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Download full textVerstegen, D. M. L.; Dailey-Hebert, A.; Fonteijn, H. T. H.; Clarebout, G.; Spruijt, A. – International Review of Research in Open and Distributed Learning, 2018
Modern learning theories stress the importance of student-centered and self-directed learning. Problem-Based Learning (PBL) supports this by focusing on small group learning centered around authentic problems. PBL, however, usually relies heavily on face-to-face team collaboration and tutor guidance. Yet, when applied in online/blended…
Descriptors: Large Group Instruction, Online Courses, Educational Technology, Technology Uses in Education
Mavropoulos, Azarias A.; Sipitanou, Aikaterini K.; Pampouri, Anastasia A. – International Review of Research in Open and Distributed Learning, 2019
This article presents the implementation and the evaluation of the blended learning program "Training of Lifelong Learning Adult Trainers," which was organized by the Center of Training and Lifelong Learning of the Aristotle University of Thessaloniki in Greece, during the last two years (2016-2017). The aim of the training program was…
Descriptors: Foreign Countries, Blended Learning, Adult Educators, Lifelong Learning
Oh, Eunjung Grace; Kim, Hyun Song – International Review of Research in Open and Distributed Learning, 2016
The purpose of this paper is to explore how adult learners engage in asynchronous online discussion through the implementation of an audio-based argumentation activity. The study designed scaffolded audio-based argumentation activities to promote students' cognitive engagement. The research was conducted in an online graduate course at a liberal…
Descriptors: Scaffolding (Teaching Technique), Persuasive Discourse, Asynchronous Communication, Computer Mediated Communication
Pimmer, Christoph; Chipps, Jennifer; Brysiewicz, Petra; Walters, Fiona; Linxen, Sebastian; Gröhbiel, Urs – International Review of Research in Open and Distributed Learning, 2016
This exploratory study investigates how a typically disadvantaged user group of older, female learners from rural, low-tech settings used and perceived a Facebook group as a research supervision and distance learning tool over time. The within-stage mixed-model research was carried out in a module of a part-time, advanced midwifery education…
Descriptors: Supervision, Social Media, Disadvantaged, Research Tools
Chang, Chi-Cheng; Liang, Chaoyun; Shu, Kuen-Ming; Chiu, Yi-Chun – International Review of Research in Open and Distributed Learning, 2015
The purpose of the present study was to investigate the variation of influencing factors of e-learning continuance intention for different degrees of participation and to examine moderating effects of degrees of participation on influencing factors of e-learning continuance intention. Participants included 670 learners from an adult professional…
Descriptors: Online Courses, Educational Technology, Electronic Learning, Intention
Rodriguez, Brenda Cecilia Padilla; Armellini, Alejandro – International Review of Research in Open and Distributed Learning, 2015
Although interaction is recognised as a key element for learning, its incorporation in online courses can be challenging. The interaction equivalency theorem provides guidelines: Meaningful learning can be supported as long as one of three types of interactions (learner-content, learner-teacher and learner-learner) is present at a high level. This…
Descriptors: Interaction, Online Courses, Theories, Teacher Student Relationship
