Developing Best Practices for Creating an Authentic Learning Experience in an Online Learning Environment

2017 ◽  
pp. 135-153
Author(s):  
C. Judd ◽  
B. Marcum
Keyword(s):  
Online Learning ◽  
Best Practices ◽  
Learning Environment ◽  
Learning Experience ◽  
Authentic Learning ◽  
Online Learning Environment

scholarly journals LEARNING STYLE DETECTION USING K-MEANS CLUSTERING

2020 ◽  
Vol 4 (3) ◽  
pp. 375-381
Author(s):  
Mubaraka Sani Ibrahim
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Styles ◽  
Unsupervised Learning ◽  
Learning Style ◽  
Educational System ◽  
Learning Experience ◽  
Experimental Results ◽  
Online Learning Environment ◽  
Learning Methods

Learning theorist established the fact that learners are characterized according to their distinct learning styles. Investigating learners' learning style is important in the educational system in order to provide adaptivity and improve learning experience. Past researches have proposed various approaches to detect learning styles. Among unsupervised learning methods, the K-means clustering has emerged as a widely used method to predict patterns in data because of its simplicity. This paper evaluates the performance of K-means clustering in automatically detecting learners’ learning style in an online learning environment. The experimental results prove differences in learning thus characterizing learners based on learning style.

scholarly journals Factors affecting student behavioural engagement in an inquiry-based online learning environment

2021 ◽  
Author(s):  
Md Abdullah Al Mamun ◽  
Gwen Lawrie
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Learning Environments ◽  
Learning Experience ◽  
Independent Study ◽  
Online Learning Environment ◽  
Online Environment ◽  
Inquiry Based Learning ◽  
Behavioural Engagement

Abstract The technological innovations and changing learning environments are influencing student engagement more than ever before. These changing learning environments are affecting the constructs of student behavioural engagement in the online environment and require scrutiny to determine how to facilitate better student learning outcomes. Specifically, the recent literature is lacking in providing insights into how students engage and interact with online content in the self-regulated environment, considering the absence of direct teacher support. This paper investigates how instructional design, informed by the factors relating to behavioural engagement, can influence the student-content interaction process within the fabric of inquiry-based learning activities. Two online learning modules on introductory science topics were developed to facilitate students’ independent study in an asynchronous online environment. The study revealed that students showed high commitment to engage and complete the tasks that required less manipulative, pro-active effort during the learning process. The findings also revealed that instructional guidance significantly improved the behavioural engagement for student groups with prior learning experience and technology skills. This study highlights several issues concerning student engagement in a self-directed online learning environment and offers possible suggestions for improvement. The findings might contribute to informing the practice of teachers and educators in developing online science modules applicable to inquiry-based learning.

Smart ProFlexLearn

2004 ◽  
pp. 66-83 ◽  
Author(s):  
Claude Ghaoui ◽  
W. A. Janvier
Keyword(s):  
Online Learning ◽  
World Wide Web ◽  
Learning Environment ◽  
Real World ◽  
World Wide ◽  
Learning Experience ◽  
Online Learning Environment ◽  
Virtual University ◽  
The World ◽  
Real World Learning

This chapter is based on the authors’ vision that “A virtual university should be, to the learner, a distance or online learning environment that can be transmitted via the World Wide Web by an intelligent tool that is intuitive to use, a simulation of the real-world learning experience and, at all stages, interacts with the learner’s changing profile.”

scholarly journals A Survey Study on U.S. College Students’ Learning Experience in COVID-19

2021 ◽  
Vol 11 (5) ◽  
pp. 248
Author(s):  
Jiahua Zhou ◽  
Qiping Zhang
Keyword(s):  
Mental Health ◽  
College Students ◽  
Online Learning ◽  
Learning Environment ◽  
Learning Community ◽  
Low Income ◽  
Online Survey ◽  
Learning Experience ◽  
Student Support ◽  
Online Learning Environment

COVID-19 affected various aspects of our life. Many college students were forced to take courses remotely. It was not clear how they adapted to this new environment and how their mental health was affected. The objective of this study is to understand college students’ learning experience one year after the outbreak of COVID-19. An online survey was developed to investigate students’ overall learning process, mental health, perception of the learning community and student support. Sixty-two college students in the U.S. were recruited through an online survey platform. Findings of this study revealed: (1) improved mental health of college students compared to the beginning of the pandemic; (2) an overall positive learning experience and perceived belongingness to their learning community, as well as high satisfaction with the student support; (3) the major hindrance in the online learning environment was the lack of interactions with teachers and classmates; (4) a relationship between family income and perception of the learning community was discovered, and the students from low-income families were found to feel more belonging to the learning community; (5) hybrid was the optimum learning mode during COVID-19; (6) on-campus students perceived more student support than off-campus students. These findings provided a guideline for future research to further explore, and improve, the online learning environment.

Improving the Asynchronous Online Learning Environment Using Discussion Boards

2015 ◽  
Vol 12 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Ilene Ringler ◽  
◽  
Carol Schubert ◽  
Jack Deem ◽  
Jimmie Flores ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Discussion Boards ◽  
Asynchronous Online Learning

scholarly journals Effectiveness of Gamification in Flipped Learning

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Qualitative Data ◽  
Control Group ◽  
Online Learning Environment ◽  
Learning Approach ◽  
Interaction Data ◽  
Flipped Learning ◽  
Online Environment ◽  
Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

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