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Anderson, T.; Upton, L.; Dron, J.; Malone, J.; Poelhuber, B. |
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Title |
Social Interaction in Self-paced Distance Education |
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2015 |
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Open Praxis; Vol 7, No 1 (2015) |
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Social Networks; blogs; self-paced study; online education; web 2.0; enhanced learning |
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In this paper we present a case study of a self-paced university course that was originally designed to support independent, self-paced study at distance. We developed a social media intervention, in design-based research terms, that allows these independent students to contribute archived content to enhance the course, to engage in discussions with other students and to share as little or as much personal information with each other as they wished. We describe the learning design for the intervention and present survey data of student and tutor perception of value and content analysis of the archived contributions. The results indicate that the intervention was positively received by tutors and by the majority (but not all) students and that the archive created by the students'Äô contributions was adding value to the course. We conclude that the intervention was a modest, yet manageable example of a learning enhancement to a traditional cognitive-behavioral, course that has positive impact and potential with little negative impact on workload. |
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AU @ jond @ |
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738 |
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Dron, J.; Ostashewski, N. |
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Title |
Seeking Connectivist Freedom and Instructivist Safety in a MOOC |
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Journal Article |
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2015 |
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Educación XX1 |
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18,2 |
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Many MOOCs rely on instructivist pedagogies, in which teaching follows a top-down transmission model. Whether they follow a behaviourist, cognitivist or constructivist path, teachers guide or dictate activities as well as provide information that learners use in learning. In most cases, learners are not treated as sources of knowledge but as recipients or, at best, constructors of it. This is a waste of the vast pools of skills and knowledge that inevitably exist in any large collection of learners and is diametrically opposed to the principles behind earlier but now less commonplace connectivist MOOCs (cMoocs). Such cMOOCs, at least in principle, benefit from scale – they gain value the more people there are engaged in them because, though they coalesce around shared events and resources that resemble the instructivist patterns of publication, learners generate and design their own learning paths, discussing, debating, sharing their learning in rich networks and clusters of networks. As part of a strategy to explore different approaches to MOOC delivery, we developed a site using the Elgg social media framework in order to attempt to gain benefits of social sharing to support learning. Participating in the Digital Age, a six-week Australian MOOC (PDA MOOC), self-referentially was concerned with learning to be a digital citizen while using participatory tools to do so. In this paper we report on the theoretical foundations of the design, its technical implementation, and the benefits and disadvantages of the approach when the course was run. |
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Dron, J.; Anderson, T. |
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Learning and Teaching with Social Media |
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2015 |
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Learning and Teaching with Social Media |
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Ubiquitous Learning Environments and Technologies |
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15-30 |
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Springer |
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Kinshuk; Huang, R. |
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740 |
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Tortorella, R.A.W.; Graf, S. |
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Considering learning styles and context-awareness for mobile adaptive learning |
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2015 |
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Education and Information Technologies |
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22 |
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1 |
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297-315 |
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Springer Nature |
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1573-7608 |
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AU @ kstauff @ |
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796 |
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Imran, H.; Belghis-Zadeh, M.; Chang, T.-W.; Kinshuk; Graf, S. |
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Title |
PLORS: a personalized learning object recommender system |
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2015 |
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Vietnam Journal of Computer Science |
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3 |
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1 |
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3-13 |
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Springer Nature |
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2196-8896 |
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AU @ kstauff @ |
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798 |
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