Time in e-Learning Research: A Qualitative Review of the Empirical Consideration of Time in Research into e-Learning

Barberà, Elena; Clarà, Marc

doi:10.5402/2012/640802

Cited by 19 publications

(17 citation statements)

References 38 publications

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“…The increasing use of mobile technology for learning has raised awareness of where learning takes place. However, less attention has been paid to the temporal aspects of learning contexts, especially the experiential aspects of time (Barbera & Clara, ; Terras & Ramsay, ). Awareness of the temporal context is particularly important if productive and collaborative activities such as wikis, which by their very nature have content that changes over time, are embedded within MOOCs.…”

Section: A Psychological Perspective On Learning Via Moocsmentioning

confidence: 99%

Massive open online courses (MOOCs): Insights and challenges from a psychological perspective

Terras

Ramsay

2015

Brit J Educational Tech

159

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Massive open online courses (MOOCs) offer an exciting range of opportunities to widen access and participation in education. The massive and open nature of MOOCs places the control of learning at the discretion of the learner. Therefore, it is essential to understand learner behaviour. This paper examines the psychological considerations inherent in learning and explores the psychological determinants of learner behaviours relevant to MOOCs. A number of psychological challenges specific to the development and use of MOOCs such as the motivational, emotional and intellectual commitment of MOOC learners, and the skills profile that effective MOOC learners require are discussed. The psychological barriers that learners may encounter when engaging with MOOCs are identified. In doing so, we highlight the importance of considering the psychosocial and cognitive profile of the learner, and provide a psychological characterisation of many of the practical and theoretical issues that inform the design, development and delivery of MOOCs. For example, digital literacy skills, individual differences in motivation and self-regulation are key learner attributes in the context of MOOC-based learning. The temporal dimension of learning is also addressed: how learners perceive time online, how this influences time spent on tasks and how this may impact on the effective use of MOOCs. Given that MOOCs are increasingly being accessed using mobile devices, the psychological challenges of mobile MOOC-based learning are explored. It is anticipated that the insights derived from a psychologically informed consideration of MOOC-based learning will serve as a catalyst for debate, discussion and future research.

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Section: A Psychological Perspective On Learning Via Moocsmentioning

confidence: 99%

Massive open online courses (MOOCs): Insights and challenges from a psychological perspective

Terras

Ramsay

2015

Brit J Educational Tech

159

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“…In short, e-learning has expanded the temporal dimension of learning; therefore empirical research that methodologically incorporates time into e-learning research is required (Barbera & Clarà, 2012). We endorse Barbera and Clarà's (2012) proposal concerning empirical research and argue that our understanding of the temporal aspects of e-learning would benefit further by considering the psychological (i.e. the experiential) aspects of time.…”

Section: Introductionmentioning

confidence: 99%

“…Although much is known about the role of time in learning, less is known about the relationship between time and e-learning. In a recent review of 24 e-learning articles, Barbera and Clarà (2012) identified four distinct conceptualisations of time: time as duration (how long something lasts), a particular moment in time, the passage of time, and change over time. However, as noted earlier, technology has expanded the temporal constraints on learning, therefore our conceptualisation must also grow if we are to capture how learners experience time when they use technology generally and for educational purposes in particular.…”

Section: The Concept Of Time In Educationmentioning

confidence: 99%

“…Digital technology offers 'new temporal conditions of learning' (Barbera & Clarà, 2012, p. 2) as it allows 24/7 access, flexibility in timing of response (immediate or delayed), time to prepare, and the opportunity to participate at the most convenient time (Harasim, 2000). In short, e-learning has expanded the temporal dimension of learning; therefore empirical research that methodologically incorporates time into e-learning research is required (Barbera & Clarà, 2012). We endorse Barbera and Clarà's (2012) proposal concerning empirical research and argue that our understanding of the temporal aspects of e-learning would benefit further by considering the psychological (i.e.…”

Section: Introductionmentioning

confidence: 99%

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A Psychological Perspective on the Temporal Dimensions of E-Learning

Terras

Ramsay

2014

E-Learning and Digital Media

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Psychological perspectives have long been reflected in educational theory and practice. Therefore, we expect psychology to contribute to our understanding of the impact of technology on the temporal aspects of teaching and learning in this digital age. Understanding how we learn, and how learning and teaching can be facilitated, are key to understanding the temporal dimension of e-learning. In this article the authors review the research literature with the purpose of developing a psychologically informed understanding of the temporal aspects, challenges and skills required for successful digital mediated learning. They consider how time has previously been addressed in educational theories and evaluate whether these theories retain their psychological validity in the context of e-learning. How is time perceived and experienced? How do such perceptions and expectations impact on e-learning? What skills will learners require? The authors' consideration of these and other issues leads them firstly to advance five psychologically informed challenges associated with the temporal aspects of e-learning. Secondly they identify three categories of psychological skills that support the ability to manage these temporal challenges and illustrate how they function as psychological enablers to e-learning. Psychological insights will not only deepen our understanding of the temporal aspects of e-learning, they will also inform the design of educational materials and the deployment of technology to support their effective use.

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“…It is this wider context of time research, further demarcated by important recent reviews (Barbera & Clarà, 2012;, that this volume wants to make a contribution to the assessment and evaluation of temporal factors in online teaching and learning.…”

Section: The Times Are Changingmentioning

confidence: 99%

Temporal Flexibility in Online University Courses in Spain and Australia

Gregori

Clarà

Danaher

et al.

Assessment and Evaluation of Time Factors in Online Teaching and Learning

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Temporal flexibility in learning is one of the main promises and advantages of online learning, as well as one of its most important characteristics. This advantage has been widely exploited by institutions, which offer several degrees online or constitute themselves fully online. Although it is clear that online university courses are able to be more flexible in time than face-to-face courses, it is also true that as formal educational institutions with accreditation responsibilities universities face some time constraints that prevent them from being absolutely flexible. In this chapter, the authors present a study to assess the levels of time flexibility of online courses in two universities in Spain and Australia. To do so, they administrated a Likert-scale questionnaire to 413 students at both universities to assess seven items of time flexibility. The results suggest that in both universities some items of time flexibility are quite high but other items are still low. The authors then discuss these results from the point of view of the nature of higher education institutions and their current role in society.

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Time in e-Learning Research: A Qualitative Review of the Empirical Consideration of Time in Research into e-Learning

Cited by 19 publications

References 38 publications

Massive open online courses (MOOCs): Insights and challenges from a psychological perspective

Massive open online courses (MOOCs): Insights and challenges from a psychological perspective

A Psychological Perspective on the Temporal Dimensions of E-Learning

Temporal Flexibility in Online University Courses in Spain and Australia

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