Can eLearning Promote Higher-order Learning Without Tutor Overload?

Fox, Seamus; MacKeogh, Kay

doi:10.1080/02680510307410

Cited by 56 publications

(47 citation statements)

References 8 publications

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“…It was possible to develop engaging forms of assessment structured around forum discussions in Moodle, and this work was concentrated on subjects that were discursive in nature rather than more fact and theory driven ones [2]. These assessments revolved around collaborative, peer-tutored discussions which were moderated and marked by online tutors [3].…”

Section: A Delivering An It Programme Onlinementioning

confidence: 99%

A Reappraisal of Online Mathematics Teaching Using LaTeX

Costello

Fox

Walsh³

2009

Int. J. Emerg. Technol. Learn.

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Abstract-The mathematics language LaTeX is often seen outside of academic circles as a legacy technology that is awkward to use. MathML -a verbose language designed for data-exchange, and to be written and understood by machines -is sometimes by contrast seen as something that will aid online mathematics and lack of browser support for it bemoaned. However LaTeX can already do many of the things that MathML might promise. LaTeX is here proposed as a language from which small fragments, with concise syntax, can be used by people to easily create and share mathematical expressions online. The capability to embed fragments of LaTeX code in online discussions is described here and its impact on a group of educators and learners evaluated. Here LaTeX is posited as a useful tool for facilitating asynchronous, online, collaborative learning of mathematics. Index Termsonline learning, LaTeX, mathematics teaching keywords@ieee.org .

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Section: A Delivering An It Programme Onlinementioning

confidence: 99%

A Reappraisal of Online Mathematics Teaching Using LaTeX

Costello

Fox

Walsh³

2009

Int. J. Emerg. Technol. Learn.

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“…Because of the lack of an available social structure, autonomous learners cannot rely on each other's help either, which tends further to increase the educator's workload. What little evidence is available seems to support these arguments (Romiszowski and Ravitz 1997 as cited in Fox and MacKeogh 2003). Rumble (2001, pp.…”

Section: Introductionmentioning

confidence: 99%

“…Taken together this pile of responsibilities could easily overload the teacher. In online learning, it is therefore of the utmost importance to provide services that enhance a student's learning process and yet do not increase the work load of teachers (Fox and MacKeogh 2003).…”

Section: Introductionmentioning

confidence: 99%

Knowledge Dating and Knowledge Sharing in Ad-Hoc Transient Communities

Kester

Sloep

2009

Learning Network Services for Professional Development

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“…This tends to increase the tutor workload. Ravitz, 1997 fide Fox andMacKeogh, 2003;Rumble, 2001). According to De Vries, et al (2005) teachers in online and blended learning environments consider initiating, receiving and answering questions of students time-consuming.…”

Section: Introductionmentioning

confidence: 99%

“…According to De Vries, et al (2005) teachers in online and blended learning environments consider initiating, receiving and answering questions of students time-consuming. Hence, for Learning Networks to be successful learning communities, it is imperative to implement techniques that enhance a student's learning process and yet do not increase the workload of tutors (Fox and MacKeogh, 2003).…”

Section: Introductionmentioning

confidence: 99%

Facilitating community building in learning networks through peer tutoring in ad hoc transient communities

Kester

Sloep

Rosmalen

et al. 2007

IJWBC

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Learning in a so called Learning Network is particularly attractive to selfdirected learners, who themselves decide on their learning program as well as on the timing, pace and place of their studies. However, such learners may easily become isolated, which is detrimental to their studies. Furthermore, supporting them with their studies rapidly lead to staff overload. This paper discusses of ad hoc, transient communities as a means of tackling both problems. It is argued that such communities are well poised to enhance the sociability of a Learning Network and increase learning effectiveness.Keywords: learning networks, peer tutoring, community building, self-directed learners. Bibliographical Notes:Liesbeth Kester is an assistant professor at the Open University of the Netherlands Educational Technology Expertise Centre. After her study Psychology at the University of Amsterdam (MA 1997), she received her PhD from the Open University of the Netherlands and has been working there ever since. She is involved in research and development of effective and efficient e-learning environments that support life-long learning. Her research interests include social support strategies and content-related support tools that foster self-directed learning.Peter B. Sloep is an associate professor at the Open University of the Netherlands Educational Technology Expertise Centre and Fontys University of Applied Sciences School of Education. He studied biology at the Free University of Amsterdam (MSc 1978) and received his PhD from the University of Groningen (1983). Since then he has worked at the Open University, first as a course developer, later to turn his attention to educational technology. His research interest include the technical affordancesincluding specifications for interoperability -and social affordances -including social software -that are conducive to self-directed learning. See for a list of publications: Peter van Rosmalen has been active in educational technology since the early eighties both as consultant and in a variety of research projects around authoring tools, simulations, computer supported cooperative learning and knowledge management. In 2000 he was co-founder and director of a company in e-learning and knowledge management. Since 2003 he has been researcher at ETEC. His research focuses on the use of agents in electronic learning environments, in particular how agents can help tutors to establish effective and efficient learning related interactions without increasing their workload.Francis Brouns graduated in Biology from Wageningen University and obtained a PhD in Agriculture at the University of Aberdeen. After returning to The Netherlands she worked for an international association for distance learning. After that she moved to the Open University of the Netherlands as ICT Developer. The main activities are in development of innovative e-learning environments, with focus on new educational and ICT technologies, standards, development of the IMS LD ...

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Can eLearning Promote Higher-order Learning Without Tutor Overload?

Cited by 56 publications

References 8 publications

A Reappraisal of Online Mathematics Teaching Using LaTeX

A Reappraisal of Online Mathematics Teaching Using LaTeX

Knowledge Dating and Knowledge Sharing in Ad-Hoc Transient Communities

Facilitating community building in learning networks through peer tutoring in ad hoc transient communities

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