Learning objects, learning objectives and learning design

Alonso, Fernando; López, Genoveva; Manrique, Daniel; Viñes, José M.

doi:10.1080/14703290802377265

Cited by 33 publications

(22 citation statements)

References 13 publications

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“…With the advent of the Internet, additional studies have applied the concept of selfdirection to a variety of online learning situations. Alonso et al (2008) proposed an effective learning approach that blended self-paced learning with live e-learning and traditional classroom training. His approach also mixes objective-driven instruction with the constructivist concepts of learning choice.…”

Section: Learner Control and Self-directionmentioning

confidence: 99%

The Relationship between Successful Completion and Sequential Movement in Self-Paced Distance Courses

Lim

2016

IRRODL

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A course design question for self-paced courses includes whether or not technological measures should be used in course design to force students to follow the sequence intended by the course author. This study examined learner behavior to understand whether the sequence of student assignment submissions in a self-paced distance course is related to successful completion of the course. The study included 543 students in 89 different general education courses at a private university in the United States during a two year period. Results indicate that students who completed at least one assignment or exam out of the intended sequence of instruction were more likely to complete the course. Results were consistent when replicating the analysis with subsets of the data by course characteristics such delivery type, content, course format, and course level; and student demographics such as ethnicity, gender, GPA, and class standing. Learner control and self-direction within online self-paced courses should be included in course design to increase the likelihood of learner successful completion. Additional research could benefit course design and student support to promote higher rates of completion in self-paced courses.

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Section: Learner Control and Self-directionmentioning

confidence: 99%

The Relationship between Successful Completion and Sequential Movement in Self-Paced Distance Courses

Lim

2016

IRRODL

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“…At an individual course level, Perera (2009) measures the success of blended learning activities by using student participation data provided by an LMS. Alonso (2008) also uses data from an individual course to determine success and ascertain the quality of a learning product. The total time each learner spends on learning, the interaction between the users and the number of questions formulated by the students are obtained from the LMS.…”

Section: Literature Reviewmentioning

confidence: 99%

Educational knowledge generation from administrative data

Arevalillo‐Herráez

Moreno-Clari

Cerverón-Lleó

2011

Education Tech Research Dev

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Most universities use Information Systems (IS) to perform their daily administrative activities (student enrollment, data files, accountancy, etc.), and an integrated Learning Management System (LMS) to support teaching and learning. However, although a lot of effort has been put into deploying these computerized systems, the data that they provide are not fully exploited from an educational perspective. In this paper we describe a case in which these data have been used to identify relevant relations between the general use of the LMS, the existence of teaching innovation programs and the quality of education. The method used can be easily generalized and employed in other different contexts, to derive meaningful information on the impact that some variables may have over others.

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“…This instructional model maps the principles of moderate constructivism to the instructional design using emergent technology tools (Karagiorgi & Symeou, 2005;Moreno, Gonzalez, Castilla, Gonzalez & Sigut, 2005). It is composed of five phases: analysis, design, implementation, execution, and evaluation (Alonso et al, 2008;Alonso et al, 2009;Alonso et al, 2011).…”

Section: Overview Of the Moderate Constructivist Instructional Model mentioning

confidence: 99%

“…Since we consider that they are all potentially complementary, our moderate constructivist e-learning instructional model is supported by a blended view of these learning theories (Alonso, Lopez, Manrique & Viñes, 2008): each theory inputs ingredients that are able to better explain how learning comes about.…”

mentioning

confidence: 99%

Study of the Influence of Social Relationships among Students on Knowledge Building Using a Moderately Constructivist Learning Model

Alonso

Manrique

Martínez

et al. 2015

Journal of Educational Computing Research

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The main objective of higher education institutions is to educate students to high standards to proficiently perform their role in society. Elsewhere we presented empirical evidence illustrating that the use of a blended learning approach to the learning process that applies a moderate constructivist e-learning instructional model improves students' academic outcomes. In this article, we use social network analysis techniques to analyze how social relationships improve student knowledge building with the deployment of this teaching/learning model. The results of this study suggest that the teaching/ learning model used promotes the social relationship of discussion and generation of new ideas, and this relationship has an impact on improving students' academic outcomes. We also illustrate that advice-seeking and trust among students are the relationships that most influence the discussion and generation of new ideas. We conclude by proposing learning strategies designed to improve these social relationships.

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Learning objects, learning objectives and learning design

Cited by 33 publications

References 13 publications

The Relationship between Successful Completion and Sequential Movement in Self-Paced Distance Courses

The Relationship between Successful Completion and Sequential Movement in Self-Paced Distance Courses

Educational knowledge generation from administrative data

Study of the Influence of Social Relationships among Students on Knowledge Building Using a Moderately Constructivist Learning Model

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