El reto de formar a profesores universitarios para integrar el aprendizaje móvil
 

Su objetivo es contribuir al diseño e implementación de estrategias de aprendizaje móvil en la Universidad, a través de un proceso de formación mezclado, que parte del reconocimiento de lo que es el aprendizaje móvil, identificándose sus fortalezas y debilidades, para después determinar si lo más adecuado para el proceso de formación que se ha diseñado, es integrar los dispositivos como un apoyo o complemento del mismo.

Palabras claves: TIC; Aprendizaje móvil; aprendizaje mezclado; formación docente; dispositivos móviles

Autores: Oscar Rafael Boude Figueredo y Jenny Andrea Sarmiento

Publicado en: Educación Médica Superior, Vol. 31, Núm. 1. (2017) http://www.ems.sld.cu/index.php/ems/issue/view/20 AL CC Libre

Leer artículo:

Original. http://www.ems.sld.cu/index.php/ems/article/view/997/471

Archivo ODIN. http://intranet.observatorioes.uh.cu/static/0517B/El%20reto%20formar%20profesores%20univ.pdf

Social media in undergraduate learning: categories and characteristics


 

This study investigates the core categories and characteristics of the social media technologies (SMTs) that undergraduate students choose to use in their own learning, outside of the formal curriculum. Within a mixed method research methodology, this inquiry employed 30 semi-structured interviews and an online survey (N = 679) to explore why and how undergraduates across disciplines view SMTs to be a meaningful part of their own university learning. Together, the qualitative and quantitative results demonstrate that several contextual relationships exist, including an important relationship between the particular ways of meaning making students identified and the specific social media technologies they use for their university learning. While no differences were found for general social media use, there is a significant relationship between particular ways of making meaning and use of specific SMTs, indicating the importance of learning context and social media affordances.

Palabras claves: social media technologies, second language

Autora: Erika E. Smith

Publicado en: International Journal of Educational Technology in Higher Education. April 2017 http://educationaltechnologyjournal.springeropen.com/articlesAL CC Libre

Leer artículo:

Original. http://educationaltechnologyjournal.springeropen.com/track/pdf/10.1186/s41239-017-0049-y?site=educationaltechnologyjournal.springeropen.com

Archivo ODIN. http://intranet.observatorioes.uh.cu/static/0517B/Social%20media%20undergraduate%20learning.pdf

An Applicable Way of Teaching Quality Evaluation Based on MOOC Platform


 

The MOOC-based education is an important means to improve the quality of education as the increasing development of internet; meanwhile, the assessment of teaching quality is an indispensable aspect in teaching management, and it has been more and more important as the scale of the students' expansion. In order to deal with the challenges of big data processing effectively in the field of education, we designed a teaching quality assessment model for the MOOC platform based on comprehensive fuzzy evaluation. To verify the effectiveness of our method, a control experiment was adopted to explore the significance of our evaluation method; the results show that it can help teachers to prepare their teaching contents and students to improve their learning efficiency.

Palabras claves: MOOC-based education, fuzzy, teaching quality, assessment

Autores: Chen Zhuo and Dong Xiaoming

Publicado en: International Journal of Emerging Technologies in Learning (iJET). Vol 12, No 03 (2017) http://online-journals.org/index.php/i-jet/index AL CC Libre

Leer artículo:

Original. http://online-journals.org/index.php/i-jet/article/view/6421/4309 

Archivo ODIN. http://intranet.observatorioes.uh.cu/static/0517B/An%20Applicable%20Way%20Teaching%20Quality%20Evaluation.pdf

Exploring a Recommendation System of Free E-learning Platforms: Functional Architecture of the System


 

This paper presents the functional architecture of a recommendation system of free e-learning platforms that we have implemented in order to facilitate the choice of the most suitable e-learning platform to meet the objectives, specifications and criteria chosen by the institution. Thus, any random choice entails a loss of money, effort and time loss, for porters and device designers, and this is for various reasons (cost, utility, usability, etc.). Notably, this system takes into account more than 20 platforms. The choice of these platforms is based on a methodical and systemic approach that identifies the adequate criteria to the objectives and specifications chosen by the institution, depending on the objects and pedagogical tools related to the recommended teaching and learning device, in order to retain the most suitable e-learning platform. This paper is motivated by our will to clarify and support users in their choice of the most suitable platform to meet their needs and to benefit a maximum from the potential offered by technologies in pedagogy.

Palabras claves: Recommendation system, e-learning platform, LMS, functional architecture, LeaderTICE

Autores: Mohammed Ouadoud, Mohamed Yassin Chkouri, Amel Nejjari and Kamal Eddine El Kadiri

Publicado en: International Journal of Emerging Technologies in Learning (iJET). Vol 12, No 02 (2017) http://online-journals.org/index.php/i-jet AL CC Libre

Leer artículo:

Original. http://online-journals.org/index.php/i-jet/article/view/6381/4288

Archivo ODIN. http://intranet.observatorioes.uh.cu/static/0517B/Exploring%20Recommendation%20System%20Free%20Elearning.pdf

A New Architecture for Cross-Repository Creation and Sharing of Educational Resources


 

A large amount of educational resources are currently available in the Internet, covering educational needs for many school grades. However, using such wealth of material, typically dispersed in several repositories, in a simple and effective way, is rather challenging due to the difficulties encountered by teachers in learning the peculiar access and operational procedures that each repository system requires. Therefore, it is important to provide the teachers with a centralized, integrated, simple system that can address most of their needs so that every operation (search, edit, share, download) can be done from a single location. This work follows this direction by designing and presenting both an architecture to integrate different repository systems using the Content Management Interoperability Services (CMIS) API and an integration layer that provides a simple web interface suitable for the needs of both the content creators (teachers) and the users of the contents (learners). Results have been evaluated both quantitatively, i.e., using performance indicators such as response time, and qualitatively, on the basis of the user experience evaluated through a questionnaire. Both type of results show that the platform adequately addresses user needs therefore it has the potential to be embraced by a large user community.

Palabras claves: computer uses in education, e-learning tools, CMIS, open source

Autores: Leonardo Favario and Enrico Masala

Publicado en: International Journal of Emerging Technologies in Learning (iJET). Vol 12, No 02 (2017) http://online-journals.org/index.php/i-jet AL CC Libre

Leer artículo:

Original. http://online-journals.org/index.php/i-jet/article/view/6058/4286

Archivo ODIN. http://intranet.observatorioes.uh.cu/static/0517B/A%20New%20Architecture%20Cross%20Repository%20Creation.pdf

Comparison of E-Learning Personalization Systems: Protus and PLeMSys


 

E-learning is becoming more and more important in contemporary education. It allows learners to learn at their own pace, when their schedule permits it. However, learners have individual needs and different traits such as learning styles, knowledge levels, motivation and cognitive abilities. Therefore, a need for personalized learning has been made clear. Two ways of personalized learning are discussed in this paper: the first is Protus 2.1. - a tutoring system that allows personalization based on learning styles and collaborative tagging and the second one is PLeMSys - a model of a Moodle plug-in where personalization is based on learning styles and knowledge level.

Palabras claves: e-learning, learning management systems, learning styles

Autoras: Natasa Blazeska-Tabakovska, Mirjana Ivanovi, Aleksandra Klasnja-Milicevic and Jovana Ivkovic

Publicado en: International Journal of Emerging Technologies in Learning (iJET). Vol 12, No 01 (2017) http://online-journals.org/index.php/i-jet AL CC Libre

Leer artículo:

Original. http://online-journals.org/index.php/i-jet/article/view/6085/4262

Archivo ODIN. http://intranet.observatorioes.uh.cu/static/0417B/Comparison%20ELearning%20Personalization%20Systems.pdf

Entorno personal de aprendizaje móvil (M-PLE)


 

Los contextos educativos actuales se ven afectados en gran medida por los fenómenos que se suceden en nuestra sociedad. Incluso los alumnos que están ahora en nuestras escuelas, puede que en un futuro ejerzan profesiones que todavía no se han inventado. Los entornos personales de aprendizaje, más conocidos por sus siglas en inglés (PLE), a través de las herramientas web 2.0, han propiciado un aprendizaje más significativo y activo por parte del educando; a la vez que se hace responsable de la gestión de su aprendizaje puede trabajar de forma cooperativa. El presente artículo pretende dar a conocer el M-PLE como respuesta a las necesidades educativas de esta sociedad cambiante. El M-PLE se basa en el desarrollo de un entorno personal de aprendizaje (PLE) y el aprendizaje móvil (m-Learning), es decir, un entorno de aprendizaje personal móvil. El M-PLE, puede ser clave en la educación obligatoria, sobre todo para el último ciclo de primaria y primer ciclo de secundaria. Esta estrategia (MPLE) generada gracias al uso de dispositivos móviles, da un sentido ubicuo al aprendizaje.

Palabras claves: Entorno Personal de Aprendizaje, Aprendizaje Móvil, Personalización educación, Educación obligatoria

Autora: Lidia Sabater Pérez

Publicado en: 3C TIC. Cuadernos de desarrollo aplicados a las TIC. Vol. 5, núm. 4 (2016) http://ojs.3ciencias.com/index.php/3c-tic/index  AL CC Libre

Leer artículo:

Original.  http://ojs.3ciencias.com/index.php/3c-tic/article/view/395/pdf_30

Archivo ODIN. http://intranet.observatorioes.uh.cu/static/0417B/Entorno%20personal%20aprendizaje%20movil.pdf

An Experimental Study of Satisfaction Response: Evaluation of Online Collaborative Learning

 

On the one hand, a growing amount of research discusses support for improving online collaborative learning quality, and many indicators are focused to assess its success. On the other hand, thinkLets for designing reputable and valuable collaborative processes have been developed for more than ten years. However, few studies try to apply thinkLets to online collaborative learning. This paper introduces thinkLets to online collaborative learning and experimentally tests its effectiveness with participants' responses on their satisfaction. Yield Shift Theory (YST), a causal theory explaining inner satisfaction, is adopted. In the experiment, 113 students from Universities in Beijing, China are chosen as a sample. They were divided into two groups, collaborating online in a simulated class. Then, YST in student groups under online collaborative learning is validated, a comparison study of online collaborative learning with and without thinkLets is implemented, and the satisfaction response of participants are analyzed. As a result of this comparison, YST is proved applicable in this context, and satisfaction is higher in online collaborative learning with thinkLets.

Palabras claves: online collaborative learning, online collaboration, satisfaction, thinkLets, collaborative process

Autores: Xusen Cheng, Xueyin Wang, Jianqing Huang and Alex Zarifis

Publicado en: IRRODL. The International Review of Research in Open and Distributed Learning. Vol 17, No 1 (2016) http://www.irrodl.org/index.php/irrodl

Leer artículo:

Original. http://www.irrodl.org/index.php/irrodl/article/view/2110/3607

Archivo ODIN. http://intranet.observatorioes.uh.cu/static/0316B/An%20Experimental%20Study%20Satisfaction%20Response.pdf

 

 

Analysis of Learning Achievement and Teacher–Student Interactions in Flipped and Conventional Classrooms

 

This study aimed to investigate the effect of two different teaching methods on learning achievement and teacher-student interaction. OpenCourseWare was integrated into the flipped classroom model (the experimental group) and a conventional classroom (the control group). The experimental method was supplemented with qualitative interviews. Overall, 181freshmen taking a course on physics were allowed to choose their own class based on their preferred teaching method (experimental or control group). The instruments included a teacher-student interaction questionnaire and physics achievement tests. The findings indicated that learners in the experimental group scored higher for learning achievement. Although there was no significant between-group difference in terms of teacher-student interactions, the small group discussions in the flipped classroom offered students more opportunities to clarify questions in an interactive learning environment than did the self-study in the conventional classroom. Thus, the interactions in the flipped classroom had a positive effect on students' learning achievement. The use of the flipped classroom model allows for adequate teacher-student interactions, as teachers can provide guidance and assistance to students in person, while there are also greater opportunities for collaborative learning. The results of this study can serve as a reference for future studies on the flipped classroom model and OpenCourseWare, as well as for teachers and researchers in related fields.

Palabras claves: OpenCourseWare; flipped classroom; distance learning; learning achievement; teacher–student interaction

Autores: Jerry Chih-Yuan Sun and Yu-Ting Wu

Publicado en: IRRODL. The International Review of Research in Open and Distributed Learning. Vol 17, No 1 (2016) http://www.irrodl.org/index.php/irrodl

Leer artículo:

Original. http://www.irrodl.org/index.php/irrodl/article/view/2116/3608

Archivo ODIN. http://intranet.observatorioes.uh.cu/static/0316B/Analysis%20Learning%20Achievement.pdf

 

 

An Empirical Study of Factors Affecting Mobile Wireless Technology Adoption for Promoting Interactive Lectures in Higher Education

 

Use of mobile technology is widespread, particularly among the younger generation. There is a huge potential for utilizing such technology in lecture classes with large numbers of students, serving as an interaction tool between the students and lecturers. The challenge is to identify significant adoption factors to ensure effective adoption of mobile technology to promote interactivity between students and lecturers. This paper aims to examine factors supporting the use of mobile wireless technology during lectures to promote interactivity between students and lecturers in Malaysia’s higher education institutions. A survey involving higher education students enrolled in on-campus academic courses in Malaysia was conducted with a sample size of 302. Factor analysis results identified five factors: independent variables System Usefulness (SU), User System Perception (USP), User Uncertainty Avoidance (UUA), System and Information Quality (SIQ), and dependent variable Mobile Wireless Technology Adoption for Interactive Lectures (MWT_AIL). All independent variables are positively associated to MWT_AIL, with UUA and SIQ having higher levels of significance compared to SU and USP. Respondents were selected from higher learning institutions from urban areas in Malaysia. Therefore results obtained are not representative of the entire higher education landscape in Malaysia, and future studies are warranted to include higher learning institutions located in rural areas. It is hoped that findings from this study will serve as a catalyst for future studies to be conducted, particularly among higher education researchers seeking ways to utilize technology effectively to enhance the learning experiences of students.

Palabras claves: computer mediated communication; open learning; higher education; interactive lectures; mobile wireless technology

Autores: Chin Lay Gan and Vimala Balakrishnan

Publicado en: IRRODL. The International Review of Research in Open and Distributed Learning. Vol 17, No 1 (2016) http://www.irrodl.org/index.php/irrodl

Leer artículo:

Original. http://www.irrodl.org/index.php/irrodl/article/view/2111/3615

Archivo ODIN. http://intranet.observatorioes.uh.cu/static/0316B/An%20Empirical%20Study%20Factors%20Affecting%20Mobile%20Wireless.pdf

 

 

Studying and Analyzing the Evaluation Dimensions of E-learning Platforms Relying on a Software Engineering Approach

 

We are currently witnessing the launch and development of a large number of distance training devices in Moroccan universities, whose main objective is to meet society’s requirements and the knowledge economy, which is fully emerging. All of the devices are based on the use of elearning platforms, which can be problematic for designers for different reasons (costs, utility, usability, etc.). Being conscious of the impact of these technological tools on learning, we propose a methodical approach that identifies the essential criteria for evaluation of e-learning platforms to fit the needs of teachers and learners from analysis of the evaluation dimensions in multimedia documents, particularly through the dimensions of utility and usability.

Palabras claves: e-learning platforms evaluation, evaluation approach, evaluation process, e-learning platform, software engineering, software engineering approach

Autores: Mohammed Ouadoud, Mohamed Yassin Chkouri, Amel Nejjari and Kamal Eddine El Kadiri

Publicado en: International Journal of Emerging Technologies in Learning (iJET). Vol 11, No 01 (2016) http://online-journals.org/index.php/i-jet/index

 

Leer artículo:

Original. http://online-journals.org/index.php/i-jet/article/view/4924/3763

Archivo ODIN. http://intranet.observatorioes.uh.cu/static/0316B/Studying%20and%20Analyzing%20Evaluation.pdf

 

 

Blended Learning Perception among Undergraduate Engineering Students

 

Technology is constantly evolving in more sophisticated forms giving new opportunities for educators to transfer learning into virtual space. New educational technology trends are associated today with blended learning where traditional methods of teaching merge with online sessions. Blended learning with its learner-centered approach has a potential to enhance the quality of teaching and learning. Russian higher institutions embrace this technology as a strategy to engage and motivate students and thereby augment the learning process. The paper studies students’ engagement and satisfaction with the online courses and their overall perception from learners’ perspective. The findings could serve as a reference point to promote online courses and to achieve considerable educational benefits.

Palabras claves: Blended learning, Moodle, online course, student satisfaction

Autores: T.I. Krasnova and I.S. Vanushin

Publicado en: International Journal of Emerging Technologies in Learning (iJET). Vol 11, No 01 (2016) http://online-journals.org/index.php/i-jet/index

Leer artículo:

Original. http://online-journals.org/index.php/i-jet/article/view/4901/3769

Archivo ODIN. http://intranet.observatorioes.uh.cu/static/0316B/Blended%20Learning%20Perception.pdf

 

 

Innovative Authoring Tools for Online-Courses with Assignments - Integrating Heterogeneous Tools of e-Learning Platforms into Hybrid Application Solutions

 

This paper is concerned with an essential topic in e-learning - course content authoring. Besides supporting the concept of Competence-Based Learning (CBL) our solution is aiming to make effective use of an open integration architecture fostering the interoperability of hybrid e-learning solutions. Modern scenarios ask for interoperable software solutions to seamlessly integrate existing e-learning infrastructures and legacy tools with innovative technologies while being cognitively efficient to handle. In this way, prospective users are enabled to use them seamlessly without learning overheads. At the same time, methods of Learning Design (LD) in combination with CBL are getting more and more important to produce and maintain easy to facilitate solutions. Our approach of developing a competence-based course-authoring and assignment-support software bridges the gaps between Moodle and established legacy infrastructures by embedding existing legacy tools via Learning Tools Interoperability (LTI). The underlying conceptual architecture for this integration approach and its components will be introduced; furthermore a Moodle plugin will be outlined, which enables Moodle for LD- and CBL-support including corresponding data exchange with our course authoring tool. The paper concludes with an outlook on future plans for our research and development.

Palabras claves: course authoring, Moodle, CBL, LD, LTI, competences, distance-learning, LMS, LCMS

Autores: Matthias Then, Benjamin Wallenborn, Birgit R. Ianniello , Duc Binh Vu, Michael Fuchs and Matthias Hemmje

Publicado en: International Journal emerging technologies in learning. Vol 11, No 02 (2016) http://online-journals.org/index.php/i-jet/index

Leer artículo:

Original. http://online-journals.org/index.php/i-jet/article/view/5108/3796 

Archivo ODIN. http://intranet.observatorioes.uh.cu/static/0316B/Innovative%20Authoring%20Tools%20Online-Courses.pdf

 

 

Ascenso y caída de los Cursos Masivos Abiertos y en Línea

El presente artículo propone un resumen del debate actual sobre el fenómeno de los cursos masivos, abiertos y en línea (en inglés: MOOC “Massive Open Online Course”). El concepto de los MOOCs ingresó como un Tsunami a instituciones educativas en Europa y otros países, desde su introducción en el año 2008. Varios autores calificaron a los MOOCs como una “innovación educativa disruptiva”; un cambio fundamental que estaría provocando un cambio significativo en el sector educativo. Aunque las características de los MOOCs no estuvieron claramente definidas, y además se modificaron en diversas experiencias. El marco teórico que acompañaba la introducción de los MOOCs, denominado “conectivismo”, además pretendía ofrecer una nueva teoría de aprendizaje para el siglo 21. Ambos conceptos provocaron por un lado un entusiasmo enorme por parte de muchos educadores e instituciones, pero también generaron escepticismo y una fuerte crítica de varios investigadores que señalaron a los conceptos como poco novedosos; y juzgaron los fundamentos teóricos como imprecisos e insuficientemente relacionados con las teorías ya existentes. Por ello se describirá el contexto en que surgieron estos conceptos, y sus varias aplicaciones para determinar sus perspectivas en el futuro.

Palabras claves: MOOC; entornos personales de aprendizaje; ciclo de sobreexpectación; conectivismo; evaluación de cursos en línea

Autor: Wolfram Laaser

Publicado en: Virtualidad, Educación y Ciencia. VEC. Vol 5, No 9 http://revistas.unc.edu.ar/index.php/vesc/issue/current/showToc

Leer artículo:

Original.  http://revistas.unc.edu.ar/index.php/vesc/article/view/9552/10321

 

Cultivating ICT students’ interpersonal soft skills in online learning environments using traditional active learning techniques

 

Flexible online delivery of tertiary ICT programs is experiencing rapid growth. Creating an online environment that develops team building and interpersonal skills is difficult due to factors such as student isolation and the individual-centric model of online learning that encourages discrete study rather than teamwork. Incorporating teamwork into classes can be problematic due to uneven effort of group members, getting everyone to participate and making sure everyone is actually contributing in the team. Despite this, employers still state that a key learning objective of ICT graduates is the ability to work in team environments as this mirrors work force requirements. This paper presents a discussion of preliminary findings from a pilot study to determine best practices for developing interpersonal skills for students while working in virtual groups using synchronous and asynchronous online technologies.

Palabras claves: POGIL, IF-AT, research-based education, active learning, online learning environment, team-based learning

Autores: Trina Myers, Anna Blackman, Trevor Andersen, Rachel Hay, Ickjai Lee and Heather Gray

Publicado en: Journal of Learning Design. JLD. Vol 7, No 3 (2014) https://www.jld.edu.au/

Leer artículo:

Original. https://www.jld.edu.au/article/view/194/196

 

 

The barriers and needs of online learners

This study investigated some specific barriers and needs that online students are facing when learning English through WebEx system. It compared students’ barriers and needs with their background including gender, computer ownership, and monthly allowance. It also investigated the relationship among computer aptitude, barriers and needs of online learners. The samples were 211 undergraduate students enrolled in Fundamental English course. The instrument in this study was a questionnaire. Results indicated that the levels of needs and barriers of online learners in general were moderate. There were no statistically significant differences at .05 level found in barriers and needs of online learners as classified by gender, computer ownership, and computer aptitude. As hypothesised, there was a negative relationship between computer aptitude and barriers of online learners at .01 level. Students with high computer aptitude had fewer barriers to learn online than those with low computer aptitude. In addition, there was a positive relationship between barriers and needs of online learners at .01 levels. Students with more barriers were found to have more needs to help them to learn online than those with few barriers. Teachers and institutions can take the results of this study into consideration when developing online courses.

Palabras claves: Barriers, needs, computer aptitude, WebEx, online learning

Autor: Napaporn SRICHANYACHON

Publicado en: The Turkish Online Journal of Distance Education. TOJDE. July 2014. Volume: 15 Number:3 http://tojde.anadolu.edu.tr/index.htm

Leer artículo:

Original. http://tojde.anadolu.edu.tr/tojde57/pdf/article_5.pdf

 

Perceived quality dimensions in distance education: Excerpts from Student Experiences

Distance education by its nature differs from the regular mode of higher education. A viable option for providing access to higher education for students who cannot attend traditional, on-campus courses, distance education, often gets a tag of being sedentary. This puts into question the qualitative aspect of the distance education courses. Distance education therefore often confronts a perception that its programmes, learning materials, and student support are not of a high standard (Badat, 2005). Evaluation of the effectiveness of distance learning should focus mainly on students’ academic performance and their feedback on their learning experiences. The present study intends to study the quality facet of distance education and its dimensions as perceived by the students enrolled in distance education courses. For conducting the study, 100 students pursuing Masters of Education (M.Ed.) from University School of Open Learning, Panjab University, were selected. Students were asked to give their feedback on areas associated with the quality like, aims and objectives of the course, teaching of the course content, curriculum transaction, learning material, student support services, evaluation procedures, infrastructural facilities and general perspective of the overall learning environment. To study the quality dimensions as perceived by the learners, content analysis was incorporated. The results reveal that the students are satisfied with the overall quality of distance education courses. The areas that emerged to be a matter of concern in the present study are student support services and infrastructural facilities available in the institutions offering distance education courses.

Palabras claves: Quality, quality dimensions, distance education, course experiences, student evaluation

Autor: Upasna THAPLIYAL

Publicado en: The Turkish Online Journal of Distance Education. TOJDE. July 2014. Volume: 15 Number:3 http://tojde.anadolu.edu.tr/index.htm

Leer artículo:

Original. http://tojde.anadolu.edu.tr/tojde57/pdf/article_6.pdf

 

The blended learning environment on the foreign language Learning process: A Balance for Motivation and Achievement

The purpose of this study is to determine the effects on motivation and success within the application of blended learning environments in the foreign language class. The research sample is formed by third grade students studying in the tourism and hotel management programs of the faculty for tourism and the faculty of economics and administrative sciences at the Nevsehir Hacı Bektas Veli University (Turkey) in fall semester of the 2012-2013 academic year. The research group consists of 62 students and there of 35 students belong to the experimental group and the other 27 persons belong to the control group. While the experimental group was subject to 14 hours online and 6 hours traditional face to face learning, the control group was subject to only 6 hours traditional face to face learning. The research has been completed after a 10 week application. The data on the research have been collected with German course achievement tests via the German Language Learning Motivation Scale. The results reveal that the experimental group of students attending the German classes in blended learning environments has more success and higher motivation compared to the control group attending German language classes in the traditional learning environment. Even if the learners achieve certain success and motivation findings in the classroom and face to face environments performed along with teaching-learning activities mainly in control of the instructor, the success and motivation effect of the blended learning environment could not be achieved.

Palabras claves: Blended learning, foreign language learning, motivation, success

Autor: Bahar ISIGUZEL

Publicado en: The Turkish Online Journal of Distance Education. TOJDE. July 2014. Volume: 15 Number:3 http://tojde.anadolu.edu.tr/index.htm

Leer artículo:

Original. http://tojde.anadolu.edu.tr/tojde57/pdf/article_10.pdf

 

 

Global transition in higher education: From the traditional model of learning to a new socially mediated model

This article reports on the pedagogical value of Web 2.0 tools at Unisa (i.e., whether these tools can improve teaching and learning). A quantitative approach was used to conduct the study, with a questionnaire as a data collection instrument. The sample size was 301 lecturers drawn using stratified sampling, with proportional allocation drawn from all Unisa colleges. Descriptive statistics were employed to analyse and interpret the data. The results show that Web 2.0 tools are playing a pivotal role when it comes to opening avenues and collapsing the transactional distance in an ODL institution. A combination of web technology and the trend of constructivism can transform the learning process. This article therefore recommends that Unisa sensitise its lecturers to the adoption of Web 2.0 tools as an innovative way to improve teaching and learning.

Palabras claves: Distance education; open distance learning; Web 2.0; new media; electronic learning; distributed learning

Autor: Blessing Mbatha

Publicado en: The International Review of Research in Open and Distance Learning. IRRODL. Vol 15, No 3 (2014) http://www.irrodl.org/index.php/irrodl/issue/current

Leer artículo:Original.http://www.irrodl.org/index.php/irrodl/article/view/1823/2985

 

University faculty’s perspectives on the roles of e-instructors and their online instruction practice

Despite the rapid use of e-Learning in higher education, the beliefs of instructors about and their practices during online instruction have been seldom addressed. This study explores the role perceptions of e-instructors in higher education. In total, 106 instructors from 20 Taiwanese universities filled out a questionnaire. Analytical results indicate that “content expertise” and “instructional designer” are perceived by university faculty as the key components in e-instruction in higher education. A gap exists between ideal and practical roles of e-instructors in higher education. Role perceptions and role-based practices of e-instructors in higher education differ significantly in terms of gender and teaching experience. This study also provides suggestions for e-instructor training.

Palabras claves: Roles of e-instructor; online instruction; faculty’s perceptions and practices; higher education

Autores: Chiungsui Chang, Hun-Yi Shen and Eric Zhi-Feng Liu

Publicado en: The International Review of Research in Open and Distance Learning. IRRODL. Vol 15, No 3 (2014) http://www.irrodl.org/index.php/irrodl/issue/current

Leer artículo:Original.http://www.irrodl.org/index.php/irrodl/article/view/1654/2974

 

First steps towards a university social network on personal learning environments

The evolution of the media and the Internet in education today is an unquestionable reality. At the university level, the use of Web 2.0 tools has become increasingly visible in the new resources that professors have been incorporating both into the classroom and into their research, reinforcing the methodological renewal that the implementation of the EHEA has demanded. The aim of this article is to introduce DIPRO 2.0, an educational social network for university professors to develop their training in the area of personal learning environments through collaborative learning and production of knowledge.

Palabras claves: Networks; university professor; university; Web; Internet; mass media; personal learning environments;Web 2.0 tools

Autoras: Verónica Marín-Díaz, Ana Isabel Vazquez Martinez and Karen Josephine McMullin

Publicado en: The International Review of Research in Open and Distance Learning. IRRODL. Vol 15, No 3 (2014) http://www.irrodl.org/index.php/irrodl/issue/current

Leer artículo:

Original. http://www.irrodl.org/index.php/irrodl/article/view/1679/2976

 

Factors driving learner success in online professional development

This study examined factors that contributed to the success of online learners in an online professional development course. Research instruments included an online survey and learners’ activity logs in an online professional development course for 512 in-service teachers. The findings showed that there were several factors affecting online learners’ success in online professional development. In addition, there were also significant differences between successful and unsuccessful online learners in terms of course login frequency and learning activities viewed.

Palabras claves: Online learners; in-service teachers; online professional development; learners’ success; online training; OPD

Autores: Phu Vu, Vien Cao, Lan Vu and Jude Cepero

Publicado en: The International Review of Research in Open and Distance Learning. IRRODL. Vol 15, No 3 (2014) http://www.irrodl.org/index.php/irrodl/issue/current

 

Leer artículo:

Original. http://www.irrodl.org/index.php/irrodl/article/view/1714/2978

 

Webinar como estrategia de formación online: descripción y análisis de una experiencia

En este artículo se ofrece una conceptualización del webinar como una estrategia de formación entre expertos utilizando las herramientas o recursos tecnológicos disponibles en la red. Asimismo, se describe y analiza una experiencia de organización de un webinar realizada durante el periodo abriljunio de 2013 por el grupo de investigación EDULLAB (Laboratorio de Educación y Nuevas Tecnologías) de la Universidad de La Laguna como parte de las acciones formativas de la Red Universitaria de Investigación e Innovación Educativa REUNI+D. Se ofrecen resultados de la valoración de los participantes obtenidos a través de una encuesta online. Se concluye que el webinar es una estrategia con alto potencial para la formación entre iguales y el desarrollo de comunidades de práctica profesional utilizando las TIC.

Palabras claves: Webinar, formación online, LMS, Seminario, TIC

Autores: Manuel Area, María Belén Sannicolás y José Francisco Borrás

Publicado en: Revista Latinoamericana de Tecnología Educativa. RELATEC. Vol. 13, núm. 1 (2014) http://campusvirtual.unex.es/revistas/index.php/relatec/issue/view/105/showToc

Leer artículo:

Original. http://campusvirtual.unex.es/revistas/index.php/relatec/article/view/1197/855

 

E-Learning and Students' Motivation: A Research Study on the Effect of E-Learning on Higher Education

Most universities in Egypt face many educational problems and obstacles that technology can help to overcome. An open source, such as Moodle e-learning platform, has been implemented at many Egyptian universities. Moodle could be used as an aid to deliver e-content and to provide various possibilities for implementing asynchronous elearning web-based modules. This paper shows that the use of interactive features of e-learning increases the motivation of the undergraduate students for the learning process.

Palabras claves: e-learning, higher education, motivation, web-based education

Autores: M. Samir Abou El-Seoud, Islam A.T.F. Taj-Eddin, Naglaa Seddiek, Mahmoud M. El-Khouly and Ann Nosseir

Publicado en: International Journal of Emerging Technologies in Learning (iJET). Vol 9, No 4 (2014) http://online-journals.org/index.php/i-jet

Leer artículo:Original.  http://online-journals.org/index.php/i-jet/article/view/3465/3211

 

Indicadores para la construcción de prácticas colaborativas en entornos virtuales de aprendizaje

El objetivo de este artículo es analizar las prestaciones pedagógicas requeridas para el diseño y apoyo de tareas colaborativas con soporte tecnológico. Para ello, se ha realizado un estudio de casos en la Universitat Oberta de Catalunya (UOC) que ha permitido analizar el diseño realizado por expertos en la conducción de prácticas colaborativas. Se han llevado a cabo dos estudios conducidos por dos profesores expertos en el uso de metodologías colaborativas en espacios virtuales. Se ha utilizado una perspectiva cualitativa combinando distintos instrumentos para la obtención de datos (entrevistas, análisis entorno virtual, productos elaborados) que ha permitido contrastar el diseño realizado por el profesorado, la percepción de los estudiantes y las interacciones y productos generados en el curso. Como resultado de esta investigación, se ha caracterizado el tipo de tareas que promueven la construcción colaborativa del conocimiento identificando los distintos estadios en el control y diseño. Los resultados obtenidos confirman investigaciones previas que apuntan que para lograr un aprendizaje colaborativo hay que enfrentar a los estudiantes a tareas complejas. Éstos deben percibir que el esfuerzo que supone el trabajo en colaboración tiene beneficios para la elaboración de las actividades de aprendizaje. Por su parte, el docente debe planificar la distribución del control, la responsabilidad de los participantes y promover la elaboración de productos conjuntos. Finalmente, aportamos una serie de indicadores que orientan sobre el diseño de tareas de construcción colaborativa del conocimiento en el aprendizaje en línea.

Palabras claves: Trabajo en equipo; Conocimiento; Aprendizaje en línea; Método de Enseñanza; Enseñanza Superior

Autoras: Ingrid Noguera y Begoña Gros

Publicado en: Revista Latinoamericana de Tecnología Educativa. RELATEC. Vol. 13, núm. 1 (2014) http://campusvirtual.unex.es/revistas/index.php/relatec/issue/view/105/showToc

Leer artículo:Original.http://campusvirtual.unex.es/revistas/index.php/relatec/article/view/1155/861

 

Comunidad de aprendizaje y participación social en un curso MOOC

La presente investigación examina las dimensiones referidas a la interacción social que se originan en un MOOC (Massive Open Online Courses). De este modo, abordamos la dimensión social del cuestionario “Community of Inquiry” (CoI) cuyos resultados se sintetizan es este estudio. El alumnado participó en una acción formativa a través del MOOC “Capacitación Emprendedora”, curso que emplea las TIC para ofrecer una formación a escala masiva y abierta. El objetivo principal de este trabajo es analizar las repercusiones de los MOOC en cuanto a la creación y construcción de comunidades de aprendizaje, junto al fomento de la participación social del alumnado. Los participantes tienen una percepción positiva en cuanto a las interacciones que se pueden desarrollar con los compañeros en un curso MOOC. Sin embargo, estos mismos consideran que no se favoreció el sentimiento de pertenencia a una comunidad de aprendizaje, ni el trabajo colaborativo. Finalmente, se presentan algunas recomendaciones para el desarrollo de comunidades de aprendizaje en los MOOC.

Palabras claves: MOOC, Dimensión Social, Trabajo Colaborativo, Comunidad de Aprendizaje

Autores: Mª José Sosa Díaz, Concepción López Andrada y Sandro Raúl Díaz Flores

Publicado en: International journal of Educational Research and Innovation. IJERI. núm. 1 (2014) http://www.upo.es/revistas/index.php/IJERI/issue/view/69/showToc

Leer artículo:

Original.http://www.upo.es/revistas/index.php/IJERI/article/view/974/838

 

Educational Paradigm Shift: Are We Ready to Adopt MOOC?

This survey paper encapsulates the findings from an empirical study carried out on online learning. The impact of information technology in our day-to-day life has been profound. Because of this many cross disciplines that have been enriched (or benefited) by information technology, and the educational media is a major one among them. On the context of eLearning, Massive Open Online Courses (MOOC) [20] had contributed a larger portion to deliver an integration of learning, teaching and assessment. MOOC is a Web-based tool for distance-learning environment, designed for the participation of large numbers of geographically dispersed audience [11]. In addition, Google and other companies are involved in the design and funding towards a low-cost eLearning. Niche market provides certification courses via MOOC, to satisfy the employee’s specific needs [12]. However, in the present day context the opinion on embracing MOOC by any University has been quite debatable. Addressing this debate on both sides, this paper presents the opinion expressed by the stakeholders in education towards embracing MOOC. The survey is focused on providing a consolidated fact that is based on penetration of eLearning. A survey was carried out to provide a solid analysis of eLearning with the help of IT infrastructure in India. On the analysis of the survey from faculty, students and system administrator it revealed demographic distribution of 39.6 percentages from the overall participant of 792 out of 2000. Based on the findings from the study, the paper also discusses the challenge and broad concerns applicable to eLearning in India.

Palabras claves: MOOC, Education, Online Education, Distance Education, eLearning

Autor: Jayakumar Sadhasivam

Publicado en: International Journal of Emerging Technologies in Learning (iJET). Vol 9, No 4 (2014) http://online-journals.org/index.php/i-jet

 

Leer artículo:Original.http://online-journals.org/index.php/i-jet/article/view/3756/3215