Framework For Online Learning Research Articles

Digital Wellness Framework for Online Learning

The ever-changing digital context, digital habits and pressures, demands and practices, often contribute to online learners experiencing burnout, stress, fatigue, sleep deprivation, cognitive overwhelm, and work-life imbalance, just to mention a few issues identified in literature. With the rise of online learning offerings, an increasing number of educators across diverse contexts and disciplines are faced with questions pertaining to the optimal experience and design for online learning. Current research has highlighted both positive and negative impacts of teaching and learning in the digital space. This online learning design debate has identified a need for practices that contribute to the holistic wellbeing of learners rather than merely cognitive outcomes. There is a need for an evidence-based pedagogical framework centred on wellbeing that enables the creation of learning “by design”. This research, applying secondary data analysis and a mindfulness-informed lens, results in such a framework, i.e., the DW-FOLD: Digital Wellness Framework for Online Learning – to guide intentional use of technology and online learning pedagogical principles that ensure active and meaningful learning while using technology for the good of all learners.

A novel framework for online supervised learning with feature selection

Current online learning methods suffer issues such as lower convergence rates and limited capability to select important features compared to their offline counterparts. In this paper, a novel framework for online learning based on running averages is proposed. Many popular offline regularised methods such as Lasso, Elastic Net, Minimax Concave Penalty (MCP), and Feature Selection with Annealing (FSA) have their online versions introduced in this framework. The equivalence between the proposed online methods and their offline counterparts is proved, and then novel theoretical true support recovery and convergence guarantees are provided for some of the methods in this framework. Numerical experiments indicate that the proposed methods enjoy high true support recovery accuracy and a faster convergence rate compared with conventional online and offline algorithms. Finally, applications to large datasets are presented, where again the proposed framework shows competitive results compared to popular online and offline algorithms.

Cultivating Awareness: A Framework for Online Learning in Open Distance Learning

Cultivating Awareness: A Framework for Online Learning in Open Distance Learning

Leveraging Online Teaching and Learning to Foster Critical Global Citizenship Education: Higher Education Faculty’s Perceptions and Practices from Japan

This study investigates how eight higher education (HE) faculties located in Japan perceive and implement Global Citizenship Education (GCE) as a critically oriented pedagogy in the online course ‘Perspectives on Global Citizenship Education’. The main instruments of the study were questionnaires and interviews. The data collected were scrutinised with the use of the grounded theory and constant comparative method. Four notions of GCE surfaced from the data. According to the HE faculty, a critically oriented GCE should: (a) develop students’ empathetic identification, (b) cultivate students’ critical agency, (c) foster students’ self-confidence and inclusive mindset and (d) encourage students’ community participation. Building on the findings, this article concludes by advancing a proposal for a critical pedagogical framework for GCE online teaching and learning in Japanese HE.

Use of the Community of Inquiry Framework to Measure Student and Facilitator Perceptions of Online Flipped Classroom Compared with Online Lecture Learning in Undergraduate Medical Education.

The COVID-19 pandemic and a movement away from traditional lecture-based learning have increased the use of online flipped classroom (FC) and active learning models in medical education. The Community of Inquiry (CoI) framework for online learning may be used to evaluate the effectiveness and strengths of the online FC model compared with other learning formats. An observational survey study was conducted to measure medical student and facilitator perceptions of an online FC endocrinology tutorial compared with online lecture experiences. For the tutorial, students were instructed to watch short, pre-recorded lecture videos on thyroid pathophysiology prior to class. During class, small groups of students were paired with a faculty facilitator in online Zoom rooms for case discussion. Students were surveyed using the CoI framework to assess elements of cognitive, social, and teaching presence between the two online learning modalities. Facilitators were also surveyed. Survey questions were rated on a 5-point Likert scale. Fifty-three out of 92 students (58% response rate) and seven out of eight facilitators (88% response rate) completed surveys. In general, students felt that online FC learning improved cognitive, teaching, and social presence compared with online lecture. Areas of cognitive presence (mean score 3.9 ± 1.0 SD), such as stimulating curiosity and applying concepts, were highly rated. Certain elements of social presence (3.6 ± 0.9) and teaching presence (3.7 ± 0.9), such as expression of emotion and communication of expectations, garnered lower ratings. All surveyed facilitators felt that online FC was more effective and enjoyable to teach than online lectures but did not feel it was superior to in-person instruction. Medical students and facilitators viewed an online FC tutorial in endocrinology positively. Most, but not all, areas of the CoI framework were enhanced with the online FC tutorial compared with online lecture-based learning.

Using the community of inquiry as a framework to promote online teaching and learning in advanced practice nursing education.

As advanced practice nursing education continues to shift toward a distance and hybrid format, it is important that nurse educators engaged in distance learning create and facilitate an online environment that successfully incorporates critical thinking, problem-solving skills, collaboration, and a sense of community. Although many learning theories and frameworks exist, there is a lack of literature on the applicability of these theories and frameworks to online teaching and learning in advanced practice nursing education. The purpose of this article is to describe the Community of Inquiry (CoI) framework and how it can be applied to online teaching and learning activities in advanced practiced nursing courses. This CoI is an effective framework for online learning and has been successful in promoting student engagement, an important factor in and predictor of academic success.

Constructivist learning environments: Validating the community of inquiry survey for face-to-face contexts

Serving as a prominent framework for online learning, the Community of Inquiry (CoI), identifies three factors critical to learning in online environments: teaching presence, cognitive presence, and social presence. However, application of the CoI framework to face-to-face classes has not been broadly or systematically explored, despite constructivist paradigms (e.g. flipped classrooms, team-based learning) being increasingly incorporated at the post-secondary level. Further, there remains some debate on whether such constructivist environments adequately support learning, with studies on their effectiveness revealing mixed results, as have studies comparing face-to-face and online learning contexts. A tool that measures students’ perceptions of constructivist learning environments could help address such inconsistencies. The purpose of this study was to validate the CoI scale, a measure developed for online contexts, for use in face-to-face contexts. Undergraduates ( n = 282) enrolled in face-to-face classes incorporating team-based learning completed the 34-item CoI scale. Confirmatory Factor Analysis validated the original three-factor structure for face-to-face classes has acceptable fit, suggesting this tool measures teaching, cognitive, and social presences in face-to-face courses. Further suggestions for how this measure might be used for the purposes of research and instructional feedback are included.

Academic thriving and online course design: a conceptual model

ABSTRACT The concept of thriving in post-secondary education has largely been studied in the context of academic advising and student support services, with limited research that links thriving to pedagogical practices. This paper presents a conceptual model created using an integrative literature review to illustrate how instructional choices made during the design and teaching phases of online courses may impact students’ academic thriving. The Instructional Design for Academic Thriving (IDAT) model, nested within the Community of Inquiry (COI) framework for online learning, supports online course design practices that emphasize student wellbeing and allow students to not just succeed but thrive academically.

Building bridges to advance the Community of Inquiry framework for online learning

The COVID-19 pandemic forced institutions of higher education around the world to quickly transition to forms of distance education, including synchronous and asynchronous online learning. Often lacking conceptual, empirical, and practical understanding of online pedagogy, many institutions have met this endeavor with mixed success. It seems inevitable that online learning will continue to play a key role in all sectors of education and, accordingly, that online pedagogy deserves a more mainstream focus. To help build a joint understanding of foundational knowledge between the online learning, educational technology, and educational psychology communities, in this article, we summarize the most frequently cited conceptual model that shapes research and practice in the field of higher education online learning: the Community of Inquiry (CoI) framework. We describe the original CoI model and its foundational components (i.e., cognitive, social, and teaching presence) and highlight opportunities for improvement of the model by incorporating the educational psychology and learning sciences research base to inform: (1) conceptualizations of the social dimensions of collaborative learning and (2) understanding of learner contributions to online collaborative education including self-, co-, and shared regulation of learning. We propose that a new, more comprehensive conceptualization of the regulation of collaborative online learning be integrated into the existing CoI framework and that a new “presence” be referenced going forward—“Learning Presence.” Through this work, we strive to develop a more nuanced, generative, and informed vision of the future of online learning informed by relevant contemporary conceptualizations in educational psychology.

Determination of multi-modal dimension metric learning with application to web image retrieval

Many real-world applications, like multimedia retrieval, confront the difficulty of determining the distance between any two items on Multi-modal data. According to most current Dimension Metrics Learning (DML) techniques, distance metrics may be learned using just one feature type or an aggregated feature space where many features are simply connected. Even though DML has been extensively researched. This study proposes a new framework for online learning, as well as a new classroom learning system for online Multi-modal dimension metric learning (OMDML), that is both efficient and scalable. This paper proposes a low-rank OMDML calculation to reduce the expensive cost of DML on high-dimensional component space, which reduces the computational cost while maintaining extremely competitive or much higher learning accuracy. With the purpose of determining whether or not multi-modular image recovery calculations can be successfully implemented, a large number of experiments are carried out. In most datasets tested, the suggested approach consistently outperforms alternative state-of-the-art algorithms, according to extensive experimental results

Online project-based learning in engineering design: Supporting the acquisition of design skills

In this work, we explore and compare how different online instructional practices can support the acquisition of design skills through the eyes of students in PBL (project-based learning), as well as the impact of such practices on the student performance. Particularly, students quantitatively assessed their perception towards the effectiveness of different online practices at supporting four ways of working in design: identification of a design problem and its constraints, research of potential design solutions, design decision-making, and communication of such decisions in an appropriate format. Student perceptions suggest that effective online PBL in engineering design is underpinned by instructional practices that amalgamate personalised, constructive technical support with immediate formative feedback, and that promote deeper social connections between students and academics. Drawing on the Community of Inquiry framework for online learning, these perceptions appear to be related to the extent to which the social and cognitive presence phenomena is inherent to the specific instructional practice. The combined deployment of such online practices ensures a student performance (71.7%) which is virtually the same as for the previous cohort (72.0%), when design was fully delivered on-campus. Implications for educational practice and transferability with extension to the teaching of different engineering design disciplines and settings are discussed.

Developing a school-wide framework for blended and online learning and teaching (BOLT)

This article explores the unexpected role-shift for early TELT -adopters during the COVID-19 crisis. In Universities where TELT occurs in the margins of campus-based traditional lectures (e.g. Russell Group Universities), early adopters and experts are accustomed to working in some degree of isolation and exploring digital resources independently. It will explore the rapid shift in emphasis away from micro-projects to performing in a high-pressure and strategic environment with an unprecedented interest in TELT, and show how, in a very short period of time, a group of early TELT-adopters were empowered to become strategic leaders and policy makers and to produce a robust framework for Blended and Online Learning and Teaching (BOLT) for use in all courses.
 In April 2020, the Adam Smith Business School (ASBS) made the decision that all learning and teaching for the academic year 2020-21 would move to a blended/online model. In order to action this, a working group of early TELT-adopters from within ASBS was formed, who collaboratively produced a four-part BOLT Framework for use in all courses.
 Working quickly, and with little time to consult externally, this group drew on their existing knowledge and worked iteratively in order to ensure that colleagues could quickly develop the necessary skill-sets for BOLT. The result is a BOLT strategy where all ILOs are achievable asynchronously, with synchronous sessions used to support students and build learning communities.
 This article sets out the BOLT Framework: explaining how it was developed, the principles underpinning it and using case studies to show the Framework working in practice. It explains how the sometimes informal, furtive and unstructured self-development of TELT enthusiasts played a key role in the School online pivot and perspectives of TELT changed on both sides of the TELT debate through open and earnest exchanges of ideas and problem-solving.

Designing a Preliminary Model of Coaching Pedagogy for Synchronous Collaborative Online Learning

In recent years, webinar platforms have been broadly utilized in online learning where students meet one another synchronously online. This research’s underlying value is its recognition of the utmost importance of the awareness that online learning is a social process, as is all learning. This study aims to find out what kinds of synchronous collaborative online coaching pedagogy models have been used in previous research and proceeds to construct a preliminary pedagogical model for a coaching pedagogy for synchronous collaborative online learning (CPSCOL). The methods comprise a systematic literature review and qualitative-data and theory-driven content analysis. Through the systematic literature review, peer-reviewed articles spanning 2014–2018 are carefully examined. The results identify the following pedagogical framework, theory, and model combinations for synchronous collaborative online learning: the Community of Inquiry framework, including social, cognitive, and teaching presence; social presence in conjunction with the media synchronicity theory or the broaden-and-build theory, or the 4E Learning Cycle (engagement, exploration, explanation, and extension); no specific pedagogy; problem-based learning with Community of Inquiry framework or FISh (focus, investigate, and share); collaborative learning and collaborative learning connected to social presence; Carpe Diem with the Five-Step Model; and coaching pedagogy. The preliminary results indicate a scarcity of research on synchronous coaching pedagogy in online education. Consequently, the CPSCOL model for collaborative online learning, including cognitive, social, and teaching presence, is introduced to formulate a new perspective regarding webinar pedagogy. The process of learners, skills, and competences should factor in the pedagogical methods designed by a coach (teacher), and the results show that webinar pedagogy enables and enhances active collaborative learning and knowledge construction in groups. In addition, 18 CPSCOL principles of practice have been developed to support the practical implementation of the CPSCOL model.

Terminal Security Configuration Optimization under Edge Computing

It is an important task of system security management to configure terminal security policy reasonably in edge computing (EC) to implement necessary security protection for terminals and EC system. Therefore, this paper analyses the security goals and requirements of terminal access for multi-service EC systems under the power grid, conducts terminal security risk assessment based on the AHP algorithm, and proposes an edge computing platform terminal security configuration optimization strategy, creatively using the OS-ELM algorithm. A framework for cloud training and edge-side online learning to meet the real-time and lightweight communication needs of edge platforms.

Pelatihan Mendesain Pembelajaran Daring Menarik Selama Pandemi Covid-19 dengan Teknologi Pembelajaran Sederhana

This community service was carried out to provide assistance to the situation experienced by English high school teachers in the sudden change of the learning modes due to the Covid-19 pandemic. It was conducted in the form of an online seminar on how to design interesting online learning by using simple instructional technology and how to combine asynchronous and synchronous learning modes. The 150-minute-online seminar was held on the Zoom platform and YouTube livestreaming. The session was divided into three main parts, namely 1) introduction of the 5E framework for online learning, 2) examples of material design using simple instructional technology, and 3) examples of simple instructional technology. In general, it can be concluded that this community service not only provided an introduction and understanding of online learning design with simple instructional technology, but also enhanced the participants' pedagogical knowledge of online learning design.

A Khan Framework-Based Approach to Successful MOOCs Integration in the Academic Context

Massive open online courses (MOOCs) expansion encounter many challenges related to different aspects, from learner’s perspective to teacher’s perspective, to technological aspects. Previous studies demonstrated the prevailing challenges pertaining to Academic contexts using both qualitative analysis and quantitative analysis of different samples from different countries. In our study, we have tried to look at practices from all over the world regarding MOOCs implementation, we presented a summary of the major challenges of MOOCs as well as their strengths vis as vis the open education in both general and academic contexts. Following the steps of Khan’s framework for online learning, our ultimate objective was to come up with an approach that can bridge the challenges that hinder current effective delivery of MOOCs and calls for metrics that respect the results of previous work in the implementation of blended learning in the Academic context.

Educational Technology for Active Connections in Blended Learning Environments

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”.

Learning and Management for Internet of Things: Accounting for Adaptivity and Scalability

Internet of Things (IoT) envisions an intelligent infrastructure of networked smart devices offering task-specific monitoring and control services. The unique features of IoT include extreme heterogeneity, massive number of devices, and unpredictable dynamics partially due to human interaction. These call for foundational innovations in network design and management. Ideally, it should allow efficient adaptation to changing environments, and low-cost implementation scalable to a massive number of devices, subject to stringent latency constraints. To this end, the overarching goal of this paper is to outline a unified framework for online learning and management policies in IoT through joint advances in communication, networking, learning, and optimization. From the network architecture vantage point, the unified framework leverages a promising fog architecture that enables smart devices to have proximity access to cloud functionalities at the network edge, along the cloud-to-things continuum. From the algorithmic perspective, key innovations target online approaches adaptive to different degrees of nonstationarity in IoT dynamics, and their scalable model-free implementation under limited feedback that motivates blind or bandit approaches. The proposed framework aspires to offer a stepping stone that leads to systematic designs and analysis of task-specific learning and management schemes for IoT, along with a host of new research directions to build on.

DESAIN MODEL PEMBELAJARAN ONLINE SEBAGAI UPAYA MEMFASILITASI BELAJAR DI TEMPAT KERJA


 Vocational high school in Indonesia is familiar with the concept of dual system education program. There are two places of learning such as school-based learning and work-based learning. A few vocational education institutions have claimed that during carry out work-based learning, they ask students to master some competencies through self-regulated learning without a learning environment that planned. Therefore, this article aims to give an integrative learning design framework for online learning as an effort to guide educators and instructional designers in designing and developing online learning environment that meet with the students need. Shifting roles of educators and instructional designers in online learning, each component within integrative learning design framework for online learning, as well as the features of online learning model are discussed here. So that, educators and instructional designers who want to design online learning model could not only avoid mistakes but also reduce the failure.

The Right Music at the Right Time: Adaptive Personalized Playlists Based on Sequence Modeling

Recent years have seen a growing focus on automated personalized services, with music recommendations a particularly prominent domain for such contributions. However, while most prior work on music recommender systems has focused on preferences for songs and artists, a fundamental aspect of human music perception is that music is experienced in a temporal context and in sequence. Hence, listeners’ preferences also may be affected by the sequence in which songs are being played and the corresponding song transitions. Moreover, a listener’s sequential preferences may vary across circumstances, such as in response to different emotional or functional needs, so that different song sequences may be more satisfying at different times. It is therefore useful to develop methods that can learn and adapt to individuals’ sequential preferences in real time, so as to adapt to a listener’s contextual preferences during a listening session. Prior work on personalized playlists either considered batch learning from large historical data sets, attempted to learn preferences for songs or artists irrespective of the sequence in which they are played, or assumed that adaptation occurs over extended periods of time. Hence, this prior work did not aim to adapt to a listener’s current song and sequential preferences in real time, during a listening session. This paper develops and evaluates a novel framework for online learning of and adaptation to a listener’s current song and sequence preferences exclusively by interacting with the listener, during a listening session. We evaluate the framework using both real playlist datasets and an experiment with human listeners. The results establish that the framework effectively learns and adapts to a listeners’ transition preferences during a listening session, and that it yields a significantly better listener experience. Our research also establishes that future advances of online adaptation to listener’s temporal preferences is a valuable avenue for research, and suggests that similar benefits may be possible from exploring online learning of temporal preferences for other personalized services.