Moderating the Effective Co-Creation of Knowledge in Asynchronous Online Conferences

2014 ◽  
pp. 258-278 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Distance Learning ◽  
Learning Environments ◽  
Cultural Awareness ◽  
Relevant Literature ◽  
Relevant Information ◽  
Cultural Issues ◽  
New Knowledge ◽  
Conference Participation ◽  
Online Distance Learning ◽  
Online Distance

Asynchronous discussion conferences have become a standard feature of online distance learning. They provide a place for sharing ideas, consolidating understanding, and creating new knowledge about subject matter. In these conferences, the course instructor/facilitator ensures the free flow of communication and the exchange of information. Effective moderation, however, also requires the instructor/facilitator to engage in what might be termed off-stage work: gaining personal knowledge of participants, addressing participation problems and potentials, and developing cultural awareness of participants. The chapter focuses on off-stage work, specifically in online distance learning situations populated by military learners. It explores ways of developing stronger private connections with participants through which relevant information can be shared. It also considers the extent to which military learners possess a distinctive culture that impacts conference participation. The chapter reviews relevant literature, assesses the challenges for the conference moderator, provides strategies for dealing with participation and cultural issues, and suggests ways of improving overall communication and community in online distance learning environments.

Establishing Successful Online Distance Learning Environments

2011 ◽  
pp. 190-204 ◽  
Author(s):  
Lynne Schrum ◽  
Angela Benson
Keyword(s):  
Distance Learning ◽  
Learning Environments ◽  
Design Development ◽  
Online Programs ◽  
Online Distance Learning ◽  
Online Distance ◽  
Past Experiences

This chapter looks at factors that promote development and implementation of successful online distance learning environments from the perspectives of educators and learners. It provides an overview of current tensions between the requirements of the faculty, the needs of the students, and the forces driving the development of online programs. The work is based on the authors’ current research as well as past experiences in the design, development, and delivery of online distance learning environments.

scholarly journals Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent

2011 ◽  
Vol 12 (6) ◽  
pp. 20 ◽  
Author(s):  
Maggie Hartnett ◽  
Alison St. George ◽  
Jon Dron
Keyword(s):  
Preservice Teachers ◽  
Distance Learning ◽  
Learning Environments ◽  
Personal Characteristic ◽  
Constitutive Relationship ◽  
Alternative View ◽  
Online Learners ◽  
Learner Motivation ◽  
Online Distance Learning ◽  
Online Distance

<p class="AbstractText">Existing research into motivation in online environments has tended to use one of two approaches. The first adopts a trait-like model that views motivation as a relatively stable, personal characteristic of the learner. Research from this perspective has contributed to the notion that online learners are, on the whole, intrinsically motivated. The alternative view concentrates on the design of online learning environments to encourage optimal learner motivation. Neither approach acknowledges a contemporary view of motivation that emphasises the situated, mutually constitutive relationship of the learner and the learning environment. Using self-determination theory (SDT) as a framework, this paper explores the motivation to learn of preservice teachers in two online distance-learning contexts. In this study, learners were found to be not primarily intrinsically motivated. Instead, student motivation was found to be complex, multifaceted, and sensitive to situational conditions.<br /><br /></p>

Could Motivation, Volition, and Engagement Be a Panacea in Online Distance Learning?

2021 ◽  
pp. 192-209
Author(s):  
Nazire Burcin Hamutoglu
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Student Engagement ◽  
Learning Environments ◽  
Theoretical Background ◽  
Global Epidemic ◽  
Global Pandemic ◽  
Online Distance Learning ◽  
Online Distance ◽  
Motivation In Education

The current pandemic that we are going through once again showed us the value of motivation in education. During the COVID-19 global pandemic process, do you think strategies that increase motivation, student engagement, and the power of volition in online distance learning environments can be a panacea in overcoming the troubled process? This study aims to address the situations that are considered to be the basis for the disruptions in education during the COVID-19 global epidemic process from the perspective of motivation, student engagement, and the power of volition. For this purpose, the chapter plans to present the strategies that can be taken as a basis in overcoming the problems encountered in online distance learning in terms of learner, learning environment, and guide (instructor) with the theoretical background of the types of interaction in online learning that is suggested by Moore.

Participation in Online Distance Learning Environments

2016 ◽  
pp. 88-119 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Styles ◽  
Learning Environments ◽  
Learner Satisfaction ◽  
Effective Learning ◽  
Learning Contexts ◽  
Online Distance Learning ◽  
Online Distance ◽  
The Individual

Participation is actively encouraged and promoted in online distance learning environments because it is associated with effective learning behaviors and with overall learner satisfaction. Participation is easily observed and measured; indeed, it is often seen as “making visible” underlying behaviors and dynamics at both the individual and group level. The reality, however, is that the ease with which participation can be assessed is in stark contrast with the complexity that surrounds its role in the productive distance online learning environments. This chapter explores the multiplicity of meanings, definitions, and attributions associated with participation. It attempts to make sense of this complexity, to consider a broader framework that makes a connection between participation and learning outcomes, and to examine the ways in which individual learning styles and national culture assumptions impact and mediate student participation in online learning contexts.

scholarly journals The transforming of an online, distance-learning masters of nature science

2020 ◽  
Vol 8 (2) ◽  
pp. 1-12
Author(s):  
Nataliya Valko ◽  
Viacheslav Osadchyi
Keyword(s):  
Distance Learning ◽  
Stem Education ◽  
Remote Access ◽  
Teaching Material ◽  
Full Time ◽  
Temporary Change ◽  
Online Distance Learning ◽  
Online Distance

For a number of reasons, in particular the introduction of urgent quarantine measures, a temporary change is taking place in the format of full-time studies on distance learning. This requires a quick reorientation of the teacher and students to use educational solutions to provide remote access to teaching material. The article studies the requirements for building a distance course in order to quickly adapt full-time education to distance learning. The features of the organization of distance STEM education are determined. The pedagogical and technological aspects of supporting distance learning STEM are established. The problems that may arise during the organization of distance learning are analyzed and models for overcoming them are considered. An example of constructing a course in accordance with established requirements is given.

Sign in / Sign up

Export Citation Format

Share Document