Dissertations / Theses on the topic 'Online learning environment design'
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Pralle, Mandi Jo. "Visual design in the online learning environment." [Ames, Iowa : Iowa State University], 2007.
Find full textChen, Yali. "Students’ Mobile Technology Self-Efficacy and Use Intention in Online Learning Environment." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7617.
Full textHenry, 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 textPh.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD
Bradley, Teri A. "Middle School Students' Experiences in an Online Problem-Based Learning Environment." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6175.
Full textWinegarden, 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 textFernandez, 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 textKavun, Natalia. "Undergraduate Students’ Experiences of Online Learning Environments." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627938399767033.
Full textKavun, Natalia. "Undergraduate Students’ Experiences of Online Learning Environments." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627938399767033.
Full textReeder, 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 textAkman, 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 textLearning 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.
Han, Rui, and 韓銳. "Considering pedagogy in the design and development of online learning environment features : the case of participation glossary." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206570.
Full textpublished_or_final_version
Education
Master
Master of Science in Information Technology in Education
El-Refai, Walid. "Effects of computer-supported collaboration script and incomplete concept maps on web design skills in an online design-based learning environment." Diss., lmu, 2012. http://nbn-resolving.de/urn:nbn:de:bvb:19-142692.
Full textHunger, Gail M. "Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26455.
Full textEd. D.
Copp, Susan E. "Critical Thinking in a Gifted Education Blended Learning Environment." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479131245930239.
Full textBone, Tonda Jenean. "Bridging the Theory-to-practice Gap: a Multivariate Correlational Study Exploring the Effects of a Graduate Online Learning Environment As a Community of Practice Framework." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407763/.
Full textWright, Robert Demmon. "Students' Attitudes Towards Rapport-building Traits and Practices in Online Learning Environments." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177265/.
Full textFadel, Luciane Maria. "The impact of the interface design on social interaction in online learning environments." Thesis, University of Reading, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487492.
Full textFraser, John. "Designing within a computer-mediated communication environment : three studies into the potential of online learning environments for collaborative design work in international educational contexts." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10020483/.
Full textLe, Andrew Phong. "Design patterns for online learning environments: A structured approach for operationalizing and sharing theory-based design knowledge." Diss., Connect to online resource, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1439424.
Full textWeissman, Nancy. "Evaluating the Effectiveness of a Synchronous Online Environment in Establishing Social, Cognitive, and Teaching Presence." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492007293545229.
Full textHarris, Lisa, and Lisa Harris@rmit edu au. "Electronic Classroom, Electronic Community: Virtual Social Networks and Student Learning." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080717.144715.
Full textBlack, Aprille Noe. "The Design and Development of a Theory Driven Process for the Creation of Computer-Supported Collaborative Learning in an Online Environment." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26800.
Full textPh. D.
Hovey, Christopher Michael. "The Affect of Environmental Web-design on Student Perceptions of Social Presence in Online Learning Communities." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1399032291.
Full textRichards, Karen A. "Development of an Instructional Design Model for Problem-Based Online Learning Environments in Continuing Medical Education." NSUWorks, 2004. http://nsuworks.nova.edu/gscis_etd/802.
Full textBashshar, Clarence Eugene. "Virtual Learning Environments' Impact on Adult Learners' Motivation in the Workplace." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3384.
Full textEl-Refai, Walid [Verfasser], and Frank [Akademischer Betreuer] Fischer. "Effects of computer-supported collaboration script and incomplete concept maps on web design skills in an online design-based learning environment / Walid El-Refai. Betreuer: Frank Fischer." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2012. http://d-nb.info/1022523600/34.
Full textGarcía, Solórzano David. "Toward the creation of effective virtual learning environments for online education." Doctoral thesis, Universitat Oberta de Catalunya, 2013. http://hdl.handle.net/10803/126619.
Full textA pesar de que los entornos virtuales de aprendizaje (EVAs, en inglés VLEs o LMSs) son herramientas consolidadas en la educación online, algunos investigadores argumentan que la mayoría de ellas están diseñadas principalmente desde un enfoque tecnológico, dejando los aspectos pedagógicos en segundo plano. Como consecuencia, el proceso de enseñanza-aprendizaje que se realiza a través de estas plataformas puede no ser tan efectivo como sería de esperar. Por este motivo, esta tesis se centra en identificar aquellos elementos que pueden mejorar la efectividad de los EVAs cuando son utilizados en asignaturas completamente online. Inicialmente se identificaron las implicaciones que el entorno online tiene sobre la educación, así como las principales características y barreras de los estudiantes y profesores online. A continuación, se analizaron ocho de los EVAs más populares según el enfoque pedagógico, la estructura de la información y la interfaz. Posteriormente, este trabajo propuso un conjunto de recomendaciones/heurísticas para crear EVAs efectivos para la enseñanza-aprendizaje online. Para evaluar la idoneidad de las recomendaciones, éstas fueron puestas en práctica mediante tres prototipos de un EVA llamado AdVisor, el cual también incluía una herramienta de monitorización de estudiantes llamada FACRO. Un conjunto de estudiantes testeó AdVisor en asignaturas completamente online y después evaluó la idoneidad de las heurísticas mediante un cuestionario. Asimismo, ocho profesores fueron entrevistados con el fin de conocer sus opiniones sobre AdVisor y FACRO. En general, los resultados mostraron que las recomendaciones son adecuadas, sobre todo aquellas relacionadas con la autorregulación (i.e. guiar a los estudiantes a través del curso y ayudarlos a ser conscientes de su proceso de aprendizaje).
Although virtual learning environments (VLEs) and learning management systems (LMSs) are consolidated online education tools, some researchers argue that most of these platforms are mainly designed from a technological approach, with pedagogical aspects given a back seat. As a result, the teaching-learning process conducted via these systems may not be as effective as expected. For this reason, this thesis focuses on identifying those elements which may improve the efficiency of VLEs when they are used in fully online courses. First of all, a document-based research allowed to know the implications of online delivery for education as well as the main features, needs and barriers of online students and teachers. Next, eight of the most popular VLEs were analyzed by focusing on their pedagogical approach, information structure and interface. Based on the main conclusions drawn from the document-based research, a set of recommendations/heuristics for creating effective VLEs for online teaching-learning was proposed. To evaluate the suitability of each recommendation, these were put into practice by means of three prototypes of an ad hoc VLE called AdVisor, which also included a student monitoring tool called FACRO. A sample of learners tested AdVisor in fully online courses and, afterward, assessed the suitability of the heuristics through a questionnaire. Furthermore, eight teachers were interviewed to know their opinions about AdVisor and FACRO. On the whole, the results showed that the recommendations are suitable, especially those related to self-regulation (i.e. to guide students through the course and help them to be aware of their learning process).
Bower, Matthew. "Designing for interactive and collaborative learning in a web-conferencing environment." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/26888.
Full textBibliography: p. 503-514.
This study investigated learning design in a web-conferencing environment based on three semesters of lessons conducted as part of an introductory programming subject. As well as characterizing the nature of discourse and interaction, the study focused on how the design of the interface, activity and task type affected collaboration and learning. Engeström's (1987) Activity Theory based upon a socio-constructivist view of learning was used to frame the analysis. --Interface designs incorporated theory relating to graphical user interface design, multimedia learning, and findings from the cognitive sciences. Activity designs were differentiated based on the degree of student ownership, from teacher-centred (transmissive) approaches, to teacher-led (guided interaction) approaches, to student-centred (collaborative group-work) designs. Types of tasks were considered on the basis of their level of knowledge (declarative, procedural and conceptual), their character (authenticity, situatedness) and their domain specific nature (in the field of computer science education). The effects of the different interface, activity and task designs on collaboration and mental model formation were explored. --A mixed method approach to analysis was adopted, incorporating a design-based research study and a multimodal discourse analysis. The design-based research allowed a broader, more interpretivistic and process focused analysis to be conducted, based on the strategic redesigns that occurred between iterations of the subject. The multimodal discourse analysis enabled more detailed, objective and outcomes based measurements of the subject of discourse, the nature of interactions and the types of modalities used to mediate learning. Triangulating data from the design-based research study and the multimodal discourse analysis provided a more complete description of phenomena and promoted greater reliability. --Results include the way in which different modalities afforded different possibilities for representing, and how combinations of those modalities could be effectively integrated by applying multimedia learning principles. Student-centred learning designs increased student involvement, allowing them to take greater ownership over the content and to more fully share their mental models. Authentic, meaningful problem solving tasks promoted greater student engagement. The capacity to dynamically redesign the interface based on the collaborative and cognitive requirements of the learning episode supported more effective implementation of conversational (Laurillard, 2002) approaches to learning. --More effective interaction and collaboration resulted from prescribing patterns of engagement, managing activity and technology so that student discourse could focus on content, and providing guidance regarding semiotic representational forms so that students could concentrate on applying those representations rather than inventing them. Teacher and student virtual classroom competencies critically influenced collaboration and learning. --Based on the findings in this study, a framework of nine pedagogical patterns for teaching and learning in web-conferencing environments is proposed. The framework provides an integrated approach to learning design that relates the interface design with the activity design and the level of knowledge (task type).
Mode of access: World Wide Web.
vii, 514 p. ill. (some col.)
Cotner, Craig. "A Propensity Score Analysis of the Academic Achievement Effect of Increasing in a Blended Learning Environment the Student's Time in the Brick and Mortar Facility." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1600176689758776.
Full textCorrêa, Pablo Ermida. "Ferramenta computacional interativa para a elaboração de mapas conceituais integrada no HyperCAL online para a produção de objetos de aprendizagem." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/98136.
Full textAbstract: This study aims to develop an interactive computational tool to elaborate conceptual maps and learning objects, as an integrated module to the online virtual environment HyperCAL. We sought to improve the teacher module’s user interaction with the system of development of learning objects, allowing the flexibility and customization when accessing content. For the execution of this study, the following issues have been investigated: Instructional Design, Virtual Environments and Learning Objects; the processes of software development and agile methodologies; and concepts of Interaction and Interface Design, mainly following the principles of design and usability, focusing on the user’s experience. The study enabled the construction of the tool of conceptual maps and its integration to the HyperCAL online environment with the implementation of an agile methodology, which assured the quality of the project during the process of application of the proposed techniques, due to assumptions of simplifications of processes and to the constant proximity with the user. The implementation of concept maps in the online virtual environment HyperCAL has shown great applicability to the proposal of this research, as it has opened up new possibilities for research and learning for the user, contributing to their focus of interest, increasing its capacity for information, interaction and data recovery from the system. In addition, it has made the virtual environment more attractive, interactive and dynamic for its users.
Kashou, Hussam H. "Examining University Students’ Use of Mobile Technology, Online Engagement, and Self-Regulation & Metacognitive Tendencies Across Formal and Informal Learning Environments." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469453408.
Full textSalisbury, Lauren E. "The Impact of Course Management Systems Like Blackboard on First Year Composition Pedagogy and Practice." University of Findlay / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1432220779.
Full textFerrer, Mico Maria Teresa. "Community of Inquiry (COI) and Self-Directed Learning (SDL) in Online Environments: An Exploratory, Correlational and Critical Analysis of MOOCs. Introduction to Cybersecurity MOOC Case Study." Doctoral thesis, Universitat Ramon Llull, 2016. http://hdl.handle.net/10803/360851.
Full textEl objetivo de esta investigación multi-paradigmática es presentar un análisis exploratorio, correlacional y crítico de los MOOC (Massive Open Online Courses) entendidos como comunidades de aprendizaje participativo y descubrir el role que el juega el aprendizaje autónomo dentro de este marco. La investigación combina datos cuantitativos y cualitativos, y junto con el marco teórico actual añade novedades en el campo de la educación online y los nuevos métodos para ofrecer cursos a distancia. Nuestros resultados muestran diferencias estadísticas entre los estudiantes que toman parte en diferente número de tests y su nivel de aprendizaje autónomo (p=0.003). También presentamos información demográfica y las opiniones de los estudiantes relacionadas con las tres presencias de la comunidad de aprendizaje participativo (presencia social, cognitiva y del instructor). El estudio consta también de las opiniones de expertos sobre el diseño de los MOOC y su valor pedagógico. Nuestras conclusiones finales indican que los MOOC son entornos de aprendizaje diferentes en relación con los entornos tradicionales a distancia, crean una comunidad de aprendizaje participativo diferente y atraen perfiles de estudiantes diferentes. Sugerimos mejoras en el diseño pedagógico para ayudar a los estudiantes a llegar a ser mas autónomos y para linear los contenidos del curso. La taxonomía de Marzano es sugerida como marco pedagógico para mejorar el diseño de los MOOC y el grado de satisfacción de los estudiantes.
The purpose of this mixed method research is to present an exploratory, correlational and critical analysis of MOOCs (Massive Open Online Courses) understood as COI (Community Of Inquiries) and uncover the role that SDL (Self Directed Learning) plays within the mentioned framework. The research combines quantitative and qualitative data and together with a current literature snapshot adds insights in the field of online education and its new content delivery forms. Our findings show statistical differences between students taking different number of quizzes and their level of SDL (p=0.003). We present demographic information and students views related with the three presences in the COI (social, cognitive and teaching presence). Experts’ views on MOOC designs and value are also collected. Our final conclusion points out that MOOCs are different content deliver environments from traditional online courses and they shape a different COI and attract different students profiles. Design improvements are also suggested to empower students to become independent learners and improve alignment in the course. Marzano’s taxonomy is the suggested pedagogical approach to improve MOOC design, and students’ satisfaction.
Boyer, Naomi Rose. "Building Online Learning: System Insights into Group Learning in an International Online Environment." Scholar Commons, 2001. http://purl.fcla.edu/fcla/etd/SFE0000026.
Full textMoore, Michele Schmidt. "Written communication in an online learning environment." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4581.
Full textVita: p. 203. Thesis director: Priscilla Norton. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Oct. 11, 2009). Includes bibliographical references (p. 198-202). Also issued in print.
Taherbhai, Fatimah. "Help Seeking in an Online Environment." Ohio University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1126299156.
Full textWilliamson, William Davis O'Sullivan Rita G. "Assessing constructivist elements in the online learning environment." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2010. http://dc.lib.unc.edu/u?/etd,2948.
Full textTitle from electronic title page (viewed Jun. 23, 2010). "... in partial fulfillment of the requirements for the degree of Doctorate of Education in the School of Education." Discipline: Education; Department/School: Education.
黃婉明 and Yuen-ming Beverly Wong. "Investigating online collaborative learning environment: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256508.
Full textWong, Yuen-ming Beverly. "Investigating online collaborative learning environment : a case study /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474261.
Full textYang, Bo. "How students with different learning styles collaborate in an online learning environment." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/260.
Full textAgostinho, Shirley Flavia Corrent. "Interactions in a web-based learning environment creating an online learning community /." Access electronically, 2000. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20061024.154536/index.html.
Full textTabiri-Essuman, Kwame. "Exploring the influences on student learning in an online collaborative learning environment." Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423971.
Full textZhu, Junren 1965. "The design of asynchronous learning environment /." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31565.
Full textResearch results have found that success factors for asynchronous learning include whether students felt part of the online learning group, immediate feedback from instructors, automatic self-test, and indicating student's performance and progress in the course. These findings present basic requirement for the design of ALE. This paper explores all aspects of Asynchronous Learning Environment, including the architecture of ALE and complete database design. The modules of ALE include multimedia presentation, identity verification, intelligent agent, automatic test marking, computer conference, chat & whiteboard, and learning scheduling assistance. The purpose of this research is to make ALE a better way of education than traditional education. A database is designed to fully support these ALE functions.
Guidelines of designing ALE are provided with implementation examples of intelligent agents that providing automatic reminders and learning progress report. Conclusion and further works are discussed at the end of the paper.
The design described in this paper is intended for use by engineering courses. But it can be used by courses of other disciplines without much modification.
Robertson, Erika J. "The effects of learning styles on group development in an online learning environment /." Electronic version (PDF), 2005. http://dl.uncw.edu/etd/2005/robertsone/erikarobertson.pdf.
Full textWargo, Katalin. "Online Faculty Development: Disorienting Dilemmas In Learning To Teach Online." W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627407585.
Full textDurdu, Levent. "How A Computer Education Teacher Utilizes An Online Learning Environment." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12611679/index.pdf.
Full textinterest. The teacher utilized the online learning environment for preparing and supporting instruction: Preparing and providing alternative examples, supporting the evaluation process, and assigning homework. Integration of online learning environment is affected by content of lesson, content provided by the environment, and learning materials. The teacher perceived that his students became aware of responsibility of their own learning, become aware of information can be reached from other sources and were much active and participating more to the lessons. The computer teacher perceived that other subject teachers needed technical support, showed lack of access to technology resources, and lack of learning materials to enhance their classroom instruction with technology.
Street, Jessica E. "Examining the Validity of Testing in an Online Learning Environment." NSUWorks, 2008. http://nsuworks.nova.edu/gscis_etd/865.
Full textBoyer, Naomi Rose. "Building online learning [electronic resource] : system insights into group learning in an international online environment / by Naomi Rose Boyer." University of South Florida, 2002. http://purl.fcla.edu/fcla/etd/SFE0000026.
Full textDocument formatted into pages; contains 459 pages.
Dissertation originally submitted in HTML and can be accessed at http://www.lib.usf.edu/ETD-db/theses/available/etd-12032001-125326/unrestricted/index.htm
Thesis (Ph.D.)--University of South Florida, 2002.
Includes bibliographical references.
Text (Electronic thesis) in PDF format.
ABSTRACT: The virtual world exists as a dimension between concrete physical reality and abstract fictional fantasy. This cyber essence has become a place of commerce, social development, and educational pursuit. To build an understanding of the Kingdom of the Internet, the resulting case study sought to explore the community learning experiences of groups involved in an international online distance education program to create a tale of the process of a system. An assumption in this research was that the program under study was framed within a social learning context. Therefore, the recommendations and findings must be considered within this context and applied within similarly framed learning programs. The method of this study followed an input-process-output model with an added element of outcomes.
ABSTRACT: Participants completed a preliminary technology survey, locus of control instrument, self-regulated learner instrument and a learning styles inventory along with provided background information to form group input profiles. The process of the system was observed through the use of focus groups with the participants, process leaders and instructors as well as transcripts from discussion and chats. The group interaction, the site usage information and technical feedback all served as output information. The outcomes were measured through the use of a group effectiveness measure and instructor rating of final products. The result of the system study was a story of challenge and frustration, excitement and yearning, experimentation and comfort, good and best intentions. A portraiture approach was used as the vehicle for sharing the unique experiences of the international leaders during the first semester of learning.
ABSTRACT: As an essay on not only this particular system but also the dynamics of on-line research, the study illustrated the difficulties in virtual data collection. Major themes that were determined to be critical to virtual group social learning include: role differentiation, concise curriculum development, minimization of intimidation factors, and the initial group characteristic (input relationships). The wide focus of this study provided an overview of many topics that demand further research from both the lens of individual virtual learning experience and in depth exploration of various program components.
System requirements: World Wide Web browser and PDF reader.
Mode of access: World Wide Web.
Ford, William. "Online Learning in Biology: An Investigation into Designing Online Learning Resources." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3330.
Full textOrcutt, Janice Marie. "Teaching Presence and Intellectual Climate in a Structured Online Learning Environment." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/975.
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