The Experts below are selected from a list of 67956 Experts worldwide ranked by ideXlab platform
Shawn Bullock - One of the best experts on this subject based on the ideXlab platform.
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Professional development Learning Environments (PDLEs) embedded in a collaborative Online Learning Environment (COLE): Moving towards a new conception of Online professional Learning
Education and Information Technologies, 2019Co-Authors: Roland Vanoostveen, François Desjardins, Shawn BullockAbstract:Teaching, and education in general, remain firmly rooted in the practices of the past and continue to resist the implementation of strategies and theories arising from educational research. Consequently, significant reforms have been slow to take hold in educational systems around the world. Much of the reluctance can be attributed to a widely-held misconception of the nature of Learning. This project attempts to address this misconception through the development of Professional Development Learning Environments (PDLEs are a series of Learning tasks and a video-based case study) embedded in an Online Learning Environment that requires the collaboration of users to solve problems. To use a Problem-Based-Learning (PBL) approach in an Online context requires a major paradigm shift as well as using tools that were not designed specifically for such a student-driven, process-centred pedagogical paradigm. This becomes a problem when Online resources and systems are used for supporting in-service teacher in their pursuit of furthering their education. Although the current theories of Learning and teaching may present the philosophical content of such courses, the Online strategies used often conflict with the theory. To study the formal implementation of PBL as a social-constructivist pedagogical approach, into an Online Learning Environment to provide the tools for e-Learning that would be closer in design to the current thinking on the very nature of Learning, the PDLEs were modified to become small reusable video clips with a structure designed to facilitate PBL and focus learners’ attention on higher order thinking skills rather than specifically on content. These modified PDLEs are referred to as Problem-Based Learning Objects (PBLOs). The PBLOs were embedded into a prototype of a Collaborative Online Learning Environment (COLE) which was developed simultaneously. The entire system was pilot tested with small groups. Preliminary results show that although many technical difficulties remain to be solved, using the Environment does show evidence of some effect on beliefs about personal theories of Learning, causing shifts from technical issues to those surrounding processes of Learning. Our preliminary research has called attention to the potential ability of PBLO/COLE to disrupt conventional, transmission-based conceptions of Online Learning as content delivery. At the same time, however, our preliminary work has also indicated that learners who are not used to the collaborative opportunities provided within PBLO/COLE may still hold traditional orientations to teaching and Learning as a “gold standard” to which all other options are compared. A purposeful direction for our future research will entail working with learners in PBLO/COLE over a sustained period so that they may engage in an Online experience grounded in principles of socio-constructivism.
Gerald Knezek - One of the best experts on this subject based on the ideXlab platform.
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3 dimensional Online Learning Environments examining attitudes toward information technology between students in internet based 3 dimensional and face to face classroom instruction
Educational Media International, 2005Co-Authors: James G Jones, Cesareo Morales, Gerald KnezekAbstract:3‐dimensional Online Learning Environments can provide a means for users with limited connectivity to the Internet to participate as fully as their broadband‐enabled peers in collaborative experiences, information sharing and feedback. Nearly 90% of the universities in the USA that support distributed Learning programmes use web‐based course delivery methods. Directors of these programmes state that web‐based delivery allows them to handle the wide range of connectivity among student populations. 3‐Dimensional Online Learning Environments can increase Online course interaction and feedback beyond current web‐based document delivery in a cost effective and scaleable manner. This article examines attitudes to information technology of students in a 3‐dimensional Online Learning Environment versus those involved in face‐to‐face classroom instruction at the University of North Texas. We were interested in looking to see how the benefits of immersion, interaction and feedback provided by the 3‐dimensional onli...
Jason D Baker - One of the best experts on this subject based on the ideXlab platform.
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an investigation of relationships among instructor immediacy and affective and cognitive Learning in the Online classroom
Internet and Higher Education, 2004Co-Authors: Jason D BakerAbstract:Abstract A significant body of literature has supported the assertion that communication in the classroom is central to the Learning process. Prosocial behaviors, such as nonverbal and verbal immediacy, have been found to promote affective and cognitive Learning in traditional instructional settings. This study examined the relationships among instructor verbal immediacy and affective and cognitive Learning in the Online classroom. One hundred and forty-five Online learners evaluated instructor immediacy, affective, and cognitive Learning through the use of a Web-based survey instrument. The results of this study found that students who rated their instructors as more verbally immediate expressed greater positive affect and higher perceived cognition than students taught by less immediate instructors. These results are consistent with similar studies in traditional courses and reinforce the influential role of the instructor in creating a conducive Online Learning Environment.
Roland Vanoostveen - One of the best experts on this subject based on the ideXlab platform.
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Professional development Learning Environments (PDLEs) embedded in a collaborative Online Learning Environment (COLE): Moving towards a new conception of Online professional Learning
Education and Information Technologies, 2019Co-Authors: Roland Vanoostveen, François Desjardins, Shawn BullockAbstract:Teaching, and education in general, remain firmly rooted in the practices of the past and continue to resist the implementation of strategies and theories arising from educational research. Consequently, significant reforms have been slow to take hold in educational systems around the world. Much of the reluctance can be attributed to a widely-held misconception of the nature of Learning. This project attempts to address this misconception through the development of Professional Development Learning Environments (PDLEs are a series of Learning tasks and a video-based case study) embedded in an Online Learning Environment that requires the collaboration of users to solve problems. To use a Problem-Based-Learning (PBL) approach in an Online context requires a major paradigm shift as well as using tools that were not designed specifically for such a student-driven, process-centred pedagogical paradigm. This becomes a problem when Online resources and systems are used for supporting in-service teacher in their pursuit of furthering their education. Although the current theories of Learning and teaching may present the philosophical content of such courses, the Online strategies used often conflict with the theory. To study the formal implementation of PBL as a social-constructivist pedagogical approach, into an Online Learning Environment to provide the tools for e-Learning that would be closer in design to the current thinking on the very nature of Learning, the PDLEs were modified to become small reusable video clips with a structure designed to facilitate PBL and focus learners’ attention on higher order thinking skills rather than specifically on content. These modified PDLEs are referred to as Problem-Based Learning Objects (PBLOs). The PBLOs were embedded into a prototype of a Collaborative Online Learning Environment (COLE) which was developed simultaneously. The entire system was pilot tested with small groups. Preliminary results show that although many technical difficulties remain to be solved, using the Environment does show evidence of some effect on beliefs about personal theories of Learning, causing shifts from technical issues to those surrounding processes of Learning. Our preliminary research has called attention to the potential ability of PBLO/COLE to disrupt conventional, transmission-based conceptions of Online Learning as content delivery. At the same time, however, our preliminary work has also indicated that learners who are not used to the collaborative opportunities provided within PBLO/COLE may still hold traditional orientations to teaching and Learning as a “gold standard” to which all other options are compared. A purposeful direction for our future research will entail working with learners in PBLO/COLE over a sustained period so that they may engage in an Online experience grounded in principles of socio-constructivism.
James G Jones - One of the best experts on this subject based on the ideXlab platform.
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3 dimensional Online Learning Environments examining attitudes toward information technology between students in internet based 3 dimensional and face to face classroom instruction
Educational Media International, 2005Co-Authors: James G Jones, Cesareo Morales, Gerald KnezekAbstract:3‐dimensional Online Learning Environments can provide a means for users with limited connectivity to the Internet to participate as fully as their broadband‐enabled peers in collaborative experiences, information sharing and feedback. Nearly 90% of the universities in the USA that support distributed Learning programmes use web‐based course delivery methods. Directors of these programmes state that web‐based delivery allows them to handle the wide range of connectivity among student populations. 3‐Dimensional Online Learning Environments can increase Online course interaction and feedback beyond current web‐based document delivery in a cost effective and scaleable manner. This article examines attitudes to information technology of students in a 3‐dimensional Online Learning Environment versus those involved in face‐to‐face classroom instruction at the University of North Texas. We were interested in looking to see how the benefits of immersion, interaction and feedback provided by the 3‐dimensional onli...
