Fostering Emerging Online Learner Persistence:

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Staci Gilpin
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引用次数: 6

Abstract

Undergraduate students living on-campus and taking online and face-to-face courses concurrently, are the predominant consumer of online classes (Seaman et al., 2018). However, they have lower rates of persistence for online courses as compared to face-to-face courses (Hart, 2012; Xu & Jaggars, 2011). Part of the reason could be due to the mismatch between the types of interactions they prefer and what is being provided in online courses. The purpose of this literature review is to investigate the use of asynchronous and synchronous discussions as a way to address the needs of emerging online learners. Using elements of previously developed frameworks, I propose the Framework for Emerging Online Learner Persistence (FEOLP). This framework addresses the values and needs of emerging online learners through course design that has the potential to enhance social presence using student values to determine the blend of asynchronous and synchronous interactions. Given the limited research to draw from on how to design online courses, this framework and the recommendations from this article provide a starting point for the responsive design of online courses for the emerging online learner with potential application to other groups of distinct online learners.
培养新兴在线学习者的毅力:
住在校园里并同时参加在线和面对面课程的本科生是在线课程的主要消费者(Seaman等人,2018)。然而,与面对面课程相比,他们对在线课程的坚持率较低(Hart,2012;Xu&Jaggars,2011)。部分原因可能是他们喜欢的互动类型与在线课程中提供的内容不匹配。这篇文献综述的目的是调查异步和同步讨论的使用,以满足新兴在线学习者的需求。利用先前开发的框架的元素,我提出了新兴在线学习者持续性框架(FEOLP)。该框架通过课程设计解决了新兴在线学习者的价值观和需求,该课程设计有可能利用学生的价值观来确定异步和同步互动的混合,从而增强社交影响力。鉴于关于如何设计在线课程的研究有限,该框架和本文的建议为新兴在线学习者的在线课程响应性设计提供了一个起点,并有可能应用于其他不同的在线学习者群体。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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