Digital Learning - beyond eLearning and Blended Learning in Higher Education
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IPR For Educational Environments - IPR Education | openSpace - Specialist Art, Design, Media and Performance Open Education

IPR For Educational Environments - IPR Education | openSpace - Specialist Art, Design, Media and Performance Open Education | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
This free IPR course introduces intellectual property rights (IPR), Creative Commons and how to create learning objects.

 

The free online Intellectual Property Rights for Educational Environments course is a HEFCE funded, and Higher Education Academy (HEA)/JISC managed, project created to introduce and build awareness of aspects of intellectual property rights and copyright.

 

The intended audience is primarily people in higher education designing online learning resources. These course materials are also appropriate for academics working in HE staff development.

 

The course is divided into three units each comprising a number of sessions. Each element of the course can either be used independently or as a part of a complete learning experience.

 

While the course primarily addresses IPR in the UK, the course materials can be adapted and re-used to represent IPR issues in non-UK countries.

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Digital Learning - beyond eLearning and Blended Learning in Higher Education
The many dimensions of Digital Learning - edtech, eLearning, blended, authentic, online
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Curtin Teaching and Learning - eLearning: eLearning advisors

Curtin Teaching and Learning - eLearning: eLearning advisors | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
The diverse team of eLearning advisors provide elearning workshops, send out periodic newsletter, provide customised consultation, support the eScholar program and more.

 

Use the 'Filter' pull-down menu above to search for topics by keywords.


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Craig Patterson's comment, June 13, 2013 1:52 AM
Is this link working?
Kim Flintoff's comment, June 13, 2013 2:12 AM
The website was redesigned and we disappeared ... This scoop is simply a flag about who's curating... We didn't expect anyone wold ever want to visit us.....
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[PDF] The paradox of classroom technology

[PDF] The paradox of classroom technology | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Learners’ use of digital tools and other technology to support their learning in our K-12 systems continues to be sporadic and often not observed despite the proliferation of use outside of school. Based on an analysis of three years of direct classroom observations in K-12 schools across 39 states and 11 countries, AdvancED found there are still relatively few classrooms in which the use of digital tools and technology is a regular part of a student’s school experience. In more than half (52.7 percent) of classrooms direct observations show no evidence students are using technology to gather, evaluate, or use information for learning; two-thirds of classrooms show no evidence of students using technology to solve problems, conduct research, or to work collaboratively.
 
Trained and certified observers conduct classroom observations as a part of AdvancED’s continuous improvement process which could include STEM Certification, accreditation, readiness and/or diagnostic review. Each observation lasts a minimum of 20 minutes during which observers use the learner-centric eProve™ Effective Learning Environments Observation Tool® (eleot®) to gather data focused on the activities learners are engaged in, their discussions and interactions, resources they are using for learning, their behaviors and dispositions during the learning process, etc. Observers rate each of the 30 eleot items on a four-point scale where 4 = Very Evident, 3 = Evident, 2 = Somewhat Evident and 1 = Not Observed

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Víctor Xepiti Eme's curator insight, August 1, 12:13 AM
We need to ensure that teachers are provided support and training so that they know how to integrate students’ use of technology into their classrooms and create a student-centric learning environment. Until teachers and administrators
are convinced that technology can be a help not a hindrance to learning, the shift will not happen.
The teacher is the key to students successfully using technology as a learning and problem-solving tool. Students thrive when the teacher requires students to use technology not only for researching and writing but also to solve problems, work collaboratively and develop creativity
malek's curator insight, August 4, 9:52 AM

While numerous surveys suggest that the pervasive use of tablets, smartphones, laptops and digital education content in the classroom is expanding and changing the role of teachers, the AdvancED study found little evidence of technology being used by students to strengthen learning in classrooms today.

Plagiarism Software Org's comment, August 19, 12:57 AM
Lost Google Top rank or Unable to getting First Page Rank. The most problem behind this is duplicate content. So, I would like to suggest you check your contents are not Plagiarized. Check by http://plagiarismsoftware.org/
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6 Steps to Transition to Digital - Teacher Tech

6 Steps to Transition to Digital - Teacher Tech | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
These are some suggestions to get you started. Check out Matt Miller and Catlin Tucker and Kasey Bell and other educators who are sharing how they use technology in the classroom. Move towards having your activities and lessons online, but do not feel you need to be paperless tomorrow. First, develop a mindset around what digital can do for you. Actively find ideas you can try, one at a time.

This EdSurge article highlights that only using digital tools for remediation and drill practice has a negative impact on student achievement and engagement. The article lists some specific tips for using technology in a more effective way.
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Kit Nielsen's curator insight, August 15, 9:20 AM
Some great tips for any one who is looking to incorporate more blended learning! 
Kit Nielsen's curator insight, August 15, 9:21 AM
Some great tips for any one who is looking to incorporate more blended learning!
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Why Teachers Are Asking Students to Escape From the Classroom

Why Teachers Are Asking Students to Escape From the Classroom | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Launched in 2015, Breakout EDU is a recurring name in the educational escape-rooms space, and what the French teacher Nicole Naditz uses in her California classroom. The company sells small boxes, priced $89 to $119, filled with escape paraphernalia (think padlocks, UV lights, and hint cards), and an empty thumb drive for downloadable lesson plans, created to complement the curriculum. This allows teachers to access the large Breakout community of more than 8,700  members worldwide, and download custom escape games, as well as build their own.
Kim Flintoff's insight:
Escape Room design principles can transform and enliven online learning experiences...
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Kit Nielsen's curator insight, August 15, 9:21 AM
Something new to play with! 
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Online Learning Rocks!

Online Learning Rocks! | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
My Final Say
While online learning has seen a considerable rise in popularity, many still hold the opinion that classroom learning is more effective. However, I think online learning is the way forward for many if not all students and encourages creativity in thinking and acquisition of multiple skills. Looking at my students, I’d say the online classes have made their recent assignments more compelling and interesting to read. Their ability to interpret situations and improvise has impressed me. My little experiment has been a success!

I’d like to conclude by drawing on my personal experience. I have fond childhood memories of classroom sessions and fun with friends. But with changing times and technological advancements, it is important to embrace new trends and keep track of what works best with students. The benefits for my students are too obvious to neglect the digital space in favor of traditional face-to-face classrooms. We must pace learning and alter our teaching styles to make the best of current situations. For me, that means online teaching.
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Ivon Prefontaine's curator insight, August 3, 8:35 PM
It can. The author acknowledges that being in a classroom with others can be fun. He is a tutor and private teacher. Does that change the motiviation for students? Students continue to need teachers to guide their learning. That can be in face-to-face and on-line settings. They are not mutually exclusive choices.
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Why e-learning is better than face-to-face learning

Why e-learning is better than face-to-face learning | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Many people still tend to see e-learning as a poor alternative to face-to-face learning.
 
This is often based on poor experiences with uninspiring e-learning courses that simply plonk a slide presentation or PDF onto a web page, with little thought for engagement or interaction.
 
The question still pervades whether, despite the emergence of new digital learning technology, e-learning  can ever be ‘as good’ as the supposed exemplar of classroom learning.
 
The answer is quite simple: e-learning gives us the opportunity to extend learning beyond borders with more benefits than traditional learning could ever offer.
 
Here are four reasons why:
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Skype Meetings - online meetings built for business

Skype Meetings - online meetings built for business | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

Skype Meetings
Professional meetings built for business

Easy to set up and join · Powerful collaboration tools · Made by Microsoft

Preview new Skype Meetings
Start a free meeting - Anyone can join: 

- PowerPoint collaboration and screen sharing.
- Personalized URL to join from any device.
- Video calls with up to 10 people.*

Complete meetings experience - Get Office 365 - Check out the new enterprise capabilities 


The complete meetings solution with all the free features plus:
- Office apps – Word, Excel, PowerPoint, OneNote, and schedule meetings with Outlook.
- Instant message anytime.
- Meeting recording.
- Meetings with up to 250 people. 

 
Getting your team together is as easy as sharing a link.
With one click, anyone can join your online meeting, from any device. You can choose to meet right away, or schedule from Outlook for later. The meeting URL is personalized just for you.

Kim Flintoff's insight:
While built for business it can also serve the needs of digital learning very well.
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Digital Learning Toolkit

Digital Learning Toolkit | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
This guide expands upon best practices that could be used in both digital and face-to-face environments to highlight considerations specific to online learning, bearing in mind the following assumptions established by the panel:

Content development for online courses is more time-consuming because in the absence of face-to-face interaction, there is a greater need for creating rich media that stimulates virtual interaction.
Designing online learning activities involves a diverse set of technology and tools; instructors must learn how to use the technologies and integrate them in the online environment.
Topic- and question-driven discussion is more natural in a face-to-face environment, so instructors must intentionally plan for and build in similar engagement opportunities within online curriculum.
Because many online courses draw in learners from all over the world, careful consideration must be given to diverse demographics and backgrounds when developing material.
Learners do not have the benefit of sitting side-by-side with their classmates in an online course; thus, it is easier for learners to feel isolated, and a significant effort must be exerted to make them feel part of a community.
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If we were really serious about educational technology

If we were really serious about educational technology | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
If we were really serious about educational technology, we would… show students how to edit their privacy settings and use groups in
Kim Flintoff's insight:
Interesting challenge from 2010 - how far have our attitudes, policies and practices moved since this was published??
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Why University Learning Management Systems are the temporary classrooms of today

Why University Learning Management Systems are the temporary classrooms of today | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Be warned, I’m about to torture an analogy. You might want to look away if you’re squeamish.

Growing up in Yorkshire in the 70s and 80s I went to a local high school along with 1800 other kids. To cope with the numbers the local education authority had installed some ‘temporary’ classrooms. They were used long before my  7 years at that school and long after, so it was clearly a new definition of word temporary.

They were cold in winter, hot in summer and damp all year. Nevertheless the teachers made the best of them and they were decorated with student work and made as comfortable as possible.
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Same Time, Many Locations: Online Education Goes Back to Its Origins

Same Time, Many Locations: Online Education Goes Back to Its Origins | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
One of the hottest tickets at the University of Texas at Austin these days is a seat in a face-to-face classroom for an introductory psychology course.

Most of the 1,500 undergraduates who take the course each semester watch the lectures online, but 24 are chosen to attend in person in the studio classroom on the two days a week that it meets.

The course’s professors, James W. Pennebaker and Samuel D. Gosling, work to make it entertaining. Mr. Pennebaker says they present "like it’s a TV show" — think The Daily Show, fake remote newscasts and all.
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Paperless education - The Boston Globe

Paperless education - The Boston Globe | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
“The lecture is close to being dead,” McNulty said. “We’re still needed but it’s more guiding than teaching.”

In the front row, Connor Griffiths, a junior, flipped through his programs and opened Google Slides — an app used to create portfolios and presentations. He had found an example of copyright infringement and quickly built a page that included the details of the legal proceedings, pictures of the people involved, and links to the case.

“This has helped me learn at my pace and in my own way,” Griffiths said, looking up from his computer. “No one is telling me how to learn something specifically, you can kind of explore on your own.”
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Sanjay Sarma Rethinks the Professor’s Role

Sanjay Sarma Rethinks the Professor’s Role | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
S anjay Sarma argues that when it comes to technology, it’s easier to think big than to make small, incremental changes. So as the first-ever director of digital learning at the Massachusetts Institute of Technology, he’s aiming to change the culture of teaching there by pushing the lecture model into the margins and using technology to rethink the professor’s role.

Since taking the position, in 2012, Mr. Sarma and his office have made significant inroads. (He also has a new title: vice president for open learning.) Two-thirds of the university’s undergraduates have now taken a course that uses the interactive software that was developed for edX, the nonprofit spinoff of MIT that offers free MOOCs.
Kim Flintoff's insight:
I like the idea that we're now dealing with "Digital Learning" - cuts through so much of the online/face-to-face binary.
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5 Ways Teachers Can Encourage Deeper Learning With Personal Devices (EdSurge News)

5 Ways Teachers Can Encourage Deeper Learning With Personal Devices (EdSurge News) | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

To ban or not to ban, that is always the question when it comes to personal devices in the classroom. But rather than fight this uphill battle (Generation Alpha is forecasted to be more technological than any previous), let's figure out how to leverage these little machines. If used intentionally, mobile devices can be an express pass to exploring beyond the walls of our schools. While pushing students to learn outside our classrooms is a step in the right direction, how do we ensure that these experiences lead to deeper learning? Here are 5 ways to get to curate that practice by making your class a BYOD zone.

1. Accept Immediate Inquiry
2. Devices to aid in organizing and collaborating with peers
3. Keep ‘em engaged with real-time feedback
4. Document learning and thinking through blogging when the good ideas hit you!
5. Document and debrief field work with ease

The technology our students will interact with in the next decade is guaranteed to supersede our wildest expectations, so let’s give them the foundational skills to leverage simple technologies such as personal devices so they have the building blocks for greater challenges and advances that await them.

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5 myths to debunk about online education - eCampus News

5 myths to debunk about online education - eCampus News | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Following a set of recommendations might help institutions strengthen their online education programs.

A new myth-busting report found that online education has expanded higher education access to students who previously might not have enrolled in it due to time and financial issues.

In fact, 50 percent of online college students said they “would not,” “probably would not,” or were “unsure” if they would have pursued higher education had their program not been offered online.

Online College Students 2016: Comprehensive Data on Demands and Preferences, from The Learning House, Inc. and Aslanian Market Research, debunks some of the major myths surrounding online education trends and reveals surprising facts about online students and their preferences. It also offers recommendations to help institutions break through the myths and support successful practices.
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The troublesome shortage of instructional designers (essay)

The troublesome shortage of instructional designers (essay) | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

Today’s instructional designers are creating the lexicon to describe ed tech’s rapidly evolving landscape, decoding acronyms across a maze of new products to guide faculty members and institutional leaders through smart decisions. But only a fraction of instructional designers can keep pace. 


Pedagogical shifts also present new challenges for instructional designers. Peer-reviewed research output on the efficacy of alternative pedagogical approaches for online and blended learning is picking up steam. As a result, more professors are flipping the classroom, creating blended courses and moving programs online. Institutional mandates are creating demand for high-impact practices like experiential learning that target retention and improve student success. 


The explosion of data in higher education has created yet another hurdle for instructional designers to clear. Most colleges and universities collect a wide range of analytics, but few actually use it to drive decisions and intervention. That is beginning to change. The convergence of institutional research and instructional design creates both operational and philosophical challenges for a generation of instructional designers who were not trained to leverage predictive analytics for optimized design.

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What Makes e-Learning Work?

What Makes e-Learning Work? | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Ethan Edwards discusses the characteristics that make up good e-learning.

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Tony Guzman's curator insight, August 7, 10:28 PM
While many would consider the needs for successful eLearning different than traditional learning this article shows that not to necessarily be the case.
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Half of Online Students Would Not Opt for Live Courses -- Campus Technology

Half of Online Students Would Not Opt for Live Courses -- Campus Technology | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
New research into the demographics of online college students found 50 percent of them would probably not choose to attend classes on a physical campus.

By Michael Hart07/20/16
Half of higher education students taking advantage of online instruction said in a survey they either would not or were not sure they would attend live courses even if they were available to them. That's according to the fifth annual survey by Learning House and Aslanian Market Research on the demographics of students who are pursuing online college degrees.

This year's study, entitled "Online College Students 2016: Comprehensive Data on Demands and Preferences," found that while online courses were the only option for half of students, 90 percent of students who had taken live on-campus courses said they either prefer online courses or found them just as satisfying.

"Current estimates place the number of students working toward their degrees online at 3.5 million," said Learning House Chief Academic Officer David Clinefelter. "Institutions of higher learning cannot afford to ignore this population."
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Excelsior LIVE: Nick Fortugno on storytelling for learning

Excelsior LIVE: Nick Fortugno on storytelling for learning | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Nick Fortugno is recognized around the world as a leading game designer, narrative and story expert as well as an entrepreneur of digital and real-world games. The chief creative officer of Playmatics joins the podcast to discuss his upcoming presentation at Revolutionary Learning 2016: Storytelling for Learning.
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How to Do Adaptive Learning Right (EdSurge News)

How to Do Adaptive Learning Right (EdSurge News) | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
In the case of adaptive learning, education commentator Audrey Watters gave examples of how things can go badly wrong on her blog. “Serendipity and curiosity are such important elements in learning,” she asks. “Why would we engineer those out of our systems and schools?” More recently, Alfie Kohn provided another summary of the numerous reasons to be skeptical of education technology solutions.

Watters’ bleak future will only come to pass if the algorithms continue to be both naïvely developed and naïvely applied, and moreover, in the case of mathematics learning (the area we both work in) applied to the wrong kind of learning tasks. Almost all the personalized math learning software systems we have seen fall into this category. But there is another way—as our work, and a thorough review by a third-party research organization—has shown.
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Instructional Design, a report by Intentional Futures

Instructional Design, a report by Intentional Futures | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Take a look at the mysterious designers bringing student-centered pedagogy to online learning and higher-ed.
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'Teachers must embrace new technology or risk becoming obsolete'

'Teachers must embrace new technology or risk becoming obsolete' | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

'In the past I have always said that a computer could never replace a teacher, because learning was based on relationships. Today, I am not so sure' 


One undeniable fact about teaching is that teachers not only need to be masters of content within their subject area, but they must also be masters of education as a subject. Another undeniable fact is that neither of those subject areas looks the same as when any teacher first mastered them.

One effect of the integration of technology into our society is that change in almost everything is happening at a pace never before experienced by mankind. As much as some people may yearn for the simpler times of the past, life will continue to move forward as the natural order of society requires.

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Online and eLearning Summit

Online and eLearning Summit | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

- Enhancing Learner Experience and Engagement through Digital and Mobile Technologies

Online learning is becoming a massive driver of change in the way tertiary institutions attract and retain prospective and existing students.

Enhancing the learner experience by developing interactive online and digital content has become a primary focus for universities.

With this in mind, Online & eLearning 2016 will address the issues surrounding limited funding, resource and time constraints to meet ever-changing student demands for flexible learning, including how to:

- Improve communication between academics and education developers to optimise limited resources
- Enhance the learner experience and increase engagement

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The Defining Characteristics of Emerging Technologies and Emerging Practices in Digital Education

The Defining Characteristics of Emerging Technologies and Emerging Practices in Digital Education | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Abstract:

This chapter seeks to establish a common understanding of the terms "emerging technologies" and "emerging practices" as a step toward more meaningful conversations and inquiry.

More Info: Veletsianos, G. (2016). Defining Characteristics of Emerging Technologies and Emerging Practices. In G. Veletsianos (Ed.), Emergence and Innovation in Digital Learning: Foundations and Applications (pp. 3-16). Edmonton, AB: Athabasca University Press.
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E-Learning benefits higher education students with disabilities

E-Learning benefits higher education students with disabilities | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
AUSTRALIA: A report from Curtin University and the National Centre for Student Equity in Higher Education (NCSEHE) has found access to technology and flexible teaching methods, along with how disclosure of student’s disability is managed, can help students with disabilities to gain higher education qualifications.

Dr Mike Kent from Curtin’s Department of Internet Studies and lead researcher, said students with disabilities were under-represented in tertiary education with 6.4 per cent of Open Universities Australia (OUA) students having a disability.

“We surveyed 356 Open Universities Australia students and classified them into eight categories of disability – Intellectual disability, mobility disability, hearing disability, learning disability, vision disability, acquired brain, and intellectual disability,” Dr Kent said.

“44.9 per cent of survey respondents reported a intellectual disability (an unexpectedly high incidence), 39.2 per cent of survey respondents cited medical impairments and 25.3 per cent of survey respondents had mobility disabilities.
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Online Learning

Online Learning | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

Introduction


Technology has opened up a world of opportunities for online learning.[i] Many students now keep track of their coursework, read and watch educational content, and submit assignments through their schools’ online learning management systems (LMS). In addition, students have access to a broader range of classes and content areas through virtual classrooms and online distance learning. Outside the school setting, children informally learn from educational video games and online content, while people of all ages master new subjects in free massive open online courses (MOOCs).

Some forms of online learning translate the traditional class structure into the digital realm, while others open up new methods for communication among educators and students. In synchronous learning, an educator and their students gather online at the same time in a virtual classroom. Asynchronous learning does not require that students and instructors be online at the same time, opening up the possibility of self-­paced and personalized learning tailored to individual students. Blended learning combines face-­to-face instruction in a physical classroom with online learning activities.
Like the technologies that enable online learning, research on the topic is still fairly new, particularly when it comes to evaluating the outcomes of online learning. The section below highlights key findings from the emerging research on online learning.

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