This study analyzed the factors that affect student success in an online computer programming course. The study had two with two main objectives. The first was to examine relationships among selected variables (gender, age, educational level, locus of control, and learning style), motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, control beliefs, task value, self-efficacy, and test anxiety), selfregulated learning components (cognitive strategy use, self-regulation), and student success in the online course. The second objective was to examine course instructors’ views about the factors that contribute to the students’ success in the online course. The study sample consisted of two course instructors and 80 voluntary participants who partook in this online course in 2005–2006. Both quantitative and qualitative methods were used to collect relevant data in this study. Four online questionnaires (Demographic Survey, Internal-External Locus of Control Scale, Learning Style Inventory, and Motivated Strategies for Learning Questionnaire) were used to gather data on quantitative variables, and semi-structured interviews were conducted to gather data on instructors’ views. The statistical results indicated that the effect of the selfregulation variables on students’ success was statistically significant, and the interview results indicated that successful students generally used self-regulated learning strategies in the online course.

https://www.jstor.org/stable/jeductechsoci.10.2.71

Predictors for Student Success in an Online Course

A one-stop knowledge resource, Emerging Technologies in Distance Education showcases the international work of research scholars and innovative distance education practitioners who use emerging interactive technologies for teaching and learning at a distance This widely anticipated book harnesses the dispersed knowledge of international experts who highlight pedagogical, organizational, cultural, social, and economic factors that influence the adoption and integration of emerging technologies in distance education Emerging Technologies in Distance Education provides expert advice on how educators can launch effective and engaging distance education initiatives in response to technological advancements, changing mindsets, and economic and organizational pressures The volume goes beyond the hype surrounding Web 20 technologies and highlights the important issues that researchers and educators need to consider to enhance educational practice

/pdf/emerging-technologies-in-distance-education-odjoea2gez.pdf

Emerging Technologies in Distance Education

This chapter discusses how the construction of an adequate design and intervention framework for distributed learning environments might be approached. It proposes that activity theory has some interesting concepts and perspectives to offer in this regard. In addition, it discusses the concept of affordance, understood as perceived possibilities for action, and its potential consequences for learning environment design. Furthermore, some current technical and conceptual challenges for the implementation and maintenance of distributed learning environments are addressed. The authors consider their text as a proposal for a necessary reorientation and a call for contributions to the search for an adequate design and intervention framework for distributed learning environments.

Distributed Learning Environments and Social Software: In Search for a Framework of Design

Personal learning environments (PLEs) are Web 2.0 tools and services by which users’ access, construct, manage, and share educational contents in order to meet their learning needs. These environments enable users to manage their learning according to their own personal preferences. They further promote socialization and collaboration with their broad user networks and interaction facilities. In this study, with a case sample from a public university in Turkey, student teachers’ PLE use and their perceptions regarding these environments are examined. For data collection, the PLE Perception Scale and PLE Use Scale developed by the researchers were used. It was observed that all participants used various PLEs and found them easy and practical on the whole. However, it was found that this utilization mostly had the aim of access and sharing knowledge in learning, while use of constructing and managing it remained limited. Emailing, social networking, file sharing, video sharing, Internet searching, and social encyclopedias were found most commonly used PLEs. Our findings also show that gender and grade level do not have an effect on the perception and use of PLEs.

/pdf/preservice-teachers-perception-and-use-of-personal-learning-38ghr6j8ch.pdf

Preservice Teachers' Perception and Use of Personal Learning Environments (PLEs).

The virtual maternity clinic: a teaching and learning innovation for midwifery education

Many universities and further education colleges provide virtual learning environments (VLEs). In recent years a new direction has been to extend these to support personal development planning (PDP) and student portfolio management. A major limitation of such approach is that the plans and portfolios are owned by the institution, and do not support learning across institutions or in the workplace. We describe the development of an interactive logbook (IL) which provides students with a suite of mobile tools for multimedia note-taking, knowledge sharing, learning management and personal development planning. The IL environment is designed to be owned by the student and offers interoperability with a wide range of existing software for learning and office work.

Developing interactive logbook: a personal learning environment

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Developing interactive logbook: a personal learning environment