Online Learning Content Research Articles

THE CREATION OF BRAIN-STIMULATING ONLINE LEARNING CONTENT FOR A YOUNG MIGRANT AND REFUGEE PROJECT

Due to the COVID-19 crisis schools and universities all around the world were forced to use digital learning methods. But even assuming a seamless transition to digital platforms, good Online Learning tools do not imply good content and a good presentation of the content. This article describes the approach of a project funded by the European Union to create brain-stimulating Online Learning content which combines elements from classic didactics with elements from neurodidactics and aims to add value to Online Learning. It also suggests that further research should be conducted in other contexts, such as schools and universities, to describe how brain-stimulating Online Learning content could bring more value to Online Learning content.

PEMBENTUKAN KELEKATAN AMAN ORANGTUA PADA ANAK USIA DINI DALAM PEMBELAJARAN DARING

The pandemic era has changed the face of the early childhood education learning model towards an online learning model. During this pandemic, online learning models are seen as more rational and safer to implement when the Covid 19 outbreak has not ended. However, the implementation of online learning has encountered many technical problems due to the adaptation factors of teachers, parents, and children who are not used to applying this learning model. In contrast to these technical problems, this study aims to reveal the positive side of implementing online learning in early childhood, especially for children aged 4 to 6 years. The online learning practice of early childhood education on YouTube is the object of observation which is discussed as well as being studied in depth. Data collection techniques in this study used documentation and observation data collection techniques that were limited to online learning content of early childhood education in Indonesia. The results of this study indicate that there is a secure attachment that is formed through the process of parenting and compassion for children during this activity. This study also found the supporting factors for the formation of secure attachment between parents and children, namely the emergence of online technical problems that precisely attached secure attachment between the two.

Development of Integrated Online Learning Content Distribution Module Based on Social Media for Beginners Online Teachers in Creating Learning Content Due to The Covid-19 Pandemic

The Covid-19 pandemic has brought many changes in the field of education, and the need for teaching for teachers or lecturers has increased. The habit of teaching directly in the classroom changed by having to create learning content and dealing with social media to distribute the content. Instead of modernizing education, many are confused and only teach by giving a sign that there is an adequate explanation of the material. Guidelines that are easy to use even for teachers or lecturers who are lay and fast so that the ongoing Covid-19 pandemic is balanced with learning that also continues. The guideline contains procedures for using the screencast O-Matic application and AZ screen recorder then using YouTube media to post content and WhatsApp as a communication medium. This study uses the ADDIE type development research method with the validity testing phase of experts and testing 32 teachers to determine the feasibility and effectiveness of the learning system guidelines. The results showed that the quality of the content was 81.8%, 83.3% showed easy language to understand, 80% showed interest in using illustrations, 76.7% showed easy interaction on WhatsApp, 70% showed clear task instructions, and 70% showed the system is easy to access.

Exploration of the determining factors of successful online learning in the industrial revolution 4.0 era

This study explores factors that determine the success of online learning in the aspects of (1) students; (2) lecturers/teachers, (3) learning methods; (4) learning content; and (5) educational institutions. This study was a meta-analysis study. The data sources were obtained from online journal articles published from 2018 to 2020. This study was conducted by selecting relevant articles, and re-synthesizing the research results qualitatively and quantitatively. The data were collected by reading, coding, analyzing in-depth, and interpreting the results of the analysis according to the research objectives. Data credibility was controlled by involving a second reader (inter-reader and inter-coder) The results showed the determinants of successful online learning are: (1) the students’ motivation and self-efficacy because the students must be able to overcome their obstacles (2) successful online learning methods require individual intervention from lecturers; (3) lecturers with technology literacy are more successful and able support other lecturers, (4) successful online learning content uses various sources and is actively involved in forums and (5) institutions facilitate Learning Management Systems and other online learning tools.

Syntactic Complexity of Learning Content in Italian for COVID-19 Frontline Responders: A Study on WHO’s Emergency Learning Platform

The goal of this paper is to offer a model to quantify the level of complexity of the linguistic content of a corpus in Italian extracted from OpenWHO, WHO’s health emergency learning platform (Rohloff et al. 2018; Zhao et al. 2019). The nature of the computational ranking costs of a typology of relativization strategies is investigated. To reach this goal, the results of the corpus are compared with other three syntactic annotated corpora from Italian belonging to different genres (news, social media, encyclopedic entries, legal). The results show that online learning contents in public health reduce complex structures in syntactic terms. The case study presented here provides a methodology to quantify syntactic and computational complexity in corpus studies.

A user-transaction-based recommendation strategy for an educational digital library

The automated recommendation of content resources to learners is one of the most promising functions of educational digital libraries. Underlying strategies should take the individual progress of the learner into account to provide appropriate recommendations that are meaningful to the learner. If presented with appropriate assistance, learners will more likely engage in productive learning strategies, such as reading up on concepts and accessing preparatory materials, and refrain from unproductive behavior, such as guessing on or copying of homework. In this exploratory case study, we are analyzing transactional data within an educational digital library of online physics homework problems and learning content. The sequence of events starting with a learner failing to solve a particular problem, interacting with other online resources, and then succeeding on that same problem is used to identify potentially helpful resources for future learners. It was found that these “success stories” indeed allow for providing recommendations with acceptable accuracy, which, when implemented, may lead to more productive learning paths.

Parental Mental Health and Children's Behaviors and Media Usage during COVID-19-Related School Closures.

BackgroundCoronavirus disease 2019 (COVID-19) is different from previous disasters in that it continues to the present and has affected all aspects of family life. During epidemics, psychosocial support is not less important than infection control. During COVID-19-related school closures, prolonged partial closures of schools could have detrimental social and health consequences for children and may increase the burden on the family. Based on a community sample in Korea, this study identified parental concerns, children's media usage, other various factors and examined whether parental stress level or depression were positively associated with problem behaviors, media exposure, and sleep problems of the primary school children during school closure under COVID-19.MethodsParticipants were 217 parents residing in Suwon, South Korea, who had primary school children and responded to a web-based questionnaire on parental concerns from school closure under COVID-19, subjective stress, depression, whether having received mental health services, and family characteristics; children's sleep patterns, problem behaviors, media usage during the online-only class period, and changes in activity level following the pandemic.ResultsDuring school closure, children gained body weight, spent less time in physical activities and more in media usage. Besides online learning content (97.2%), YouTube was highly used content (87.6%), and games followed (78.3%). Parental subjective stress index was highly associated with parental depression (Pearson correlation 0.439, P < 0.001), children's sleep problems (0.283, P < 0.001), tablet time (0.171, P = 0.012) and behavior problems (0.413, P < 0.001). Parental depression was associated with children's sleep problems (0.355, P < 0.001), TV time (0.153, P = 0.024), tablet time (0.159, P = 0.019), and behavior problems (0.524, P < 0.001). Parents who previously received mental services seemed to be more concerned about the problems their children already have getting worse because of COVID-19 than the disease itself. Children's sleep problem was associated with tablet (0.172, P = 0.011) and smartphone time (0.298, P < 0.001), but not its frequency.ConclusionDuring COVID-19-related school closures, many parents and children had various difficulties relating to mental health. Ongoing monitoring of mental health of high-risk groups and multiple support systems may need to be expanded to cover those parents having difficulty in caring for their children.

WEBLOGS IN THE TRAINING OF GERMAN-SPEAKING TEACHERS IN ROMANIA – PLANNING, DESIGN, IMPLEMENTATION, EVALUATION AND DISCUSSION USING THE EXAMPLE OF PROF-ES.COM

The present study deals with the use of a weblog in the further training of teachers at Romanian public schools with German teaching. The question whether an educational blog meets the needs, wishes and expectations of the target group was investigated using the IMMS questionnaire based on the ARCS model by Keller (1983, 1987). The evaluation results show a positive impact of the blog on the study participants and point out the importance of motivational factors in designing online learning content. This referred to the multimedia narrative presentation and the clear structuring of current psycho-educational topics with practical relevance for the target group.

A nationwide survey of online teaching strategies in dental education in China.

ObjectivesDue to the time and cost effectiveness, online teaching has played a significant role in the provision of education and has been a well‐accepted strategy for higher education in the world. The aim of this study was to survey the current online undergraduate education status in dental medicine in mainland China during the critical stage of the COVID‐19 outbreak, as well to provide a better understanding of practicing this learning strategy for the improvement and development of dental education.MethodsFor the cross‐sectional survey, recruitment emails regarding to the implementation of online education were sent to 42 dental colleges and universities in mainland China between March and April 2020.ResultsNinety‐seven percent of the respondents have opened online courses during COVID‐19 pandemic in China, 74% of which chose live broadcast as the major teaching way. As compared with theoretical courses, fewer specialized practical curriculums were set up online with a lower satisfaction from students in most dental schools. For the general evaluation of online learning from students of different dental schools, the “online learning content” received the highest support, while the “interaction between teachers and students” showed the lowest satisfaction. Most schools reported that the difficulty in assurance of students’ learning motivation was the main problem in online education.ConclusionsOur findings indicate the necessity and efficacy of the overall online teaching for dental education during the epidemic that can be further improved with the education model and pedagogical means to boost the informationization of dental education for future reference.

Self-Regulated Learning In A Massive Open Online Course: A Review of Literature

Massive Open Online Course (MOOC) is an online course accessible through the internet to deliver online learning content to anyone who is interested to gain knowledge in the various fields offered. Some of the accessible materials are video clips, downloadable and plenary discussion in social media activity. In addition, there are interactive forums that build a community of educators and students. This paper reviews the ongoing research trends from ongoing research in various disciplines at MOOC. Its background reviews are structured descriptively and chronologically from the information collected. This paper then focuses on the role of Self-Regulated Learning (SRL) as a strong support to MOOC. The advantages of MOOC are very beneficial, it enables more people to gain knowledge at no cost, without space or temporal constraints, in online courses over the web. The findings indicate the SRL has a great impact in the MOOC achievement. Although there are obstacles in providing solutions for the implementation of MOOCs to achieve the best results. Future studies should look at more complex and challenging current situations for the implementation of MOOCs in keeping with the latest modern learning.

An Exploration of Online Teaching in Diagnostics Under COVID-19

This paper introduces that the department of the Diagnostics of The First School of Clinical Medicine at Nanjing Medical University use network information technology to conduct online teaching during the novel coronavirus epidemic. Objectives: To share the experience of comprehensive online teaching, and to investigate students’ use of Fanya. Chaoxing online learning during the Diagnostics course under the COVID-19. Methods: We randomly selected Diagnostics as the course which we investigated and analyzed through using questionnaires. Results: 94.24% of students use smart phones to study online. 86% of students spend 1-6 hours per week studying Diagnostics. 79% of students have access to obtain the majority of online teaching resources. 86.3% of students expressed that they could achieve the learning objectives and meet the learning requirements of online learning content. The fluency score for watching instructional videos reached 87.13%. 92% of students believed course materials were helpful to them. There were many difficulties such as unclear assessment method, overwhelmed and unable to maintain learning progress, lack of learning resources. Conclusions: Chinese network can basically meet the needs of comprehensive online teaching. The materials for online teaching can basically meet the needs of teaching. Making a clear assessment method timely, assigning appropriate homework and preparing the learning materials as more as possible are necessary. Organizing student learning at different times and supporting by the National Information Network Department are important.

Enhancing Dental Carving Skills of Preclinical Dental Hygiene Students Using Online Dental Anatomy Resources

Background:A key role of dental carving is enhancing manual proficiency and dexterity of dental hygiene students. Yet, utilizing Supplementary Online Dental Anatomy Resources (SODAR) as a supportive teaching approach has demonstrated the ability to improve carving skills.Objective:This study aims to examine the effectiveness of SODAR training in improving the quality of dental carving skills and knowledge among preclinical Saudi male students in Saudi Arabia.Methods:A basic double-blinded randomized controlled trial of 30 preclinical Saudi dental male students was conducted between January and April 2019. Participants were classified into an experimental group that received SODAR training (n= 15) and a control group comprising students who did not receive SODAR training (n= 15). Thet-test and Fisher’s exact test were performed to assess differences in theoretical knowledge between the two groups. While Cohen’s d test,t-test, and Pearson correlation were conducted to evaluate differences in students’ dental carvings.Results:Students with SODAR training performed better on practical carving sessions than those without intervention (P-value &lt; 0.001). However, SODAR intervention had no significant effect on the theoretical knowledge evaluations in both the groups.Conclusion:SODAR training demonstrated its ability to support students learning in practical carving sessions; however, no effect on theoretical knowledge was observed. Future research should focus on factors that impact carving teaching strategies, including the quality and depth of online learning content, students’ perceptions of online learning, and experiences of teachers who run the online resources.

Motivational profiles and their correlates among students in virtual school foreign language courses

AbstractMotivation is a key factor in predicting K‐12 students' online learning success. Drawing on self‐determination theory, this study used a person‐centered approach to identify the motivational profiles of students taking online high school language courses, and to examine such profiles' relationships to their learning outcomes, genders and reasons for enrollment. Cluster analysis of 466 students revealed the existence of four profiles: high and low quantity, and good and poor quality. Students in the high‐quantity profile demonstrated comparable learning outcomes to those in the good quality profile; and there was significant gender and enrollment reason differences across the four motivational profiles. Practitioner NotesWhat is already known about this topic Motivation is of considerable importance to the success of online learning. Autonomous motivation is more adaptive than controlled motivation. Most studies have used a variable‐centered approach to investigating the unique and independent roles of motivation types in online learning. What this paper adds This study is believed to be the first to use a person‐centered approach to identify motivational profiles (ie, good quality, high quantity, low quantity and poor quality) among virtual‐school students taking foreign‐language courses. It confirms the positive effect of autonomous motivation on learning, and extends exploration of this effect to online learning. Students in the high‐quantity profile achieved comparable learning outcomes to those in the good quality profile. Females were overrepresented in the good quality profile (ie, more females than would be expected by chance). Motivational profiles differed significantly across enrollment reasons (ie, credit recovery, elective or requirement). Implications for practice and/or policy Teachers should not simply place each student in a box as having either autonomous or controlled motivation. Online learning content and activities should be designed in ways that promote autonomous motivation. Online educators need to be aware of potential gender and enrollment reason effects on students' motivations.

Technology Acceptance of a Novel Mobile Learning Application among University Undergraduates

This paper identifies factors affecting the adoption of mobile learning application in the classroom. The principles of the Innovation Diffusion Theory (IDT) and Technology Acceptance Model (TAM) were adopted as the main elements that were investigated in this study, namely relative advantage, complexity, mobile learning acceptance, and intention to use mobile learning. The research design was based on a quantitative approach using an online survey involving a group of 200 undergraduates. Data collected were analyzed using the Comparative Fit Index (CFI) and Tucker-Lewis Index (TLI) on AMOS 20.0. Interestingly, the main research findings showed that all the indices fit the hypothesized model perfectly and all the technology acceptance constructs were significantly correlated. The finding encourage that UPSI’s undergraduates are perceptive to utilizing mobile learning approach with the utilize of novel mobile applications, which surely would have an enormous impact on the current teaching and learning practice in the campus. From the practical standpoint, such a learning paradigm would become more prevalent in many institutions of higher learning as mobile technology keeps on improving and becoming more affordable, hence enabling more students to gain unrivaled access to mobile online learning content.

호텔기업의 온라인 교육설계에 따른 학습만족도 및 전이성과에 관한 연구

The purpose of the study was to present a comprehensive view on relationships among online learning program design factors, learning satisfaction, and transition effect in a hotel industry. In total, 200 cases were analyzed by deluxe hotels which are located in Seoul. These results are based on research, and the outcomes are as follows:BR In online learning program factors, both contents usefulness and interaction were positively related to learning satisfaction and transition effect. However, ease of use did not have an effect on learning satisfaction and transition effect. Learning satisfaction influenced positively on transition effect and this research also verified the mediation effect of learning satisfaction was mediated between online learning program design factors and transition effect. Learners working in the hotels put highly importance on the content usefulness and interaction when they studied by online training program. When contents are connected on their jobs and they feel contents are useful, they are more satisfied about learning and they come to apply learning to their works effectively.

استخدام التعلیم المدمج فی التدریب التقنی والمهنی من وجهة نظر مدربات کلیة التقنیة للبنات بالریاض Using Blended Learning in Technical and Vocational Training from Trainers' Perspective at The Girls’ Technical College in Riyadh

المستخلص : هدفت الدراسة للتعرف على أهمية استخدام التعليم المدمج من وجهة نظر مدربات الکلية التقنية للبنات بالرياض ومدى توفر المتطلبات الأساسية في تفعيله وکذلک الکشف عن معوقات استخدامه واقتراح الحلول لهذه المعوقات. أستخدم المنهج الوصفي المسحي في هذه الدراسة من خلال استبانة إلکترونية تم تصميمها من قبل الباحثتان لجمع البيانات. تکونت عينة الدراسة من (31) مدربة طبقن التعليم المدمج في مقرراتهن في الکلية التقنية بالرياض خلال الفصل الدراسي الأول من العام الدراسي 1437 ــــ 1438ه، و أظهرت نتائج الدراسة أن تقدير المدربات لأهمية استخدام التعليم المدمج في مقرراتهن ومدى توفر المتطلبات الأساسية لتطبيقة جاءت بدرجة مرتفعة (م= 3,89 ، ع= 0,45)، بينما جاء تقدير معوقات استخدام التعليم المدمج بدرجة متوسطة (م= 3,18 ، ع= 0,49). کما اقترحت المدربات عددا من الحلول للتغلب على تلک المعوقات منها توفير فرص تدريب وتنمية مهنية مستمرة للمدربات لإکسابهن المهارات الأساسية في تطبيق استراتيجيات التعليم المدمج، تطبيق معايير تصـميم المقـررات المدمجـة وتطـوير محتواهــا وضــبط جودتهــا وانتاجها، وتفعيل برنامج خدمات صندوق المتدربات بالکلية والذي يعنى بتقديم خدمات إضافية للمتدربات في مختلف المجالات لدعم بيئة التعليم المدمج في الکلية. وتضمنت توصيات الدراسة ضرورة تحديث أساليب تنفيذ البرامج التدريبية المقدمة في الکلية التقنية ومواکبة التطورات والمستجدات الحديثة في استخدام التکنولوجيا الحديثة في البرامج التدريبية من خلال تبني استخدام أسلوب التعليم المدمج کأساس لتطبيق البرامج التدريبية في الکلية التقنية وذلک لما له من أثر إيجابي على العملية التدريبية وتحسين مستوى أداء المتدربات، التأکد من توافر کافة متطلبات تطبيق التعليم المدمج في العملية التدريبية واستدراک النواقص التي تظهر أثناء تبني هذا النوع من التعليم مثل توفير شبکة اتصال لاسلکي للمتدربات وکذلک توفير محتوى تعليمي الکتروني مصمم وفق معايير الجودة. Abstract: The purpose of this study is to investgate the implementaion of blended learning at the Girls’ Technical College in Riyadh from the trainers’ perspectives. The study also aims to identify their precpetives toward the availability of the basic requirements for applying blended learning as well as the obstacles and the particpants suggestion to overcome these obstacles. The descriptive-survey method was used in this study through an electronic questionnaire designed by the researchers to collect data. The paricpants in the study consisted of (31) trainers who used blended learning in their courses. The results of the study showed that the participants' overall estimation for the importance of using the blended learning in their courses came to a high degree (M=3.86, SD=0.65), while the degree of their overall estimations for the obstacles of using blended learning was medium (M=3.18, SD=0.49). Moreover, the trainers suggested a number of solutions to overcome these obstacles such as providing continuous training and professional development for trainers on blended learing. applying the standards of blended courses design and developing, and activating the Trainee Fund Services Program to support the blended learning environment in the collage. The recommendations of the study included the need for improving the training programs at the Girls’ Technical College by adapting blended learning strategy as the main stratrgy because of its positive impact on the training process, ensuring the avaiblity of the essential requirements for implementing blended leanded, and applying solutions to overcome the obsticals that appear in the process of implementing blened learning such as providing the trainees with free wireless network, and high quality online learning content.

Instructional Design of the WaW e-courses

The current paper describes the process of the instructional design for the production of the WaW project e-learning courses by adapting the handbooks generated at intellectual outputs 3 and 4 (IO3, IO4: “21 st Century Skills Handbook” and “Crowd-funding Handbook”) to e-learning context. The aim was to produce and develop online e-learning materials suitable for the needs of the target group, as well as to develop innovative online learning content, e.g. video courses, animation, scenarios, etc, in order to foster learning and self-development skills. Users will be females representing all the different target groups while being either employed or unemployed, interested in creating the appropriate mindset and conditions. The ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) was used for the production of the e-courses, not only because it is the generic process traditionally used by instructional designers and training developers, but mostly because it represents a dynamic, flexible guideline for building effective training and performance support tools. Instructional theories, such as behaviourism, constructivism, social learning and cognitivism, were taken into account as they also play an important role in the design of instructional materials.

The Construction of Personal Learning Network Environment in the Perspective of Knowledge Management

This paper analyzes the objects, processes and strategies of knowledge management and their enlightenment in PLNE (personal learning network environment), proposes a PLNE construction method which use browser as the portal and aggregation platform to integrate and mashup online learning contents, online tools, online services, and online relationships. A pretest-posttest design with nonequivalent groups of both experiment group and control group was conducted in the 2011 class in Department of information technology in Guangdong Teachers College of Foreign Language and Arts. The result of the anonymous survey shows that PLNE can effectively improve the learner's autonomous learning ability and knowledge management ability, and provide a continuously developing virtual learning environment to help learners to enjoy a success lifelong learning.

Usage Volume and Trends Indicate Academic Library Online Learning Objects and Tutorials Are Being Used

A Review of:&#x0D; Hess, A. N., &amp; Hristova, M. (2016). To search or to browse: How users navigate a new interface for online library tutorials. College &amp; Undergraduate Libraries, 23(2), 168-183. http://dx.doi.org/10.1080/10691316.2014.963274&#x0D; &#x0D; Abstract&#x0D; &#x0D; Objective – To discover how users interact with a new online interface for learning objects, user preferences for types of access when given both browsing and searching options, and user needs for tutorial subject matter.&#x0D; &#x0D; Design – Mixed methods, with quantitative analysis of web traffic and qualitative analysis of recorded search terms through grounded textual theory.&#x0D; &#x0D; Setting – An academic library in the Western United States of America.&#x0D; &#x0D; Subjects – Users of the Libraries’ online tutorials and learning objects.&#x0D; &#x0D; Methods – The researchers collected web traffic statistics and organically occurring searches from the Libraries’ tutorial access interface. They defined the collection period as the 2013/2014 academic year, with collection beginning in September 2013 and ending in April 2014. Web traffic for organic searches, facilitated searches (search results accessed through clicking on particular words in a tag cloud), and categorical browsing was collected via Google Analytics. They categorized other interaction types (accessing featured content, leaving the page, etc.) under an umbrella term of “other.” Their analysis of web traffic was limited to unique page views, with unique page views defined as views registered to different browser sessions. Unique page views were analyzed to determine which types of interface interaction occurred most frequently, both on-campus and off-campus, and whether there were differences in types of interaction preferred over time or by users with different points of origin. Individual organic search keywords and phrases, and the dates and times of those searches, were separately collected and recorded. One of the researchers coded the recorded organic search terms using grounded textual theory analysis, and the researcher formed generalized categories. They sent these categories and a random sample of 10% of the recorded search terms to librarians unaffiliated with the study, and used their categorizations of the search term samples to validate the initial researcher’s textual analysis.&#x0D; &#x0D; Main Results – After analyzing the 5,638 unique page views recorded, researchers found that categorical browsing was used more frequently than facilitated searching throughout the year, and more frequently than organic searching for 6 of the 8 recorded months. Organic searching was used more frequently than facilitated searching during most months, while both organic and facilitated searching were less likely to be engaged in by users working on Saturday or Sunday. They found that interactions in the “other” category were quite high, and the researchers attributed this to featured videos on the interface homepage being required for a number of classes. The researchers discovered that patterns in interface use were similar between on-campus and off-campus users, and that most traffic to the interface was through referral from other websites (such as the library homepage). Direct traffic (from URLs manually typed in or in documents) was the second most frequent point of access, while users arriving at the interface from a search engine interaction was a distant third. Grounded textual theory analysis of the 14,428 collected organic searches achieved a 92% consensus in coding, and showed a user focus in searching for specific resources, tasks, and knowledge, rather than broader conceptual searches. Additionally, researchers noticed that a significant number of users performed organic searches for videos that were featured on the front page, possibly indicating that certain users engage with search functions before viewing page content. &#x0D; &#x0D; Conclusions – The researchers concluded that despite the limitations of the study, the usage volume and trends identified indicate that the Libraries’ online learning objects and tutorials are being used. They also concluded that the categorization and labelling of these learning objects has been successful because the categorical browsing function is used more than the other search functionalities. The researchers determined that they should consider the non-user in the future, and examine the barriers that students, faculty, and staff encounter when attempting to use online learning content. They affirm a need to develop, via further studies, a more thorough understanding of the motivations behind user interactions.

Adaptive Learning in Computing for Non-English Speakers

A significant proportion of e-Learning resources for engineering and computing education appear to be exclusively in English, requiring many learners to adapt themselves to learning within an English language context. Adaptive learning has a role to play in minimizing this adjustment and strengthening the learning. This research plans to understand learning needs, and take a Content and Language Integrated Learning (CLIL) approach to create algorithms to supply online learning experiences and content to meet these needs, adding novel mechanisms to help learners cope, develop their language capabilities, and enhance their ability to learn in another language. This work in progress describes the early stages of the research and we welcome insights into taxonomies of adaptive learning techniques, and mixed methods approaches to evaluating learning effectiveness, for those learning in an additional language.