An Online Learning Model to Facilitate Learners’ Rights to Education

Lin, Lin

doi:10.24059/olj.v12i1.1711

Cited by 6 publications

(2 citation statements)

References 29 publications

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“…Another trait revealed in the qualitative data was their personal pride in creating or contributing something to the MOOC or informal learning resources that others could use. Such feelings of pride and personal empowerment make sense since, as noted in the earlier literature review, self-directed learning often leads to exploration and creative outcomes (Lin, 2008;Waks, 2013). However, it is a balancing act.…”

Section: Learning Achievements Resultsmentioning

confidence: 98%

“…Adults, in particular, are being pressured to keep their knowledge and skills up-to-date in order to handle fast changing work requirements. As a result, lifelong learning and self-directed learning have risen in importance (Lin, 2008). However, there are relatively few studies of the experiences of self-directed online learners as they move through non-formal learning channels.…”

Section: The Need For the Study Of Self-directed Learningmentioning

confidence: 99%

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Motivations, Achievements, and Challenges of Self-Directed Informal Learners in Open Educational Environments and MOOCs

Bonk

Lee

2017

JL4D

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This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self-directed online learners enrolled in a massive open online course (MOOC) related to online teaching hosted by Blackboard using CourseSites. Data collection included a 40-item survey of which 159 MOOC respondents completed the close-ended survey items and 49 completed the 15 open-ended survey items. Across the data, it is clear that self-directed online learners are internally motivated and appreciate the freedom to learn and choice that open educational resources provide. People were also motivated to learn informally from personal curiosity and interest as well as professional growth needs and goals for self-improvement. Identity as a learner was positively impacted by informal online learning pursuits. Foreign language skills as well as global, cultural, historical, environmental, and health-related information were among the most desired by the survey respondents. The main obstacles to informal online learning were time, costs associated with technology use, difficulty of use, and lack of quality. Qualitative results, embedded in the findings, indicate that self-directed learners take great pleasure in knowing that they do not have to rely on others for their learning needs. Implications for instructional designers are offered.

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Section: Learning Achievements Resultsmentioning

confidence: 98%

Section: The Need For the Study Of Self-directed Learningmentioning

confidence: 99%

Motivations, Achievements, and Challenges of Self-Directed Informal Learners in Open Educational Environments and MOOCs

Bonk

Lee

2017

JL4D

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Part-time online PhD reflection: Train of thoughts

Paliktzoglou

Suhonen

2011

Procedia Computer Science

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Creating Effective Collaborative Learning Groups in an Online Environment

Brindley

Walti²,

Blaschke³

2009

IRRODL

318

106

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Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in creating effective collaborative learning groups. Data collected over a three year period (15 cohorts) from the Foundations course in the Master of Distance Education (MDE) program offered jointly by University of Maryland University College (UMUC) and the University of Oldenburg does not support the authors" original hypothesis that assessment makes a significant difference to learner participation levels in small group learning projects and leads them to question how much emphasis should be placed on grading work completed in study groups to the exclusion of other strategies. Drawing on observations of two MDE courses, including the Foundations course, their extensive online teaching experience, and a review of the literature, the authors identify factors other than grading that contribute positively to the effectiveness of small collaborative learning groups in the online environment. In particular, the paper focuses on specific instructional strategies that facilitate learner participation in small group projects, which result in an enhanced sense of community, increased skill acquisition, and better learning outcomes.

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An Online Learning Model to Facilitate Learners’ Rights to Education

Cited by 6 publications

References 29 publications

Motivations, Achievements, and Challenges of Self-Directed Informal Learners in Open Educational Environments and MOOCs

Motivations, Achievements, and Challenges of Self-Directed Informal Learners in Open Educational Environments and MOOCs

Part-time online PhD reflection: Train of thoughts

Creating Effective Collaborative Learning Groups in an Online Environment

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