Web-Mediated Education and Training Environments (original) (raw)
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Online Learning, 2019
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The paper presents an evaluation of web-based, asynchronous e-learning in academic education, reflecting on its adoption and use in conjunction to teaching in the classroom. The principal aim of the study was to identify the implications of asynchronous e-learning to: (a) students' and teachers' overall satisfaction and perceived performance, (b) the organisation and management of learning and (c) social interaction and collaboration between/among students and teachers. The results provide insights for important interaction design and development issues in e-learning such as: notes-taking and annotations on e-learning content, student comprehension and satisfaction, skipping courses, cost-effective educational and time management, social awareness, collaboration, 'flaming' and 'border-crossing'.
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International Journal of Human-computer Interaction, 2011
The paper presents an evaluation of web-based, asynchronous e-learning in academic education, reflecting on its adoption and use in conjunction to teaching in the classroom. The principal aim of the study was to identify the implications of asynchronous e-learning to: (a) students' and teachers' overall satisfaction and perceived performance, (b) the organisation and management of learning and (c) social interaction and collaboration between/among students and teachers. The results provide insights for important interaction design and development issues in e-learning such as: notes-taking and annotations on e-learning content, student comprehension and satisfaction, skipping courses, cost-effective educational and time management, social awareness, collaboration, 'flaming' and 'border-crossing'.
VARIOUS APPROACHES TO E-LEARNING CONTINUE TO EVOLVE
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E-learning has made its entrance into educational institutions. Compared to traditional learning methods, e-learning has the benefit of enabling educational institutions to attract more students. E-learning not only opens up for an increased enrollment, it also gives students who would otherwise not be able to take the education to now get the possibility to do so. This paper introduces Axel Honneth's theory on the need for recognition as a framework to understand the role and function of interaction in relation to e-learning. The paper argues that an increased focus on the dialectic relationship between recognition and learning will enable an optimization of the learning conditions and the interactive affordances targeting students under e-learning programs. The paper concludes that the engagement and motivation to learn are not only influenced by but depending on recognition.
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The use of the World Wide Web for promoting learning provides great potential for both students and faculty. Using both synchronous and asynchronous interactions permits the professors and the students to maximize their time together and utilize their individual learning and presentation skills in a collaborative effort that yields substantial dividends in the form of learning and productivity. This paper focuses on one course, "Reading in Content Areas," that is facilitated through the use of the interactive opportunities provided by the World Wide Web. The specific course components and their use are described, including the syllabus, discussion group, journals, course Web sites, class notes, and Web quests. Course evaluation results are discussed in terms of: development of a community of emergent professionals, instructor development, student-instructor relationships, conversations over time, and frustration.
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THE DESIGN OF INTERACTIVITY FOR A WEB-BASED LEARNING ENVIRONMENT AT A HIGHER EDUCATION
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Interactivity has been the subject of much discussion and is considered one of the most essential and critical elements in education. As an increasing number of higher education institutions offer e-learning as a medium of instruction, instructional designers and educators face an ever-greater challenge to design e-learning environments that facilitate successful interactivity and which actively involve learners in the learning process, and enables them to reach the intended outcomes of a specific course. This paper reports on the design of interactivity for a particular e-learning environment at a higher education institution in South Africa. In particular, it focuses on aspects and principles that should be taken into consideration during the design of interactivity for e-learning environments, namely types of interaction, pedagogical principles that underpin interactivity, and communication technologies that promote interactivity.
Using ePortfolios Enhancing for Learning through Computer-Mediated Interaction in a Course on HCI
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Web-services have established their role as facilitating tools for interactive and collaborative learning that supports social knowledge construction. In particular, ePortfolios are gaining importance in supporting the learning process and students' reflection. This motivated us to introduce and investigate an interactive mode in an academic course on Human-Computer Interaction (HCI) that adopted ePortfolio or diary-services, interactive spaces for team projects, and personal as well as interpersonal reflection. The qualitative content analysis of the ePortfolio entries illuminates those aspects in the learning process that were unique due to the computer-mediated interaction offerings in the course.