Online and Distance Education

In March 2020, COVID-19 appeared in the State of Maryland, resulting in strict stayat-home orders and the shutting down of physical business operations. These restrictions directly impacted College Park Academy (CPA), a public charter middle and high school in Prince George's County, MD that typically follows a hybrid approach to in-person and online instruction. The purpose of this qualitative study was to review CPA's transition to full online distance learning during emergency remote teaching. The research worked to establish a snapshot of the school's underlying structure and disaster preparedness strategies before evaluating the perceived viability of the online model and its effects on students, teachers, parents, and educational administrators. The researchers conducted interviews, as well as document analysis and online classroom observations. The findings reveal that despite strong infrastructure and communications during the transition, there remained issues with school readiness, including the maintenance of academic rigor and social emotional wellbeing. Overall, recommendations are made as to how the school would benefit from a shift in its approach to technology-enhanced learning, including the need for digital tools that better facilitate wellness checks, provide human touchpoints, and target collaborative, student-centered pedagogy. These lessons learned are relevant for other school administrators to consider as society continues to adapt to a new era of virtual learning during times of crisis.

Online education is the type of education that takes place through the internet. The learner is required to have a computer that has active internet connection to be able to attend a free online courses. All the instructions and transactions take place through the net.

E-learning students’ fora were studied both manually and by computer. Physically distant students were asked to collaborate to write a program in small groups. Tutors evaluated the records of their discussions to assess the collaborative process and its phases. Discussions were also studied as a collective discourse directed by a goal. Computer parsing based on a discourse model was achieved. Results back some of the human findings but also contribute to show how collaborative discussion evolves through disagreement before reaching consensus. KEY-WORDS : discussion groups, e-learning, collaborative writing, computer discourse parsing, text structure, robust parsing.

With the rapid developments of information technologies, distance education programs in library and information science are increasing across the world. Instructors play very important roles in providing high quality instruction for students. Given this climate, this article briefly compares the traditional education with distance education and discusses the instructor's roles from multiple perspectives. The related literature is reviewed, which results in the recommendation that instructors should prepare for and perform multiple roles while teaching. Only when much more importance is attached to multiple roles in distance education by instructors themselves, administrators, and accreditors can the quality of distance education, assessment and evaluation be effectively improved in the future. Instructors who are accustomed to delivering lectures in face-to-face classrooms and will teach online should have a good mastery of the multiple teaching roles transformation, be very clear about what roles and responsibilities they should have in distance education, and have the corresponding changing role-related skills and competencies in order to provide the high quality teaching for distance learners.

Over the last decade, the community of inquiry framework has proved successful for online learning experiences in diverse disciplines, although studies in the teaching of English as a foreign language arena are still scarce. In this vein, this article reports a preliminary study about the development of the oral skill in a Basic English online course, uncovering the relationship between the community of inquiry framework (with its three forms of presence: teaching, cognitive, and social) and some indicators of the oral skill. Findings, based on learners' perceptions, confirmed the existence of such framework and suggest that the teaching presence fosters grammar, accuracy, and vocabulary. Discussion of findings, limitations of the study and future possible research actions conclude this report.

The pandemic process compelled many educational institutions to apply online education during the quarantine. Therefore, design studios in practice-based disciplines such as architecture and industrial design have been adapted themselves in a limited time to become applicable for distance learning. However, current e-learning tools and applications provided an uninvited option for students: pseudopresence during the online design studio classes. Students had the possibility to turn off their videocameras and microphones to show their attendance and not to interact with the design studio at all. This study primarily investigates the pseudo-presence tendencies of the undergraduate architectural design students at Atilim University- Department of Architecture- in Turkey. Semi-structured interviews were carried out with 21 undergraduate design students and 5 design educators. The qualitative data was analyzed through students’ pseudo-presence tendencies, social presence, and interaction levels due to a holistic perception of distance learning in the design studio.

In late-2018, AWS Educate engaged FHI 360 to design and conduct a study to help understand how their no-cost online education program1 had impacted the economic lives of participating learners. AWS Educate was interested in understanding what skill development, employability, employment, or entrepreneurial benefits had been accrued by learners who had completed no-cost online training pathways or participated in in-person events hosted or sponsored by AWS Educate (Powered by AWS EducateTM).

Initially focused exclusively on learners in the Asia-Pacific-Japan (APJ) region, where AWS Educate first launched in May 2015, the sample was later expanded to include additional learners from APJ, the US, Europe, and South America— many of whom excelled in hackathons, challenges, or other competitions— in order to capture the widest possible array of benefits that accrue to learners in diverse contexts. This is a qualitative study with the lead focus on students in APJ.

These results will inform AWS Educate’s program and partnership development strategy, suggest guiding directions for future customer research, and provide direct input into future efforts to systematically detect and measure the impact of programming on learners, and on economies and labor markets more broadly. The study is also intended to generate or enhance both local and global awareness of how the AWS Educate program benefits learners. In this respect, it is useful as a tool to deepen engagement with AWS customers, students, educators, institutions of secondary and higher education, and communities by catalyzing a new conversation about how and why cloud computing education is an essential element in preparing learners for a digital future.

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Limited data exists related to teaching and learning in K-12 virtual schools. This paper builds upon a recent study related to successful practices of K-12 online instructors. The paper describes the utilization of a survey built upon qualitatively derived best practices of K-12 online instructors and provides the opportunity to relate these practices to teacher's perceived professional development needs. Outcomes indicate that virtual school instructors identify online presence, diligent student monitoring and an enjoyment of technology among factors that contribute to virtual school instructor success. Instructors also identified face-to-face student mentors as a key component for success. Respondents felt that they would benefit from professional development focused on technological skills, contentbased technological integration and evaluative resources for online learners. The paper concludes with a call for additional research to refine and implement the assessment.

En la actualidad, el gran desarrollo que han tenido las Tecnologías de la Información y de la Comunicación (TIC) y la evolución de Internet, permiten a los usuarios la generación de contenidos, la interacción y el almacenamiento en la nube y hacen imprescindibles para todo estudiante universitario el conocimiento y la utilización de determinadas herramientas, que les permitirán desenvolverse con éxito y superar los desafíos que la vida académica les brinda. A continuación, haremos un breve repaso sobre algunas de ellas, que consideramos imprescindibles para el desempeño en la Universidad.

The following is a sample template that you might use to help your students to track their own progress throughout your course. Our goal is to help our students to be as successful as they can and providing them with an assignment tracking sheet such as this is considered best practice according to current course development rubrics (click here to see a comparison table of some standard rubrics). In essence, you will list all of the required assignment that students will need to complete in order to successfully finish your course. Listing these assignments out can also help us to evaluate the assignments that we are requiring. For more guidance on choosing assignments for your class, click here to see the pedagogies, strategies, and activities checklist.

This study examines the design process of a blended learning environment using a learning management system to transform Basic English courses into the web-based distance learning format in the School of Foreign Languages at a large scale research university in Turkey. The research design was based on design-based research and the ASSURE, which is an instructional design model. A design plan was created based on the needs indicated by the analysis, and the necessary materials were developed and transferred to the learning management system. A usability test of the environment was conducted for increasing efficiency of environment, facilitating learning, increasing productivity and making the environment more user-friendly. As a result, an environment was designed where instructors can create the desired multimedia materials (videos, exercises, quizzes). Students can access these materials, discuss with each other and instructor (chat, discussion) and assess their learning outcomes (weekly homework, quizzes, games).

The objectives of the study were to show the basic differences between Distance, Blended and Online learning, and establish their common challenges from literature. Approximately 35 categories/sets of research results or findings from more than 65 publications were reviewed and used for this work. Articles were obtained from sources such as Google Scholar, ResearchGate, Academia.edu, Google Search Engine, and Elsevier. The key themes used for the search are Distance education, Distance learning, Online learning, Blended learning, Differences between face-to-face and online learning, and the use of the internet for learning. The differences between Distance, Blended, and Online Learning (DBOL) modes were summarized, and 11 challenges of DBOL were realized. These 11 challenges were summarized into six themes namely, lack of infrastructure, low or no IT skills, self-disciplinary problems, content issues, policy issues, and social issues. It was strongly advised that, for effective DBOL...

"Learning in the 21 st century has drastically changed how learners access and process information" (1). The authors of Best Practices in Engaging Online Learners begin by describing specific changes in higher education that directly impact student learning. This change is obvious. Several technologies are changing the landscape of higher education: electronic textbooks, learning management systems, large-scale institutional data, social media -each of these changes impacts student experience, and benefit from intentional pedagogical usage. These changes are more thorough in distance learning than in face-to-face contexts it seems. The authors present an idealistic call towards engaging and developing rigorous online education that harnesses its possibilities. As such, they advocate active and experiential learning that is high on transfer and reflection.

The purpose of this study was to explore the structural relationships between knowledge sharing behaviors (KSB), academic self-efficacy (ASE) and sense of community (SoC) of university students in e-learning community. The study was carried out with students who joined Facebook learning community that was created for the Computing I course which was taught with blended learning method. Data were collected from 316 university students by utilizing three self-report instruments: KSB scale, ASE scale (sub-scales: ‘social status’, ‘cognitive applications’ and ‘technical skills’) and classroom community (CC) scale (sub-scales: ‘connectedness’ and ‘learning’). The path analyses with structural equation modeling (SEM) further verified that students’ KSB were related to their ASE and SoC in e-learning community. The results of the study revealed that the ASE and SoC of the students positively affect their KSB. And in terms of sub-scales, the connectedness to the community, learning perception in the community, the self-efficacy of the students on the cognitive applications in the courses and their social status in the community positively affect KSB. However, students’ self-efficacy perceptions on their technical skills affect KSB positively but its affect size was smaller compared to other sub-scales. Further research studies and implications are presented and discussed. E-Öğrenme Topluluğunda Bilgi Paylaşım Davranışları: Akademik Öz-Yeterlik Ve Topluluk Hissinin Rolünü Keşfetmek Bu araştırmanın amacı, e-öğrenme topluluğundaki üniversite öğrencilerinin, bilgi paylaşım davranışları (BPD), akademik öz-yeterlikleri (AÖ) ve topluluk hisleri (TH) arasındaki yapısal ilişkileri incelemektir. Araştırma, harmanlanmış öğrenme yöntemi ile yürütülen Bilgisayar I dersi için oluşturulan Facebook öğrenme topluluğuna katılan öğrenciler üzerinde gerçekleştirilmiştir. Araştırmanın verileri 316 üniversite öğrencisinden öz bildirime dayalı üç veri toplama aracı kullanılarak elde edilmiştir: Bilgi paylaşım davranışları ölçeği, akademik özyeterlik ölçeği (alt ölçekleri: 'sosyal statü', 'bilişsel uygulamalar' ve 'teknik beceriler') ve sınıf topluluğu ölçeği (alt ölçekleri: 'bağlılık' ve 'öğrenme') olmak üzere üç öz-raporlamaya dayalı veri toplama aracı kullanılarak 316 üniversite öğrencisinden veri toplanmıştır. Yapısal eşitlik modellemesi (YEM) ile yapılan yol analizleri, e-öğrenme topluluğundaki öğrencilerin BPD'sinin AÖ ve TH'leriyle ilişkili olduğunu doğrulamıştır. Araştırmanın sonuçları, öğrencilerin AÖ ve TH'lerinin BPD'yi olumlu etkilediğini ortaya koymuştur. Alt ölçekler açısından bakıldığında; topluluğa bağlılık, toplulukta algılanan öğrenme, öğrencilerin derslerdeki bilişsel uygulamalar üzerindeki öz yeterliği ve topluluktaki sosyal statülerinin BPD'yi olumlu etkilediği görülmüştür. Bununla birlikte, öğrencilerin teknik becerileri üzerindeki öz-yeterlik algıları BPD'yi olumlu etkilemekle birlikte, diğer alt ölçeklere kıyasla etki büyüklüğünün daha küçük olduğu görülmüştür. Araştırma bulguları, uygulamalar ve gelecek araştırmalar için sunulmuş ve tartışılmıştır. Anahtar Kelimeler: Bilgi paylaşımı, E-öğrenme toplulukları, Akademik öz-yeterlik, Topluluk hissi

Nos últimos anos a Educação a Distância vem adquirindo reconhecimento como uma modalidade de educação apropriada para o alcance de metas de políticas públicas. Através da Universidade Aberta do Brasil (UAB), o Ministério da Educação (MEC), desde 2005, vem ofertando milhares de vagas em cursos de nível superior gratuitos, através de instituições públicas de Ensino Superior, apoiadas em polos presenciais municipais. Este artigo tem como objetivo propor uma discussão sobre a formação qualificada na educação superior. Aborda que o conceito de qualidade de ensino deve estar presente nos debates, fóruns e seminários, não somente de representantes da educação, mas também com a participação da sociedade civil organizada, para que sejam definidas políticas públicas que avancem no desenvolvimento e privilegiem o bem estar humano. O entendimento é de que a qualidade da educação superior dar-se-á a partir de processos acadêmicos equitativos e que o papel da universidade é promover o acesso e o conhecimento para a melhoria do desenvolvimento humano, social, econômico e ambiental. Fez parte da investigação estudos sobre qualidade e equidade, que são termos balizadores para a constituição de uma educação superior responsável e comprometida com o desenvolvimento humano e social. A interpretação dos resultados da pesquisa indica que essas iniciativas do governo federal buscam melhorar a qualidade da Educação Básica no Brasil e promover a igualdade de oportunidades, tendo como aliada a Educação a Distância, levando o ensino a regiões pouco acessíveis, abrangendo uma camada da população que tem dificuldade de acesso à formação universitária.

This paper presents and evaluates a new educational tool and a model for learning theory and practice of game development, by involving geographically separated and culturally different industrial and academic organizations. We propose a TRIAD education model, which is as an extension to the conventional project-based learning, by uniting industry staff, faculty members, and students in an online discussion space. This model is a two-phase cyclic model where in Phase-1) industry members and academic staff discuss the progress of PBL transparently, showing the cross-cultural gaps and advising how to solve them, and in Phase-2) students make progress on the projects. Additionally, the TRIAD model adopts asynchronous text messaging as a core communication method, which is suitable for a multi-timezone situation, as well as exchanges of self-reviews from students and feedback from instructors. The online space not only facilitates interns in overcoming the hurdles represented by the gaps between the industry and academia, but it also visualizes the students' implicit educational progress by periodically analyzing all stored data by applying quantitative text analysis methods. This paper shows the result of an empirical study by utilizing this TRIAD model and analytics tool conducted at a large-scale Japanese game company with over 2,000 employees focusing on two students from the division of game development at a university in Sweden. We applied a quantitative text analysis tool for this model during an ongoing internship program to clarify how students change their thoughts and behaviors by acquiring cross-cultural professionalism in the game industry. In addition, the result indicates that this TRIAD model is resilient, even under the COVID-19 epidemic situation due to its text-based approach.

Capítulo 12: As Comunidades de Prática e o Problem-Based Learning como  Facilitador da Educação a Distância.

Capítulo 14: Articulações entre Educação Profissional Tecnológica e Educação a Distância: potencialidades para o desenvolvimento de Clusters no Brasil.

Extent/type: 306 pages, paperback Price: ISBN: 978‐1‐59385‐872‐8 Just as the advent of new technologies in educational contexts creates the conditions for a reexamination of education practices, so too the expansion and increasing sophistication of distance education and e‐learning offer an opportunity for revisiting program and project evaluation. Canadian authors Valerie Ruhe and Bruno Zumbo have seized on the opportunity afforded by the expansion of new technologies in educational contexts to lay out a comprehensive overview of evaluation theory and practice in distance and online education and e‐learning. They approach the topic with an initial overview of the theory and practice of program evaluation and an outline of respected theoretical models in distance education and e‐learning, before establishing the theoretical underpinnings of an evaluation framework they term " The Unfolding Model ". Guidelines for conducting evaluation studies are provided and the model is then applied to relevant two case studies. To invite you in: this book will appeal to a wide educational audience. Project managers, instructional designers, and educational developers should find the book a useful reference for the applied planning and implementation of distance education and e‐learning programs. Educational developers, researchers, and the administrators and managers of educational programs that depend on new technologies will also find this publication a worthwhile, informative read. In the preface and opening chapters, the authors make a convincing argument for this book and their new model. Technological change has quickened, they maintain, and there has been rapid expansion of distance and e‐learning courses, with rising stakeholder expectations regarding flexibility and quality. As higher education programs and courses rely increasingly on distance education and learning management systems (such as BlackBoard and Moodle), there is a recognizable need in most institutions to document effectiveness for continuous course improvement.

With a view to attracting more students and offering flexible learning opportunities, online teaching and learning is becoming increasingly widespread across the higher education sector. It is now found across a wide range of disciplines (e.g., business, health, psychology, accounting, information technology)
and program levels (e.g., from associate degrees to doctorate degrees). Online delivery is also strongly represented in the teacher education sector at many universities. Research of online delivery in higher education generally and teacher education specifically has pointed to a range of benefits and challenges
associated with this mode of learning. Within the teacher education literature, many aspects of the online preparation of teachers remain poorly understood. More specifically, there is scant literature on the experiences and beliefs of teacher educators in relation to their readiness and preparation for online
teaching as well as their beliefs in relation to the appropriateness of online education for preservice teachers. This article responds to this gap in the literature and reports on an exploratory study that worked with academic staff, teaching in a fully online teacher education course, at a mid-size Australian university. Twenty-seven teacher educators completed a 34-item questionnaire that consisted of closed and open-ended questions. With regards to readiness and preparation for teaching online, the majority of teacher educators reported lacking confidence and competence in the technological and pedagogical
skills required to teach online. By and large, the study participants were welcoming of individualized ‘‘at-elbow’’ support that seemed to abate some of their fears of online teaching. The teacher educators were generally divided on whether the online classroom was an appropriate method for preparing preservice
teachers. This article concludes with several recommendations for consideration by teacher educators who work in an online environment and sets the stage for a more ambitious study.

This paper will explore how online technologies may be used to enhance the quality of inquiry-based humanities courses. More commonly found in science and math classes, inquiry-based skills engage with content in ways that emphasize such processes as questioning, critical analysis, personal reflections, and synthesis.  These pedagogies are therefore well-suited for the humanities where we are just as interested in how our students engage with the material as we are in their comprehension of the material itself. Towards these ends, a brief overview will be provided of how inquiry-based courses may be developed in terms of class objectives, activities, assessments, and learning theories. Following this, the paper will discuss how technologies may be used to support these types of courses for both students and teachers. In particular, it will be noted how the more individualized scaffolding that online technologies allow for can enhance the depth of critical inquiry for students. With this theoretical framework in place, an online world religions class will be presented that demonstrates the application of these technology-enhanced inquiry pedagogies. The paper will close by reflecting on some of the implications that these technologies, in association with inquiry-based pedagogies, can have for humanities courses more generally.

ABSTRACT This study examines the effect of goal instructions on students’ reasoning and argumentation in an interactive context (discussing a topic on-line). Goal instructions specify the goal of a discussion. General goals (to persuade or explore) were crossed with specific goals (to generate reasons or counterarguments/rebuttals) in a 3×3 randomized design using 224 undergraduates. The design also controlled for need for cognition, which measures dispositions to think. The goal instruction to “generate as many reasons as possible” resulted in deeper, more contingent arguments, closer to Mercer’s (1996) notion of exploratory talk, whereas the persuade goal resulted in arguments that were more adversarial and somewhat better supported. The other goals had less dramatic effects. Need for cognition also predicted total argument claims and depth. These findings have important implications for building richer interactive discussions that promote the integration of ideas.

Following the new Defense educational strategy at the Norwegian Defense University College (NDUC), one of the measures has been to implement Problem Based Learning (PBL), lay the grounds for more student activity and flipped classroom. Not many papers over the years have looked at the introduction of PBL in higher military education in general or more specifically in the subject of military leadership. By rebuilding the pedagogical strategies and introduce PBL in the Military leadership (ML) course, the results have been remarkable. This follows last year's paper about the plans to implement flipped classrooms and PBL across NDUC programs and courses. It gives an overview of how a flipped classroom concept combined with PBL has transformed the military leadership course and discusses the differences between the course conducted in December last year and courses conducted before 2019. The shift from a conservative lecture-based course to a more student active and problem-solving approach is highlighted and discussed. Based on pre-and post-surveys, grade results and student feedback, both pros and cons are discussed and compared with previous results from the ML courses. The remarkable good results in student performance and other findings are analyzed and compared with exciting research and knowledge within the field of PBL and flipped classrooms. In conclusion, a summary of all findings and how these will influence the transformation of the educational programs at NDUC is highlighted. ABOUT THE AUTHORS Commander Geir Isaksen has more than 17 years in the field of Advanced Distributed Learning (ADL) and is responsible for more than 30 Defense projects in the field of digital learning methods and learning technology. He has published more than twenty papers covering different aspects of digital learning methods like mobile learning, student motivation, cognitive overload in e-learning and the use of video lectures. He has a master's degree in Information Computer Technology (ICT) & Learning from the University of Aalborg (2014) and a bachelor's degree in Electrical Engineering from Vestfold University College (1998). CDR Isaksen holds the position as a Staff Officer for digitalization and pedagogy at the NDUC/Faculty administration, where he is responsible for leading and coordinating procurement, development, and implementation of digital learning projects and pedagogical support in the use of the Defense Learning Management System (LMS). His military background is from the Navy, serving on submarines for six years as an electro officer and he is also responsible for international ADL cooperation at the NDUC and MoD funded international ADL capacity-building projects. Commander (SG) Rino Bandlitz Johansen has more than 15 years in the field of education at different levels in the Armed forces. He has published more than 15 papers covering different aspects of leadership and the military professional identity. He is also on of the authors of the recently published book "Military Leadership". He has a master's degree in military science and leadership and holds a PhD in operational psychology. Bandlitz Johansen currently holds the position as principal teacher at the NDUC in military leadership. He is responsible for the development and conduct of leadership education and chair the research group "Military leadership development-in theory and practice". His military background is from the Navy, serving at fast patrol boats for eight years where the last three as commanding officer. He also has experience from NATO article V operations in the Mediterranean. The last 15 years he has been occupied with different positions related to leadership and leadership development.

It disrupted traditional education. It has become the buzz word not only among distance educators but among the conventional universities as well especially since the early implementers came from the latter group. It is called MOOC which somehow captures the basic features of the course and which can also be considered as its framework: it is massive; it is open; it is online; and it is similar to the usual course being referred to in the academe. The year 2012 was even considered as the year of the MOOCs which is indicative of the number of universities; professors; courses; and learners who became part of the bandwagon. But just like any other attempt to revolutionize or change the status quo, there emerged various concerns and issues in the implementation of MOOCs which should be addressed for them to realize the envisioned democratization of access to education through technology. Some of these issues are: the perceived intellectual neocolonialism given the one-way transfer of educational materials from the rich north to the poor south Is it possible to have a MOOC minus these concerns and issues through integration of the quality pillars in open and distance eLearning, hence instead of a MOOC minus, it will now be a MOOC plus?

Não há como negar que a educação mudou nestas duas décadas, inclusive no Brasil, graças à internet. Ocorreram mudanças, mas os avanços são relativos. São muitos os problemas a serem superados e a maioria deles não está ligada diretamente ao acesso e uso da internet para fins educacionais. Mas não há estagnação. A integração de inovações tecnológicas nos sistemas educacionais brasileiros tem sido um processo lento, mas, mesmo assim, acontece. A evolução desta relação –
educação e internet – nos sistemas educacionais brasileiros é o que abordo neste texto.

Beyond being responsive to the demand for online learning in the marketplace, UC Davis Extension lacks the system and tools to assess, improve and sustain the quality of online instruction it delivers. This study evaluates the strengths and weaknesses of online instructional quality at UCDE in accordance with Garrison’s Community of Inquiry framework. The investigation is centered around three questions: (1) How do students perceive the level of social, cognitive and teaching presence in existing online courses, 2) What is the relationship between students’ perceptions of social, teaching and cognitive presence and their overall satisfaction with the course experience, and (3) How is presence manifest in the volume and patterns of interaction of online course interaction? Teaching presence is found to exhibit not only the highest mean ratings by students, but also the strongest, most substantive relationship to student satisfaction. While social presence is the lowest rated factor, it is only modestly related to satisfaction. One possible factor in students’ lower ratings for social presence appears to be the inability of UCDE communications technologies to support robust, real-time interaction. Finally, the volume of interaction activity is found to have little association with how students rate their perceptions of social presence—suggesting this tool has limited utility in evaluating/ monitoring online courses.

a. Les avancées technologiques

Les avancées technologiques ont toujours existé et ont eu un impact important sur les différentes dimensions de la vie. En ce début de siècle, les nouvelles technologies ont mené au développement de nouveaux outils pédagogiques, qui, avec les nouveaux modes de communication ont créé un nouvel état de fait au niveau des formations délivrées jusque là par les moyens classiques.

b. Les acquis de la Psychologie Cognitive

D’autre part, et au delà du simple emploi de l’appareillage technique, l'aspect purement éducatif s’est enrichi des nouvelles avancées de l’approche cognitive, ce qui a mené à éclairer d’un jour nouveau tous les aspects opérationnels qui sous tendent la formation universitaire: La Langue et son rôle formateur, l’appropriation de la connaissance, l’action et son impact sur la conceptualisation et le développement des compétences dans les formations.

c. Problématique et Hypothèse

Ces deux données d'égale importance mettent les éducateurs devant la nécessité d'adopter une nouvelle approche qui se différencie des schémas classiques par son ouverture, sa flexibilité et son efficacité. Est-ce qu’une telle approche nécessite l’adoption d’un nouveau paradigme pédagogique ? Et lequel ? Existe-t-il une stratégie éducative qui répond aux exigences de succès de tels projets académiques? Quelles sont les conditions de succès d'une telle stratégie?

La théorie des Champs Conceptuels forme le canevas théorique de l’approche préconisée. Il s’agira alors de montrer comment ce canevas assure la complémentarité entre une formation par projets, la flexibilité de l’enseignement à distance et les critères de qualité requis. D’où l’hypothèse : Il est possible de mettre au point des formations à distance couplées avec une approche cognitive de résolution de problèmes qui répondent à l’esprit d’innovation et aux exigences de qualité.

Instructional design literature and numerous course development rubrics point to the importance of systematically designing and aligning course elements (click here to see a brief overview of systematic alignment guides as well as a course rubric comparison table). A central part of these considerations are the contextual analyses that one conducts and the instructional design and evidence-based methods that one uses in the design and development of a course. In addition, the values that one’s class embodies should also be taken into consideration. The following checklist is therefore intended to help guide you in these considerations. There are many resources that are available to guide you in these areas in far greater detail. As a result, the following are merely beginning areas to think about as you design and develop your course. As always, please adapt this checklist to fit with your own needs.

In this episode we look at two different types of online learning environments: a centralised Learning Management System (LMS) and free, open access social media. We discuss the benefits of each and highlight some important issues that need to be considered when using each of them.

This episode aims to give you an introduction to the Learning to Teach Online project, define its aims, and explains how you can use these resources to help you get started with online teaching, or improve your existing practice. Please also watch the video component of this episode for more information.

Etkileşim terimi, yüzyüze eğitim ortamlarının yanı sıra günümüzde çevrimiçi öğrenme ortamlarının tasarımında sıklıkla duyulmaktadır. Çevrimiçi araçlar farklı etkileşim türlerini barındırmaktadır. Etkileşim üzerine kuramsal çerçeveyi özetlemek, öğrenme ortamları tasarlanırken hangi etkileşim türü için hangi çevrimiçi araçların kullanılması gerektiği bu makalenin amaçlarından biridir. Ayrıca çalışmada, etkileşim ile öğrenme çıktılarının ilişkisi, etkileşim ile öğrenen güdülenmesi, memnuniyet ve algı ilişkileri üzerine durulmaktadır. Kuramsal anlamda yeterince bilinen etkileşimin uygulama boyutu, uzaktan eğitim bağlamında tartışılmıştır.

This file contains a table that compares five course rubrics that are available to help guide course design. The goal was to identify what the common categories were across these rubrics as well as to document some of the details contained in these rubrics for these common categories. We can see that each rubric can have a somewhat different area(s) of foci so considering these collectively is very informative.

This study examines the effect of goal instructions on students’ reasoning and argumentation in
an interactive context (discussing a topic on-line). Goal instructions specify the goal of a discussion.
General goals (to persuade or explore) were crossed with speciWc goals (to generate reasons or
counterarguments/rebuttals) in a 3x3 randomized design using 224 undergraduates. The design
also controlled for need for cognition, which measures dispositions to think. The goal instruction
to “generate as many reasons as possible” resulted in deeper, more contingent arguments, closer to
Mercer’s (1996) notion of exploratory talk, whereas the persuade goal resulted in arguments that
were more adversarial and somewhat better supported. The other goals had less dramatic effects.
Need for cognition also predicted total argument claims and depth. These Wndings have important
implications for building richer interactive discussions that promote the integration of ideas.