Journal of Interactive Online Learning最新文献

{"title":"Synchronous Problem-Based e-Learning (ePBL) in Interprofessional Health Science Education","authors":"S. King, Elaine Greidanus, Mike Carbonaro, Jane Drummond, Patricia M. Boechler, R. Kahlke","doi":"10.7939/R39872","DOIUrl":"https://doi.org/10.7939/R39872","url":null,"abstract":"Health Science teams are increasingly interprofessional and often require use of information communication technology. These shifts result in a need for health science students to learn online interprofessional teamwork skills early in their training. In response, one interprofessional communication skills course was remodelled from traditional Problem-based learning (PBL) to include learning in an online collaborative (team-based) environment (Elluminate). This study evaluates the types of interactions facilitated by an interprofessional e-problem-based learning (ePBL) activity. A qualitative analysis of recorded discussions in Elluminate yielded two major categories of results. First, the online learning environment was shown to facilitate small-group collaborative interactions by updating older tools, in terms of offering intuitive, accurate, and multiple communication tools, and enabling novel forms of interaction. Second, the online learning environment prompted discussion of technology-facilitated communication difficulties in a way that led to the remediation of these difficulties. These results suggest that, while there is a need for further research on the relationship between online synchronous (real-time) learning environments and collaborative learning, ePBL can enable positive and novel forms of student interaction and facilitate student learning.","PeriodicalId":285003,"journal":{"name":"Journal of Interactive Online Learning","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122629716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Blurred Experiences: The undefined contours of student learning in online environments","authors":"M. Hibbert","doi":"10.7916/D8Z90P77","DOIUrl":"https://doi.org/10.7916/D8Z90P77","url":null,"abstract":"The purpose of this study was to investigate student learning experiences with online instructional videos. Drawing upon qualitative interviews and user experience talk-throughs, this paper argues that students do not necessarily experience online instructional videos (and other types of course content) as discrete elements, or differentiate them from other aspects of the course. The implications are that students have significant agency in these online environments and their meaning-making of instructional content may not align with designers’ intentions. In addition, the times and contexts in which students view instructional videos shifts (e.g. between home and commuting). The emerging findings have design implications related to the creation of learning environments in online spaces, such as fully integrating content within the instructional design of a course and focusing on the digital contexts in which educational content is embedded. “Wait, I’m getting confused between Powerpoint slides and videos” (Interview participant from current study). Online learning is a rapidly expanding field in education. According to a 2014 survey by the College Board and Babson Survey Research Group, over 7.1 million postsecondary students are enrolled in at least one online course in the United States (over a third of all postsecondary students). A 2015 market report by Global Industry Analysts estimates online learning to be a $107 billion industry, with projections to grow significantly over the next decade (McCue, 2014). The current research investigating online learning suggests mixed results (Jaggars, Edgecombe, & Stacey, 2013; Mentzer, Cryan, & Teclehaimanot, 2007; United States Department of Education, 2010; Wang, 2008; Xu & Jaggars, 2011), measured through assessments such as grades, standardized test scores, and student satisfaction surveys. While there are emerging best practices for online courses, much remains inconclusive. Fundamental questions about online learning are in the early stages of exploration, such as: how students learn from online courses and what impacts their motivation, what helps students retain knowledge, what is best taught online vs. face to face, how do the affordances and constraints of online tools influence learning, and so forth. There is limited research concerning how students experience online courses and how students are experiencing online instructional environments. Journal of Interactive Online Learning Hibbert","PeriodicalId":285003,"journal":{"name":"Journal of Interactive Online Learning","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122404917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}