EDEN Conference Proceedings最新文献_第8页

Exploring the Emotions of Distance Learning Students in an Assessed, Online, Collaborative Project 在一个评估的、在线的、合作的项目中探索远程学习学生的情绪

EDEN Conference Proceedings Pub Date : 2019-06-16 DOI: 10.38069/edenconf-2019-ac-0028

Jake Hilliard, Karen Kear, Helen Donelan, C. Heaney

{"title":"Exploring the Emotions of Distance Learning Students in an Assessed, Online, Collaborative Project","authors":"Jake Hilliard, Karen Kear, Helen Donelan, C. Heaney","doi":"10.38069/edenconf-2019-ac-0028","DOIUrl":"https://doi.org/10.38069/edenconf-2019-ac-0028","url":null,"abstract":"Previous research has highlighted the importance of emotions of learners in online learning settings. However, much of this research has tended to focus on individual learning situations rather than social learning activities. The exploration of the emotional experiences of distance learners has also received little attention when compared to other student groups (e.g. full-time or blended learning students). As many distance learners are in full- or part-time employment or have other commitments, the emotions experienced and the reasons for these emotions might be greatly different to other student populations. This study investigated these issues by exploring the emotional experiences of distance learners when undertaking an assessed, online, collaborative group project. Self-report data about the emotions experienced and their causes were gathered using a structured diary at six times points during the group activity. Findings revealed that learners experienced a ranged of pleasant and unpleasant emotions before, during and after the collaborative activity. Feelings of satisfaction and relief were the most reported pleasant emotions and feelings of anxiety and frustration were the most frequently reported unpleasant emotions. To conclude this paper, implications for educators are briefly discussed and reflections on using an online diary to explore student emotions are provided.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"322 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124563667","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}

引用次数: 11

Self-Evaluation Mandalas – An Innovative and Motivating Tool in Distance Learning Courses (Results from the VTT-Project) 自我评价曼陀罗——远程教育课程的创新和激励工具(vtt项目的结果)

EDEN Conference Proceedings Pub Date : 2019-06-16 DOI: 10.38069/edenconf-2019-ac-0024

Peter Mazohl, Harald Makl

引用次数: 0

Sending Online Training Concept – Competency-Based, Adaptive Learning in Data Science for ICT Professionals 为资讯及通讯科技专业人士提供网上培训概念-以能力为本，自适应学习数据科学

EDEN Conference Proceedings Pub Date : 2019-06-16 DOI: 10.38069/edenconf-2019-ac-0007

A. Bruce, Teemu Patala

引用次数: 0

Human Capital in Online Higher Education Settings: A Socio-Educative Perspective Applied to Graduates of an Online University 网络高等教育背景下的人力资本:基于网络大学毕业生的社会教育视角

EDEN Conference Proceedings Pub Date : 2019-06-16 DOI: 10.38069/edenconf-2019-ac-0003

Riccardo Valente, Albert Sanchez Gelabert, J. Duart

引用次数: 1

10 Years of Learning Design at the Open University: Evolution, Findings and Future Direction 开放大学的10年学习设计:演变、发现和未来方向

EDEN Conference Proceedings Pub Date : 2019-06-16 DOI: 10.38069/edenconf-2019-ac-0038

Gerald E. Evans

引用次数: 1

Automatic Transcription Software: Good Enough for Accessibility? A Case Study from Built Environment Education 自动转录软件:足够好吗?以建筑环境教育为例

EDEN Conference Proceedings Pub Date : 2019-06-16 DOI: 10.38069/edenconf-2019-ac-0043

T. Liyanagunawardena

引用次数: 4

Digital (4) Education – A National Digital Strategy in the Context of the Transformation of a Country into a Digital Nation 数字化(4)教育——国家向数字化国家转型背景下的国家数字化战略

EDEN Conference Proceedings Pub Date : 2019-06-16 DOI: 10.38069/edenconf-2019-ac-0036

Serge Linckels

引用次数: 0

Disclosing Learners’ Behaviour and Engagement into Online and Blended Courses: Case Study of Vytautas Magnus University 揭示学习者的行为和参与在线和混合课程:以维陶塔斯马格努斯大学为例

EDEN Conference Proceedings Pub Date : 2019-06-16 DOI: 10.38069/edenconf-2019-ac-0029

Giedrė Tamoliūnė, Margarita Teresevicienè, J. Duart, Justina Naujokaitienė

{"title":"Disclosing Learners’ Behaviour and Engagement into Online and Blended Courses: Case Study of Vytautas Magnus University","authors":"Giedrė Tamoliūnė, Margarita Teresevicienè, J. Duart, Justina Naujokaitienė","doi":"10.38069/edenconf-2019-ac-0029","DOIUrl":"https://doi.org/10.38069/edenconf-2019-ac-0029","url":null,"abstract":"Interfaces between students’ participation, number of submissions to discussion forums, attendance of online lectures and students’ performance on their assignments are significant for students’ success and achievements. Teachers’ activities become more significant when delivering blended or online courses and their role changes from knowledge deliverer to learning designer. Therefore, teachers are challenged to recognize new learning behaviour models and find new ways to engage and motivate learners. Universities offering study programs in blended or online way need to recognize learners’ behaviour, know how to analyse the data, make it “understandable” to teachers and learners, and learn how to adapt course curriculum based on this data. Results of the case study conducted at Vytautas Magnus University revealed that after logging in to Moodle learning platform, students tend to spend time checking forums or course assignments rather than browsing another course content. Moreover, a significant drop-out rate was noticed after the 4th click, when 24% of students tend to quit the session. The results of this research confirm the fact that online learners’ behaviour is changing rapidly, and teachers should be aware of that, understand preferred learning patterns and develop course content based on this data.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124158596","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}

引用次数: 0

High Impact Practices: Addressing Workplace Needs 高影响力实践:解决工作场所的需求

EDEN Conference Proceedings Pub Date : 2019-06-16 DOI: 10.38069/edenconf-2019-ac-0006

M. Andrade, R. Miller

引用次数: 0

Educational Technology for Active Connections in Blended Learning Environments 混合式学习环境中主动连接的教育技术

EDEN Conference Proceedings Pub Date : 2019-06-16 DOI: 10.38069/edenconf-2019-ac-0021

P. Uys

{"title":"Educational Technology for Active Connections in Blended Learning Environments","authors":"P. Uys","doi":"10.38069/edenconf-2019-ac-0021","DOIUrl":"https://doi.org/10.38069/edenconf-2019-ac-0021","url":null,"abstract":"This conference focuses on employing educational technology for connections. It assumes that these connections will be active, and not latent – otherwise these will be meaningless and ineffective. The emphasis is thus on creating effective learning environments. Such learning environments are not just online or digital, but can also be physical learning spaces in which educational technology can play a key role.A key strategy to ensure that educational technology connections are indeed active is to employ educational technology within an active learning framework for both online and on-campus learning i.e. blended learning. Educational technology on its own does not lead to active learning – only when it is used within well-founded learning designs – of which constructive alignment is highlighted below. I am thus agreeing with Veletsianos and Moe (2017) that educational technology by itself is not “education’s silver bullet” but should be located within “the essentials of teaching and learning: theory, pedagogy and emergent trends in the research.” Such active learning will lead to learner engagement, leading to effective learning and learner success. The vision for instance for educational technologies at Charles Sturt University is to “support educational practices focussed on student success by providing cutting edge, stable learning environments”.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128116362","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}

引用次数: 1