Making asynchronous online learning more learner-oriented: An integrated conceptual model with applications for course design and instruction

Majeski, Robin A.; Stover, Merrily; Ronch, Judah L.

doi:10.1080/03601277.2015.1083389

Cited by 10 publications

(4 citation statements)

References 31 publications

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“…The instructor communicates with students through platforms such as discussion forum and e-mail. While the students take responsibility for their own learning, the instructor provides them with academic support during this process (Majeski, Stover & Ronch, 2016). The instructor can give his students assignment.…”

Section: Asynchronous Online Learningmentioning

confidence: 99%

Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions

Öztürk¹

2021

Turkish Online Journal of Qualitative Inquiry

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This study examined students' experiences in an asynchronous online learning environment. Students evaluated the asynchronous online learning environment in terms of interaction, feedback, academic and technical support, active learning and assessment. The study, which was carried out with a qualitative research approach, was conducted with 28 students studying in faculty of education. During the pandemic, students continued all their courses for 9 weeks with asynchronous distance education.At the end of the semester, the interview form was sent to the students via e-mail. At the end of the study, it can be said that in the process of asynchronous online learning, students experience a lack of face-to-face interaction even if they do not have communication problems with the instructor. Students were able to get support when they needed it. However, they had problems getting instant feedback. It was seen that students had the opportunity to learn flexibly without time and space, to learn independently by doing unlimited repetitions at their own pace and to plan their own learning process. However, it was revealed that they could not do group work with their friends and felt socially isolated.Students objected to the evaluation of their class performances with assignment. Students suggested that live broadcasting activities take place at regular intervals, opening the comments section under the videos, conducting discussion board activities, establishing fast support systems, using alternative evaluation methods such as online testing and online presentations during the asynchronous online learning process.

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Section: Asynchronous Online Learningmentioning

confidence: 99%

Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions

Öztürk¹

2021

Turkish Online Journal of Qualitative Inquiry

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“…The design of online learning activities and social interactions often incorporates technologically supported delivery methods that enables online discussions such as wikis and blogs (Waycott & Gray, 2011). These delivery modes are not always incorporated in a mindful way from the design of the eLearning course (Henderson et al, 2015;Majeski et al, 2015).…”

Section: Knowledge Construction and Online Learning Designmentioning

confidence: 99%

“…However, eLearning courses have evolved from discussion-forum led activity, and many courses now also include blogs, wikis and twitter hashtags as additional forms of online communication (Lubega et al, 2014). Salmon's five steps of e-moderating are very sequential and hierarchical and may be sluggish in the current flow of immediacy possible within social media (Majeski et al, 2015).…”

Section: Learning Design Element 2: Social Learning Interactionmentioning

confidence: 99%

Exploring a Framework for Constructivist Design with the eLearning Space

Axmann¹

2021

Manage Your Own Learning Analytics

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Learning designers and academics require ways to rapidly create eLearning courses. An alternative to time-consuming, content-heavy resources is to design authentic learning experiences that derive from constructivist design. This study aimed to investigate the optimisation of critical learning design elements that informs a constructivist instructional design approach within the Australian eLearning higher education context. A group of subject-matter experts (n = 53) from various Australian higher education institutions were purposefully selected to participate in an eDelphi expert panel. An electronic questionnaire was administered to a larger sample (n = 434). This study employed exploratory sequential design within a mixed methods approach as narrative and numerical data analysis. The Wilcoxon rank-sum test and Kruskal-Wallis process were applied to validate the perception of respondents identified for the research. The results from the study indicated that learning design elements associated with constructivist concepts such as social learning presence, learning interaction, meta-cognitive load, knowledgesharing space and knowledge construction may be conducive to the construction of knowledge. The framework presents a modality that can be implemented by instructional designers, academics and online course developers when creating complex eLearning spaces.eLearning Definition: Purposed for this Chapter Electronic learning (henceforth referred to as eLearning) can be argued to be a natural extension of distance education. In recent years, mobile technologies (e.g., tablets, mobile phones, smartphones, iPads) have become increasingly popular devices and are now also used to access the web-based modality (Strong et al., 2012). eLearning takes on various modes, such as blended learning, hybrid learning or mixed-mode education. This means that face-to-face (classroom) interaction can be blended with M. Axmann (B)

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“…In the context of digitalization and globalization, the hybrid teaching movement has swept through all areas of world education, from the traditional asynchronous online course AOC (Asynchronous Online Course ) [1] to the open courseware project and video open class represented by the OCW (Open Course Ware ) [2] program, then to the online mass education MOOC (massive open online courses) [3]. Finally, the new model SPOC (Small Private Online Course) [4] of online education was produced under the "problem perspective".…”

Section: Introductionmentioning

confidence: 99%

Research on the Construction of Mixed Teaching System from the Perspective of Multiple Subjects

Fang¹,

Xu²

2019

Proceedings of the 2019 International Conference on Advanced Education Research and Modern Teaching (AERMT 2019)

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The three-helix theory provides a new theoretical basis for the breakthrough construction of the hybrid teaching system. This paper innovatively analyzes from the perspective of multiple subjects and attempts to provide a theoretical basis and practical suggestions for the construction of a hybrid teaching system. Firstly, this paper combs the development process of the hybrid teaching system and defines the hybrid teaching system from the perspective of multiple subjects. Secondly, the article proposes a four-party co-construction mechanism of the hybrid teaching system, forming a coordinated guarantee mechanism for the participation of schools, enterprises, governments and social organizations. It constructs a hybrid teaching system across schools, multi-subjects and the whole process. Finally, the article rationally points out that the participation of multiple subjects in the construction of a mixed teaching system may have difficulties in enthusiasm, participation and coordination. This system is of great significance for enriching the theory and practice of hybrid teaching. It has great room for promotion in the context of the knowledge society, wisdom education and multi-subject governance, but its difficulties need to be overcome, and the practical results need to be further verified.

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Making asynchronous online learning more learner-oriented: An integrated conceptual model with applications for course design and instruction

Cited by 10 publications

References 31 publications

Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions

Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions

Exploring a Framework for Constructivist Design with the eLearning Space

Research on the Construction of Mixed Teaching System from the Perspective of Multiple Subjects

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