Connectivism and dimensions of individual experience | Tschofen. Carmen Tschofen and Jenny Mackness Abstract Connectivism has been offered as a new learning theory for a digital age, with four key principles for learning: autonomy, connectedness, diversity, and openness. The testing ground for this theory has been massive open online courses (MOOCs). As the number of MOOC offerings increases, interest in how people interact and develop as individual learners in these complex, diverse, and distributed environments is growing. In their work in these environments the authors have observed a growing tension between the elements of connectivity believed to be necessary for effective learning and the variety of individual perspectives both revealed and concealed during interactions with these elements.
Keywords: Autonomy; openness; diversity; connectedness; connectivism; self-determination; massive open online course; motivation; personality theory; MOOC; identity; learner experience Introduction Juxtaposing Three Concepts Exploring Autonomy. Www.insidehighered.com/sites/default/server_files/files/FINAL Embargoed Avalanche Paper 130306 (1).pdf. Online learning across ethnicity and age: A study on learning interaction participation, perception, and learning satisfaction. Abstract This mixed-method study examined whether online learning interaction participation, perception, and learning satisfaction would be consistent across varied age and ethnicity groups. Data were collected from students enrolled in 28 online courses via content analysis with online interaction transcripts, structural equation modeling with the learning-experience survey responses, and interviewing.
The interaction-transcript analysis did not indicate a significant advantage or disadvantage in terms of the quality and quantity of online interaction participation for students of non-traditional age or minority status. However, the structural equation modeling of the survey results indicated that students' minority status was associated with more favorable perception of the learner-to-instructor interaction but lower satisfaction with the web-based distance education. Highlights Keywords Online learning; Learning interaction; Age; Ethnicity Copyright © 2012 Elsevier Ltd. Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences.
Volume 15, Issue 2, March 2012, Pages 118–126 Special issue of the American Educational Research Association's online teaching and learning special interest group Edited By Steven Terrell Abstract This qualitative research study was designed to inform the development and implementation of effective online learning environments by exploring, from both teacher and student perspectives, what constitute effective online learning experiences. The study examined course content, tasks, and pedagogical approaches, as identified by students and instructors, which contributed to or hindered positive online learning experiences. Researchers interviewed 6 online course instructors and 10 adult students to understand their experiences in undergraduate and graduate level online degree programs.
Highlights Keywords Technology; Distance education; Online learning. Continuous activity with immediate feedback: a good strategy to guarantee student engagement with the course - Open Learning: The Journal of Open, Distance and e-Learning - Volume 28. Media/Subramanian-P-2012-WEMBA-thesis.pdf. Instructional design: from “packaging” to “scaffolding” In my recent posts, The changing role of L&D: from “packaging” to “scaffolding” plus “social capability building” and Towards the Connected L&D Department I wrote about the need to move from a focus on “packaging” training to “scaffolding” learning, and I said I would talk more about what “scaffolding” looks like. For me, this is the key way for workplace learning professionals to move the learning industry into the future.
In this post I’m going to look at “instructional scaffolding” but in subsequent posts, I will consider “scaffolding performance support & team collaboration” in the workplace as well as “scaffolding professional learning“. The concept of instuctional design is well known. It usually refers to the process of extracting knowledge from Subject Matter Experts, and presenting this content in a logical order for individuals to study. “Our workshops are designed to give just enough structure, without constraining personal and social learning.” Www.bremer.cx/vortrag67/Artikel_elba2012_opco_bremer.pdf.