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International Journal of Online Pedagogy and Course Design最新文献

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Leveraging Regulative Learning Facilitators to Foster Student Agency and Knowledge (Co-)Construction Activities in CSCL Environments 利用规管式学习促进者促进学生在CSCL环境下的代理和知识(共同)建构活动
IF 0.8
International Journal of Online Pedagogy and Course Design Pub Date : 2022-01-01 DOI: 10.4018/ijopcd.293209
Tayebeh Sadegh
{"title":"Leveraging Regulative Learning Facilitators to Foster Student Agency and Knowledge (Co-)Construction Activities in CSCL Environments","authors":"Tayebeh Sadegh","doi":"10.4018/ijopcd.293209","DOIUrl":"https://doi.org/10.4018/ijopcd.293209","url":null,"abstract":"in this study by combing three research fields of regulative learning, Learning analytics (LA) and students’ agency in computer-supported collaborative learning (CSCL), we tried to illuminate how students regulated their learning though group composition, peer assessment and LA strategies to foster agency and knowledge (co-)construction activities in CSCL environments. To fulfill this aim, 60 students from Fasa University, Iran were assigned into experimental and control groups based on their Self-Regulated learning (SRL) skills (high, medium, low and very low SRL skills). Data analysis confirmed the positive relationship between group composition, peer assessment, LA, regulative learning, agency and knowledge (co-)construction. The results revealed that through applying group composition, peer assessment and LA, Socially-Shared Regulated Learning, Co-Regulated Learning and consequently SRL skills were improved which finally foster agency and knowledge (co-)construction activities in CSCL environments.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"215 1","pages":"1-15"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83617549","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
Insights on Implications of Cognitive Computing in Leveraging Online Education Systems 认知计算在利用在线教育系统中的意义
IF 0.8
International Journal of Online Pedagogy and Course Design Pub Date : 2022-01-01 DOI: 10.4018/ijopcd.302082
M. Kantipudi, Dr Rajanikanth Aluvalu, V. Maheswari, M. Raisinghani
{"title":"Insights on Implications of Cognitive Computing in Leveraging Online Education Systems","authors":"M. Kantipudi, Dr Rajanikanth Aluvalu, V. Maheswari, M. Raisinghani","doi":"10.4018/ijopcd.302082","DOIUrl":"https://doi.org/10.4018/ijopcd.302082","url":null,"abstract":"Cognitive computing offers a good range of technological platforms that enhance the performance of online learning systems and is meant for assisting both instructors as well as students in leveraging the delivery of enriched content. In comparison to conventional e-learning systems, the inclusion of cognitive computing can escalate the performance efficiency of online learning. As a result, natural language processing and machine learning have generated a lot of interest in the research community. At present, it is an ongoing exploration towards finding the best possible means to use cognitive computing. The manuscript proposes a tentative plan for the next level of implementation using contextual analysis in order to improve the interaction between the computational model and user, as well as a proposition of using the network for analyzing massive educational data. This manuscript offers insights into the strength of using cognitive computing in an educational system and offers a future plan to and integrate it for an optimal learning experience by each learner/student.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"20 1","pages":"1-16"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83878647","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
In-Service Teachers' Perceptions of K-12 Online Learning Curriculum in a Graduate Course: An Action Research Project 在职教师对研究生课程中K-12在线学习课程的认知:一个行动研究项目
IF 0.8
International Journal of Online Pedagogy and Course Design Pub Date : 2021-10-01 DOI: 10.4018/IJOPCD.2021100105
M. E. Azukas, M. Barbour
{"title":"In-Service Teachers' Perceptions of K-12 Online Learning Curriculum in a Graduate Course: An Action Research Project","authors":"M. E. Azukas, M. Barbour","doi":"10.4018/IJOPCD.2021100105","DOIUrl":"https://doi.org/10.4018/IJOPCD.2021100105","url":null,"abstract":"","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"1 1","pages":"61-81"},"PeriodicalIF":0.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86555629","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
The Role of Multimedia in Developing Middle School Students' Reading Comprehension and Creative Thinking Skills: Using Multimedia in Teaching EFL Students 多媒体在培养中学生阅读理解能力和创造性思维能力中的作用:多媒体在英语教学中的应用
IF 0.8
International Journal of Online Pedagogy and Course Design Pub Date : 2021-10-01 DOI: 10.4018/IJOPCD.2021100102
Hanaa Mohamed Mohamed Nada
{"title":"The Role of Multimedia in Developing Middle School Students' Reading Comprehension and Creative Thinking Skills: Using Multimedia in Teaching EFL Students","authors":"Hanaa Mohamed Mohamed Nada","doi":"10.4018/IJOPCD.2021100102","DOIUrl":"https://doi.org/10.4018/IJOPCD.2021100102","url":null,"abstract":"","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"51 1","pages":"20-32"},"PeriodicalIF":0.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73856420","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
A Technology Acceptance Case of Indonesian Senior School Teachers: Effect of Facilitating Learning Environment and Learning Through Experimentation 印尼高中教师技术接受案例:促进学习环境与实验式学习的效果
IF 0.8
International Journal of Online Pedagogy and Course Design Pub Date : 2021-10-01 DOI: 10.4018/IJOPCD.2021100104
Juhriyansyah Dalle, M. Raisinghani, A. P. Putra, Ahmad Suriansyah, S. Hadi, Betya Sahara
{"title":"A Technology Acceptance Case of Indonesian Senior School Teachers: Effect of Facilitating Learning Environment and Learning Through Experimentation","authors":"Juhriyansyah Dalle, M. Raisinghani, A. P. Putra, Ahmad Suriansyah, S. Hadi, Betya Sahara","doi":"10.4018/IJOPCD.2021100104","DOIUrl":"https://doi.org/10.4018/IJOPCD.2021100104","url":null,"abstract":"","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"18 1","pages":"45-60"},"PeriodicalIF":0.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73977091","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: 7
Exploring Student Support in a Completely Online Module Within an Open Distance eLearning Institution 在开放远程电子学习机构中探索完全在线模块中的学生支持
IF 0.8
International Journal of Online Pedagogy and Course Design Pub Date : 2021-10-01 DOI: 10.4018/IJOPCD.2021100103
J. Nene
{"title":"Exploring Student Support in a Completely Online Module Within an Open Distance eLearning Institution","authors":"J. Nene","doi":"10.4018/IJOPCD.2021100103","DOIUrl":"https://doi.org/10.4018/IJOPCD.2021100103","url":null,"abstract":"","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"39 1","pages":"33-44"},"PeriodicalIF":0.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87080720","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
Multiple Scaffolds Used to Support Self-Regulated Learning in Elementary Mathematics Classrooms 支持小学数学课堂自主学习的多重框架
IF 0.8
International Journal of Online Pedagogy and Course Design Pub Date : 2021-10-01 DOI: 10.4018/IJOPCD.2021100101
Chiu-Pin Lin, Su Yang
{"title":"Multiple Scaffolds Used to Support Self-Regulated Learning in Elementary Mathematics Classrooms","authors":"Chiu-Pin Lin, Su Yang","doi":"10.4018/IJOPCD.2021100101","DOIUrl":"https://doi.org/10.4018/IJOPCD.2021100101","url":null,"abstract":"","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"4 1","pages":"1-19"},"PeriodicalIF":0.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83544106","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
Online Accelerated Learning Experiences and Self-Regulated Learning Skills Among Undergraduate Students 大学生在线加速学习体验与自主学习技能研究
IF 0.8
International Journal of Online Pedagogy and Course Design Pub Date : 2021-07-01 DOI: 10.4018/IJOPCD.2021070102
Cherng-Jyh Yen, E. E. Ozkeskin, Moussa Tankari, C. Tu, Hoda Harati, Laura E. Sujo-Montes
{"title":"Online Accelerated Learning Experiences and Self-Regulated Learning Skills Among Undergraduate Students","authors":"Cherng-Jyh Yen, E. E. Ozkeskin, Moussa Tankari, C. Tu, Hoda Harati, Laura E. Sujo-Montes","doi":"10.4018/IJOPCD.2021070102","DOIUrl":"https://doi.org/10.4018/IJOPCD.2021070102","url":null,"abstract":"Many institutions have adopted an online accelerated learning model in which intensive online instructions are offered during the course of a normal semester to help students complete classes. Current research has focused on comparing different instructional lengths. Mixed findings have been reported. Accelerated instructions are not necessarily superior or inferior to traditional 16-week instructions. Research should focus on what is crucial and how to prepare students to succeed in accelerated online courses. This study examines whether self-regulated learning (SRL) skills may serve as predictors of positive accelerated learning experiences. It concludes that five SRL skills can predict success in online accelerated learning experiences and suggested educators should identify and prepare students with relevant SRL skills prior to attempting accelerated instructions to warrant a positive learning experience.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"1 1","pages":"17-35"},"PeriodicalIF":0.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76224995","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: 3
Creating Authentic Learning Through Online Personal Learning Networks 通过在线个人学习网络创造真实的学习
IF 0.8
International Journal of Online Pedagogy and Course Design Pub Date : 2021-04-01 DOI: 10.4018/IJOPCD.2021040103
Erin Gratz, Bettyjo Bouchey, M. Kohler, Monica L. Simonsen, J. Knott
{"title":"Creating Authentic Learning Through Online Personal Learning Networks","authors":"Erin Gratz, Bettyjo Bouchey, M. Kohler, Monica L. Simonsen, J. Knott","doi":"10.4018/IJOPCD.2021040103","DOIUrl":"https://doi.org/10.4018/IJOPCD.2021040103","url":null,"abstract":"As educators face challenges in creating and cultivating authentic learning experiences in online education, a new paradigm for peer-to-peer learning has emerged: personal learning networks (PLNs). This article outlines autoethnographic research conducted in summer 2019, in which six participants from distinct virtual PLNs reflected on the benefits of PLNs as a model of peer-to-peer learning, how their experiences within PLNs aligned with Rule's themes of authentic learning and ways PLNs can be incorporated into online programming to create deep, authentic learning environments. The study findings align with the core principles of authentic learning: (a) real-world scenarios, (b) inquiry and thinking skills, (c) discourse with the community, and (d) empowerment. The study makes a strong case for the incorporation of PLNs into traditional online programming as a means to create unique and authentic learning experiences.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"22 1","pages":"31-47"},"PeriodicalIF":0.8,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77786512","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
Designing Scholarly Conversations to Promote Cognitive Presence and Knowledge Building: An Exploratory Study From an Online Graduate Course 设计学术对话促进认知存在和知识构建:一项来自在线研究生课程的探索性研究
IF 0.8
International Journal of Online Pedagogy and Course Design Pub Date : 2021-04-01 DOI: 10.4018/IJOPCD.2021040102
Qijie Cai
{"title":"Designing Scholarly Conversations to Promote Cognitive Presence and Knowledge Building: An Exploratory Study From an Online Graduate Course","authors":"Qijie Cai","doi":"10.4018/IJOPCD.2021040102","DOIUrl":"https://doi.org/10.4018/IJOPCD.2021040102","url":null,"abstract":"In this exploratory study, a pedagogical intervention, called Scholarly Conversation, was designed and implemented with 26 students in an online graduate course at a public, comprehensive university in the United States. Applying the frameworks of community of inquiry and knowledge building, this paper explains the specific learning goals and design features of Scholarly Conversation. A coding scheme was developed from the conversation text data generated by a high-performing and a low-performing group of the class to describe how learners carried out Scholarly Conversations. Through group comparison, several elements were identified to explain the between-group differences on performance. Particularly, it was found that the two groups distributed their efforts differently during Scholarly Conversations. This study has implications for the design principles for the future Scholarly Conversations.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"1 1","pages":"16-30"},"PeriodicalIF":0.8,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82921826","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
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