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Peer reviewed
Direct linkHui, Sammy King Fai; Wei, Wei; Yun, Patrick Pui Ho – International Journal on E-Learning, 2022
The purpose of this study was to examine the impact and development of online learning experiences, behaviours and self-regulation of a sample of Mainland Chinese postgraduate students who engaged consecutively in three Moodle discussion tasks. Questionnaire data (n = 41) suggested significant correlations between students' online learning…
Descriptors: Electronic Learning, Evaluation Methods, Graduate Students, Foreign Countries
Wieland, Patience; del Pino Kloques, David – International Journal on E-Learning, 2022
The LODEStone model is an emerging design model for consulting on organizational, department or team level challenges for specialized learners. LODEStone evolved from the iterative design of OCTBR, a course development tool created at an academic health science center (AHSC). OCTBR's purpose is to help create better blended and online learning…
Descriptors: Instructional Design, Models, Allied Health Occupations Education, Curriculum Development
Wilcox, Gabrielle; Lock, Jennifer – International Journal on E-Learning, 2017
The purpose of the study was to investigate practicum students' perceptions of their experience with an online practicum course in an Applied School Psychology graduate program. With the use of synchronous and asynchronous communication technology, the instructor and students met in the online environment to engage in discussion with regard to…
Descriptors: Graduate Students, Student Attitudes, Student Experience, Online Courses
Ladyshewsky, Richard; Taplin, Ross – International Journal on E-Learning, 2014
This research explores differences in the development of life long learning skills that support leadership development across three different modes of educational delivery. Performance outcomes from 550 students across three modes of educational delivery in a post graduate leadership and management course were compared. The 12 module course and…
Descriptors: Blended Learning, Instructional Leadership, Lifelong Learning, Administrator Education
Pierce, Richard – International Journal on E-Learning, 2013
This study investigated course design factors influencing social presence and the development of ICT self-efficacy. Instructional design factors that promoted authentic uses of threaded discussions as a vehicle to establish social presence, self-directed learning and cooperative learning resulted in 900 posts in a semester, when no posts were…
Descriptors: Instructional Design, Self Efficacy, Social Influences, Cooperative Learning
Hirumi, Atsusi; Sivo, Stephen; Pounds, Kelly – International Journal on E-Learning, 2012
Storytelling may be a powerful instructional approach for engaging learners and facilitating e-learning. However, relatively little is known about how to apply story within the context of systematic instructional design processes and claims for the effectiveness of storytelling in training and education have been primarily anecdotal and…
Descriptors: Electronic Learning, Instructional Design, Testing, Online Courses
LaPointe, Loralee; Reisetter, Marcy – International Journal on E-Learning, 2008
The proliferation of online course designs has changed the learning environments for many students and professors. Recommendations for best practice in online course design frequently include maximizing students' online peer connections, with the intention of building a viable, if virtual, online learning community. However, students' responses to…
Descriptors: Graduate Students, Student Attitudes, Community, Learning Processes
