Relevant bibliographies by topics / Online learning environment design

Academic literature on the topic 'Online learning environment design'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Online learning environment design.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Online learning environment design"

1

Schaffer, Scott P., and Shawn M. Overcast. "Learning system design considerations in creating an online learning environment." Performance Improvement 40, no. 9 (October 2001): 38–45. http://dx.doi.org/10.1002/pfi.4140400908.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Patak, Andi Anto, Hamimah Abu Naim, Amar Ma'ruf, and Mohd Najib Abdul Ghafar. "Design and Validation of Online Learning Environment Questionnaire." International Journal on Advanced Science, Engineering and Information Technology 6, no. 3 (May 10, 2016): 334. http://dx.doi.org/10.18517/ijaseit.6.3.732.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Stone, Nancy J. "Environmental Design, Personality, and Online Learning." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 62, no. 1 (September 2018): 1171–75. http://dx.doi.org/10.1177/1541931218621269.

Full text
Abstract:
Students completed an online tutorial presented as a video or PowerPoint presentation in a room with or without a window with blue, green, red, or white draperies to determine the impact of the environment on online learning. Students’ scores improved significantly from pretest to posttest; however, contrary to expectation, there were no main effects of windows, color, or the type of tutorial. There was a Room X Color interaction effect. Contrary to expectation, posttest scores were highest in the windowed room with red drapes and in the windowless room with green or white drapes. The lowest posttest scores occurred in a windowless room with red drapes and a windowed room with green drapes. Learners high in extraversion and agreeableness tended to have lower posttest scores, but high levels of conscientiousness were not related to performance. These results suggest that the presence of a window influences the impact of color in the learning environment, but the relation between personality and online performance is still unclear.
APA, Harvard, Vancouver, ISO, and other styles
4

Stone, Nancy J., Conne Mara Bazley, Michelle M. Robertson, Nancy LJ Larson, Elizabeth L. Blickensderfer, and Ronald Laurids Boring. "Designing a Global Learning Environment." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 62, no. 1 (September 2018): 393–97. http://dx.doi.org/10.1177/1541931218621090.

Full text
Abstract:
The increase in Massive Open Online Courses (MOOCs) and other “in-the-moment” learning opportunities suggests the need for an understanding of how to effectively design the global learning environment, which includes more than the content, but also includes the modes of delivery or instructional design, as well as the environment in which the learner receives the content. Therefore, not only must the learning environment match the learning content, but also the technologies used and the characteristics of the learners (e.g., engagement, self-regulated learning). Additionally, the likelihood that online learners are multitasking while interacting with the learning material makes it important to understand other aspects of the learners’ selected environment. Unfortunately, there is little research on the learners’ environment in which the student interacts with the online materials. The purpose of this panel is to address and highlight these issues and offer suggestions for designing effective global learning environments.
APA, Harvard, Vancouver, ISO, and other styles
5

Arghode, Vishal, Earl Brieger, and Jia Wang. "Engaging instructional design and instructor role in online learning environment." European Journal of Training and Development 42, no. 7/8 (September 3, 2018): 366–80. http://dx.doi.org/10.1108/ejtd-12-2017-0110.

Full text
Abstract:
Purpose This paper aims to review the literature to discuss engaging online instructional design and instructors’ role in enhancing learner engagement in educational and corporate settings. Design/methodology/approach This paper carries out a narrative literature review. Findings Instructor presence in online learner engagement is a multidimensional effort, and learner engagement can be established in online instruction through communication, consistent feedback on learner performance and critical discourse. Building connection with the learners is essential in an online learning environment. Engaging online instructors challenge and encourage learners to spare more academic effort, use techniques to improve engagement and involve and care about learners. Research limitations/implications Instructors’ roles in shaping online learning and instruction deserve more attention. More research is needed to understand which technologies work best for specific academic areas or learner demographics and why online learners find it difficult to learn with peers unless supplemented with appropriate online instruction. Practical implications This review offers strategies for improved online instructional design to achieve learning engagement. Originality/value This review highlights an underexplored concept of instructors’ role in creating engaging online instructional design by understanding learner needs and receptiveness.
APA, Harvard, Vancouver, ISO, and other styles
6

Harati, Hoda, Cherng-Jyh Yen, Chih-Hsiung Tu, Brandon J. Cruickshank, and Shadow William Jon Armfield. "Online Adaptive Learning." International Journal of Web-Based Learning and Teaching Technologies 15, no. 4 (October 2020): 18–35. http://dx.doi.org/10.4018/ijwltt.2020100102.

Full text
Abstract:
Adaptive Learning (AL), a new web-based online learning environment, requires self-regulated learners who act autonomously. However, to date, there appears to be no existing model to conceptualize different aspects of SRL skills in Adaptive Learning Environments (ALE). The purpose of this study was to design and empirically evaluate a theoretical model of Self-Regulated Learning (SRL) in ALE's and the related questionnaire as a measurement tool. The proposed theoretical model, namely, “Adaptive Self-Regulated Learning (ASR)”, was specified to incorporate the SRL skills into ALE's. Based on this model, the Adaptive Self-regulated Learning Questionnaire (ASRQ) was developed. The reliability and validity of the ASRQ were evaluated via the review of a content expert panel, the Cronbach's alpha coefficients, and confirmatory factor analysis. Overall, the results supported the theoretical framework and the new ASRQ in an ALE. In this article, the theoretical and practical implications of the findings were discussed.
APA, Harvard, Vancouver, ISO, and other styles
7

Nic Giolla Mhichíl, Mairéad, Christine Appel, Colm Ó Ciardubháin, Sake Jager, and Adriana Prizel-Kania. "Designing the online oral language learning environment SpeakApps." International Journal of Information and Learning Technology 32, no. 3 (June 1, 2015): 165–73. http://dx.doi.org/10.1108/ijilt-12-2014-0034.

Full text
Abstract:
Purpose – The purpose of this paper is to report on SpeakApps, a major collaborative computer-assisted language learning project, developed based on an open source techno-pedagogical solution to facilitate online oral language production and interaction. Design/methodology/approach – A mixed method approach was incorporated as part of the development process which included a comprehensive literature and practice review, user requirement survey of 815 learner, 61 pilot studies with 7,180 students, construction of qualitative teaching scenarios and a Delphi analysis. Findings – Language learners have limited experience of using synchronous communication tools within language learning contexts. Improving usability features within the Open Educational Resources supported the notion of sustainability and that the provision of the mechanism to indicate quality were vital to support the integrity of open content. Originality/value – The paper provides an overview of the operationalisation of an action-oriented approach to language learning which manifested as a design for learning development process. It illustrates the breadth of issues raised from technical to pedagogical when teacher and learner agency are central for development and sustainability.
APA, Harvard, Vancouver, ISO, and other styles
8

Bernardo, Nuno, and Emilia Duarte. "Design, education, and the online tech-pandemic." Strategic Design Research Journal 13, no. 3 (December 23, 2020): 577–85. http://dx.doi.org/10.4013/sdrj.2020.133.22.

Full text
Abstract:
Amidst the COVID-19, the use of technology in the learning environment was no longer a matter of choice. Forced by circumstance, educators had to adapt in order to see the academic year through. While for some, already used to an online modality, it was business as always, for others was the start of a journey through unfamiliar territory. This study inserts itself in such context. It presents and discusses results gathered through an online questionnaire about the perceptions and personal experiences of design educators in Higher Education (HE) caught in this move from in-class face-to-face onto online teaching. Objectively, it portrays how this shift impacted their ability to teach, the compromises made or alternatives sought, and views towards a more technologically enabled future in HE. From a more extensive reliance on Learning Management Systems (LMS), changes in the learning environment, and perspectives of near-future uses of Virtual Reality (VR) in distance education, this study covers uses of technology but also the identification of pain points influencing the overall experience, as well as positive perceptions and significant changes made to the learning environment.
APA, Harvard, Vancouver, ISO, and other styles
9

Iwasaki, Chiaki, Yasuhiro Tada, Tomoki Furukawa, Kaede Sasaki, Yoshinori Yamada, Tsutomu Nakazawa, and Tomoya Ikezawa. "Design of e-learning and online tutoring as learning support for academic writing." Asian Association of Open Universities Journal 14, no. 2 (December 2, 2019): 85–96. http://dx.doi.org/10.1108/aaouj-06-2019-0024.

Full text
Abstract:
Purpose The purpose of this paper is to discuss the development and assessment of learning support environments for academic writing that utilize ICT, such as e-learning and online tutoring, in Japanese higher education. First, the authors introduce the design of an e-learning writing program for the Japanese language and assess whether the program is an effective learning support tool for undergraduates. Second, the authors analyze and assess online tutoring support for academic writing and clarify the merits and disadvantages of online and offline tutoring at writing centers, then suggest instructional strategies by analyzing the writing tutoring process. Design/methodology/approach The authors adopted e-learning goals to assess its effectiveness. The authors asked the participants questions they could answer from five-point scales, conducted a paired t-test, and included a free description-type questionnaire. Then, to assess online tutoring, the 12 students took pre- and post-test questionnaires, after which the authors conducted a Wilcoxon signed rank test. In addition, the authors carried out a Kruskal–Wallis rank sum test in order to confirm differences in satisfaction level and the effectiveness of face-to-face tutoring and online tutoring. Findings By analyzing the pre- and post-test results, the t-test confirmed that the students found the e-learning system to be effective for nurturing academic literacy. This means the system is appropriate as a support tool for nurturing academic writing, especially writing knowledge and rules, and university must provide a comprehensive learning support environment including e-learning. Next, the authors found no statistically significant difference between face-to-face and online tutoring, although some problems with the writing process remained. So online tutoring has opportunity to promote autonomous learning. The research results make it clear that because of writing centers’ potential and their effectiveness in utilizing ICT tools. Originality/value Research findings about academic writing are to improve the tutoring process and writing strategies, such as the use of ICT for academic writing support like e-learning, online tutoring, do not exist. To provide learning opportunity to learners and promote autonomous learning, e-learning and online tutoring are important. For the reasons noted above, it is necessary to provide an alternative writing support environment to students in Japan. Therefore, the authors report on and assess the development of learning support environments for e-learning programs and online tutoring for academic writing at the undergraduate level in Japan.
APA, Harvard, Vancouver, ISO, and other styles
10

Mishra, Sanjaya. "A design framework for online learning environments." British Journal of Educational Technology 33, no. 4 (September 2002): 493–96. http://dx.doi.org/10.1111/1467-8535.00285.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Online learning environment design"

1

Pralle, Mandi Jo. "Visual design in the online learning environment." [Ames, Iowa : Iowa State University], 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Chen, Yali. "Students’ Mobile Technology Self-Efficacy and Use Intention in Online Learning Environment." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7617.

Full text
Abstract:
The advance of technology has offered people new channels to learn. Online learning and mobile technology have become popular, as they provide convenience and alternative educational options. However, there is limited literature focusing on the influence of students’ perceptions on their intention to adopt mobile technology in the online learning context. There also are inconsistent research results regarding how self-efficacy and other associated beliefs relate to behavior intention. The purpose of this study was to explore the relationships between 6 variables, including students’ age, years of experience, perceived usefulness, perceived ease of use, self-efficacy, attitude toward mobile technology, and intention to use mobile technology for learning purposes. The research question was to what extent, these 6 constructs predict use intention. The theoretical framework for this study included Bandura’s self-efficacy theory and Davis’s technology acceptance model. This study employed a quantitative survey design, with the use of a well validated instrument. The data were from a sample of 97 participants from SurveyMonkey Audience. Multiple regression was the main data analysis method. Results showed that the 6 variables were able to predict use intention. Approximately 67.3% of the variance was explained by the 6 variables. Perceived usefulness, self-efficacy, and attitude had a strong correlation with use intention, and their combination presented the best prediction model. Findings of this study helped to generalize Davis’ model to mobile learning environments, thus informing educators, practitioners, and students in the online education field. The study informs practice by directing meaningful integration of mobile technology into online learning environments.
APA, Harvard, Vancouver, ISO, and other styles
3

Henry, Kirk. "Students' Perceptions of Collaboration Tools in a Higher Education Online Collaborative Learning Environment." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3544.

Full text
Abstract:
Higher education funding and student behavior has been changing rapidly (Dervarics,2008). Because of this, there has been an increased focus on the use of alternative tools for course delivery. One of the emerging areas of focus has been an increased interest in the use of communication and information technologies (Curtis & Lawson, 2001). Currently, there are a wide variety of flexible delivery methods that have been used as well as their associated tools. Naturally, questions have been raised about the efficacy of these tools on the quality of student-student, student-teacher, and student-content interaction (Curtis & Lawson, 2001). Interaction and Collaboration may be versatile tools within the online learning environment, but the main concern for instructional designers and instructors is improving student outcomes within the online learning environment. Unfortunately, there isn't much research to guide instructors and developers as to which online collaboration tools promote transformative pedagogy, and research appears non-existent indicating the preferences of students and faculty regarding specific online collaboration tools. A host of interactive events are possible within an online learning environment. Some are viewed as essential and others may assume a more supplemental role. Participants reported that they preferred to interact with other students and their instructor using the discussion board within the online learning environment. Additionally, the participants believe that their interaction with the text was of less importance than their interaction with the instructor. Learners indicated that the discussion board was valued over all other collaboration tools available within the course. However, it is certainly possible that in other learning environments such findings may differ. Further study is needed to determine whether the initial insights of participants reflect reasonable trends in interaction or merely an isolated instance. This study was conducted using a mixed methods research approach. Mixed methods research allows the inclusion of issues and strategies that surround methods of data collection, methods of research, and related philosophical issues (Johnson, Onwuegbuzie & Turner, 2007). When qualitative and quantitative datasets are mixed, the datasets often provide richer insights into the phenomenon than if either qualitative or quantitative datasets alone were used. Additionally, using a mixed methods approach provides strengths that offset the weaknesses inherent in each sole approach (Creswell & Plano Clark, 2007; Jick, 1979). Rather than limiting the study to a single ideology, the research was able to utilize all possible methods to explore a research problem. The results of this study provide guidelines for instructional designers developing instructional strategies for online environments. The importance of well-designed instruction was reinforced by this study. The components of "well-designed instruction" can span beyond stimulus-response or drill and practice activities to include a wide range of dynamic interactions using a wide range of increasingly specific tools. Such diverse interactions using the correct tools collectively comprise a dynamic learning environment encompassing one or more learning communities that can expand well beyond the restrictions of any single course selection, thereby connecting learners in unique ways.
Ph.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD
APA, Harvard, Vancouver, ISO, and other styles
4

Bradley, Teri A. "Middle School Students' Experiences in an Online Problem-Based Learning Environment." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6175.

Full text
Abstract:
The purpose of implementing educational reform is to improve the academic achievement and social skills of graduating students, but evaluating the benefits of a particular instructional method or curriculum design can be complicated. In an online and problem-based learning environment that allows students to choose content and assessment projects and self-pace, the motivation of students to learn and their engagement in the learning process significantly influences the success of the program. This generic qualitative study focused on the experiences of middle school students participating in an online and problem-based educational setting. The study included interview data and self-evaluation questionnaires about students' levels of motivation and engagement. Vygotsky's zone of proximal development (ZPD), Bandura's theory of self-efficacy, Dewey's experiential learning theory and other motivational theories provided the conceptual framework for this qualitative study of personalizing learning in constructivist environments. The data were analyzed through inductive thematic analysis with constant comparison. The findings highlighted the student perspective and identified factors that influenced students' buy-in to this type of personalized education. The results from this study may be used to help teachers plan and design curriculum and instructional strategies that encourage student motivation to learn and engagement in the learning process. Students who are motivated to learn and engaged in the learning process are more likely to graduate from school with the knowledge and skills required to enter the workforce and become productive knowledge workers in a knowledge economy.
APA, Harvard, Vancouver, ISO, and other styles
5

Winegarden, Claudia Rebola. "Visualizing Communication Structures of Nonverbal Information for Online Learning Environments." NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-12012005-172840/.

Full text
Abstract:
This doctoral level study aims to advance research in the visualization of Spontaneous Interactive Gestures produced by students in online learning environments, and how they can best be used as interfaces in compute-mediated communications. Visual channels, both gestural and graphical (Visual Co-Activations), will be evaluated in the performance of demonstrating participation and facilitating feedback (interaction) for online synchronous communication, more specifically multi-videoconferencing. The goal is to give a more naturalistic, integrative and interactive means of synchronous computer-mediated communication for use in future applications of distance education, based on the role of Visual Co-Activations of Spontaneous Interactive Gestures with the use of vision-based interfaces. A multidisciplinary approach within design, social and computer sciences is used in order to widen implications of the importance of design research for education and human development within computer technologies. This study employs multiple data collection procedures, a two-phase developmental design, in which qualitative and quantitative methods are employed sequentially to understand and determine the role of gestures in distance education application methods. Data suggests that joining both gestural and graphical nonverbal information is better visualized in group communication at a distance, but also demonstrates participation and facilitates interaction in online learning environments.
APA, Harvard, Vancouver, ISO, and other styles
6

Fernandez, Reinaldo. "A Cognitive Apprenticeship Approach for Teaching Abstract and Complex Skills in an Online Learning Environment." NSUWorks, 2014. http://nsuworks.nova.edu/gscis_etd/2.

Full text
Abstract:
Undergraduate courses such as mathematics, science, and computer programming require high levels of decision making, concentration, and cognitive demand. Researchers in the field of instructional design are interested in effective instructional strategies that can aid practitioners in teaching such abstract and complex skills. One example of an instructional strategy that has proven effective in teaching these skills is cognitive apprenticeship (CA). While CA has been applied to courses such as mathematics and computer programming in face-to-face and blended learning environments, there is little evidence of the advantages of applying CA in a fully online computer programming course. Specifically, the introductory programming course, CS1, is the first contact that undergraduate computer science students have with their chosen major. Historically, drop-out rates for CS1 have been high and thus strategies for effective teaching of this course have served as an important topic in the research literature. The goal was to design and validate internally an online CS1 course that incorporates CA strategies. A two-phase design and development research method was used to guide the construction and internal validation of a fully online CS1 course. Phase one resulted in the design and development of the course guide. An expert-review process using the Delphi technique was implemented in phase two to validate the design with regard to its effectiveness, efficiency, and appeal. Three rounds of review by the panel resulted in consensus. Results from the expert-review confirmed the application of CA as an effective, efficient, and appealing instructional strategy to use when designing an online CS1 course. Future research should focus on external validation of the design by implementing the course to evaluate its effectiveness, efficiency, and appeal among stakeholders. In addition, it is hoped that the course guide can be used to help practitioners design and implement a fully online CS1 course that uses CA strategies.
APA, Harvard, Vancouver, ISO, and other styles
7

Kavun, Natalia. "Undergraduate Students’ Experiences of Online Learning Environments." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627938399767033.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kavun, Natalia. "Undergraduate Students’ Experiences of Online Learning Environments." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627938399767033.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Reeder, Elaine M. "Student Perceptions and Sense of Self-efficacy Regarding Interface Design and Consistency in an Online Learning Environment." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404572/.

Full text
Abstract:
The purpose of this exploratory study was to investigate student perceptions of the design and consistency of the online learning environment in relation to motivation, satisfaction, and self-efficacy. Through surveys, think-aloud observation sessions, and reflection interviews, data were collected concerning student perspectives of design and consistency in the online learning environment. SPSS was used to process the survey data and a multi-step process was used to code the observations and interviews. Nine categories emerged from the analysis: (1) frustration; (2) excitement; (3) feeling of being lost; (4) confusion; (5) disgust; (6) positivity; (7); anxiety; (8) understanding; (9) action. The findings are discussed and recommendations for future research are provided to inform future development of online courses.
APA, Harvard, Vancouver, ISO, and other styles
10

Akman, Evrim. "Student Perceptions On Learning By Design Method In Web-based Learning Environment: A Case Study." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611781/index.pdf.

Full text
Abstract:
The purpose of this study was to investigate the perceptions of students in an implementation of &ldquo
Learning by Design&rdquo
method through a web based learning environment. The information gathered from the students enrolled in the undergraduate course
&ldquo
Foundations of Distance Education&rdquo
in 2009 Summer School and 2009-2010 Fall Semesters was evaluated. The course was given in blended form, i.e. face to face lessons and online instructional activities were performed together. In the web based part of the course, several educational modules of an open source learning management system (LMS), such as quizzes, forums, lesson pages, wiki pages, mail interface etc. were used. The students were responsible for implementing an educational course site on the LMS platform, using the course curriculum applications. Within the scope of this thesis, the perceptions of the students about course-related projects, and online and classroom activities were investigated through interviews and questionnaires. The academic development of students was also considered in the study. Additionally, several informal interviews were also done with the instructor of the course in order to investigate his perceptions about the conduct of the course. Questionnaire results have been analyzed quantitatively and face to face interview results have been analyzed qualitatively. Both quantitative and qualitative data indicated that the students&rsquo
perceptions about how the course was conducted and the learning by design activities were generally positive. Especially the project work, which was assigned as a requisite of the learning by design method, was pointed out as a positive factor in students'
learning of the subject matter both in the questionnaires and in the face to face interviews. Another important finding of the interview and questionnaire results was that the communication between the instructor and the students contributed positively to not only learning the course content but the quality of the projects as well. As an outcome of this study, many important factors, which lead to successful results in implementation of learning by design method in a web based environment, have been identified. These results are presented in detail in the '
Discussion and Recommendations'
section.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Online learning environment design"

1

Brosche, Theresa Ann Middleton. Successful online learning: Managing the online learning environment efficiently and effectively. Sudbury, MA: Jones and Bartlett, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Successful online learning: Managing the online learning environment efficiently and effectively. Sudbury, Mass: Jones and Bartlett, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Brosche, Theresa Ann Middleton. Successful online learning: Managing the online learning environment efficiently and effectively. Sudbury, MA: Jones and Bartlett, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Brosche, Theresa Ann Middleton. Successful online learning: Managing the online learning environment efficiently and effectively. Sudbury, MA: Jones and Bartlett, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ma, Will W. K., Kar-wai Tong, and Wing Bo Anna Tso, eds. Learning Environment and Design. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8167-0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Canton, Reinaldo L. Programmed instruction in online learning. Youngstown, N.Y: Cambria Press, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Project management approaches for online learning design. Hershey PA: Information Science Reference, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kathryn, Winograd, and Lange Dan, eds. You can teach online: Building a creative learning environment. Boston: McGraw-Hill, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Preece, Wayne. A collaborative online learning environment for students undertaking research. Pontypridd: University Of Glamorgan, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Marca, Susan La. Designing the learning environment. Camberwell, Vic: ACER Press, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Online learning environment design"

1

Guo, Sijia. "Task Design to Enhance Learners’ Collaboration and Engagement in an Online Chinese Learning Environment." In Learning Environment and Design, 159–74. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8167-0_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Chan, Chi-Keung, and Kwan-Lun Cheung. "The Influence of Online Gaming Experience and Its Social Components on Gamers’ Mental Health." In Learning Environment and Design, 265–79. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8167-0_16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Lee, Eunbae, and Mete Akcaoglu. "Sociability of Online Learning Environments: Examining Discussion Group Sizes and Social Network Sites." In Learning, Design, and Technology, 1–16. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17727-4_39-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Lee, Eunbae, and Mete Akcaoglu. "Sociability of Online Learning Environments: Examining Discussion Group Sizes and Social Network Sites." In Learning, Design, and Technology, 1–16. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-17727-4_39-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bonk, Curtis J., Minkyoung Kim, and Shuya Xu. "Do You Have a SOLE? Research on Informal and Self-Directed Online Learning Environments." In Learning, Design, and Technology, 1–32. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17727-4_35-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Adamo-Villani, Nicoletta, and Hazar Dib. "Online Virtual Learning Environments." In Web Design and Development, 16–37. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8619-9.ch002.

Full text
Abstract:
This article is an overview of online virtual learning environments for discovery learning. The paper defines Virtual Learning Environments and discusses literature findings on the benefits of using web-based VEs for self-directed learning. It gives an overview of the latest technologies/platforms used to develop online VEs, discusses development and delivery challenges posed by complex, information-rich web-based 3D environments, and describes possible solutions that can be adopted to overcome current limitations. The paper also presents and discusses two 3D web-deliverable virtual learning environments that were recently developed by the authors: the “Virtual Tour of the Muscatatuck State Hospital Historic District (MSHHD)” and the “VELS: Virtual Environment for Learning Surveying”. The “Interactive 3D Tour of MSHHD” is a web-based digital heritage application that uses Virtual Reality as a tool to document and preserve historic sites and educate the public about them; the “VELS” is an online virtual learning environment whose objective is to help undergraduate students learn surveying concepts and practices.
APA, Harvard, Vancouver, ISO, and other styles
7

Wong, Adam K. L., and Artie Ng. "Design of Blended Mobile Learning in an Urban Environment." In Online Course Management, 796–817. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch041.

Full text
Abstract:
As mobile phones become more and more common, the term mobile learning has received a lot of attention in recent years. Although teachers at educational institutions and managers in companies are aware of this new learning mode, many are uncertain if such adoption of technology is suitable for them. They are also puzzled by the various forms of e-learning, including Learning Management System (LMS), Massive Open Online Courses (MOOC), Augmented Reality (AR) and Student Response Systems (SRS). This aim of this chapter is to provide educators and managers with an overview of the different forms of e-learning. It begins by reviewing LMS and MOOC, and then it focuses on SRS and AR. The following three types of SRSs are discussed – Clicker-based, Mobile phone-based and Game-based. Exemplars are described to show the benefits of mobile learning when it is properly designed and well-implemented by the educators in an urban environment. The chapter concludes by stating the implications of mobile learning technologies for working professionals.
APA, Harvard, Vancouver, ISO, and other styles
8

Lal, Prerna. "Leveraging Web 2.0 for Online Learning." In Application Development and Design, 1225–39. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3422-8.ch051.

Full text
Abstract:
The emergence of the Internet and Web 2.0 has introduced enormous opportunities for a rising generation of tech-savvy young adults, students, and life-long learners. This chapter examines the various Web 2.0 tools, such as blogs, wikis, RSS (Real Simple Syndication), podcasts, mashups, and social networks, that can help make the online learning environment more interactive and interesting. The chapter provides an overview on the role of Web 2.0-based tools and technologies in providing a comprehensive structure for interactions and interconnections between three key components of a learning environment: the learner, the teacher, and the interface. Furthermore, the chapter explores how these tools can be used in exchanging knowledge, aggregating content, and collaborating with peers in online learning environments.
APA, Harvard, Vancouver, ISO, and other styles
9

Torrisi-Steele, Geraldine. "Online Learning and Metacognition." In Multicultural Instructional Design, 310–31. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch014.

Full text
Abstract:
Online learning experiences are becoming the norm for an increasing number of higher education students. Although there are clear advantages to online learning in terms of flexibility and access, many students struggle to succeed, especially in purely online learning environments. To a large extent student success in online learning environments is dependent on students' ability to self-regulate and ‘learn for themselves'- both abilities related to academic metacognition. Unfortunately, even at university, many students do not have well developed metacognition. It is therefore important to consider carefully metacognitive scaffolding in the design of online learning experiences. However, the models of instructional design commonly used in online learning tend not to place great emphasis on the importance of metacognitive scaffolding. The aim of the present chapter is therefore to increase awareness of metacognition, as one of the important considerations in the design of online learning environments that can help to maximize chances of student success. Towards this end, a framework of instructional design that is more sensitive to metacognition is developed.
APA, Harvard, Vancouver, ISO, and other styles
10

Michael, Timothy B., and Melissa A. Williams. "Bandwidth and Online Course Design." In eLearning Engagement in a Transformative Social Learning Environment, 157–78. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6956-6.ch008.

Full text
Abstract:
This chapter is designed to provide resources and answer questions on two levels. In the first part, the authors present a menu of considerations and challenges that they have experienced when shifting an accredited undergraduate program to a parallel online modality over the past several years. In addition, they offer suggestions for working within the BlackBoard learning environment and give a glossary of commonly encountered online instruction terms. They identify some commonalities between online and traditional instruction that can serve to make newcomers more comfortable adding online teaching to their skill set.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Online learning environment design"

1

Cao, Luman. "Study of online multi-media learning environment design." In 2011 IEEE 3rd International Conference on Communication Software and Networks (ICCSN). IEEE, 2011. http://dx.doi.org/10.1109/iccsn.2011.6014199.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

McCrigler, B., and M. Rippens. "Human-centered Service-learning in the Online Environment." In SIGDOC '18: The 36th ACM International Conference on the Design of Communication. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3233756.3233947.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Cochrane, Thomas, James Birt, Neil Cowie, Chris Deneen, Paul Goldacre, Vickel Narayan, Lisa Ransom, David Sinfield, and Tom Worthington. "A collaborative design model to support hybrid learning environments during COVID19." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0119.

Full text
Abstract:
COVID-19 has catalyzed online learning environment design across all university disciplines, including the traditionally practice-based disciplines. As we move from a rapid response triage mode of online learning towards a more sustained engagement with a mix of online and face-to- face learning environments (particularly for practice-based learning) we face some unique challenges. This concise paper explores an example of collaborative co-creation and co-design of a resource guide as a response to the challenges of COVID-19 for best practices for designing hybrid learning environments to facilitate distributed learning environments (face-to-face and remote students). The co-creative co-design of the resource guide highlights some of the identified key design principles behind facilitating distributed learning communities.
APA, Harvard, Vancouver, ISO, and other styles
4

Wang, Hong, Yongzhong Zhang, and Jianhua Yang. "A Comprehensive Model in Online Course Design Under Ubiquitious Learning Environment." In 3rd Computer Science Education: Innovation & Technology. Global Science Technology Forum, 2012. http://dx.doi.org/10.5176/2251-2195_cseit12.44.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Vallis, Carmen, and Courtney Shalavin. "Bend me, stretch me: connecting learning design to choice." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0117.

Full text
Abstract:
Active and interactive learning approaches in course design are widely supported as increasing student engagement and learning outcomes in blended or technology-enhanced environments. As such, designing for student engagement in self-paced distance and online learning environments is a growing area of research. However, learning is increasingly developed and delivered via the institutional LMS where the design and sequencing of content is linear and has an inherent directional flow. Learner choice in navigation and activity in online learning environments may also impact learner engagement but there is less research on these factors. In this research project, we evaluate the redesign and prototype of one week of a first-year business subject that offers learner choice in navigating the online environment and choice of activity. Insights into the innovative educational design and implementation of non-linear and interactive learning are presented within an Australian higher education business context, where flexibility and choice emerge as key design affordances.
APA, Harvard, Vancouver, ISO, and other styles
6

Wasfy, Hatem M., Tamer M. Wasfy, Jeanne M. Peters, and Riham M. Mahfouz. "Virtual Reality Enhanced Online Learning Environments as a Substitute for Classroom Instruction." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48826.

Full text
Abstract:
In this paper we present the main features of a virtual-reality enhanced online learning environment that can be used to deliver fully automated online courses with an ultimate goal of substituting traditional classroom instruction for many science, technology, engineering and math courses. The learning environment incorporates a high level of interactivity that will make the student an active participant in the learning experience, rather than a passive spectator. Virtual-reality is seamlessly integrated in order to simulate lab experiments, scientific instruments and/or industrial equipment. This will help bridge the gap between real world experience and online learning. The learning environment is illustrated using recently developed online courses for freshman university Physics, welding, CNC machining, and centrifugal pump maintenance.
APA, Harvard, Vancouver, ISO, and other styles
7

Ramachandran, Madhumitha, Zahed Siddique, Gül E. Okudan Kremer, and Firas Akasheh. "Bridging Learning Gap Through Peer-to-Peer Information Exchange in a Flat Environment." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47379.

Full text
Abstract:
In this paper, we present a technology assisted flat learning environment, Teaching to Learn (TeatoL), where all participants have dual roles as students and instructors. The main objective of this work is to investigate how peer-to-peer information exchange aids in bridging knowledge gap in a flat-learning environment. We present our TeatoL implementation that was developed to enhance ill-structured problem solving skill along with its assessment. The participants in the learning environment were given an open design problem related to sheet metal forming. A short lecture about 35 minutes (Phase 0) was given and then student teams were asked to make an instructional video (Phase I) describing their approach for solving the open-ended problem. The videos were viewed by peers, using their computers and mobile devices. The students then critiqued and provided feedback on the posted videos (Phase II). The final step of the process had students write short reports on their problem solving approach (Phase III) that was modified based on peer-to-peer interactions. Student learning in all three phases was assessed to understand the effects of different modes of learning in TeatoL. Our findings indicate that TeatoL is an effective flat online learning environment. Correlation analysis suggests that learning gains are dependent on the level of knowledge on the topic for the learning community (class) and the number of meaningful comments provided by peers. The findings from this work can be utilized to develop technology based online peer learning environments to improve learning outcomes through active collaborative learning. Such an environment can be particularly useful for open course delivery.
APA, Harvard, Vancouver, ISO, and other styles
8

Koseler Emre, Refika, and Ian R. Gould. "DESIGN AND DEVELOPMENT OF AN ADAPTIVE ONLINE LEARNING SYSTEM FOR TEACHING ORGANIC CHEMISTRY: EMPIRICAL INVESTIGATION OF CHEMISTRY ONLINE PRACTICE ENVIRONMENT." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1794.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Xiangfei, Zhao, and Jiao Baocong. "The design and construction of online learning environment for students' subjective development." In 2009 2nd IEEE International Conference on Computer Science and Information Technology. IEEE, 2009. http://dx.doi.org/10.1109/iccsit.2009.5234656.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Li, Yap Wei, Neo Mai, and Neo Tse-Kian. "Using Mayer's Design Principles in Online Learning Modules: Implementation in a Student Centered Learning Environment." In 2013 International Conference on Informatics and Creative Multimedia (ICICM). IEEE, 2013. http://dx.doi.org/10.1109/icicm.2013.57.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Online learning environment design"

1

Bolton, Laura. Climate and Environment Learning Resource Guide. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/k4d.2021.060.

Full text
Abstract:
This guide is designed to provide information about online resources and materials that can be used to develop or refresh knowledge relevant to FCDO’s climate and environment technical competencies. It is not an exhaustive list and further resources may be added. The guide briefly explains what each resource is, what it covers, and an estimate of how long it takes to read/complete (where information is available). The courses and resources are mostly aimed at people with a general level of knowledge about climate and the environment. Particularly useful resources have been highlighted with *Key Report* at the top of the tables in sections 3, 4, and 5.
APA, Harvard, Vancouver, ISO, and other styles
2

McCann, Michael. Introducing Students to Risk Diversification: Adapting a class activity to the online learning environment. Bristol, UK: The Economics Network, October 2020. http://dx.doi.org/10.53593/n3350a.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Sokolowski, Susan L., and Tom Bonamici. Adults in Custody: How Partnering with a State Correctional Facility Apparel Factory Fosters a Unique Learning Environment for Design Students. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.9466.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Lina Haldar, and Julie Neisler. Transfer for Future Learning of Fractions within Cignition’s Microtutoring Approach. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/95.

Full text
Abstract:
In this exploratory research project, our team’s goal was to design and begin validation of a measurement approach that could provide indication of a student’s ability to transfer their mathematics understanding to future, more advanced mathematical topics. Assessing transfer of learning in mathematics and other topics is an enduring challenge. We sought to invent and validate an approach to transfer that would be relevant to improving Cignition’s product, would leverage Cignition’s use of online 1:1 tutoring, and would pioneer an approach that would contribute more broadly to assessment research.
APA, Harvard, Vancouver, ISO, and other styles
5

Ahmed AlGarf, Yasmine. From Self-Awareness to Purposeful Employment: Guiding Egyptian youth using arts-based learning. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7932.

Full text
Abstract:
Alwan wa Awtar (A&A), a partner of the Youth Participation and Employment (YPE) programme, implements a youth programme supporting young people to shape their prospects through professional and soft skill development, safe learning space and non-formal education. A&A has learned important lessons throughout its journey. A safe learning environment, flexible learning techniques, visual and performing arts in education and participatory management are key approaches for successful youth programmes. During the COVID-19 period, many of the professional development programmes have been delivered online, which was a good example of adaptation to changing circumstances that ensured the sustainability and continued effectiveness of the programme.
APA, Harvard, Vancouver, ISO, and other styles
6

Woods, Mel, Saskia Coulson, Raquel Ajates, Angelos Amditis, Andy Cobley, Dahlia Domian, Gerid Hager, et al. Citizen Science Projects: How to make a difference. WeObserve, 2020. http://dx.doi.org/10.20933/100001193.

Full text
Abstract:
Citizen Science Projects: How to make a difference, is a massive open online course (MOOC). It was developed by the H2020 WeObserve project and ran on the FutureLearn platform from 2019. The course was designed to assist learners from all backgrounds and geographical locations to discover how to build their own citizen science project to address global challenges and create positive change. It also helped learners with interpreting the information they collected and using their findings to educate others about important local and global concerns. The main learning objectives for the course were: * Discover what citizen science and citizen observatories are * Engage with the general process of a citizen science project, the tools used and where they can be accessed * Collect and analyse data on relevant issues such as environmental challenges and disaster management, and discuss the results of their findings * Explore projects happening around the world, what the aims of these projects are and how learners could get involved * Model the steps to create their own citizen science project * Evaluate the potential of citizen science in bringing about change This course also provided five open-source, downloadable tools which have been tested in previous citizen science projects and created for the use of a wider range of projects. These tools are listed below and available in the research repository: * Empathy timeline tool * Community-level indicators tool * Data postcards tool * Future newspaper tool * Co-evaluation tool
APA, Harvard, Vancouver, ISO, and other styles
7

Asgedom, Amare, Shelby Carvalho, and Pauline Rose. Negotiating Equity: Examining Priorities, Ownership, and Politics Shaping Ethiopia’s Large-Scale Education Reforms for Equitable Learning. Research on Improving Systems of Education (RISE), March 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2021/067.

Full text
Abstract:
In 2018, the Government of Ethiopia committed to large-scale, donor-supported reforms aimed at improving equitable learning in the basic education system—the General Education Quality Improvement Program for Equity (GEQIP-E). In this paper, we examine the reform design process in the context of Ethiopia’s political environment as a strong developmental state, assessing the influence of different stakeholder priorities which have led to the focus on equity within the quality reforms. Drawing on qualitative data from 81 key informant interviews with federal and regional government officials and donors, we explore the negotiation and power dynamics which have shaped the design of the reforms. We find that a legacy of moderately successful reforms, and a shared commitment to global goals, paved the way for negotiations of more complex and ambitious reforms between government actors and donors. Within government, we identify that regional governments were only tokenistically included in the reform process. Given that regions are responsible for the implementation of these reforms, their limited involvement in the design could have implications for success.
APA, Harvard, Vancouver, ISO, and other styles
8

Mahat, Marian, and Wesley Imms. A Day in the Life of a Student: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/124325.

Full text
Abstract:
A Day in the Life of a Student workshop is a design thinking workshop developed by DLR Group (an integrated design firm) and adapted by the Innovative Learning Environment and Teacher Change project at the University of Melbourne, Australia. The activities involve educators mapping out how one student spends his/her day in school and building a model of the learning environment based on this one student. With an emphasis on the visual learning that comes from modelling experiences, this workshop helps participants develop student-improvement focused practices in innovative learning environments.
APA, Harvard, Vancouver, ISO, and other styles
9

McKenna, Patrick, and Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, June 2021. http://dx.doi.org/10.5204/rep.eprints.211133.

Full text
Abstract:
Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 pandemic to advise the Minister for Families and Social Services on the implementation of ER. To inform its advice to the Minister, the NCG partnered with the Institute for Governance at the University of Canberra to conduct research to understand the issues and challenges faced by ER Providers and Service Users in local contexts across Australia. The research involved a desktop review of the existing literature on ER service provision, a large survey which all Commonwealth ER Providers were invited to participate in (and 122 responses were received), interviews with a purposive sample of 18 ER Providers, and the development of a program logic and theory of change for the Commonwealth ER program to assess progress. The surveys and interviews focussed on ER Provider perceptions of the strengths, weaknesses, future challenges, and areas of improvement for current ER provision. The trend of increasing case complexity, the effectiveness of ER service delivery models in achieving outcomes for Service Users, and the significance of volunteering in the sector were investigated. Separately, an evaluation of the performance of the NCG was conducted and a summary of the evaluation is provided as an appendix to this report. Several themes emerged from the review of the existing literature such as service delivery shortcomings in dealing with case complexity, the effectiveness of case management, and repeat requests for service. Interviews with ER workers and Service Users found that an uplift in workforce capability was required to deal with increasing case complexity, leading to recommendations for more training and service standards. Several service evaluations found that ER delivered with case management led to high Service User satisfaction, played an integral role in transforming the lives of people with complex needs, and lowered repeat requests for service. A large longitudinal quantitative study revealed that more time spent with participants substantially decreased the number of repeat requests for service; and, given that repeat requests for service can be an indicator of entrenched poverty, not accessing further services is likely to suggest improvement. The interviews identified the main strengths of ER to be the rapid response and flexible use of funds to stabilise crisis situations and connect people to other supports through strong local networks. Service Users trusted the system because of these strengths, and ER was often an access point to holistic support. There were three main weaknesses identified. First, funding contracts were too short and did not cover the full costs of the program—in particular, case management for complex cases. Second, many Service Users were dependent on ER which was inconsistent with the definition and intent of the program. Third, there was inconsistency in the level of service received by Service Users in different geographic locations. These weaknesses can be improved upon with a joined-up approach featuring co-design and collaborative governance, leading to the successful commissioning of social services. The survey confirmed that volunteers were significant for ER, making up 92% of all workers and 51% of all hours worked in respondent ER programs. Of the 122 respondents, volunteers amounted to 554 full-time equivalents, a contribution valued at $39.4 million. In total there were 8,316 volunteers working in the 122 respondent ER programs. The sector can support and upskill these volunteers (and employees in addition) by developing scalable training solutions such as online training modules, updating ER service standards, and engaging in collaborative learning arrangements where large and small ER Providers share resources. More engagement with peak bodies such as Volunteering Australia might also assist the sector to improve the focus on volunteer engagement. Integrated services achieve better outcomes for complex ER cases—97% of survey respondents either agreed or strongly agreed this was the case. The research identified the dimensions of service integration most relevant to ER Providers to be case management, referrals, the breadth of services offered internally, co-location with interrelated service providers, an established network of support, workforce capability, and Service User engagement. Providers can individually focus on increasing the level of service integration for their ER program to improve their ability to deal with complex cases, which are clearly on the rise. At the system level, a more joined-up approach can also improve service integration across Australia. The key dimensions of this finding are discussed next in more detail. Case management is key for achieving Service User outcomes for complex cases—89% of survey respondents either agreed or strongly agreed this was the case. Interviewees most frequently said they would provide more case management if they could change their service model. Case management allows for more time spent with the Service User, follow up with referral partners, and a higher level of expertise in service delivery to support complex cases. Of course, it is a costly model and not currently funded for all Service Users through ER. Where case management is not available as part of ER, it might be available through a related service that is part of a network of support. Where possible, ER Providers should facilitate access to case management for Service Users who would benefit. At a system level, ER models with a greater component of case management could be implemented as test cases. Referral systems are also key for achieving Service User outcomes, which is reflected in the ER Program Logic presented on page 31. The survey and interview data show that referrals within an integrated service (internal) or in a service hub (co-located) are most effective. Where this is not possible, warm referrals within a trusted network of support are more effective than cold referrals leading to higher take-up and beneficial Service User outcomes. However, cold referrals are most common, pointing to a weakness in ER referral systems. This is because ER Providers do not operate or co-locate with interrelated services in many cases, nor do they have the case management capacity to provide warm referrals in many other cases. For mental illness support, which interviewees identified as one of the most difficult issues to deal with, ER Providers offer an integrated service only 23% of the time, warm referrals 34% of the time, and cold referrals 43% of the time. A focus on referral systems at the individual ER Provider level, and system level through a joined-up approach, might lead to better outcomes for Service Users. The program logic and theory of change for ER have been documented with input from the research findings and included in Section 4.3 on page 31. These show that ER helps people facing a financial crisis to meet their immediate needs, avoid further harm, and access a path to recovery. The research demonstrates that ER is fundamental to supporting vulnerable people in Australia and should therefore continue to be funded by government.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Online learning environment design' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography