzed.The study finds that instructors and students view SIOI favourably. The mean student ratings for the dimensions of instructional quality were the same for SIOI and face-to-face course formats in all but one dimension, but mean ratings for SIOI and face-to-face formats were consistently higher than those for asynchronous online instruction. The single exception was for the dimension, ease of access to the course; the SIOI and asynchronous online formats were rated higher than the face-to-face format in this quality dimension. These findings suggest that it is possible to achieve levels of effectiveness in an online instructional format similar to those that are realized in face-to-face delivery. However, there is slight, though not statistically significant, evidence of concern about the quality of student collaboration in SIOI-enabled courses. Thus, instructors will need to capitalize on available mechanisms for interaction and collaboration.Keywords: Internet in education; discussion in education; web-based instruction; online courses; instructional effectiveness in higher education Student and Faculty Perceptions of the Quality of Online Learning ExperiencesWard, Peters, and Shelley 58Most universities now offer some coursework online and some have converted programs of study in order to make them entirely available online. Approximately 4.6 million college students in the USA took at least one online course during the fall semester of 2008; this number doubled the 2.3 million students who took online courses in the fall of 2004(Allen & Seaman, 2010Allen & Seaman, 2006). In 2009, 73% of higher education institutions reported growth in demand for online courses and programs (Allen & Seaman, 2010). Most chief academic officers in universities (58%) perceive that online learning is critical to the long-term instructional strategies of their institutions.In spite of the proliferation of online course-taking, many university faculty members are reluctant to teach courses via the Internet. In the fall of 2004, 26% of chief academic officers noted that "lack of acceptance of online instruction by faculty" is a significant barrier to the largescale implementation of online courses" (Allen & Seaman, 2006, p. 13 Purpose and Description of the StudyExamining and illuminating the perspe...

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confidence: 99%

Student and faculty perceptions of the quality of online learning experiences

Ward

Peters

Shelley

2010

IRRODL

128

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“…Collaboration between peers is often considered valuable in fostering learning [12]. CUX does not support peer interaction elsewhere but in the two discussion forums and the Comments block that is available in our Moodle 2.3 installation.…”

Section: Study Methods: Making Notes Working On Assignmentsmentioning

confidence: 99%

“…The educational setting will need to encompass both pedagogy and technology [7]. Students need to be motivated to study the material, and the learning tasks and support for them need to be designed so that they enforce effective learning [12]. The two MOOCs and also CUX can be described as Learning Management Systems where the lecture presentations are arranged into study units together with topical assignments and quizzes.…”

Section: The Hci Courses As Learning Experiencesmentioning

confidence: 99%

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User Experience and Learning Experience in Online HCI Courses

Ovaska

2013

Human-Computer Interaction – INTERACT 2013

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Abstract. Several Massive Open Online Courses (MOOCs) have become available also in the field of Human-Computer Interaction (HCI), in addition to other fields of study. How do they operate, and what do they teach? We compare two HCI MOOCs with a locally composed small scale online HCI course that was built and launched in 2012, and discuss issues in pedagogy, user experience and learner experience in online HCI education.

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“…They predicted that by 2014 a majority of college students would be taking at least some of their courses online. Kester, Kirschner, and Corbalan (2006) found that the quality of interaction is an important component in the learning environment.…”

Section: Introductionmentioning

confidence: 99%

Students’ Perceptions of the Effect of Flipping Online Classes Using a Synchronous Interactive Online Tool

Carver¹,

Todd²,

Hahn³

et al. 2013

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Online instruction is a growing field, but there are concerns about lack of student engagement with mastery of content. Researchers at a small, private, southern university were concerned about increasing student engagement with online course content. A synchronous interactive online tool (SIOT) was added to six sections of online graduate education courses. Data was collected and analyzed from the university administered end of the course survey questions asking students to rate their course learning. Student survey responses were compared from courses without a SIOT, courses where a SIOT was used for office hours, and courses where a SIOT was used for assignments. The differences in the question means from end of the course survey without the SIOT and those where the SIOT was used for office hours were not significant. However, when the SIOT was used to provide instruction related to student assignments, the data from the question responses were significantly more positive. Students 1) became more confident; 2) gained an excellent understanding of the concepts; 3) gained significant knowledge; 4) learned to analyze and critically evaluate; and 5) learned to apply course concepts to solve problems. Consequently it became evident that the implementation of the SIOT did not have a significant effect. The important component that impacted students' perception of their content understanding was the way in which the SIOT was used within the online course.

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Designing support to facilitate learning in powerful electronic learning environments

Cited by 37 publications

References 22 publications

Student and faculty perceptions of the quality of online learning experiences

Student and faculty perceptions of the quality of online learning experiences

User Experience and Learning Experience in Online HCI Courses

Students’ Perceptions of the Effect of Flipping Online Classes Using a Synchronous Interactive Online Tool

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