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Thomas, Glyn; Thorpe, Stephen – Interactive Learning Environments, 2019
There still appears to be a gap between what online learning promises and what it can deliver in terms of student learning. Developments in online pedagogies and professional learning appear to lag behind the developments in technology and the promised benefits of technological transformation may not be realised. In this paper, we bring together…
Descriptors: Online Courses, Educational Technology, Technology Uses in Education, Interaction
Potts, Jessica Alison – Gifted Child Quarterly, 2019
The intent of this case study is to understand profoundly gifted students' perceptions of virtual programs. The participants for this study were five profoundly gifted students who were enrolled in a fully virtual writing course hosted by a school that serves the profoundly gifted population. The researcher gathered data via asynchronous focus…
Descriptors: Academically Gifted, Elementary School Students, Student Attitudes, Virtual Classrooms
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Yang, Harrison H.; Feng, Lin; MacLeod, Jason – Journal of Educational Computing Research, 2019
Cloud classrooms provide many advantages in higher education. However, little is known about the social influence of peer relationships on students' acceptance of cloud classrooms. This study utilized structural equation modeling to examine a model that integrates the Universal Theory of Acceptance and Use of Technology (UTAUT) and Connected…
Descriptors: Information Storage, Educational Technology, Technology Uses in Education, Social Influences
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Kwon, Kyungbin; Song, Donggil; Sari, Annisa R.; Khikmatillaeva, Umida – Journal of Educational Computing Research, 2019
The purpose of this study was to investigate the types of problem-solving behaviors and their effects on solution quality in an online collaborative learning context. A total of 12 preservice teachers enrolled in a computer education course participated in the study. Students in pairs, randomly assigned by the instructor, carried out a…
Descriptors: Cooperative Learning, Problem Solving, Electronic Learning, Preservice Teachers
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Garst, Barry A.; Gagnon, Ryan J.; Brawley, Alice M. – Journal of Adventure Education and Outdoor Learning, 2019
Preparing competent staff is a critical issue within the camp community. This quasi-experimental study examined the effectiveness of an online course for improving staff competency in camp healthcare practices among college-aged camp staff and a comparison group (N = 55). We hypothesized that working in camp would increase competency test scores…
Descriptors: Online Courses, Pretests Posttests, Instructional Effectiveness, Control Groups
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Elizondo-Garcia, Josemaria; Schunn, Christian; Gallardo, Katherina – International Journal of Instruction, 2019
Peer feedback has become a common practice in MOOCs for its capacity to scale formative assessment and feedback on higher-order abilities. Though many practices for improving peer assessment have been examined, there is a lack of knowledge of how instructional design and platform features affect the quality of peer assessment and the relative…
Descriptors: Online Courses, Feedback (Response), Instructional Design, Peer Evaluation
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Strom, Katie; Porfilio, Brad – E-Learning and Digital Media, 2019
In an educational context that includes an overarching neoliberal agenda and rapidly expanding inequalities that cross social, racial, class, linguistic, and gender lines, preparing educational leaders to promote social justice in educational systems is more urgent than ever. Framed by critical posthumanism, this self-study inquiry investigates…
Descriptors: Blended Learning, Instructional Leadership, Social Justice, Leadership Training
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Rennar-Potacco, Donna; Orellana, Anymir; Chen, Peter; Salazar, Andres – Journal of College Student Retention: Research, Theory & Practice, 2019
This article presents findings of a study conducted to determine the impact of academic support provided through videoconferencing on the academic outcomes of Science, Technology, Engineering, and Mathematics students enrolled in high-risk science courses in higher education. A quasi-experimental nonequivalent posttest only design was employed to…
Descriptors: Academic Support Services, Outcomes of Education, STEM Education, Synchronous Communication
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Palaigeorgiou, George; Papadopoulou, Anthea – Education and Information Technologies, 2019
Studies show that interactive educational video can reduce cognitive overload, guide viewers' attention, and trigger reflection; moreover, tablets can help students to increase self-directed learning, take ownership of the learning process, and collaborate with one another. In this study, we examine whether interactive video together with tablets…
Descriptors: Independent Study, Grade 5, Elementary School Students, Pretests Posttests
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Karim, Abdul; Shahed, Faheem Hasan; Rahman, Mohammad Mosiur; Mohamed, Abdul Rashid – Turkish Online Journal of Distance Education, 2019
The ubiquity with regard to technology and availability of social media offered an unorthodox avenue to impart education. Concerning language teaching and learning, the meticulous use of such online platforms has been overtly observed. They become didactic concerning the issue that typical classrooms often exert gaps in terms of students'…
Descriptors: Online Courses, English (Second Language), Second Language Learning, Second Language Instruction
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Kamal, Anju; Radhakrishnan, Souhreda – Education and Information Technologies, 2019
Differences in styles of learning have become important considerations at all levels of education over the last several years. Examining college students' preferred style of learning is useful for course design and effective instructional methods. Using the Felder-Silverman Index of Learning Styles (ILS), and MBTI Inventories we investigate the…
Descriptors: Cognitive Style, Personality Traits, Preferences, Electronic Learning
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Korhonen, A.-M.; Ruhalahti, S.; Veermans, M. – Education and Information Technologies, 2019
Personal Learning Environments (PLEs) enable lifelong learning and make competences visible in education and professional life. This paper illuminates how to design an online learning process that enables deep learning through PLEs based upon our study of a scaffolding process supported by Web 2.0 tools. Professional student teachers developed…
Descriptors: Educational Technology, Technology Uses in Education, Web 2.0 Technologies, Student Teachers
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Quiliano-Terreros, Rocio; Ramirez-Hernandez, Darinka; Barniol, Pablo – Turkish Online Journal of Distance Education, 2019
Massive Open Online Courses (MOOCs) concentrate an important number of students and are set up as an alternative for acquiring knowledge and continuing education. The objective of this article is to analyze how the quality and effectiveness of the MOOCs were measured in empirical studies between 2012 and 2017. For which a systematic mapping study…
Descriptors: Online Courses, Large Group Instruction, Educational Quality, Instructional Effectiveness
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Ullah, Abrar; Xiao, Hannan; Barker, Trevor – Education and Information Technologies, 2019
Online examinations are an integral component of online learning environments and research studies have identified academic dishonesty as a critical threat to the credibility of such examinations. Academic dishonesty exists in many forms. Collusion is seen as a major security threat, wherein a student invites a third party for help or to…
Descriptors: Usability, Information Security, Computer Assisted Testing, Online Courses
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Kolekar, Sucheta V.; Pai, Radhika M.; M. M., Manohara Pai – Education and Information Technologies, 2019
The term Adaptive E-learning System (AES) refers to the set of techniques and approaches that are combined together to offer online courses to the learners with the aim of providing customized resources and interfaces. Most of these systems focus on adaptive contents which are generated to the learners without considering the learning styles of…
Descriptors: Computer Interfaces, Computer Assisted Instruction, Electronic Learning, Online Courses
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