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1 – 10 of over 125000
Article
Publication date: 1 April 2006

Gary Packham, Paul Jones, Brychan Thomas and Christopher Miller

The on‐line tutor or e‐moderator faces a diversity of new challenges, including instructional design, organisation, direct instruction and facilitating discourse. This study aims…

1476

Abstract

Purpose

The on‐line tutor or e‐moderator faces a diversity of new challenges, including instructional design, organisation, direct instruction and facilitating discourse. This study aims to contrast the views of students and tutors regarding what factors constitute effective e‐moderation in order to identify key attributes of an on‐line tutor.

Design/methodology/approach

A qualitative methodology was adopted. The research utilised a semi‐structured interview technique to collect data contrasting and comparing the views of 35 students and 35 tutors on the constituents of effective e‐moderation.

Findings

The paper finds that from a student perspective the quality of feedback, student support and module management were key attributes of an effective e‐moderator. In contrast tutors argued that motivating students, including the provision of constructive feedback and developing an engaging on‐line persona were critical to successful e‐moderation. Comparison revealed that students and tutors have a broadly similar view to what constitutes effective on‐line moderation and any disparities related to how these groups tended to interact with the learning environment. Students were concerned primarily with how moderation enabled them to engage with the learning environment whereas tutors tended to discuss effective moderation in terms of factors that facilitated the learning process.

Originality/value

The study recognises the key attributes of an effective e‐moderator that should inform course design and tutor training.

Details

Education + Training, vol. 48 no. 4
Type: Research Article
ISSN: 0040-0912

Keywords

Open Access
Article
Publication date: 1 June 2007

Ali Hussain Higgi

This paper presents an information technology based instructional model for effective learning in management information systems programs and modules for students in undergraduate…

Abstract

This paper presents an information technology based instructional model for effective learning in management information systems programs and modules for students in undergraduate education. This model is primarily centered on the traditional in-class learning model. Information technology is used in a unique and novel way in order to create a learning environment which not only engages students in the learning process but also enhances their problems solving skills, analysis and decision making abilities. The model embeds information technology in projects in order to hide complexities but without compromising achievement of learning objectives. It also uses information technology in a simulation mode in order to demonstrate key concepts or learning themes, to simulate main themes presented in case studies and to simulate problems behaviors. The model employs other creative techniques in order to deliver its overall goals.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 4 no. 1
Type: Research Article
ISSN: 2077-5504

Article
Publication date: 2 November 2012

Steven D'Agustino

The current literature examining the design of effective online learning opportunities recommends an array of best practices but no agreed upon and unifying model. The purpose of…

Abstract

Purpose

The current literature examining the design of effective online learning opportunities recommends an array of best practices but no agreed upon and unifying model. The purpose of this paper is to survey the existing research of effective design models for online learning in an attempt to identify best practices and present a new model.

Design/methodology/approach

Through a comprehensive review of the literature, the paper identifies obstacles to developing an effective course design model for asynchronous distance education. Based upon this review, best practices are identified and a design model is recommended.

Findings

The research identifies the key components of successful course design methods and ultimately recommends a process that has eight steps which occur in three phases. The first phase, the identification phase, encourages the instructor and/or course design team to identify strategies, objectives, assessments and resources. In the second phase, design, instructors select, organize, adapt and reflect. The final phase is implementation, during which the course is taught.

Practical implications

The recommended design model has implications for practice by providing a clear structure for design activities which are aligned with the best practices identified in the research. Instructors and/or instructional designers creating online learning opportunities now have a coherent model supported by a review of the literature.

Originality/value

While a number of online course design models exist, no one model has emerged as pre‐eminent or most effective and efficient. The model recommended by this paper offers a unified model of courses design that synthesizes the most effective aspects of the extant models.

Details

Journal of International Education in Business, vol. 5 no. 2
Type: Research Article
ISSN: 2046-469X

Keywords

Article
Publication date: 15 November 2019

Kathleen Campana and Naresh Kumar Agarwal

This paper aims to review the landscape of research in pedagogy and learning that surmounts the challenges of low-tech, information-rich environments during the past decade. It…

1028

Abstract

Purpose

This paper aims to review the landscape of research in pedagogy and learning that surmounts the challenges of low-tech, information-rich environments during the past decade. It also reviews the methods used, populations studied and places where such research was carried out and proposes a conceptual framework.

Design/methodology/approach

A scoping review methodology was used to provide initial, broad insight into the field of learning in low tech environments.

Findings

The study found that low tech was not a barrier when it came to effectiveness of pedagogy and learning. In addition, it became apparent that active learning strategies combined with no-tech, low-tech and high-tech resources and strategies can lead to learning environments that are learner-centered, knowledge-centered, assessment-centered and community-centered.

Originality/value

The authors propose the framework for learning in low-tech, information-rich environments, which can be used by researchers, educators, practitioners and policymakers in environments with low technology, or in those with high technology seeking to transfer expertise and technology to these areas.

Details

Information and Learning Sciences, vol. 120 no. 11/12
Type: Research Article
ISSN: 2398-5348

Keywords

Book part
Publication date: 20 November 2023

Tahani Aldosemani

HyFlex course design is an effective instructional course design that combines active and transformative learning techniques. HyFlex course design encourages active learning by…

Abstract

HyFlex course design is an effective instructional course design that combines active and transformative learning techniques. HyFlex course design encourages active learning by focusing on interactive activities, discussions, and collaboration. It also allows learners to collaborate effectively and flexibly as a community, providing peer support and opportunities for authentic dialogue and learning experiences. HyFlex course design provides the opportunity for transformative learning through its ability to offer personalized educational experiences to individuals. It facilitates greater customization of the learning experience, allowing individual learners to access tailored educational modules, offer personalized educational experiences to individuals, and effectively develop and build independent and critical thinking skills. This conceptual review, supported by implications from HyFlex literature and triangulated with experts' views undertaking a Delphi study, facilitates understanding the current state of research in HyFlex course design and future application strategies. Existing research has identified HyFlex courses as a promising means of engaging students in active learning. Allowing students to learn through flexibly predesigned mixed online and in-person experiences enables higher levels of student autonomy and supports students in taking more ownership of their learning. This approach can facilitate an understanding of how HyFlex courses can improve active learning practices in higher education. The review study findings identify the reported alignment issues and challenges, suggest four strategies and actions for policymakers and stakeholders, and provide a suggested research agenda for bridging identified research gaps.

Future research can provide evidence of the benefits of HyFlex course design and how flexible course design can address the challenges of traditional face-to-face courses, such as reduced student engagement, lack of student-centered approaches, and limited support for different learning styles. Further research can focus on strategies that can be used to promote active learning in HyFlex courses. Moreover, research can investigate how this kind of course design can equip educators with the skills and knowledge needed to design and implement effective and meaningful active learning experiences. Finally, research can assess the potential impact of HyFlex course design on student outcomes, including performance, satisfaction, and engagement.

Details

Active and Transformative Learning in STEAM Disciplines
Type: Book
ISBN: 978-1-83753-619-1

Keywords

Book part
Publication date: 4 November 2021

Gloria Sauti

Online teaching particularly through Open Distance and e-Learning (ODeL) has become a phenomenon in the twenty-first century. ODeL and blended approaches inevitably lead to…

Abstract

Online teaching particularly through Open Distance and e-Learning (ODeL) has become a phenomenon in the twenty-first century. ODeL and blended approaches inevitably lead to increasing dependence on electronic communication systems. The University of South Africa (Unisa), where the author teaches, enables students through its Learner Management System to interact with lecturers and e-tutors online. The responsibilities of e-tutors are of an educative and technical nature. Their roles include guiding and assisting students, encouraging active participation, responding to their queries and grading their assignments. In addition, e-tutors provide notifications and assign tasks or activities that students are expected to complete and submit. In several cases, these forms of assistance are absent, when there is a lack of follow-up within the response period which is 24 hours – missing notifications and lack of guidance – rendering these e-tutors ineffective. The chapter provides strategies that were analyzed and implemented to motivate effective tutoring and enhance student participation learning. The author draws on her analysis as a virtual ethnographer and long-term participant observer as an e-tutor and lecturer who supervised e-tutors and taught a large number of students – 2,500. The objective of the chapter is to encourage effective tutoring that can enhance students’ success.

Article
Publication date: 28 May 2019

Mahmood Shah, Abdullah Maitlo, Paul Jones and Yahaya Yusuf

Lack of individual awareness of knowledge sharing practices to prevent identity theft is a significant issue for online retail organisations (OROs). Agile learning processes and…

1044

Abstract

Purpose

Lack of individual awareness of knowledge sharing practices to prevent identity theft is a significant issue for online retail organisations (OROs). Agile learning processes and sharing of knowledge is essential, but the lack of relevant training inhibits these processes within the online industry. This study aims to identify the inhibiting factors in agile learning and knowledge sharing process with recommendations for best practice for organisations and staff to effectively share knowledge on identity theft prevention.

Design/methodology/approach

Three qualitative case studies were undertaken in OROs in the UK. Data were collected using semi-structured interviews, internal documents and related external material. The data were analysed using a thematic analysis method.

Findings

The findings identified that individual staff members within OROs from the information security and fraud prevention departments often share their knowledge as a community. However, there is no formal knowledge sharing process or any related training facilitating this exchange. There is a need for agile learning environment in OROs of the UK.

Originality/value

The study offers both theoretical and practical contributions to the extant literature of agile learning of knowledge sharing to prevent identity theft in OROs. Existing learning opportunities are not being used to enhance the knowledge of individuals, and OROs need to increase the skills and trust of their staff to share knowledge efficiently. This study identifies the systemic weaknesses inherent in the process of knowledge sharing and existing training provision within OROs. It provides ORO managers with practical guidelines in facilitating trust between individuals and developing appropriate training systems to educate staff on sharing organisational knowledge. This study contributes by extending the knowledge sharing framework proposed by Chong et al. (2011) for enhanced individual knowledge sharing processes to prevent identity theft within OROs. It also identifies OROs’ weaknesses in knowledge sharing learning processes for theft prevention and offers prevention guidelines and recommendations for developing effective agile learning environments.

Details

Journal of Knowledge Management, vol. 23 no. 9
Type: Research Article
ISSN: 1367-3270

Keywords

Article
Publication date: 6 December 2019

Samar Ghazal, Hosam Al-Samarraie and Bianca Wright

The purpose of this paper is to address the major findings of published research on the factors influencing students’ knowledge building in an online collaborative environment.

1089

Abstract

Purpose

The purpose of this paper is to address the major findings of published research on the factors influencing students’ knowledge building in an online collaborative environment.

Design/methodology/approach

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses was used to review and synthesize existing empirical studies on knowledge building in a collaborative learning context. In total, 24 studies were identified from major electronic bibliographic databases. The research was conducted between 2017 and 2019. Results of these studies were analyzed to determine potential factors that may influence the knowledge-building process among students.

Findings

Factors related to interaction and participation, task, student and support were found to be the major factors driving students’ knowledge building in the online collaborative learning environment. The association between these factors and certain collaborative tasks was mapped.

Originality/value

Findings from this review can help decision makers of higher education in both developing and developed countries to take the necessary steps in order to promote effective knowledge-building practices in online collaborative learning. It may also help educational policy makers to understand the particulars of collaborative knowledge-building practices, so to increase organizational overall effectiveness and performance.

Details

Online Information Review, vol. 44 no. 1
Type: Research Article
ISSN: 1468-4527

Keywords

Book part
Publication date: 6 February 2013

Robert Garrick, Larry Villasmil, Elizabeth Dell and Rhiannon Hart

This chapter reviews student engagement and learning over of a six year study period (>500 students) in a technology rich learning environment. The technology rich learning

Abstract

This chapter reviews student engagement and learning over of a six year study period (>500 students) in a technology rich learning environment. The technology rich learning environment in this project consists of tablet PCs for each student (1:1 environment), visually immersive multiple projection screens, and collaborative digital inking software. This chapter reviews the education problem being addressed, and the learning theory used as a lens to focus specific active learning pedagogical techniques to address the educational problem. From this problem-based learning theory grounded approach, the features desired in a technology rich learning environment were developed. The approach is shared in this chapter with specific detailed examples to allow others to implement technology rich learning environments with active learning pedagogical approaches to address specific education problems in their institution. The technology rich learning environment implemented and studied includes multiple hardware/software pieces to create a system level solution versus a single device or single app solution.

Details

Increasing Student Engagement and Retention Using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies
Type: Book
ISBN: 978-1-78190-512-8

Article
Publication date: 1 June 2002

Diane Newton, Stewart Hase and Allan Ellis

This study identified the factors that are important in the effective implementation of online learning in the mining industry in Queensland, Australia. Two sources of data and a…

3457

Abstract

This study identified the factors that are important in the effective implementation of online learning in the mining industry in Queensland, Australia. Two sources of data and a Grounded Theory approach were used to develop a theoretical model that would inform managers, trainers and educators considering online learning implementation. The first source of data was key stakeholders in the Queensland mining industry, which had yet to implement online learning in any systematic way. The second source was literature case studies of other industries that had reported experiences of implementing online learning that were compared with the field case study. Six major factors were identified from this analysis as important for effective online learning implementation: external influences; organizational culture; organizational structures; training environment; learners’ needs and the online learning environment. Implications for further research and the implementation of online learning in other industries are also discussed.

Details

Journal of Workplace Learning, vol. 14 no. 4
Type: Research Article
ISSN: 1366-5626

Keywords

1 – 10 of over 125000