International Women Online Journal of Distance Education THEORISING PERSONALISED EDUCATION Electronically Mediated Higher Education (original) (raw)

Academics\u27 Views on Personalised e-Learning in Higher Education

2012

The challenges for academics in meeting the learning requirements of students are many and varied. This research focuses on the concept of personalised learning, where activities are specifically selected to suit the learning requirements of individual students. The creation of personalised learning activities to suit every student’s learning needs, are not easily achieved. A survey was conducted in June 2012 to determine academics awareness of, and views on, the ‘novel teaching approach’ of personalised e-learning in higher education. Forty academics participated in this study. 60% of academic respondents agreed with the statement: “There is a need to personalise e-learning to suit individual student’s learning requirements”. 85% of respondents agreed that e-learning can enhance the learning experience of students, and 70% were of the opinion that the use of personalised e- learning activities would enhance the learning experience of students. 43% of respondents agreed that they wo...

TITLE: Personal Pedagogies and Online Teaching

2016

This paper describes the rationale for and approach to research that is investigating the context, use and effects of a new teaching and learning online environment on the pedagogical practices of academics in a Faculty of Education in a traditional university setting. The use of online communication software is not new to the university. There is a history of use of a different suite of online communication software, but a new set of ‘tools ’ was imposed in a top down model. Associated with this imposition was a requirement that all units in all courses make use of this software at least at a most basic level.

Academics' views on Personalised e-Learning in Higher Education

The challenges for academics in meeting the learning requirements of students are many and varied. This research focuses on the concept of personalised learning, where activities are specifically selected to suit the learning requirements of individual students. The creation of personalised learning activities to suit every student's learning needs, are not easily achieved. A survey was conducted in June 2012 to determine academics awareness of, and views on, the 'novel teaching approach' of personalised e-learning in higher education.

Opportunities for personalised learning: enabling or overwhelming?

2008

This paper evaluates the development of a personalised learning approach within a professional distance learning course. The issues arising are of relevance to academics engaged in course development, with an emphasis on fostering independent learning. The course focuses on enabling student teachers to develop their generic skills, attributes and knowledge through refl ective practice. The current course differs from the previous model through its emphasis on a question-led approach in which students are encouraged to identify and respond to their own learning needs in independent ways. Student evaluations and contributions at the course midpoint suggest that, while most are engaged with the notion of being an independent learner, some students are challenged by this expectation. This in turn raises questions about the concept of personalised learning.

Distance education' and 'e-learning': Not the same thing

2005

Abstract. This article examines the distinct differences between ‘distance education ’ and ‘e-learning ’ in higher education settings. Since the emergence of the new information and communication technologies (ICT), many have related to them as the new generation of distance education, and some have referred to their implementation in academia as challenging the very existence of campus-based universities. Many policy makers, scholars and practitioners in higher education use these two terms interchangeably as synonyms. But the fact is that distance education in most higher education systems is not delivered through the new electronic media, and vice versa – e-learning in most univer-sities and colleges all over the world is not used for distance education purposes. ‘Dis-tance education ’ and ‘e-learning ’ do overlap in some cases, but are by no means identical. The lack of distinction between ‘e-learning ’ and ‘distance education ’ accounts for much of the misunderstanding of the I...

Some of the early attempts at identifying the defining features of Distance Education have stumbled upon an interesting

This research aims to answer the question, "in what ways do mediated learning environments support or hinder learner autonomy?" Learner autonomy has been identified as one important factor in the success of mediated learning environments. The central aspect of learner autonomy is the control that the learner exercises over the various aspects of learning, beginning with the decision to learn or not to learn. But as Candy (1995) points out, there are several areas where learner-control can be exercised.

Individualisation of Education in Terms of E‑learning: Experience and Prospects

Journal of Siberian Federal University. Humanities & Social Sciences, 2019

The problem of individualisation in education in terms of e-learning remains relevant despite a lot of research done in the area. The present article is intended to review existing education practice individualisation in e-learning and to determine the prospects of development of adaptive e-learning courses that provide the student with an individual educational environment content which focuses on the individual characteristics of students. The authors arrive at the conclusion that building an individual educational trajectory in the adaptive e-learning course has a significant advantage in organising education in the electronic environment for both the student and the teacher. The main feature of these courses becomes the selection of educational content that best matches the individual abilities, needs and needs of the student in an electronic environment. The results of the research are universally applicable and can serve as a basis for organising adaptive web-based teaching no...

Distance education’ and ‘e-learning’: Not the same thing

Higher Education, 2005

This article examines the distinct differences between ‘distance education’ and ‘e-learning’ in higher education settings. Since the emergence of the new information and communication technologies (ICT), many have related to them as the new generation of distance education, and some have referred to their implementation in academia as challenging the very existence of campus-based universities. Many policy makers, scholars and practitioners in higher education use these two terms interchangeably as synonyms. But the fact is that distance education in most higher education systems is not delivered through the new electronic media, and vice versa – e-learning in most universities and colleges all over the world is not used for distance education purposes. ‘Distance education’ and ‘e-learning’ do overlap in some cases, but are by no means identical. The lack of distinction between ‘e-learning’ and ‘distance education’ accounts for much of the misunderstanding of the ICT roles in higher education, and for the wide gap between the rhetoric in the literature describing the future sweeping effects of the ICT on educational environments and their actual implementation. The article examines the erroneous assumptions on which many exaggerated predictions as to the future impact of the ICT were based upon, and it concludes with highlighting the future trends of ‘distance education’ and ‘e-learning’ in academia.

Online Pedagogical Practices in the Faculty of Education

This report is a response to local, national and international imperatives in tertiary education. Locally, the Vice-Chancellor, Professor Bill Lovegrove has opened the debate with his request for ideas for improving flexible learning and e-pedagogy as part of a broader initiative of ongoing development at USQ. These efforts are a response to increasingly competitive higher education markets; expectations of transnational education; and the re-conceptualisation of learning communities on a global scale. Nationally, debate surrounds the recent Nelson (2004) report (Backing Australia's Future), which focuses on universities' obligation to demonstrate a strategic commitment to learning and teaching. The report raises a number of critical issues for regional Australian universities such as USQ in the reimagination of the core business of higher education providers and the degree to which they are able to meet the needs of contemporary Australian society. These issues are also being debated internationally with evidence of significant research activity into the role of higher education in postmodern societies and the related studies of lifelong learning, workplace learning, open and flexible learning, adult and continuing education and the impacts of globalization on education.