Online Learning Technologies Research Articles

A Central American Success Story: Innovation in International Distance Education

Based on actual workshop experiences, faculty at the Honduran Zamorano University in Central America created an effective, size-neutral, world-class distance education (e-learning) program for serving learners throughout Latin America through online and distance learning technology. The program is known as PAC @ D (Programa de Aprendizaje Continuo a Distancia or Life Long Learning Program at a Distance). It is administered by Zamorano’s global center for distance learning. The establishment of PAC @ D in 2010 was preceded by workshop efforts begun in 2004 by the authors. The workshop efforts focused on bridging the cultural uniqueness of educational programs in Latin America and the United States. The goal was to assist local faculty and staff at Zamorano University to build their own digital platform effectively and extend academic and outreach programs through that digital platform. The use of online and distance learning technologies can help extend intellectual capital beyond the limits of the physical campus in fulfilling the teaching, outreach/extension, and, to a limited extent, research missions. However, as we shall see in this professional paper, distance learning is more than turning on the technology with a click and a keystroke. At Zamorano, the development of PAC @ D required many hours of a full range of pedagogical and technological training, spread over 18 months. This professional development paper provides the rationale for PAC @ D, outlines its development, and provides suggestions for enhancing the educational experiences of distance learners.

Student Attitudes to Traditional and Online Methods of Delivery

Rapid developments in education technology have provided educators and students new options in a constantly changing, competitive teaching and learning environment. As the number of online teaching resources continue to increase, research into student attitudes toward traditional and online methods of delivery is important in order to determine whether the increased usage of technology in the curriculum has been beneficial to their learning. This paper investigates the student perceptions of these two methods of delivery in a first-year introductory accounting unit in a number of key areas. These include their perceptions of learning effectiveness, motivation and impact on assessment outcomes. The importance of social interaction and their preference for online learning is also covered. This preliminary analysis of student attitudes will determine whether there are statistically significant differences between face-to-face and online learning options and preference for online learning technology between gender groups. In addition, this paper investigates whether there are statistically significant relationships between face-to-face or online learning options and preference for online learning technology in gender groups.

Towards Online Delivery of Process-Oriented Guided Inquiry Learning Techniques in Information Technology Courses

Process-Oriented Guided Inquiry Learning (POGIL) is a technique used to teach in large lectures and tutorials. It invokes interaction, team building, learning and interest through highly structured group work. Currently, POGIL has only been implemented in traditional classroom settings where all participants are physically present. However, advances in online learning technologies have prompted increases in the popularity of flexible delivery and distance education courses. Therefore, teaching methodologies need to reflect the changing student demographic. This paper describes a preliminary approach for adapting POGIL techniques for use in tertiary courses delivered online. We discuss the current technologies that can be used for teaching online and contrast their suitability for POGIL. A teaching format is presented using Web 2.0 technologies (a wiki, blogs, and social networking) as a starting point for POGIL. We describe how an online third year Information Technology subject adopted these technologies for a condensed implementation of POGIL.

Coordination mechanism based on mobile actuator design for wireless sensor and actuator networks

Wireless sensor and actuator networks combine a large number of sensors and a lower number of actuators that are connected with wireless medium, providing distributed sensing and executing appropriate tasks in a special region of interest. To accomplish effective sensing and acting tasks, efficient coordination mechanism among the nodes is required. As an attempt in this direction, this paper develops a collaborative control and estimation mechanism, which addresses the nodes coordination in a distributed manner. First, we propose a regional controllability-based virtual force algorithm as an actuator deployment strategy to enhance area coverage after an initial random placement of actuators. During this process, a dynamic coordination mechanism is adopted to control nodes. This mechanism incorporates two components, namely, proportional-integral-derivative neural network and recursive least squares-based Kalman filter algorithms. Taking advantage of feedback control and online learning technology, the proposed coordination mechanism schedules the corresponding nodes on the basis of the characteristics of current events, utilizes proportional-integral-derivative neural network controller inside each actuator to improve system transient and steady-state responses, and deals with system state/parameter estimation problems according to the recursive least squares-based Kalman filter algorithm, so as to achieve better control accuracy. Simulations demonstrate the effectiveness of our proposed methods. Copyright © 2013 John Wiley & Sons, Ltd.

On the cybernetic arrangement of feedback in serious games: A systems-theoretical perspective

This paper explores the cybernetic regulation of complex human learning and teaching. It provides a theoretical description of the arrangement of adaptive, machine-generated learner feedback which relies on cybernetic principles. Cybernetics—today often referred to as control theory, or feedback control theory—involves the incorporation of self-establishing feedback mechanisms for optimal control in complex systems. Although feedback is considered a key element of any learning process, the arrangement of feedback by teachers and educators is under pressure because of the ever-growing complexity of learning environments which is being reinforced by open, online learning technologies and topical models of learning (competence learning, experiential learning, situated cognition, serious gaming). This paper explores how cybernetic principles could be implemented in complex learning environments, e.g. serious games, for the arrangement of self-regulating feedback loops for learners. The approach is based on a quantitative description of learning activities and learning performances. For the presentation of the feedback, a feedback decision procedure is suggested which is to be linked with pedagogical theories and assessment models. The proposed cybernetic approach is elucidated with a theoretical example. The paper provides a proof of principle and gives suggestions for further development.

Attitudes Of Undergraduate Students Towards An Online English Class

Distance online learning has been regarded as a useful learning method, especially when we faced the big flood crisis in Thailand. To solve the lack of classrooms, our university administrators decided to implement WebEx system as an alternative to continue teaching. And, there were some relevant aspects that we needed to consider. Therefore, this study investigated students’ attitude toward WebEx system. It aimed to examine students’ attitudes toward using WebEx for an online English class, compare students’ attitudes toward WebEx system with their background and investigate the relationship between students’ computer aptitude and their attitudes towards WebEx system. The samples were 211 undergraduate students enrolled in Fundamental English course. The instrument in this study was a questionnaire. Results indicated that the levels of computer aptitude and attitudes towards WebEx system in general were moderate. There were no statistically significant differences at .05 level found in students’ attitudes toward WebEx system as classified by gender, computer ownership, and monthly allowance. As hypothesised, there was a positive relationship between students’ computer aptitude and their attitudes toward WebEx at .01 levels. Students with high computer aptitude were found to have more positive attitudes toward WebEx system than those with low computer aptitude. The research was done during the flood crisis. Thus, it is interesting to find out whether an English online class through WebEx system will be more accepted by users in the future, especially in a normal circumstance after the flood crisis. Nevertheless, the results of this study will give some ideas to institutions that plan to use online learning technologies.

Factors affecting faculty use of learning technologies: implications for models of technology adoption

This study examines factors associated with the use of learning technologies by higher education faculty. In an online survey in a UK university, 114 faculty respondents completed a measure of Internet self-efficacy, and reported on their use of learning technologies along with barriers to their adoption. Principal components analysis suggested two main barriers to adoption: structural constraints within the University and perceived usefulness of the tools. Regression analyses indicated both these variables, along with Internet self-efficacy, were associated with use of online learning technology. These findings are more consistent with models of technology engagement that recognize facilitating or inhibiting conditions (unified theory of acceptance and use of technology; decomposed theory of planned behavior) than the classic technology acceptance model (TAM). Practical implications for higher education institutions are that while faculty training and digital literacy initiatives may have roles to play, structural factors (e.g., provision of resources and technical support) must also be addressed for optimal uptake of learning technologies.

Frequent deadlines: Evaluating the effect of learner control on healthcare executives' performance in online learning

In a three-group, gender-matched, preexisting knowledge-controlled, randomized experiment, we evaluated the effect of learner control over study pace on healthcare executives' performance in an online statistics course. Overall, frequent deadlines enhanced distribution of practice and improved learning. Students with less control over pace (in groups with weekly deadlines) spaced their study episodes to a greater extent than their peers with more control over pace (in groups with monthly and end-of-course deadlines). Online learning experience and technology self-efficacy did not explain practice distribution effects. Student perceptions of control over how, when and in which order they learn did not differ significantly across experimental groups. However, perceived control and spaced practice were positively and significantly related to performance on tests of short delayed retention and near transfer. In addition, perceived control and spaced practice predicted performance on a test of delayed retention and far transfer. Locus of control did not explain differences in performance.

Sociocultural affordances of online peer engagement

University learning increasingly includes online learning experiences embedded within teaching with the dual policy intentions of increasing flexibility and learner engagement. In this research project, three university lecturers from different teaching contexts selected technologies for online learning to enhance learner engagement by encouraging peer learning. A sociocultural view of learning was used to conceptualise the technological and social affordances that might enable student peer participation and engagement. The research explored the question: “What are the benefits and barriers experienced by students engaging in online peer collaboration?” Students reported benefits including a sense of belonging that enhanced motivation, and professional identity. This article also reports on some of the challenges for students and University academics when engaging in online learning communities.

A hybrid recommendation algorithm adapted in e-learning environments

With the rapid development of online learning technology, a huge amount of e-learning materials have been generated which are highly heterogeneous and in various media formats. Besides, e-learning ...

Improving fossil fuel boiler combustion efficiency based on integrating real time simulation with online learning technology

Low-carbon economy, environmental concerns and fuel efficiency demands have placed strong emphasis on the fossil fuel based power plants, requiring them to operate at high efficiency. A number of methods have been applied in the power generation industry to improve boiler efficiency and reduce the emission by optimising the combustion process in many power plants. At the same time, computational fluid dynamics-based numerical simulation methods are applied to evaluate the performance of the combustion. However, the frequent variety of fuel quality and changing conditions inside boiler make the efficiency and emission-related combustion problems still occur and plague the electricity generation industry by impairing the boiler efficiency and increase more concerns caused by deteriorated boiler combustion process. This research proposes new methods based on integrating real-time simulation with online learning technology to improve the power plant boiler combustion process.

BUILDING INTERACTIVITY IN HIGHER EDUCATION TO SUPPORT STUDENT ENGAGEMENT IN SPATIAL PROBLEM SOLVING AND PROGRAMMING

Abstract. Problem-solving knowledge and skills are an important attribute of spatial sciences graduates. The challenge of higher education is to build a teaching and learning environment that enables students to acquire these skills in relevant and authentic applications. This study investigates the effectiveness of traditional face-to-face teaching and online learning technologies in supporting the student learning of problem-solving and computer programming skills, techniques and solutions. The student cohort considered for this study involves students in the surveying as well as geographic information science (GISc) disciplines. Also, students studying across a range of learning modes including on-campus, distance and blended, are considered in this study. Student feedback and past studies reveal a lack of student interest and engagement in problem solving and computer programming. Many students do not see such skills as directly relevant and applicable to their perceptions of what future spatial careers hold. A range of teaching and learning methods for both face-to-face teaching and distance learning were introduced to address some of the perceived weaknesses of the learning environment. These included initiating greater student interaction in lectures, modifying assessments to provide greater feedback and student accountability, and the provision of more interactive and engaging online learning resources. The paper presents and evaluates the teaching methods used to support the student learning environment. Responses of students in relation to their learning experiences were collected via two anonymous, online surveys and these results were analysed with respect to student pass and retention rates. The study found a clear distinction between expectations and engagement of surveying students in comparison to GISc students. A further outcome revealed that students who were already engaged in their learning benefited the most from the interactive learning resources and opportunities provided.

Technology and Teaching Philosophy

This article discusses the challenges faced when integrating new technologies into the classroom. Viewing the experiences of teaching a first year learning community through the lens of the principles of the Reflective Teaching Portfolio, the author looks to answer the question: How should Technology relate to our Teaching Philosophy? While a proponent of testing and integrating new technologies into the classroom, the author also recognizes that we learn more from our mistakes than from our successes and that if a tool does not fit with our Teaching Philosophy, then we should not use it. This article provides an honest assessment of recent experiences integrating online learning technologies into the classroom and makes suggestions on how to develop a successful approach.

Learning Management Systems (LMS): Inside Matters

By the end of last millennium, many universities and colleges started using internet to meet their distance learning needs. Different course management systems (CMS) were developed to meet the needs of online and hybrid courses. These CMS later on transformed into Learning Management Systems (LMS). Many educational institutions have already started using LMS and there are still many who are considering adopting one. The big question before the late adopters of this online learning technology is which LMS they should opt for? This study will be useful for those who are in the process of selecting an LMS as well as those who are in the business of designing one. A survey was conducted to get feedback from the faculty of higher education institutions to find out the major barriers in adoption of e-learning and to find out what kind of functionalities and teaching methodologies should be supported by LMSs. Results indicate lack of training, lack of incentives to use e-learning, lack of technical support and lack of time to develop e-courses are the major barriers in adoption of e-learning by the faculty members. As far as the desired functionalities in an LMS are concerned ability to create student groups for group activities, availability of discussion board, announcement board and online quizzes, file sharing/transfer functionality were the most sought functionalities. The most desired method of teaching that need to be supported by LMS had been group problem solving, discussion based strategies, problem based learning and simulation. The results of survey will be helpful for the adopter as well as designers of LMS.

Provision of electronic learning resources by UK medical schools for final year students

The widespread availability of the internet and development of online learning technology has seen electronic learning become a key part of medical education. This study examines the current situation in the delivery of e-learning solely to final year medical students by UK medical schools. A total of 25 UK medical schools were surveyed with responses received from 21. Seventy-one percent of respondents provided e-learning to final year students (15/21). Requirements for this form of educational delivery are likely to increase but further analysis of their use is required.

Effect of demographic factors on e-learning effectiveness in a higher learning institution in Malaysia

This research attempted to find out the effect of demographic factors on the effectiveness of the e-learning system in a higher learning Institution. The students from this institution were randomly selected in order to evaluate the effectiveness of learning system in student’s learning process. The primary data source is the questionnaires that were distributed to the students. Data were then analyzed using SPSS. Findings confirmed that age, program of study and level of education has significant affect on the effectiveness of E-learning. Therefore it is recommended that a careful review of delivery methods should be undertaken before starting of every intake taking into consideration of diverse background of students. Comparisons should be made between the effectiveness of e-learning and traditional learning methods via students’ assessment after each session of lecture. It is also recommended that the institution to look into the issue of familiarity of with online learning technology amongst students before introducing the e-learning system to assess whether student are comfortable with the online learning tools.

Commentary – The university LIMO (Learning in Mobile Organisations): riding in style

This article comments on the journey towards LIMO (Learning in Mobile Organisations) and how organisations are embracing mobile learning approaches for building a smarter university. It highlights results of a 2010 survey at the University of Maryland University College (the largest not-for-profit university in the USA by student head) to survey faculty members in and outside UMUC to get a sense for the emerging technologies for online learning – about 92% of courses are currently taught online It also briefly outlines some of the issues involved in moving to m-learning.

Learning where it counts: an ecological argument for online education

The implementation of learning technologies for online instruction and relevant testing raises issues concerning the ready availability and use of external reference materials that students may consult during evaluation but are not commonly found in in-class courses, such as the internet, class notes, and so on. Yet, the presence of such materials may be ecologically valid with respect to daily cognitive performance in any domain (e.g., reasoning and decision-making in everyday life). This paper reviews three related theories of cognitive science as they argue for an integrative cognitive system that includes external artefacts, and thus go beyond |internal| processes as the sole purveyors of cognition. The paper then uses these theories to frame an argument that the use of online learning technologies could be considerably more ecologically valid than in-class testing based on this integrated external cognitive approach. The paper ends with some suggestions on improving online testing and increasing its ecological validity by embracing the view that cognition extends beyond the brain.

Exploring information technology adoption in the classroom: case of online learning technology

Information technology and information systems (IT/IS) have been widely adopted in the US educational institutions during the last three decades. Recently the internet-based educational technology has emerged and become an important education tool. WebCT/blackboard is an online learning system implemented by Portland State University (PSU). The purpose of this study is to empirically investigate the factors influencing instructors' use of WebCT/blackboard online learning system. The data is based on a survey conducted in spring 2008 by the Advisory Committee on Academic Information Technologies (ACAIT) of PSU. An ordinal logistic regression model is formulated to analyse the factors' influence. Results show that user training (UT) and user satisfaction (US) are the significant factors influencing instructor's intention to use WebCT/blackboard system.

Web 2.0 and emerging technologies in online learning

AbstractAs online learning continues to grow, so do the free or nearly free Web 2.0 and emerging online learning technologies available to faculty and students. This chapter explores the implementation process and corresponding considerations of adapting such tools for teaching and learning. Issues addressed include copyright, intellectual property, support, and privacy.