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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Online Learning</h1><div class="u-tcGrayDark">196,475 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Online Learning</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Online_Learning">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Online_Learning/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Online_Learning/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Online_Learning/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Online_Learning">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49357542" data-work_id="49357542" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49357542/Social_Presence_and_Communication_Technology_Tales_of_Trial_and_Error">Social Presence and Communication Technology: Tales of Trial and Error</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Social presence, as evident in the chapters throughout this book, continues to be a hot topic in online education. Social presence resonates with people because education depends on effective communication, but communication changes when... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49357542" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Social presence, as evident in the chapters throughout this book, continues to be a hot topic in online education. Social presence resonates with people because education depends on effective communication, but communication changes when it is electronically mediated. From its inception, social presence theory has focused on how technology influences communication.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49357542" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6a58e8b59b52e02c6bf03f16c2d158dc" rel="nofollow" data-download="{"attachment_id":67732404,"asset_id":49357542,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67732404/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="191513" href="https://boisestate.academia.edu/PatrickLowenthal">Patrick Lowenthal</a><script data-card-contents-for-user="191513" type="text/json">{"id":191513,"first_name":"Patrick","last_name":"Lowenthal","domain_name":"boisestate","page_name":"PatrickLowenthal","display_name":"Patrick Lowenthal","profile_url":"https://boisestate.academia.edu/PatrickLowenthal?f_ri=15869","photo":"https://0.academia-photos.com/191513/46247/3697816/s65_patrick.lowenthal.jpg"}</script></span></span></li><li class="js-paper-rank-work_49357542 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49357542"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49357542, container: ".js-paper-rank-work_49357542", }); 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When the College receives full tuition from your first referral, you will be considered a Student Recruiter.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35061629" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="470ddbc12684b873c303415a9883d28d" rel="nofollow" data-download="{"attachment_id":55028122,"asset_id":35061629,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55028122/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="345752" href="https://collegemhc.academia.edu/DanielKeeran">Daniel M Keeran MSW</a><script data-card-contents-for-user="345752" type="text/json">{"id":345752,"first_name":"Daniel","last_name":"Keeran MSW","domain_name":"collegemhc","page_name":"DanielKeeran","display_name":"Daniel M Keeran MSW","profile_url":"https://collegemhc.academia.edu/DanielKeeran?f_ri=15869","photo":"https://0.academia-photos.com/345752/94042/30134256/s65_daniel.keeran_msw.jpg"}</script></span></span></li><li class="js-paper-rank-work_35061629 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35061629"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35061629, container: ".js-paper-rank-work_35061629", }); 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href="https://www.academia.edu/37446582/Journal_of_Online_Learning_Research_Special_Issue_K_12_Online_Learning_for_Diverse_Learners">Journal of Online Learning Research: Special Issue: K-12 Online Learning for Diverse Learners</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">For some savvy scholars and industry insiders, fully online learning— where instruction takes place entirely (or nearly so) over the Internet—and blended instruction—where instruction takes place both online and in a traditional physical... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37446582" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">For some savvy scholars and industry insiders, fully online learning— where instruction takes place entirely (or nearly so) over the Internet—and blended instruction—where instruction takes place both online and in a traditional physical space—were inevitable at all levels of education. But for many K-12 educators and the universities that prepare them, its emergence seemed sudden and rapid (Graham, 2006). Once it was here, online learning promised opportunities to take courses that were otherwise unavailable at traditional schools, including advanced courses and credit recovery. Online learning also offered the potential to reduce scheduling conflicts (Picciano, Seaman, Shea, & Swan, 2012). However, scholars have also sounded warnings about potential policy and practical challenges for students who need extra support for learning, including those with disabilities, in online envi</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37446582" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="17b4fddb2adacb42cf2d6b47c310c5a5" rel="nofollow" data-download="{"attachment_id":57413648,"asset_id":37446582,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57413648/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="13933181" href="https://unm.academia.edu/MaryRice">Mary F Rice</a><script data-card-contents-for-user="13933181" type="text/json">{"id":13933181,"first_name":"Mary","last_name":"Rice","domain_name":"unm","page_name":"MaryRice","display_name":"Mary F Rice","profile_url":"https://unm.academia.edu/MaryRice?f_ri=15869","photo":"https://0.academia-photos.com/13933181/4194572/158858535/s65_mary.rice.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-37446582">+1</span><div class="hidden js-additional-users-37446582"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://olemiss.academia.edu/MarkDeschaine">Mark E Deschaine</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-37446582'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-37446582').html(); 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But for many K-12 educators and the universities that prepare them, its emergence seemed sudden and rapid (Graham, 2006). Once it was here, online learning promised opportunities to take courses that were otherwise unavailable at traditional schools, including advanced courses and credit recovery. Online learning also offered the potential to reduce scheduling conflicts (Picciano, Seaman, Shea, \u0026 Swan, 2012). However, scholars have also sounded warnings about potential policy and practical challenges for students who need extra support for learning, including those with disabilities, in online envi","downloadable_attachments":[{"id":57413648,"asset_id":37446582,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":13933181,"first_name":"Mary","last_name":"Rice","domain_name":"unm","page_name":"MaryRice","display_name":"Mary F Rice","profile_url":"https://unm.academia.edu/MaryRice?f_ri=15869","photo":"https://0.academia-photos.com/13933181/4194572/158858535/s65_mary.rice.jpg"},{"id":9232472,"first_name":"Mark","last_name":"Deschaine","domain_name":"olemiss","page_name":"MarkDeschaine","display_name":"Mark E Deschaine","profile_url":"https://olemiss.academia.edu/MarkDeschaine?f_ri=15869","photo":"https://0.academia-photos.com/9232472/15563538/16153264/s65_mark.deschaine.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=15869","nofollow":true},{"id":2260,"name":"Disability Studies","url":"https://www.academia.edu/Documents/in/Disability_Studies?f_ri=15869","nofollow":true},{"id":15105,"name":"Universal Design for Learning","url":"https://www.academia.edu/Documents/in/Universal_Design_for_Learning?f_ri=15869","nofollow":true},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true},{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=15869"},{"id":24832,"name":"Blended Learning","url":"https://www.academia.edu/Documents/in/Blended_Learning?f_ri=15869"},{"id":43838,"name":"India","url":"https://www.academia.edu/Documents/in/India?f_ri=15869"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36992042" data-work_id="36992042" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36992042/Adaptive_Online_Learning_Technology_Trends_in_Big_Data_Era">Adaptive Online Learning Technology: Trends in Big Data Era</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The current trend of technology advancement with digital devices such as smart phones, tablets, and laptops has shifted the way of societal life including teaching and learning. This initiative might also contribute to the typical... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36992042" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The current trend of technology advancement with digital devices such as smart phones, tablets, and laptops has shifted the way of societal life including teaching and learning. This initiative might also contribute to the typical approach of ICT (information and communication technology) to increasingly enhance the achievement through utilizing it in the education setting in the higher education context. Adopting social media in network data massively within the big data trends, the extraction of the particular means in providing structured data from enterprise resources data and sources of unstructured data from audio and video can begin with providing the value from information space such as message, conversation, transaction, and other sources. This chapter attempts to explore the design for teaching and learning in big<br />data approach. Attempts to achieve particular advantage of big data with analytic process could provide the innovative environment of adaptive online technology to enhance pedagogy and technology skill to support the initiative way of teaching and learning process in the higher education (HE) context.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36992042" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a5ce2b465e33288ad4c7b52685aeba74" rel="nofollow" data-download="{"attachment_id":56941063,"asset_id":36992042,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56941063/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="17862692" href="https://teknologimalaysia.academia.edu/halimelhuda">Miftachul Huda</a><script data-card-contents-for-user="17862692" type="text/json">{"id":17862692,"first_name":"Miftachul","last_name":"Huda","domain_name":"teknologimalaysia","page_name":"halimelhuda","display_name":"Miftachul Huda","profile_url":"https://teknologimalaysia.academia.edu/halimelhuda?f_ri=15869","photo":"https://0.academia-photos.com/17862692/5587636/6360188/s65_halim.elhuda.jpg"}</script></span></span></li><li class="js-paper-rank-work_36992042 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36992042"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36992042, container: ".js-paper-rank-work_36992042", }); 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$(".js-view-count[data-work-id=36992042]").text(description); $(".js-view-count-work_36992042").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36992042").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36992042"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="15869" rel="nofollow" href="https://www.academia.edu/Documents/in/Online_Learning">Online Learning</a>, <script data-card-contents-for-ri="15869" type="text/json">{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="126300" rel="nofollow" href="https://www.academia.edu/Documents/in/Big_Data">Big Data</a><script data-card-contents-for-ri="126300" type="text/json">{"id":126300,"name":"Big Data","url":"https://www.academia.edu/Documents/in/Big_Data?f_ri=15869","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36992042]'), work: {"id":36992042,"title":"Adaptive Online Learning Technology: Trends in Big Data Era","created_at":"2018-07-06T03:49:36.098-07:00","url":"https://www.academia.edu/36992042/Adaptive_Online_Learning_Technology_Trends_in_Big_Data_Era?f_ri=15869","dom_id":"work_36992042","summary":"The current trend of technology advancement with digital devices such as smart phones, tablets, and laptops has shifted the way of societal life including teaching and learning. 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Attempts to achieve particular advantage of big data with analytic process could provide the innovative environment of adaptive online technology to enhance pedagogy and technology skill to support the initiative way of teaching and learning process in the higher education (HE) context.","downloadable_attachments":[{"id":56941063,"asset_id":36992042,"asset_type":"Work","always_allow_download":false},{"id":57169004,"asset_id":36992042,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":17862692,"first_name":"Miftachul","last_name":"Huda","domain_name":"teknologimalaysia","page_name":"halimelhuda","display_name":"Miftachul Huda","profile_url":"https://teknologimalaysia.academia.edu/halimelhuda?f_ri=15869","photo":"https://0.academia-photos.com/17862692/5587636/6360188/s65_halim.elhuda.jpg"}],"research_interests":[{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true},{"id":126300,"name":"Big Data","url":"https://www.academia.edu/Documents/in/Big_Data?f_ri=15869","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7396664" data-work_id="7396664" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7396664/Learning_How_the_Brain_Learns">Learning: How the Brain Learns</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The world is changing at an unprecedented rate and the ability to learn is the single most important capacity we can gift to someone. This resource presents a model of how the human brain learns, based on the latest neuroscientific... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_7396664" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The world is changing at an unprecedented rate and the ability to learn is the single most important capacity we can gift to someone. This resource presents a model of how the human brain learns, based on the latest neuroscientific research, and this has been leveraged to create a universal, optimised Learning Process. Research suggests the brain has four integrated learning systems that make use of the interaction between the brain's dominant cell type, astrocytes (75%), and neurons (7%) to create the most extraordinary learning instrument on the planet -the human brain. ! i! Mark Treadwell Consultancy <a href="mailto:mark@work.co.nzwww.MarkTreadwell.com" rel="nofollow">mark@work.co.nzwww.MarkTreadwell.com</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7396664" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="46bff41abaebe91073024482ad0d7083" rel="nofollow" data-download="{"attachment_id":33987386,"asset_id":7396664,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33987386/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6188770" href="https://independent.academia.edu/MarkTreadwell">Mark Treadwell</a><script data-card-contents-for-user="6188770" type="text/json">{"id":6188770,"first_name":"Mark","last_name":"Treadwell","domain_name":"independent","page_name":"MarkTreadwell","display_name":"Mark Treadwell","profile_url":"https://independent.academia.edu/MarkTreadwell?f_ri=15869","photo":"https://gravatar.com/avatar/b84f7a48ca0999c2508fad336a095373?s=65"}</script></span></span></li><li class="js-paper-rank-work_7396664 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="7396664"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 7396664, container: ".js-paper-rank-work_7396664", }); 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href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1439" rel="nofollow" href="https://www.academia.edu/Documents/in/Globalization">Globalization</a>, <script data-card-contents-for-ri="1439" type="text/json">{"id":1439,"name":"Globalization","url":"https://www.academia.edu/Documents/in/Globalization?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2170" rel="nofollow" href="https://www.academia.edu/Documents/in/Ethnography">Ethnography</a>, <script data-card-contents-for-ri="2170" 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class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">SinteSe: O objetivo central desse trabalho é compreender o comportamento de uso de um sistema de gestão acadêmica em uma Universidade Federal em relação às ferramentas de apoio às atividades docentes. A pesquisa é censitária, compreende... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_2982019" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">SinteSe: O objetivo central desse trabalho é compreender o comportamento de uso de um sistema de gestão acadêmica em uma Universidade Federal em relação às ferramentas de apoio às atividades docentes. A pesquisa é censitária, compreende todos os professores dos cursos de graduação e pós-graduação nos períodos 2010.2 e 2011.1. Utilizou-se a análise de cluster para separar os elementos em grupos, de acordo com o uso maior ou menor do sistema de gestão.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2982019" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="00af5123e68164e3351b79c6d8ac0906" rel="nofollow" data-download="{"attachment_id":30937331,"asset_id":2982019,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/30937331/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="42304" href="https://ufrn.academia.edu/AnataliaSaraivaMartinsRamos">Anatalia Saraiva Martins Ramos</a><script data-card-contents-for-user="42304" type="text/json">{"id":42304,"first_name":"Anatalia Saraiva Martins","last_name":"Ramos","domain_name":"ufrn","page_name":"AnataliaSaraivaMartinsRamos","display_name":"Anatalia Saraiva Martins Ramos","profile_url":"https://ufrn.academia.edu/AnataliaSaraivaMartinsRamos?f_ri=15869","photo":"https://0.academia-photos.com/42304/1190005/13275368/s65_anatalia_saraiva_martins.ramos.jpg"}</script></span></span></li><li class="js-paper-rank-work_2982019 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2982019"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2982019, container: ".js-paper-rank-work_2982019", }); 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$(".js-view-count[data-work-id=2982019]").text(description); $(".js-view-count-work_2982019").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_2982019").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="2982019"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1000" rel="nofollow" href="https://www.academia.edu/Documents/in/Instructional_Design">Instructional Design</a>, <script data-card-contents-for-ri="1000" type="text/json">{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1609" rel="nofollow" href="https://www.academia.edu/Documents/in/E-learning">E-learning</a>, <script data-card-contents-for-ri="1609" type="text/json">{"id":1609,"name":"E-learning","url":"https://www.academia.edu/Documents/in/E-learning?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1695" rel="nofollow" href="https://www.academia.edu/Documents/in/Distance_Education">Distance Education</a><script data-card-contents-for-ri="1695" type="text/json">{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education?f_ri=15869","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=2982019]'), work: {"id":2982019,"title":"UTILIZAÇãO DAS FERRAMENTAS DE UM AMBIENTE VIRTUAL: UM ESTUDO SOB A PERSPECTIVA DA PRÁTICA DOCENTE","created_at":"2013-03-13T23:22:54.577-07:00","url":"https://www.academia.edu/2982019/UTILIZA%C3%87%C3%A3O_DAS_FERRAMENTAS_DE_UM_AMBIENTE_VIRTUAL_UM_ESTUDO_SOB_A_PERSPECTIVA_DA_PR%C3%81TICA_DOCENTE?f_ri=15869","dom_id":"work_2982019","summary":"SinteSe: O objetivo central desse trabalho é compreender o comportamento de uso de um sistema de gestão acadêmica em uma Universidade Federal em relação às ferramentas de apoio às atividades docentes. A pesquisa é censitária, compreende todos os professores dos cursos de graduação e pós-graduação nos períodos 2010.2 e 2011.1. Utilizou-se a análise de cluster para separar os elementos em grupos, de acordo com o uso maior ou menor do sistema de gestão.","downloadable_attachments":[{"id":30937331,"asset_id":2982019,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":42304,"first_name":"Anatalia Saraiva Martins","last_name":"Ramos","domain_name":"ufrn","page_name":"AnataliaSaraivaMartinsRamos","display_name":"Anatalia Saraiva Martins Ramos","profile_url":"https://ufrn.academia.edu/AnataliaSaraivaMartinsRamos?f_ri=15869","photo":"https://0.academia-photos.com/42304/1190005/13275368/s65_anatalia_saraiva_martins.ramos.jpg"}],"research_interests":[{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design?f_ri=15869","nofollow":true},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=15869","nofollow":true},{"id":1609,"name":"E-learning","url":"https://www.academia.edu/Documents/in/E-learning?f_ri=15869","nofollow":true},{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education?f_ri=15869","nofollow":true},{"id":5625,"name":"Instructional Technology","url":"https://www.academia.edu/Documents/in/Instructional_Technology?f_ri=15869"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869"},{"id":24943,"name":"Distance Learning","url":"https://www.academia.edu/Documents/in/Distance_Learning?f_ri=15869"},{"id":98941,"name":"Virtual Learning","url":"https://www.academia.edu/Documents/in/Virtual_Learning?f_ri=15869"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_15274763" data-work_id="15274763" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/15274763/Self_Efficacy_in_the_Context_of_Online_Learning_Environments_A_Review_of_the_Literature_and_Directions_for_Research">Self-Efficacy in the Context of Online Learning Environments: A Review of the Literature and Directions for Research</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of this paper is to examine the construct of self-efficacy in the context of online learning environments. Self-efficacy is defined as ‘‘beliefs in one’s capabilities to organize and execute the courses of action required to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_15274763" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of this paper is to examine the construct of self-efficacy in the context of online learning environments. Self-efficacy is defined as ‘‘beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments’’ (Bandura, 1997, p. 3). Traditionally, the four main sources of self-efficacy development are enactive master experiences, vicarious experi- ences, verbal persuasion, and physio- logical and affective state (Bandura, 1997). In this paper, self-efficacy is introduced in general. Research re- lated to academic self-efficacy and self-efficacy in online learning envir- onments is reviewed. The study of self-efficacy in online learning envir- onments is new relative to the con- struct of self-efficacy. Research on self- efficacy and the use of computers in instructional situations has been included to broaden the literature base. The development of self-efficacy beliefs in online environments is high- lighted as well as self-efficacy assess- ment issues. Possible areas of self- efficacy research in online environ- ments are suggested, including ped- agogical agents, persuasive feedback, and self-efficacy assessment.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/15274763" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="64bf371febbb222198387c385cbe4bea" rel="nofollow" data-download="{"attachment_id":38610981,"asset_id":15274763,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38610981/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1073251" href="https://georgiasouthern.academia.edu/CharlesHodges">Charles Hodges</a><script data-card-contents-for-user="1073251" type="text/json">{"id":1073251,"first_name":"Charles","last_name":"Hodges","domain_name":"georgiasouthern","page_name":"CharlesHodges","display_name":"Charles Hodges","profile_url":"https://georgiasouthern.academia.edu/CharlesHodges?f_ri=15869","photo":"https://0.academia-photos.com/1073251/10059253/13257385/s65_charles.hodges.jpg"}</script></span></span></li><li class="js-paper-rank-work_15274763 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="15274763"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 15274763, container: ".js-paper-rank-work_15274763", }); 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$(".js-view-count[data-work-id=15274763]").text(description); $(".js-view-count-work_15274763").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_15274763").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="15274763"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15869" rel="nofollow" href="https://www.academia.edu/Documents/in/Online_Learning">Online Learning</a>, <script data-card-contents-for-ri="15869" type="text/json">{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="165528" rel="nofollow" href="https://www.academia.edu/Documents/in/Online_Teaching">Online Teaching</a><script data-card-contents-for-ri="165528" type="text/json">{"id":165528,"name":"Online Teaching","url":"https://www.academia.edu/Documents/in/Online_Teaching?f_ri=15869","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=15274763]'), work: {"id":15274763,"title":"Self-Efficacy in the Context of Online Learning Environments: A Review of the Literature and Directions for Research","created_at":"2015-08-29T19:30:51.845-07:00","url":"https://www.academia.edu/15274763/Self_Efficacy_in_the_Context_of_Online_Learning_Environments_A_Review_of_the_Literature_and_Directions_for_Research?f_ri=15869","dom_id":"work_15274763","summary":"The purpose of this paper is to examine the construct of self-efficacy in the context of online learning environments. Self-efficacy is defined as ‘‘beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments’’ (Bandura, 1997, p. 3). Traditionally, the four main sources of self-efficacy development are enactive master experiences, vicarious experi- ences, verbal persuasion, and physio- logical and affective state (Bandura, 1997). In this paper, self-efficacy is introduced in general. Research re- lated to academic self-efficacy and self-efficacy in online learning envir- onments is reviewed. The study of self-efficacy in online learning envir- onments is new relative to the con- struct of self-efficacy. Research on self- efficacy and the use of computers in instructional situations has been included to broaden the literature base. The development of self-efficacy beliefs in online environments is high- lighted as well as self-efficacy assess- ment issues. Possible areas of self- efficacy research in online environ- ments are suggested, including ped- agogical agents, persuasive feedback, and self-efficacy assessment.","downloadable_attachments":[{"id":38610981,"asset_id":15274763,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1073251,"first_name":"Charles","last_name":"Hodges","domain_name":"georgiasouthern","page_name":"CharlesHodges","display_name":"Charles Hodges","profile_url":"https://georgiasouthern.academia.edu/CharlesHodges?f_ri=15869","photo":"https://0.academia-photos.com/1073251/10059253/13257385/s65_charles.hodges.jpg"}],"research_interests":[{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=15869","nofollow":true},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true},{"id":165528,"name":"Online Teaching","url":"https://www.academia.edu/Documents/in/Online_Teaching?f_ri=15869","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_71177913" data-work_id="71177913" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/71177913/Metaverse">Metaverse</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The Metaverse is the post-reality universe, a perpetual and persistent multiuser environment merging physical reality with digital virtuality. It is based on the convergence of technologies that enable multisensory interactions with... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_71177913" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The Metaverse is the post-reality universe, a perpetual and persistent multiuser environment merging physical reality with digital virtuality. It is based on the convergence of technologies that enable multisensory interactions with virtual environments, digital objects and people such as virtual reality (VR) and augmented reality (AR). Hence, the Metaverse is an interconnected web of social, networked immersive environments in persistent multiuser platforms. It enables seamless embodied user communication in real-time and dynamic interactions with digital artifacts. Its first iteration was a web of virtual worlds where avatars were able to teleport among them. The contemporary iteration of the Metaverse features social, immersive VR platforms compatible with massive multiplayer online video games, open game worlds and AR collaborative spaces.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/71177913" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b31b8d08a7a43ebbcf8c940906f8d1a8" rel="nofollow" data-download="{"attachment_id":80987378,"asset_id":71177913,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80987378/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="258877" href="https://upatras.academia.edu/StylianosMystakidis">Stylianos Mystakidis</a><script data-card-contents-for-user="258877" type="text/json">{"id":258877,"first_name":"Stylianos","last_name":"Mystakidis","domain_name":"upatras","page_name":"StylianosMystakidis","display_name":"Stylianos Mystakidis","profile_url":"https://upatras.academia.edu/StylianosMystakidis?f_ri=15869","photo":"https://0.academia-photos.com/258877/53154109/41276699/s65_stylianos.mystakidis.jpg"}</script></span></span></li><li class="js-paper-rank-work_71177913 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="71177913"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 71177913, container: ".js-paper-rank-work_71177913", }); 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It is based on the convergence of technologies that enable multisensory interactions with virtual environments, digital objects and people such as virtual reality (VR) and augmented reality (AR). Hence, the Metaverse is an interconnected web of social, networked immersive environments in persistent multiuser platforms. It enables seamless embodied user communication in real-time and dynamic interactions with digital artifacts. Its first iteration was a web of virtual worlds where avatars were able to teleport among them. 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Her bir... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8238258" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Bu kitap; duygusal ve davranışsal bozukluklara sahip öğrenciler hakkında bilgi sahibi olmak isteyen sınıf öğretmenleri, özel eğitim öğretmenleri ve alanda çalışan uzmanlar için hazırlanmış giriş niteliğinde bir uygulama kitabıdır. Her bir bozukluğun nedeni, tanımlanması, güncel araştırmalar ışığında verilmeye çalışılmış ve okul ortamındaki pratik uygulamalarla da anlatım zenginleştirilmiştir. Bunlara ek olarak belirli bir bozukluğun tüm yönlerine ilişkin temel yaklaşımla birlikte bilimsel olarak geliştirilmiş müdahele yöntemleri de verilmeye çalışılmıştır. <br /> <br />Bu kitabın alanda yeni çalışmaya başlayan öğretmenler kadar güncel verilerle desteklenen tanı koyma ve müdahele stratejilrine önem vermesi nedeniyle alanda uzun süredir çalışmakta olan öğretmenlere ve uzmanlara da yararlı olacağını düşünmekteyiz.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8238258" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ce16aa194829786fdee2a601594b2018" rel="nofollow" data-download="{"attachment_id":40737294,"asset_id":8238258,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40737294/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5350040" href="https://istanbulc.academia.edu/GamzeSart">Gamze Sart</a><script data-card-contents-for-user="5350040" type="text/json">{"id":5350040,"first_name":"Gamze","last_name":"Sart","domain_name":"istanbulc","page_name":"GamzeSart","display_name":"Gamze Sart","profile_url":"https://istanbulc.academia.edu/GamzeSart?f_ri=15869","photo":"https://0.academia-photos.com/5350040/3697412/4333558/s65_gamze.sart.jpg"}</script></span></span></li><li class="js-paper-rank-work_8238258 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8238258"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8238258, container: ".js-paper-rank-work_8238258", }); 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duygusal ve davranışsal bozukluklara sahip öğrenciler hakkında bilgi sahibi olmak isteyen sınıf öğretmenleri, özel eğitim öğretmenleri ve alanda çalışan uzmanlar için hazırlanmış giriş niteliğinde bir uygulama kitabıdır. 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Bunlara ek olarak belirli bir bozukluğun tüm yönlerine ilişkin temel yaklaşımla birlikte bilimsel olarak geliştirilmiş müdahele yöntemleri de verilmeye çalışılmıştır.\r\n \r\nBu kitabın alanda yeni çalışmaya başlayan öğretmenler kadar güncel verilerle desteklenen tanı koyma ve müdahele stratejilrine önem vermesi nedeniyle alanda uzun süredir çalışmakta olan öğretmenlere ve uzmanlara da yararlı olacağını düşünmekteyiz.","downloadable_attachments":[{"id":40737294,"asset_id":8238258,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5350040,"first_name":"Gamze","last_name":"Sart","domain_name":"istanbulc","page_name":"GamzeSart","display_name":"Gamze Sart","profile_url":"https://istanbulc.academia.edu/GamzeSart?f_ri=15869","photo":"https://0.academia-photos.com/5350040/3697412/4333558/s65_gamze.sart.jpg"}],"research_interests":[{"id":1,"name":"Creative 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In Adult and Higher Education","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning_In_Adult_and_Higher_Education?f_ri=15869"},{"id":1036248,"name":"Creative Thinking and Problem Solving","url":"https://www.academia.edu/Documents/in/Creative_Thinking_and_Problem_Solving?f_ri=15869"},{"id":1766249,"name":"Research Methodology and Methods","url":"https://www.academia.edu/Documents/in/Research_Methodology_and_Methods?f_ri=15869"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49197615 coauthored" data-work_id="49197615" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49197615/WRITTEN_DISCOURSE_COMPETENCE_AND_ASYNCHRONOUS_ONLINE_LEARNING_AN_ANALYSIS_OF_LEXICAL_ERRORS_IN_HIGHER_EDUCATION">WRITTEN DISCOURSE COMPETENCE AND ASYNCHRONOUS ONLINE LEARNING: AN ANALYSIS OF LEXICAL ERRORS IN HIGHER EDUCATION</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The aim of this paper is to explore the writing of Spanish students in an online learning context. The sample for this study consisted of a group of forty-three Psychology undergraduate students having a B2 level of English, and the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49197615" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The aim of this paper is to explore the writing of Spanish students in an online learning context. The sample for this study consisted of a group of forty-three Psychology undergraduate students having a B2 level of English, and the corpus compiled contains eighty compositions in total. To achieve the purpose of our study, those written contributions were corrected and analysed so as to check their progress over the course. Their most common errors were classified into a number of categories, including addition, word form, word choice and spelling. Results indicated that first language (L1) interference played an important role in students’ inaccuracies at a lexical level. Gender-based differences could be observed in terms of written performance, especially when it comes to spelling. These findings also indicate that written accuracy seems to be affected by the formality of the register. What language teachers may find profitable about this study may be linked to the identification of problematic areas in English as a Foreign Language (EFL) that need to be tackled in higher education, more specifically in the Psychology classroom. The implementation of scaffolding learning strategies can have a positive impact on the written performance of students who work in online learning environments.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49197615" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4ecf1991479c7a4740f200d353e77a7d" rel="nofollow" data-download="{"attachment_id":67583599,"asset_id":49197615,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67583599/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="41899624" href="https://uv.academia.edu/Luc%C3%ADaBell%C3%A9sCalvera">Lucía Bellés-Calvera</a><script data-card-contents-for-user="41899624" type="text/json">{"id":41899624,"first_name":"Lucía","last_name":"Bellés-Calvera","domain_name":"uv","page_name":"LucíaBellésCalvera","display_name":"Lucía Bellés-Calvera","profile_url":"https://uv.academia.edu/Luc%C3%ADaBell%C3%A9sCalvera?f_ri=15869","photo":"https://0.academia-photos.com/41899624/17139238/32212799/s65_luc_a.bell_s-calvera.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-49197615">+1</span><div class="hidden js-additional-users-49197615"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uv.academia.edu/AnaIsabelMart%C3%ADnezHern%C3%A1ndez">Ana Isabel Martínez Hernández</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-49197615'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-49197615').html(); 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This paper presents a model describing how to design socio-technical environments that will promote collaboration in group activities. A... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12341216" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Collaborative learning environments require carefully crafted designs -both technical and social. This paper presents a model describing how to design socio-technical environments that will promote collaboration in group activities. A game was developed based on this model. This tool was used to conduct experiments for studying the collaborative learning process. Testing with this system revealed some strengths and weaknesses, which are being addressed in the on-going research.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12341216" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e45ee5c7fa8e589936a433a2d13aa0f9" rel="nofollow" data-download="{"attachment_id":46234232,"asset_id":12341216,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46234232/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="31019745" href="https://independent.academia.edu/GerryStahl">Gerry Stahl</a><script data-card-contents-for-user="31019745" type="text/json">{"id":31019745,"first_name":"Gerry","last_name":"Stahl","domain_name":"independent","page_name":"GerryStahl","display_name":"Gerry Stahl","profile_url":"https://independent.academia.edu/GerryStahl?f_ri=15869","photo":"https://0.academia-photos.com/31019745/9089637/10138724/s65_gerry.stahl.jpg"}</script></span></span></li><li class="js-paper-rank-work_12341216 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12341216"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12341216, container: ".js-paper-rank-work_12341216", }); 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Durante un cospicuo periodo di assenza dal servizio, l’autore si è visto costretto a ripianificare e riprogettare una parte del percorso formativo, in corso d’opera  e, coinvolgendo gli altri colleghi del CLIL team, ha disegnato e allestito tre webinar sulla piattaforma wiziq.com per compensare alcune lezioni in presenza. Questa volta, il docente CLIL/DNL, nella veste di elearning researcher, investiga e si sofferma su alcuni rilevanti aspetti che emergono  nel corso delle tre lezioni on line perché nota che la quantità e qualità delle interazioni on line migliora quando il classroom discourse si basa sull’uso delle funzioni comunicative del linguaggio riuscendo a fondere teoria e pratica in modo naturale ed efficace. Questo contributo infine mostra come sia stata condotta e realizzata la Ricerca-Azione, nel rispetto dei canoni scientifici,  evidenziando quali sono stati i punti di debolezza e prospettando i possibili sviluppi .</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/25350233" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0283123087a3fbaf85e97df8f17efb82" rel="nofollow" data-download="{"attachment_id":45649194,"asset_id":25350233,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45649194/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8645861" href="https://independent.academia.edu/AntonioNazzaro">Antonio Nazzaro</a><script data-card-contents-for-user="8645861" type="text/json">{"id":8645861,"first_name":"Antonio","last_name":"Nazzaro","domain_name":"independent","page_name":"AntonioNazzaro","display_name":"Antonio Nazzaro","profile_url":"https://independent.academia.edu/AntonioNazzaro?f_ri=15869","photo":"https://0.academia-photos.com/8645861/2878018/3362104/s65_antonio.nazzaro.jpg"}</script></span></span></li><li class="js-paper-rank-work_25350233 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="25350233"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 25350233, container: ".js-paper-rank-work_25350233", }); 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$(".js-view-count[data-work-id=25350233]").text(description); $(".js-view-count-work_25350233").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_25350233").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="25350233"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">22</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="887" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a><script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=15869","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=25350233]'), work: {"id":25350233,"title":"Lezioni on line in una classe CLIL per fondere teoria e pratica","created_at":"2016-05-15T14:03:46.035-07:00","url":"https://www.academia.edu/25350233/Lezioni_on_line_in_una_classe_CLIL_per_fondere_teoria_e_pratica?f_ri=15869","dom_id":"work_25350233","summary":"Nell’articolo, l’autore, alla sua prima esperienza di docente CLIL/DNL, descrive i caratteri, le fasi e lo svolgimento delle attività e fornisce esempi di lezioni in presenza e on line del modulo “Cybercrime and security measures” recentemente erogato agli alunni di una classe quinta di un Istituto Tecnico Economico ad articolazione SIA (Sistemi Informativi Aziendali). Durante un cospicuo periodo di assenza dal servizio, l’autore si è visto costretto a ripianificare e riprogettare una parte del percorso formativo, in corso d’opera e, coinvolgendo gli altri colleghi del CLIL team, ha disegnato e allestito tre webinar sulla piattaforma wiziq.com per compensare alcune lezioni in presenza. Questa volta, il docente CLIL/DNL, nella veste di elearning researcher, investiga e si sofferma su alcuni rilevanti aspetti che emergono nel corso delle tre lezioni on line perché nota che la quantità e qualità delle interazioni on line migliora quando il classroom discourse si basa sull’uso delle funzioni comunicative del linguaggio riuscendo a fondere teoria e pratica in modo naturale ed efficace. Questo contributo infine mostra come sia stata condotta e realizzata la Ricerca-Azione, nel rispetto dei canoni scientifici, evidenziando quali sono stati i punti di debolezza e prospettando i possibili sviluppi .","downloadable_attachments":[{"id":45649194,"asset_id":25350233,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":8645861,"first_name":"Antonio","last_name":"Nazzaro","domain_name":"independent","page_name":"AntonioNazzaro","display_name":"Antonio Nazzaro","profile_url":"https://independent.academia.edu/AntonioNazzaro?f_ri=15869","photo":"https://0.academia-photos.com/8645861/2878018/3362104/s65_antonio.nazzaro.jpg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=15869","nofollow":true},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=15869","nofollow":true},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=15869","nofollow":true},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=15869","nofollow":true},{"id":1736,"name":"Science Education","url":"https://www.academia.edu/Documents/in/Science_Education?f_ri=15869"},{"id":2065,"name":"Research Methodology","url":"https://www.academia.edu/Documents/in/Research_Methodology?f_ri=15869"},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=15869"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=15869"},{"id":5978,"name":"Web Technologies","url":"https://www.academia.edu/Documents/in/Web_Technologies?f_ri=15869"},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=15869"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869"},{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education?f_ri=15869"},{"id":37430,"name":"CLIL","url":"https://www.academia.edu/Documents/in/CLIL?f_ri=15869"},{"id":40502,"name":"Teacher","url":"https://www.academia.edu/Documents/in/Teacher?f_ri=15869"},{"id":60843,"name":"Reflective Teaching","url":"https://www.academia.edu/Documents/in/Reflective_Teaching?f_ri=15869"},{"id":96106,"name":"Teacher education for CLIL","url":"https://www.academia.edu/Documents/in/Teacher_education_for_CLIL?f_ri=15869"},{"id":178082,"name":"Formação de professores e prática pedagógica","url":"https://www.academia.edu/Documents/in/Formacao_de_professores_e_pratica_pedagogica?f_ri=15869"},{"id":210798,"name":"Content and Language Integrated Learning (CLIL)","url":"https://www.academia.edu/Documents/in/Content_and_Language_Integrated_Learning_CLIL_?f_ri=15869"},{"id":251043,"name":"Concept and mind mapping, CLIL, assessment","url":"https://www.academia.edu/Documents/in/Concept_and_mind_mapping_CLIL_assessment?f_ri=15869"},{"id":314794,"name":"CLIL-based Methodology","url":"https://www.academia.edu/Documents/in/CLIL-based_Methodology?f_ri=15869"},{"id":592862,"name":"Designing Course Clil","url":"https://www.academia.edu/Documents/in/Designing_Course_Clil?f_ri=15869"},{"id":1193280,"name":"Elearning","url":"https://www.academia.edu/Documents/in/Elearning?f_ri=15869"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_32072207" data-work_id="32072207" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/32072207/Investigating_the_Effectiveness_of_the_Online_Learner_Profiling_Questionnaire_in_Generating_a_Profile_of_Learners_Based_on_Learner_Dispositions">Investigating the Effectiveness of the ‘Online Learner Profiling Questionnaire’ in Generating a Profile of Learners Based on Learner Dispositions</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In Volungeviciene, A., Szűcs, A., and Mázár, I. (eds.), Forging new pathways of research and innovation in open and distance learning: Reaching from the roots. Paper presented at the 9th EDEN Research Workshop, Oldenburg, Germany, 4 - 6... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_32072207" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In Volungeviciene, A., Szűcs, A., and Mázár, I. (eds.), Forging new pathways of research and innovation in open and distance learning: Reaching from the roots. Paper presented at the 9th EDEN Research Workshop, Oldenburg, Germany, 4 - 6 October (pp. 99-108). European Distance and E-Learning Network.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/32072207" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c7b98fc732329a6396cfbd7e8dba33cf" rel="nofollow" data-download="{"attachment_id":52328700,"asset_id":32072207,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/52328700/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1111177" href="https://manchester.academia.edu/ShaiffadzillahOmarali">Shaiffadzillah Omarali</a><script data-card-contents-for-user="1111177" type="text/json">{"id":1111177,"first_name":"Shaiffadzillah","last_name":"Omarali","domain_name":"manchester","page_name":"ShaiffadzillahOmarali","display_name":"Shaiffadzillah Omarali","profile_url":"https://manchester.academia.edu/ShaiffadzillahOmarali?f_ri=15869","photo":"https://0.academia-photos.com/1111177/3151200/16580670/s65_shaiffadzillah.omarali.jpg"}</script></span></span></li><li class="js-paper-rank-work_32072207 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="32072207"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 32072207, container: ".js-paper-rank-work_32072207", }); 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$(".js-view-count[data-work-id=32072207]").text(description); $(".js-view-count-work_32072207").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_32072207").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="32072207"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="13340" rel="nofollow" href="https://www.academia.edu/Documents/in/Pierre_Bourdieu">Pierre Bourdieu</a>, <script data-card-contents-for-ri="13340" type="text/json">{"id":13340,"name":"Pierre Bourdieu","url":"https://www.academia.edu/Documents/in/Pierre_Bourdieu?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15869" rel="nofollow" href="https://www.academia.edu/Documents/in/Online_Learning">Online Learning</a>, <script data-card-contents-for-ri="15869" type="text/json">{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1037632" rel="nofollow" href="https://www.academia.edu/Documents/in/Profiling_Open_Distance_Learners">Profiling Open Distance Learners</a><script data-card-contents-for-ri="1037632" type="text/json">{"id":1037632,"name":"Profiling Open Distance Learners","url":"https://www.academia.edu/Documents/in/Profiling_Open_Distance_Learners?f_ri=15869","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=32072207]'), work: {"id":32072207,"title":"Investigating the Effectiveness of the ‘Online Learner Profiling Questionnaire’ in Generating a Profile of Learners Based on Learner Dispositions","created_at":"2017-03-27T09:32:30.547-07:00","url":"https://www.academia.edu/32072207/Investigating_the_Effectiveness_of_the_Online_Learner_Profiling_Questionnaire_in_Generating_a_Profile_of_Learners_Based_on_Learner_Dispositions?f_ri=15869","dom_id":"work_32072207","summary":"In Volungeviciene, A., Szűcs, A., and Mázár, I. (eds.), Forging new pathways of research and innovation in open and distance learning: Reaching from the roots. Paper presented at the 9th EDEN Research Workshop, Oldenburg, Germany, 4 - 6 October (pp. 99-108). European Distance and E-Learning Network.","downloadable_attachments":[{"id":52328700,"asset_id":32072207,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1111177,"first_name":"Shaiffadzillah","last_name":"Omarali","domain_name":"manchester","page_name":"ShaiffadzillahOmarali","display_name":"Shaiffadzillah Omarali","profile_url":"https://manchester.academia.edu/ShaiffadzillahOmarali?f_ri=15869","photo":"https://0.academia-photos.com/1111177/3151200/16580670/s65_shaiffadzillah.omarali.jpg"}],"research_interests":[{"id":13340,"name":"Pierre Bourdieu","url":"https://www.academia.edu/Documents/in/Pierre_Bourdieu?f_ri=15869","nofollow":true},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true},{"id":1037632,"name":"Profiling Open Distance Learners","url":"https://www.academia.edu/Documents/in/Profiling_Open_Distance_Learners?f_ri=15869","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_2488499" data-work_id="2488499" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2488499/The_CU_Online_Handbook_Teach_differently_Create_and_collaborate">The CU Online Handbook: Teach differently: Create and collaborate</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Introduction Introduction by Patrick R. Lowenthal Trends and Issues with Online Learning From Reluctant and Reticent to Engaged and Enthusiastic: The Passage to Online Teaching Susan Giullian Preparing Special Education... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_2488499" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Introduction <br />Introduction by Patrick R. Lowenthal <br /> <br />Trends and Issues with Online Learning <br />From Reluctant and Reticent to Engaged and Enthusiastic: The Passage to Online Teaching <br />Susan Giullian <br /> <br />Preparing Special Education Teachers Through Online Instruction <br />Donna Sobel <br /> <br />Using eCollege to Facilitate Learning, Provide for Program Coherence, Manage Accountability Innovations, and Ensure the Evolution of a Principal Licensure Program <br />Connie Fulmer <br /> <br />Make, Share, Find: Web 2.0 and Informal Learning <br />Phil Antonelli <br /> <br />Technology in Action <br />The Advantages of a Ning Social Network Within a Higher Education Program <br />Laura Summers <br /> <br />Fresh and Forward-thinking: Using Blogs for Educational Purposes <br />Joanna C. Dunlap & Ellen Stevens <br /> <br />Hanging on by a Thread <br />Dorothy F. Garrison-Wade <br /> <br />Instructional Uses of Twitter <br />Joanna C. Dunlap & Patrick R. Lowenthal <br /> <br />Using Audio for Giving Feedback to Project Teams: A Useful Complement to Track Changes <br />Brent G. Wilson <br /> <br />Wordle… Just for Phluff? <br />Joanna C. Dunlap <br /> <br />A Teaching Video Project Brought to Closure <br />Farah A. Ibrahim <br /> <br />Improving the Design of PowerPoint Presentations <br />Patrick R. Lowenthal <br /> <br />Emerging Tools and Applications <br />Audacity <br />Ning <br />Blogger <br />PBworks <br />Bubbl.us <br />Picnik <br />Delicious <br />ScreenSteps Desktop <br />Facebook <br />Songza <br />Flickr <br />SkyDrive <br />Google Docs <br />Skype <br />Google Reader <br />Twitter <br />iSpring <br />Ustream <br />Jing VoiceThread <br />Media Converter <br />Youtube <br />MyPodcast <br />Zotero <br /> <br />Resources <br />Down-and-dirty Guidelines for Effective Discussions in Online Courses <br />Joanna C. Dunlap <br /> <br />Protocols for Online Discussions <br />Joanna C. Dunlap <br /> <br />Improving the Odds of Effective Collaborative Work in Online Courses <br />Joanna C. Dunlap</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2488499" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="eafe9fbc19e35b3e4bc3c60a88e66ddc" rel="nofollow" data-download="{"attachment_id":30506308,"asset_id":2488499,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/30506308/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="191513" href="https://boisestate.academia.edu/PatrickLowenthal">Patrick Lowenthal</a><script data-card-contents-for-user="191513" type="text/json">{"id":191513,"first_name":"Patrick","last_name":"Lowenthal","domain_name":"boisestate","page_name":"PatrickLowenthal","display_name":"Patrick Lowenthal","profile_url":"https://boisestate.academia.edu/PatrickLowenthal?f_ri=15869","photo":"https://0.academia-photos.com/191513/46247/3697816/s65_patrick.lowenthal.jpg"}</script></span></span></li><li class="js-paper-rank-work_2488499 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2488499"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2488499, container: ".js-paper-rank-work_2488499", }); 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class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">FROM THE COLLEGE OF MENTAL HEALTH COUNSELING</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24964222" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7355a5a379dbc08feba7197863b3d5ca" rel="nofollow" data-download="{"attachment_id":64301748,"asset_id":24964222,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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js-work-card work_19010175" data-work_id="19010175" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/19010175/ANORMAL_PS%C4%B0KOLOJ%C4%B0S%C4%B0_PS%C4%B0KOPATOLOJ%C4%B0_Abnormal_Psychology">ANORMAL PSİKOLOJİSİ/PSİKOPATOLOJİ - Abnormal Psychology</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_19010175" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır. <br />2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır. <br />Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.<br />Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/19010175" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a8e22631f859a5caa5deada926e19b8c" rel="nofollow" data-download="{"attachment_id":40737176,"asset_id":19010175,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40737176/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5350040" href="https://istanbulc.academia.edu/GamzeSart">Gamze Sart</a><script data-card-contents-for-user="5350040" type="text/json">{"id":5350040,"first_name":"Gamze","last_name":"Sart","domain_name":"istanbulc","page_name":"GamzeSart","display_name":"Gamze Sart","profile_url":"https://istanbulc.academia.edu/GamzeSart?f_ri=15869","photo":"https://0.academia-photos.com/5350040/3697412/4333558/s65_gamze.sart.jpg"}</script></span></span></li><li class="js-paper-rank-work_19010175 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="19010175"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 19010175, container: ".js-paper-rank-work_19010175", }); 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methds","url":"https://www.academia.edu/Documents/in/Research_Methods_and_methodology_qualitative_research_methds?f_ri=15869"},{"id":1766249,"name":"Research Methodology and Methods","url":"https://www.academia.edu/Documents/in/Research_Methodology_and_Methods?f_ri=15869"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_60630845" data-work_id="60630845" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/60630845/Building_a_model_explaining_the_social_nature_of_online_learning">Building a model explaining the social nature of online learning</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Based on a framework emphasizing the social nature of learning, this research examines a model of how social constructs affect satisfaction within online learning using path analysis for students in higher education. The social constructs... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_60630845" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Based on a framework emphasizing the social nature of learning, this research examines a model of how social constructs affect satisfaction within online learning using path analysis for students in higher education. The social constructs evaluated in this study include sense of community (SOC), social ability (SA), perceived ease of use (PEU) and usefulness (PU) of social awareness tools, and self-reported participation (SRP) in online courses. Students&#x27; social ability is predicted by perceived ease of use of social awareness ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/60630845" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="135877da1c2d28e95515b58e69733b62" rel="nofollow" data-download="{"attachment_id":73988077,"asset_id":60630845,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/73988077/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="121844496" href="https://independent.academia.edu/BosungKim11">Bosung Kim</a><script data-card-contents-for-user="121844496" type="text/json">{"id":121844496,"first_name":"Bosung","last_name":"Kim","domain_name":"independent","page_name":"BosungKim11","display_name":"Bosung Kim","profile_url":"https://independent.academia.edu/BosungKim11?f_ri=15869","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_60630845 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="60630845"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 60630845, container: ".js-paper-rank-work_60630845", }); 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What do people mean when they use the term MOOC? In the current work, we... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_58350526" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Although MOOCs are a much-discussed topic in higher education, conversations about MOOCs do not often include details regarding the nuanced nature of these courses. What do people mean when they use the term MOOC? In the current work, we delve into the variations of MOOCs, and we put a typology we previously created into practice. Our goal with this work is not only to provide an extended categorization for MOOCs but also to apply those categories to MOOCs that are currently advertised or already available.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/58350526" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="16a4bbf64b150de9b97182e5b034da83" rel="nofollow" data-download="{"attachment_id":72805208,"asset_id":58350526,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/72805208/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="53521427" href="https://alabama.academia.edu/ClaireMajor">Claire Major</a><script data-card-contents-for-user="53521427" type="text/json">{"id":53521427,"first_name":"Claire","last_name":"Major","domain_name":"alabama","page_name":"ClaireMajor","display_name":"Claire Major","profile_url":"https://alabama.academia.edu/ClaireMajor?f_ri=15869","photo":"https://0.academia-photos.com/53521427/23484214/22543523/s65_claire.major.jpg"}</script></span></span></li><li class="js-paper-rank-work_58350526 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="58350526"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 58350526, container: ".js-paper-rank-work_58350526", }); });</script></li><li class="js-percentile-work_58350526 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 58350526; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_58350526"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_58350526 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="58350526"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 58350526; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=58350526]").text(description); $(".js-view-count-work_58350526").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_58350526").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="58350526"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="15869" rel="nofollow" href="https://www.academia.edu/Documents/in/Online_Learning">Online Learning</a><script data-card-contents-for-ri="15869" type="text/json">{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=58350526]'), work: {"id":58350526,"title":"Wherefore Art Thou MOOC: Defining Massive Open Online Courses","created_at":"2021-10-16T03:45:12.229-07:00","url":"https://www.academia.edu/58350526/Wherefore_Art_Thou_MOOC_Defining_Massive_Open_Online_Courses?f_ri=15869","dom_id":"work_58350526","summary":"Although MOOCs are a much-discussed topic in higher education, conversations about MOOCs do not often include details regarding the nuanced nature of these courses. What do people mean when they use the term MOOC? In the current work, we delve into the variations of MOOCs, and we put a typology we previously created into practice. Our goal with this work is not only to provide an extended categorization for MOOCs but also to apply those categories to MOOCs that are currently advertised or already available.","downloadable_attachments":[{"id":72805208,"asset_id":58350526,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":53521427,"first_name":"Claire","last_name":"Major","domain_name":"alabama","page_name":"ClaireMajor","display_name":"Claire Major","profile_url":"https://alabama.academia.edu/ClaireMajor?f_ri=15869","photo":"https://0.academia-photos.com/53521427/23484214/22543523/s65_claire.major.jpg"}],"research_interests":[{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43828738 coauthored" data-work_id="43828738" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43828738/Assessment_for_Learning_How_to_assess_oral_communication_in_a_way_that_facilitates_learning_with_a_focus_on_performance_rather_than_accuracy">Assessment for Learning - How to assess oral communication in a way that facilitates learning, with a focus on performance rather than accuracy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this TFM, it is intended to describe and analyse the effect of formative assessment on students’ school performance. Given the context of the school, the students and an unusual situation (COVID-19), the analysis focuses on the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43828738" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this TFM, it is intended to describe and analyse the effect of formative assessment on students’ school performance. Given the context of the school, the students and an unusual situation (COVID-19), the analysis focuses on the assessment of oral expression, as it is sometimes the less developed skill in the classroom.<br />Through different activities based on the theory of formative assessment, in which the student is the core, the highest degree of participation and motivation on the part of the students is sought. Students can activate their prior knowledge on how to perform a good oral presentation, analyse one, and finally spot the evaluable criteria to create a chart for peer-assessment and self-assessment and use it for learning.<br />It is also analysed whether the formative assessment can be carried out in online classes in the same way and with the same results that would be expected from a face-to-face class. Adapting the evaluation to an online format caused a different outcome in which the initial goals were not achieved with the same degree.<br />Although the unprecedented event mentioned before, this research shows that the use of formative assessment, and the involvement of students in it, have a positive effect on the academic performance of students, as long as they are used to using it regularly in the English class.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43828738" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="276c7941b57be6045cdce4c8640a4ddc" rel="nofollow" data-download="{"attachment_id":64148131,"asset_id":43828738,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64148131/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="49683379" href="https://independent.academia.edu/RicartCarlos">Carlos Ricart</a><script data-card-contents-for-user="49683379" type="text/json">{"id":49683379,"first_name":"Carlos","last_name":"Ricart","domain_name":"independent","page_name":"RicartCarlos","display_name":"Carlos Ricart","profile_url":"https://independent.academia.edu/RicartCarlos?f_ri=15869","photo":"https://0.academia-photos.com/49683379/14769486/18393445/s65_carlos.ricart.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-43828738">+1</span><div class="hidden js-additional-users-43828738"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/HelenaMart%C3%ADnezTorrebadella">Helena Martínez Torrebadella</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-43828738'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-43828738').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43828738 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43828738"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43828738; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43828738]").text(description); $(".js-view-count-work_43828738").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43828738").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43828738"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4474" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Thinking">Critical Thinking</a>, <script data-card-contents-for-ri="4474" type="text/json">{"id":4474,"name":"Critical Thinking","url":"https://www.academia.edu/Documents/in/Critical_Thinking?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15869" rel="nofollow" href="https://www.academia.edu/Documents/in/Online_Learning">Online Learning</a>, <script data-card-contents-for-ri="15869" type="text/json">{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="23875" rel="nofollow" href="https://www.academia.edu/Documents/in/Classroom_Management">Classroom Management</a>, <script data-card-contents-for-ri="23875" type="text/json">{"id":23875,"name":"Classroom Management","url":"https://www.academia.edu/Documents/in/Classroom_Management?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="69039" rel="nofollow" href="https://www.academia.edu/Documents/in/Task-based_language_teaching_and_learning">Task-based language teaching and learning</a><script data-card-contents-for-ri="69039" type="text/json">{"id":69039,"name":"Task-based language teaching and learning","url":"https://www.academia.edu/Documents/in/Task-based_language_teaching_and_learning?f_ri=15869","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43828738]'), work: {"id":43828738,"title":"Assessment for Learning - How to assess oral communication in a way that facilitates learning, with a focus on performance rather than accuracy","created_at":"2020-08-11T02:13:43.435-07:00","url":"https://www.academia.edu/43828738/Assessment_for_Learning_How_to_assess_oral_communication_in_a_way_that_facilitates_learning_with_a_focus_on_performance_rather_than_accuracy?f_ri=15869","dom_id":"work_43828738","summary":"In this TFM, it is intended to describe and analyse the effect of formative assessment on students’ school performance. Given the context of the school, the students and an unusual situation (COVID-19), the analysis focuses on the assessment of oral expression, as it is sometimes the less developed skill in the classroom.\nThrough different activities based on the theory of formative assessment, in which the student is the core, the highest degree of participation and motivation on the part of the students is sought. Students can activate their prior knowledge on how to perform a good oral presentation, analyse one, and finally spot the evaluable criteria to create a chart for peer-assessment and self-assessment and use it for learning.\nIt is also analysed whether the formative assessment can be carried out in online classes in the same way and with the same results that would be expected from a face-to-face class. Adapting the evaluation to an online format caused a different outcome in which the initial goals were not achieved with the same degree.\nAlthough the unprecedented event mentioned before, this research shows that the use of formative assessment, and the involvement of students in it, have a positive effect on the academic performance of students, as long as they are used to using it regularly in the English class.","downloadable_attachments":[{"id":64148131,"asset_id":43828738,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":49683379,"first_name":"Carlos","last_name":"Ricart","domain_name":"independent","page_name":"RicartCarlos","display_name":"Carlos Ricart","profile_url":"https://independent.academia.edu/RicartCarlos?f_ri=15869","photo":"https://0.academia-photos.com/49683379/14769486/18393445/s65_carlos.ricart.jpg"},{"id":166938687,"first_name":"Helena Martínez","last_name":"Torrebadella","domain_name":"independent","page_name":"HelenaMartínezTorrebadella","display_name":"Helena Martínez Torrebadella","profile_url":"https://independent.academia.edu/HelenaMart%C3%ADnezTorrebadella?f_ri=15869","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":4474,"name":"Critical Thinking","url":"https://www.academia.edu/Documents/in/Critical_Thinking?f_ri=15869","nofollow":true},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true},{"id":23875,"name":"Classroom Management","url":"https://www.academia.edu/Documents/in/Classroom_Management?f_ri=15869","nofollow":true},{"id":69039,"name":"Task-based language teaching and learning","url":"https://www.academia.edu/Documents/in/Task-based_language_teaching_and_learning?f_ri=15869","nofollow":true},{"id":174869,"name":"Oral communication","url":"https://www.academia.edu/Documents/in/Oral_communication?f_ri=15869"},{"id":206673,"name":"Assessment for learning","url":"https://www.academia.edu/Documents/in/Assessment_for_learning?f_ri=15869"},{"id":334708,"name":"Self and Peer Assessment","url":"https://www.academia.edu/Documents/in/Self_and_Peer_Assessment?f_ri=15869"},{"id":781717,"name":"Critical Thinking Skills In Language Classess","url":"https://www.academia.edu/Documents/in/Critical_Thinking_Skills_In_Language_Classess?f_ri=15869"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43749480" data-work_id="43749480" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43749480/Creating_an_Inclusive_Online_Class_for_Students_With_Disabilities">Creating an Inclusive Online Class for Students With Disabilities</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43749480" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="dc04963968cc96dba5619dd368e98877" rel="nofollow" data-download="{"attachment_id":64060891,"asset_id":43749480,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen 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Workers","url":"https://www.academia.edu/Documents/in/Health_Care_Workers?f_ri=15869"},{"id":201203,"name":"Hygiene","url":"https://www.academia.edu/Documents/in/Hygiene?f_ri=15869"},{"id":1191356,"name":"Internet","url":"https://www.academia.edu/Documents/in/Internet?f_ri=15869"},{"id":1824236,"name":"Health Personnel","url":"https://www.academia.edu/Documents/in/Health_Personnel?f_ri=15869"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12158465" data-work_id="12158465" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12158465/AACTE_How_Pathway_Affects_Classroom_Management_Preparation_for_Novice_Teachers">AACTE: How “Pathway” Affects Classroom Management Preparation for Novice Teachers </a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">he field of teacher education is in a state of flux… some might say upheaval… as a plethora of traditional university-based and “alternative route” pathways for preparing new teachers compete for the attention and support of both policy... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12158465" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">he field of teacher education is in a state of flux… some might say upheaval… as a plethora of traditional university-based and “alternative route” pathways for preparing new teachers compete for the attention and support of both policy makers and prospective teacher candidates.    In this context, the emergence of alternative route programs has produced a good deal of what might be termed “horse-race” research comparing outcomes of various teacher preparation models (e.g., Henry, et al, 2013; Xu, Hanaway, & Taylor, 2011).    While results of these studies have varied, the general conclusion of researchers is that there is as much within-group variation in program features and quality as there is between groups—with both alt-route and traditional programs sharing many of the same structural features and curriculum content (Boyd, et al, 2008).  The “horse-race” approach has not been a productive strategy for understanding the features and affordances of varying models of teacher preparation.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12158465" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" 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In this context, the emergence of alternative route programs has produced a good deal of what might be termed “horse-race” research comparing outcomes of various teacher preparation models (e.g., Henry, et al, 2013; Xu, Hanaway, \u0026 Taylor, 2011). While results of these studies have varied, the general conclusion of researchers is that there is as much within-group variation in program features and quality as there is between groups—with both alt-route and traditional programs sharing many of the same structural features and curriculum content (Boyd, et al, 2008). The “horse-race” approach has not been a productive strategy for understanding the features and affordances of varying models of teacher preparation.","downloadable_attachments":[{"id":37462133,"asset_id":12158465,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7283244,"first_name":"Boris","last_name":"Krichevsky","domain_name":"washington","page_name":"BorisKrichevsky","display_name":"Boris Krichevsky","profile_url":"https://washington.academia.edu/BorisKrichevsky?f_ri=15869","photo":"https://0.academia-photos.com/7283244/5929780/6732572/s65_boris.krichevsky.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=15869","nofollow":true},{"id":4828,"name":"Collaboration","url":"https://www.academia.edu/Documents/in/Collaboration?f_ri=15869","nofollow":true},{"id":9091,"name":"Cultural Historical Activity Theory","url":"https://www.academia.edu/Documents/in/Cultural_Historical_Activity_Theory?f_ri=15869","nofollow":true},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=15869","nofollow":true},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869"},{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=15869"},{"id":23875,"name":"Classroom Management","url":"https://www.academia.edu/Documents/in/Classroom_Management?f_ri=15869"},{"id":61691,"name":"Teacher Preparation, Induction, and Mentoring","url":"https://www.academia.edu/Documents/in/Teacher_Preparation_Induction_and_Mentoring?f_ri=15869"},{"id":80031,"name":"Online Teaching and Learning","url":"https://www.academia.edu/Documents/in/Online_Teaching_and_Learning?f_ri=15869"},{"id":106182,"name":"Pre Service Teacher Education","url":"https://www.academia.edu/Documents/in/Pre_Service_Teacher_Education?f_ri=15869"},{"id":155351,"name":"Teacher Preparation","url":"https://www.academia.edu/Documents/in/Teacher_Preparation?f_ri=15869"},{"id":212760,"name":"Fast Track and Alternative Certification Programs","url":"https://www.academia.edu/Documents/in/Fast_Track_and_Alternative_Certification_Programs?f_ri=15869"},{"id":235542,"name":"Alternative Teacher Certification","url":"https://www.academia.edu/Documents/in/Alternative_Teacher_Certification?f_ri=15869"},{"id":468035,"name":"Teach for America","url":"https://www.academia.edu/Documents/in/Teach_for_America?f_ri=15869"},{"id":899656,"name":"Urban Teacher Residencies","url":"https://www.academia.edu/Documents/in/Urban_Teacher_Residencies?f_ri=15869"},{"id":958866,"name":"Cultural Historical Activity Theory Research","url":"https://www.academia.edu/Documents/in/Cultural_Historical_Activity_Theory_Research?f_ri=15869"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_17333266" data-work_id="17333266" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/17333266/Seeking_best_practice_in_online_learning_Flexible_Learning_Toolboxes_in_the_Australian_VET_sector">Seeking best practice in online learning: Flexible Learning Toolboxes in the Australian VET sector</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper describes The Flexible Learning Toolboxes Project, a component of the Australian Flexible Learning Framework for the National Vocational Education and Training System 2000-2004 (AFL Framework). The AFL Framework is designed to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_17333266" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper describes The Flexible Learning Toolboxes Project, a component of the Australian Flexible Learning Framework for the National Vocational Education and Training System 2000-2004 (AFL Framework). The AFL Framework is designed to support the accelerated take-up of flexible learning modes and position Australian VET as a world leader in applying new technologies to vocational education products and services. A Toolbox is a set of learning resources designed for web based delivwww. ascilite. orgs ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/17333266" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="09b40c0fe4505e8918274f349a462cc6" rel="nofollow" data-download="{"attachment_id":39450380,"asset_id":17333266,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/39450380/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="36796438" href="https://independent.academia.edu/OliverRon">Ron Oliver</a><script data-card-contents-for-user="36796438" type="text/json">{"id":36796438,"first_name":"Ron","last_name":"Oliver","domain_name":"independent","page_name":"OliverRon","display_name":"Ron Oliver","profile_url":"https://independent.academia.edu/OliverRon?f_ri=15869","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_17333266 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="17333266"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 17333266, container: ".js-paper-rank-work_17333266", }); 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These include the need to position themselves in the network, to navigate between activity... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49824562" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The paper describes the use of latent semantic analysis and intelligent agents as means of supporting learning network users with their needs. These include the need to position themselves in the network, to navigate between activity nodes, to acquire support for content bound questions.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49824562" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7acbd2d259868863f17412ac14c47e62" rel="nofollow" data-download="{"attachment_id":68040329,"asset_id":49824562,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68040329/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="44906624" href="https://independent.academia.edu/FreddeVries">Fred de Vries</a><script data-card-contents-for-user="44906624" type="text/json">{"id":44906624,"first_name":"Fred","last_name":"de Vries","domain_name":"independent","page_name":"FreddeVries","display_name":"Fred de Vries","profile_url":"https://independent.academia.edu/FreddeVries?f_ri=15869","photo":"https://0.academia-photos.com/44906624/12492641/17989479/s65_fred.de_vries.jpg"}</script></span></span></li><li class="js-paper-rank-work_49824562 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49824562"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49824562, container: ".js-paper-rank-work_49824562", }); });</script></li><li class="js-percentile-work_49824562 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49824562; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_49824562"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_49824562 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="49824562"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49824562; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49824562]").text(description); $(".js-view-count-work_49824562").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_49824562").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="49824562"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="7109" rel="nofollow" href="https://www.academia.edu/Documents/in/Student_support">Student support</a>, <script data-card-contents-for-ri="7109" type="text/json">{"id":7109,"name":"Student support","url":"https://www.academia.edu/Documents/in/Student_support?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="12720" rel="nofollow" href="https://www.academia.edu/Documents/in/Learning_Networks">Learning Networks</a>, <script data-card-contents-for-ri="12720" type="text/json">{"id":12720,"name":"Learning Networks","url":"https://www.academia.edu/Documents/in/Learning_Networks?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15869" rel="nofollow" href="https://www.academia.edu/Documents/in/Online_Learning">Online Learning</a>, <script data-card-contents-for-ri="15869" type="text/json">{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="30815" rel="nofollow" href="https://www.academia.edu/Documents/in/Latent_Semantic_Analysis">Latent Semantic Analysis</a><script data-card-contents-for-ri="30815" type="text/json">{"id":30815,"name":"Latent Semantic Analysis","url":"https://www.academia.edu/Documents/in/Latent_Semantic_Analysis?f_ri=15869","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=49824562]'), work: {"id":49824562,"title":"Agent support for online learning","created_at":"2021-07-12T14:01:10.264-07:00","url":"https://www.academia.edu/49824562/Agent_support_for_online_learning?f_ri=15869","dom_id":"work_49824562","summary":"The paper describes the use of latent semantic analysis and intelligent agents as means of supporting learning network users with their needs. These include the need to position themselves in the network, to navigate between activity nodes, to acquire support for content bound questions.","downloadable_attachments":[{"id":68040329,"asset_id":49824562,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":44906624,"first_name":"Fred","last_name":"de Vries","domain_name":"independent","page_name":"FreddeVries","display_name":"Fred de Vries","profile_url":"https://independent.academia.edu/FreddeVries?f_ri=15869","photo":"https://0.academia-photos.com/44906624/12492641/17989479/s65_fred.de_vries.jpg"}],"research_interests":[{"id":7109,"name":"Student support","url":"https://www.academia.edu/Documents/in/Student_support?f_ri=15869","nofollow":true},{"id":12720,"name":"Learning Networks","url":"https://www.academia.edu/Documents/in/Learning_Networks?f_ri=15869","nofollow":true},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true},{"id":30815,"name":"Latent Semantic Analysis","url":"https://www.academia.edu/Documents/in/Latent_Semantic_Analysis?f_ri=15869","nofollow":true},{"id":59695,"name":"Navigation","url":"https://www.academia.edu/Documents/in/Navigation?f_ri=15869"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49125772 coauthored" data-work_id="49125772" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49125772/The_Community_of_Inquiry_in_Writing_Studies_Survey_Interpreting_Social_Presence_in_Disciplinary_Contexts">The Community of Inquiry in Writing Studies Survey: Interpreting Social Presence in Disciplinary Contexts</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article applies the Community of Inquiry (CoI) framework to a particular disciplinary context: first-year writing (FYW). Students enrolled in online FYW courses across three institutions (n = 272) completed a version of the CoI... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49125772" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article applies the Community of Inquiry (CoI) framework to a particular disciplinary context: first-year writing (FYW). Students enrolled in online FYW courses across three institutions (n = 272) completed a version of the CoI survey that was slightly modified to fit the disciplinary context of writing studies. A factor analysis was conducted to determine how well the CoI in Writing Studies data aligned with typical CoI survey research; teaching presence and cognitive presence loaded onto single factors, but the social presence items divided into multiple factors. The authors put their findings in conversation with other scholarship about social presence, especially Carlon et al. (2012) and Kreijns et al. (2014), and advocate for differentiating between survey items that relate to "social presence," "social comfort," "attitude," and "social learning." They also recommend that future disciplinary uses of the CoI Survey include survey items that ask students to report on the extent to which they engaged in the types of social learning that the discipline values.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49125772" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cbdf98671ac6c732baba240d40ac83aa" rel="nofollow" data-download="{"attachment_id":67516963,"asset_id":49125772,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67516963/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="25911053" href="https://kentstate.academia.edu/JenMCunningham">Jennifer M Cunningham</a><script data-card-contents-for-user="25911053" type="text/json">{"id":25911053,"first_name":"Jennifer","last_name":"Cunningham","domain_name":"kentstate","page_name":"JenMCunningham","display_name":"Jennifer M Cunningham","profile_url":"https://kentstate.academia.edu/JenMCunningham?f_ri=15869","photo":"https://0.academia-photos.com/25911053/7105418/134713558/s65_jennifer.cunningham.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-49125772">+2</span><div class="hidden js-additional-users-49125772"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/NatalieStillmanWebb">Natalie Stillman-Webb</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/MaryKStewart">Mary K. Stewart</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-49125772'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-49125772').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_49125772 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49125772"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49125772, container: ".js-paper-rank-work_49125772", }); });</script></li><li class="js-percentile-work_49125772 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49125772; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_49125772"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_49125772 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="49125772"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49125772; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49125772]").text(description); $(".js-view-count-work_49125772").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_49125772").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="49125772"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="976" rel="nofollow" href="https://www.academia.edu/Documents/in/Composition_and_Rhetoric">Composition and Rhetoric</a>, <script data-card-contents-for-ri="976" type="text/json">{"id":976,"name":"Composition and Rhetoric","url":"https://www.academia.edu/Documents/in/Composition_and_Rhetoric?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15869" rel="nofollow" href="https://www.academia.edu/Documents/in/Online_Learning">Online Learning</a>, <script data-card-contents-for-ri="15869" type="text/json">{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="61608" rel="nofollow" href="https://www.academia.edu/Documents/in/Community_of_Inquiry">Community of Inquiry</a><script data-card-contents-for-ri="61608" type="text/json">{"id":61608,"name":"Community of Inquiry","url":"https://www.academia.edu/Documents/in/Community_of_Inquiry?f_ri=15869","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=49125772]'), work: {"id":49125772,"title":"The Community of Inquiry in Writing Studies Survey: Interpreting Social Presence in Disciplinary Contexts","created_at":"2021-06-04T08:44:01.255-07:00","url":"https://www.academia.edu/49125772/The_Community_of_Inquiry_in_Writing_Studies_Survey_Interpreting_Social_Presence_in_Disciplinary_Contexts?f_ri=15869","dom_id":"work_49125772","summary":"This article applies the Community of Inquiry (CoI) framework to a particular disciplinary context: first-year writing (FYW). Students enrolled in online FYW courses across three institutions (n = 272) completed a version of the CoI survey that was slightly modified to fit the disciplinary context of writing studies. A factor analysis was conducted to determine how well the CoI in Writing Studies data aligned with typical CoI survey research; teaching presence and cognitive presence loaded onto single factors, but the social presence items divided into multiple factors. The authors put their findings in conversation with other scholarship about social presence, especially Carlon et al. (2012) and Kreijns et al. (2014), and advocate for differentiating between survey items that relate to \"social presence,\" \"social comfort,\" \"attitude,\" and \"social learning.\" They also recommend that future disciplinary uses of the CoI Survey include survey items that ask students to report on the extent to which they engaged in the types of social learning that the discipline values.","downloadable_attachments":[{"id":67516963,"asset_id":49125772,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25911053,"first_name":"Jennifer","last_name":"Cunningham","domain_name":"kentstate","page_name":"JenMCunningham","display_name":"Jennifer M Cunningham","profile_url":"https://kentstate.academia.edu/JenMCunningham?f_ri=15869","photo":"https://0.academia-photos.com/25911053/7105418/134713558/s65_jennifer.cunningham.jpg"},{"id":196365862,"first_name":"Natalie","last_name":"Stillman-Webb","domain_name":"independent","page_name":"NatalieStillmanWebb","display_name":"Natalie Stillman-Webb","profile_url":"https://independent.academia.edu/NatalieStillmanWebb?f_ri=15869","photo":"/images/s65_no_pic.png"},{"id":196266263,"first_name":"Mary K.","last_name":"Stewart","domain_name":"independent","page_name":"MaryKStewart","display_name":"Mary K. Stewart","profile_url":"https://independent.academia.edu/MaryKStewart?f_ri=15869","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":976,"name":"Composition and Rhetoric","url":"https://www.academia.edu/Documents/in/Composition_and_Rhetoric?f_ri=15869","nofollow":true},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true},{"id":61608,"name":"Community of Inquiry","url":"https://www.academia.edu/Documents/in/Community_of_Inquiry?f_ri=15869","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_47890401" data-work_id="47890401" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/47890401/From_Discussion_Forums_to_eMeetings_Integrating_High_Touch_Strategies_to_Increase_Student_Engagement_Academic_Performance_and_Retention_in_Large_Online_Courses">From Discussion Forums to eMeetings: Integrating High Touch Strategies to Increase Student Engagement, Academic Performance, and Retention in Large Online Courses</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Student engagement and group work are critical to developing competencies, deeper learning, and attributes that align with 21st-century skills. In an increasingly competitive and dynamic workforce, the ability for employees to engage in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_47890401" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Student engagement and group work are critical to developing competencies, deeper learning, and attributes that align with 21st-century skills. In an increasingly competitive and dynamic workforce, the ability for employees to engage in collaborative workgroups is essential. A new capstone group-work assignment using Online Human Touch (OHT) strategies was integrated into an Information Systems course at a regional university in the Caribbean. The course typically enrolls 250-300+ students per semester with one instructor. The assignment simulated a real-world business 'eMeeting' to proactively increase student engagement and retention. This action research study collected quantitative and qualitative data three years prior to and three years after the integration of the new 'eMeeting' group-work assignment. Quantitative data showed improved academic performance, higher scores on the standardized final exam, and decreases in attrition while qualitative data showed significant increases in student engagement. Integrating the 'eMeeting' assignment into the large online course provided students with the opportunity to apply the knowledge, skills, and experience gained throughout the semester. It also enhanced key soft skills sought by employers including problem-solving, ability to work in teams, communication, leadership, and time management.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/47890401" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="33960b3583f6525c292cea00d599c946" rel="nofollow" data-download="{"attachment_id":66783774,"asset_id":47890401,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66783774/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="114643080" href="https://cavehill-uwi.academia.edu/GGay">Glenda Gay</a><script data-card-contents-for-user="114643080" type="text/json">{"id":114643080,"first_name":"Glenda","last_name":"Gay","domain_name":"cavehill-uwi","page_name":"GGay","display_name":"Glenda Gay","profile_url":"https://cavehill-uwi.academia.edu/GGay?f_ri=15869","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_47890401 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="47890401"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 47890401, container: ".js-paper-rank-work_47890401", }); });</script></li><li class="js-percentile-work_47890401 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 47890401; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_47890401"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_47890401 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="47890401"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 47890401; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=47890401]").text(description); $(".js-view-count-work_47890401").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_47890401").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="47890401"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="15869" rel="nofollow" href="https://www.academia.edu/Documents/in/Online_Learning">Online Learning</a>, <script data-card-contents-for-ri="15869" type="text/json">{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="85784" rel="nofollow" href="https://www.academia.edu/Documents/in/Group_work">Group work</a>, <script data-card-contents-for-ri="85784" type="text/json">{"id":85784,"name":"Group work","url":"https://www.academia.edu/Documents/in/Group_work?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="474077" rel="nofollow" href="https://www.academia.edu/Documents/in/Large_classes">Large classes</a><script data-card-contents-for-ri="474077" type="text/json">{"id":474077,"name":"Large classes","url":"https://www.academia.edu/Documents/in/Large_classes?f_ri=15869","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=47890401]'), work: {"id":47890401,"title":"From Discussion Forums to eMeetings: Integrating High Touch Strategies to Increase Student Engagement, Academic Performance, and Retention in Large Online Courses","created_at":"2021-05-02T18:33:15.808-07:00","url":"https://www.academia.edu/47890401/From_Discussion_Forums_to_eMeetings_Integrating_High_Touch_Strategies_to_Increase_Student_Engagement_Academic_Performance_and_Retention_in_Large_Online_Courses?f_ri=15869","dom_id":"work_47890401","summary":"Student engagement and group work are critical to developing competencies, deeper learning, and attributes that align with 21st-century skills. In an increasingly competitive and dynamic workforce, the ability for employees to engage in collaborative workgroups is essential. A new capstone group-work assignment using Online Human Touch (OHT) strategies was integrated into an Information Systems course at a regional university in the Caribbean. The course typically enrolls 250-300+ students per semester with one instructor. The assignment simulated a real-world business 'eMeeting' to proactively increase student engagement and retention. This action research study collected quantitative and qualitative data three years prior to and three years after the integration of the new 'eMeeting' group-work assignment. Quantitative data showed improved academic performance, higher scores on the standardized final exam, and decreases in attrition while qualitative data showed significant increases in student engagement. Integrating the 'eMeeting' assignment into the large online course provided students with the opportunity to apply the knowledge, skills, and experience gained throughout the semester. It also enhanced key soft skills sought by employers including problem-solving, ability to work in teams, communication, leadership, and time management.","downloadable_attachments":[{"id":66783774,"asset_id":47890401,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":114643080,"first_name":"Glenda","last_name":"Gay","domain_name":"cavehill-uwi","page_name":"GGay","display_name":"Glenda Gay","profile_url":"https://cavehill-uwi.academia.edu/GGay?f_ri=15869","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true},{"id":85784,"name":"Group work","url":"https://www.academia.edu/Documents/in/Group_work?f_ri=15869","nofollow":true},{"id":474077,"name":"Large classes","url":"https://www.academia.edu/Documents/in/Large_classes?f_ri=15869","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44683524" data-work_id="44683524" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44683524/Digital_Transformations_with_Nordic_Characteristics_Latest_Trends_in_the_Digitalisation_of_Teaching_and_Learning_in_Nordic_Higher_Education">Digital Transformations with “Nordic Characteristics”? Latest Trends in the Digitalisation of Teaching and Learning in Nordic Higher Education</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this introductory essay, we build on the articles in this special issue to provide a novel theoretical framework for the understanding of current and future trends in the digitalisation of teaching and learning in Nordic higher... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44683524" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this introductory essay, we build on the articles in this special issue to provide a novel theoretical framework for the understanding of current and future trends in the digitalisation of teaching and learning in Nordic higher education (HE). We highlight three key elements. Context is critical and should be systematically expanded to include not only the immediate context of the virtual and blended classroom, but also the broader organisational and national contexts within which digital learning takes place. The involvement of individual actors, higher education institutions and national policy-making agencies in the development and implementation of digitalisation policy ideas and practices is also shaped by multiple mediations, which include the mediating role of technology itself, but also of other human, organisational and policy actors, ideas and practices. Finally, digitalisation of HE teaching and learning can lead to a variety of gradual or more radical digital transformations, operating at multiple scales and with multiple potential positive or negative effects. This framework helps put into focus the key question of how to go about searching for a flexible set of "Nordic characteristics" that might affect digitalisation of teaching and learning in the Nordic region, albeit in uneven and diverse ways. While it is too early to provide a systematic analysis of the impact of the rapid digitalisation of Nordic HE teaching and learning spurred by the Covid-19 pandemic, we make some preliminary observations that offer this emerging theoretical framework as a way to assess these trends both before and after the pandemic.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44683524" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8e94f81fc6f12f3c0c24ccd2e8402c37" rel="nofollow" data-download="{"attachment_id":65157665,"asset_id":44683524,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65157665/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="365520" href="https://agder.academia.edu/VitoLaterza">Vito Laterza</a><script data-card-contents-for-user="365520" type="text/json">{"id":365520,"first_name":"Vito","last_name":"Laterza","domain_name":"agder","page_name":"VitoLaterza","display_name":"Vito Laterza","profile_url":"https://agder.academia.edu/VitoLaterza?f_ri=15869","photo":"https://0.academia-photos.com/365520/112017/8589667/s65_vito.laterza.jpg"}</script></span></span></li><li class="js-paper-rank-work_44683524 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44683524"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44683524, container: ".js-paper-rank-work_44683524", }); });</script></li><li class="js-percentile-work_44683524 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44683524; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_44683524"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_44683524 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="44683524"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44683524; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44683524]").text(description); $(".js-view-count-work_44683524").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44683524").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44683524"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">19</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1609" rel="nofollow" href="https://www.academia.edu/Documents/in/E-learning">E-learning</a>, <script data-card-contents-for-ri="1609" type="text/json">{"id":1609,"name":"E-learning","url":"https://www.academia.edu/Documents/in/E-learning?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" rel="nofollow" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a><script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=15869","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44683524]'), work: {"id":44683524,"title":"Digital Transformations with “Nordic Characteristics”? Latest Trends in the Digitalisation of Teaching and Learning in Nordic Higher Education","created_at":"2020-12-11T09:18:06.803-08:00","url":"https://www.academia.edu/44683524/Digital_Transformations_with_Nordic_Characteristics_Latest_Trends_in_the_Digitalisation_of_Teaching_and_Learning_in_Nordic_Higher_Education?f_ri=15869","dom_id":"work_44683524","summary":"In this introductory essay, we build on the articles in this special issue to provide a novel theoretical framework for the understanding of current and future trends in the digitalisation of teaching and learning in Nordic higher education (HE). We highlight three key elements. Context is critical and should be systematically expanded to include not only the immediate context of the virtual and blended classroom, but also the broader organisational and national contexts within which digital learning takes place. The involvement of individual actors, higher education institutions and national policy-making agencies in the development and implementation of digitalisation policy ideas and practices is also shaped by multiple mediations, which include the mediating role of technology itself, but also of other human, organisational and policy actors, ideas and practices. Finally, digitalisation of HE teaching and learning can lead to a variety of gradual or more radical digital transformations, operating at multiple scales and with multiple potential positive or negative effects. This framework helps put into focus the key question of how to go about searching for a flexible set of \"Nordic characteristics\" that might affect digitalisation of teaching and learning in the Nordic region, albeit in uneven and diverse ways. While it is too early to provide a systematic analysis of the impact of the rapid digitalisation of Nordic HE teaching and learning spurred by the Covid-19 pandemic, we make some preliminary observations that offer this emerging theoretical framework as a way to assess these trends both before and after the pandemic.","downloadable_attachments":[{"id":65157665,"asset_id":44683524,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":365520,"first_name":"Vito","last_name":"Laterza","domain_name":"agder","page_name":"VitoLaterza","display_name":"Vito Laterza","profile_url":"https://agder.academia.edu/VitoLaterza?f_ri=15869","photo":"https://0.academia-photos.com/365520/112017/8589667/s65_vito.laterza.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=15869","nofollow":true},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=15869","nofollow":true},{"id":1609,"name":"E-learning","url":"https://www.academia.edu/Documents/in/E-learning?f_ri=15869","nofollow":true},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=15869","nofollow":true},{"id":4763,"name":"Online Instruction","url":"https://www.academia.edu/Documents/in/Online_Instruction?f_ri=15869"},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=15869"},{"id":10174,"name":"Mediation","url":"https://www.academia.edu/Documents/in/Mediation?f_ri=15869"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869"},{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education?f_ri=15869"},{"id":22355,"name":"Scandinavian Studies","url":"https://www.academia.edu/Documents/in/Scandinavian_Studies?f_ri=15869"},{"id":22603,"name":"IT and Innovation","url":"https://www.academia.edu/Documents/in/IT_and_Innovation?f_ri=15869"},{"id":44814,"name":"Sweden","url":"https://www.academia.edu/Documents/in/Sweden?f_ri=15869"},{"id":46676,"name":"Finland","url":"https://www.academia.edu/Documents/in/Finland?f_ri=15869"},{"id":51645,"name":"Norway","url":"https://www.academia.edu/Documents/in/Norway?f_ri=15869"},{"id":54085,"name":"Denmark","url":"https://www.academia.edu/Documents/in/Denmark?f_ri=15869"},{"id":105071,"name":"Organizational Studies","url":"https://www.academia.edu/Documents/in/Organizational_Studies?f_ri=15869"},{"id":204361,"name":"Digital Transformations","url":"https://www.academia.edu/Documents/in/Digital_Transformations?f_ri=15869"},{"id":298455,"name":"Digitalization","url":"https://www.academia.edu/Documents/in/Digitalization?f_ri=15869"},{"id":1400864,"name":"Digital Transformation","url":"https://www.academia.edu/Documents/in/Digital_Transformation?f_ri=15869"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_22493708" data-work_id="22493708" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/22493708/Exploring_Technologies_Materials_and_Methods_for_an_Online_Foundational_Programming_Course">Exploring Technologies, Materials, and Methods for an Online Foundational Programming Course</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Introductory computer programming courses are inherently challenging for a variety of reasons. With increased demands for online delivery, the use of effective technologies, materials, and methods that best support online learning is... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_22493708" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Introductory computer programming courses are inherently challenging for a variety of reasons. With increased demands for online delivery, the use of effective technologies, materials, and methods that best support online learning is essential to maximize student success. This article describes a recent study conducted at our institution with an overall objective to improve the design and online delivery of a</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/22493708" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ea934fe0d7ec35b82caf429769076210" rel="nofollow" data-download="{"attachment_id":43113318,"asset_id":22493708,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43113318/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="44004495" href="https://uwf.academia.edu/EmanElsheikh">Eman El-Sheikh</a><script data-card-contents-for-user="44004495" type="text/json">{"id":44004495,"first_name":"Eman","last_name":"El-Sheikh","domain_name":"uwf","page_name":"EmanElsheikh","display_name":"Eman El-Sheikh","profile_url":"https://uwf.academia.edu/EmanElsheikh?f_ri=15869","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_22493708 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="22493708"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 22493708, container: ".js-paper-rank-work_22493708", }); 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With increased demands for online delivery, the use of effective technologies, materials, and methods that best support online learning is essential to maximize student success. This article describes a recent study conducted at our institution with an overall objective to improve the design and online delivery of a","downloadable_attachments":[{"id":43113318,"asset_id":22493708,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":44004495,"first_name":"Eman","last_name":"El-Sheikh","domain_name":"uwf","page_name":"EmanElsheikh","display_name":"Eman El-Sheikh","profile_url":"https://uwf.academia.edu/EmanElsheikh?f_ri=15869","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":8129,"name":"Software Development","url":"https://www.academia.edu/Documents/in/Software_Development?f_ri=15869","nofollow":true},{"id":12318,"name":"Nursing Informatics (Education)","url":"https://www.academia.edu/Documents/in/Nursing_Informatics_Education_?f_ri=15869","nofollow":true},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true},{"id":28871,"name":"Java 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class="clearfix u-pv7x u-mb0x js-work-card work_12040588" data-work_id="12040588" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/12040588/How_to_Answer_The_64_Toughest_Interview_Questions">How to Answer The 64 Toughest Interview Questions</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">This report is dedicated to courage and knowledge, the two qualities most needed to succeed in any human challenge, especially a job search. <br /> <br />To know more : <a href="http://bit.ly/1Jp9Pwi" rel="nofollow">http://bit.ly/1Jp9Pwi</a></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12040588]").text(description); $(".js-view-count-work_12040588").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12040588").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12040588"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="8688" rel="nofollow" href="https://www.academia.edu/Documents/in/Job_Satisfaction">Job Satisfaction</a>, <script data-card-contents-for-ri="8688" type="text/json">{"id":8688,"name":"Job Satisfaction","url":"https://www.academia.edu/Documents/in/Job_Satisfaction?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14533" rel="nofollow" href="https://www.academia.edu/Documents/in/In-depth_Interviews">In-depth Interviews</a>, <script data-card-contents-for-ri="14533" type="text/json">{"id":14533,"name":"In-depth Interviews","url":"https://www.academia.edu/Documents/in/In-depth_Interviews?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15869" rel="nofollow" href="https://www.academia.edu/Documents/in/Online_Learning">Online Learning</a>, <script data-card-contents-for-ri="15869" type="text/json">{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="24625" rel="nofollow" href="https://www.academia.edu/Documents/in/Employment">Employment</a><script data-card-contents-for-ri="24625" type="text/json">{"id":24625,"name":"Employment","url":"https://www.academia.edu/Documents/in/Employment?f_ri=15869","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12040588]'), work: {"id":12040588,"title":"How to Answer The 64 Toughest Interview Questions","created_at":"2015-04-20T23:53:25.332-07:00","url":"https://www.academia.edu/12040588/How_to_Answer_The_64_Toughest_Interview_Questions?f_ri=15869","dom_id":"work_12040588","summary":"This report is dedicated to courage and knowledge, the two qualities most needed to succeed in any human challenge, especially a job search.\r\n\r\nTo know more : 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Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true},{"id":24625,"name":"Employment","url":"https://www.academia.edu/Documents/in/Employment?f_ri=15869","nofollow":true},{"id":30261,"name":"Interviewing","url":"https://www.academia.edu/Documents/in/Interviewing?f_ri=15869"},{"id":52604,"name":"Recruitment","url":"https://www.academia.edu/Documents/in/Recruitment?f_ri=15869"},{"id":67035,"name":"Employment Studies","url":"https://www.academia.edu/Documents/in/Employment_Studies?f_ri=15869"},{"id":96445,"name":"Recruitment and Selection","url":"https://www.academia.edu/Documents/in/Recruitment_and_Selection?f_ri=15869"},{"id":96718,"name":"Jobs","url":"https://www.academia.edu/Documents/in/Jobs?f_ri=15869"},{"id":243266,"name":"Interview Questions","url":"https://www.academia.edu/Documents/in/Interview_Questions?f_ri=15869"},{"id":321637,"name":"Job Interviews","url":"https://www.academia.edu/Documents/in/Job_Interviews?f_ri=15869"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11395172" data-work_id="11395172" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11395172/Designing_an_Online_Course">Designing an Online Course</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">MAE interviewed faculty from schools with large populations of military-affiliated students to uncover the qualities that make an online learning environment particularly effective. We posed the question: “How does your faculty design... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11395172" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">MAE interviewed faculty from schools with large populations of military-affiliated students to uncover the qualities that make an online learning environment particularly effective. We posed the question:<br /><br />“How does your faculty design online courses in order to make them compelling to a servicemember or veteran student?”</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11395172" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0113d35aa230f1191811d123079f9281" rel="nofollow" data-download="{"attachment_id":54099937,"asset_id":11395172,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54099937/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="15739496" href="https://baker.academia.edu/JuliaTeahen">Julia Teahen</a><script data-card-contents-for-user="15739496" type="text/json">{"id":15739496,"first_name":"Julia","last_name":"Teahen","domain_name":"baker","page_name":"JuliaTeahen","display_name":"Julia Teahen","profile_url":"https://baker.academia.edu/JuliaTeahen?f_ri=15869","photo":"https://0.academia-photos.com/15739496/4253297/19992948/s65_julia.teahen.jpg"}</script></span></span></li><li class="js-paper-rank-work_11395172 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11395172"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11395172, container: ".js-paper-rank-work_11395172", }); });</script></li><li class="js-percentile-work_11395172 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11395172; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_11395172"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_11395172 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="11395172"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11395172; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11395172]").text(description); $(".js-view-count-work_11395172").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11395172").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11395172"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="15869" rel="nofollow" href="https://www.academia.edu/Documents/in/Online_Learning">Online Learning</a><script data-card-contents-for-ri="15869" type="text/json">{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11395172]'), work: {"id":11395172,"title":"Designing an Online Course","created_at":"2015-03-12T11:14:24.595-07:00","url":"https://www.academia.edu/11395172/Designing_an_Online_Course?f_ri=15869","dom_id":"work_11395172","summary":"MAE interviewed faculty from schools with large populations of military-affiliated students to uncover the qualities that make an online learning environment particularly effective. We posed the question:\n\n“How does your faculty design online courses in order to make them compelling to a servicemember or veteran student?”","downloadable_attachments":[{"id":54099937,"asset_id":11395172,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":15739496,"first_name":"Julia","last_name":"Teahen","domain_name":"baker","page_name":"JuliaTeahen","display_name":"Julia Teahen","profile_url":"https://baker.academia.edu/JuliaTeahen?f_ri=15869","photo":"https://0.academia-photos.com/15739496/4253297/19992948/s65_julia.teahen.jpg"}],"research_interests":[{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_5542696" data-work_id="5542696" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/5542696/Cognitive_Processing_within_Narrative_Centered_Learning_Environments">Cognitive Processing within Narrative-Centered Learning Environments</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper examines how narrative-centered learning environments are establishing themselves as affordable and effective alternatives to traditional text-based delivery models, static computer-based tutoring systems, and immersive,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_5542696" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper examines how narrative-centered learning environments are establishing themselves as affordable and effective alternatives to traditional text-based delivery models, static computer-based tutoring systems, and immersive, role-playing computer game-based resources. Drawing upon long-standing cultural traditions while embodying constructivist principles and relying on cognitive theories that detail the <br />processing of word-driven information, narrative-centered learning environments arequietly, and quite naturally, winning over the minds of educators and students alike.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5542696" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="74d1befeca0801f1ff93a25936de9a20" rel="nofollow" data-download="{"attachment_id":32639330,"asset_id":5542696,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32639330/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1570616" href="https://unt.academia.edu/RobertWright">Robert Wright</a><script data-card-contents-for-user="1570616" type="text/json">{"id":1570616,"first_name":"Robert","last_name":"Wright","domain_name":"unt","page_name":"RobertWright","display_name":"Robert Wright","profile_url":"https://unt.academia.edu/RobertWright?f_ri=15869","photo":"https://0.academia-photos.com/1570616/2777182/147506737/s65_robert.wright.jpg"}</script></span></span></li><li class="js-paper-rank-work_5542696 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="5542696"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 5542696, container: ".js-paper-rank-work_5542696", }); 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$(".js-view-count[data-work-id=5542696]").text(description); $(".js-view-count-work_5542696").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_5542696").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="5542696"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="883" rel="nofollow" href="https://www.academia.edu/Documents/in/Game_studies">Game studies</a>, <script data-card-contents-for-ri="883" type="text/json">{"id":883,"name":"Game studies","url":"https://www.academia.edu/Documents/in/Game_studies?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1695" rel="nofollow" href="https://www.academia.edu/Documents/in/Distance_Education">Distance Education</a>, <script data-card-contents-for-ri="1695" type="text/json">{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2852" rel="nofollow" href="https://www.academia.edu/Documents/in/Narrative">Narrative</a>, <script data-card-contents-for-ri="2852" type="text/json">{"id":2852,"name":"Narrative","url":"https://www.academia.edu/Documents/in/Narrative?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4212" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognition">Cognition</a><script data-card-contents-for-ri="4212" type="text/json">{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=15869","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=5542696]'), work: {"id":5542696,"title":"Cognitive Processing within Narrative-Centered Learning Environments","created_at":"2013-12-27T21:19:05.553-08:00","url":"https://www.academia.edu/5542696/Cognitive_Processing_within_Narrative_Centered_Learning_Environments?f_ri=15869","dom_id":"work_5542696","summary":"This paper examines how narrative-centered learning environments are establishing themselves as affordable and effective alternatives to traditional text-based delivery models, static computer-based tutoring systems, and immersive, role-playing computer game-based resources. Drawing upon long-standing cultural traditions while embodying constructivist principles and relying on cognitive theories that detail the\r\nprocessing of word-driven information, narrative-centered learning environments arequietly, and quite naturally, winning over the minds of educators and students alike.","downloadable_attachments":[{"id":32639330,"asset_id":5542696,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1570616,"first_name":"Robert","last_name":"Wright","domain_name":"unt","page_name":"RobertWright","display_name":"Robert Wright","profile_url":"https://unt.academia.edu/RobertWright?f_ri=15869","photo":"https://0.academia-photos.com/1570616/2777182/147506737/s65_robert.wright.jpg"}],"research_interests":[{"id":883,"name":"Game studies","url":"https://www.academia.edu/Documents/in/Game_studies?f_ri=15869","nofollow":true},{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education?f_ri=15869","nofollow":true},{"id":2852,"name":"Narrative","url":"https://www.academia.edu/Documents/in/Narrative?f_ri=15869","nofollow":true},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=15869","nofollow":true},{"id":4417,"name":"Game Design","url":"https://www.academia.edu/Documents/in/Game_Design?f_ri=15869"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869"},{"id":29052,"name":"Education Technology","url":"https://www.academia.edu/Documents/in/Education_Technology?f_ri=15869"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4895992" data-work_id="4895992" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4895992/Moodle_MOOC_2_Learning_via_teaching_and_sharing_online">Moodle MOOC 2: Learning via teaching and sharing online</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">It's said that the best way to learn is to teach it. I have learned most of the things through self-initiatives and in collaboration with colleagues by sharing my thoughts and learning from theirs.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4895992" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b0b04e06955dee7e93405a765853eb14" rel="nofollow" data-download="{"attachment_id":32163918,"asset_id":4895992,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32163918/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="101927" href="https://aud-in.academia.edu/RameshSharma">Ramesh Chander Sharma</a><script data-card-contents-for-user="101927" type="text/json">{"id":101927,"first_name":"Ramesh Chander","last_name":"Sharma","domain_name":"aud-in","page_name":"RameshSharma","display_name":"Ramesh Chander Sharma","profile_url":"https://aud-in.academia.edu/RameshSharma?f_ri=15869","photo":"https://0.academia-photos.com/101927/28061/25839/s65_ramesh.sharma.jpeg"}</script></span></span></li><li class="js-paper-rank-work_4895992 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4895992"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4895992, container: ".js-paper-rank-work_4895992", }); });</script></li><li class="js-percentile-work_4895992 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 4895992; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_4895992"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_4895992 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="4895992"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4895992; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4895992]").text(description); $(".js-view-count-work_4895992").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_4895992").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="4895992"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">23</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="887" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1237" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Sciences">Social Sciences</a>, <script data-card-contents-for-ri="1237" type="text/json">{"id":1237,"name":"Social Sciences","url":"https://www.academia.edu/Documents/in/Social_Sciences?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a><script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=15869","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=4895992]'), work: {"id":4895992,"title":"Moodle MOOC 2: Learning via teaching and sharing online","created_at":"2013-10-26T05:10:20.969-07:00","url":"https://www.academia.edu/4895992/Moodle_MOOC_2_Learning_via_teaching_and_sharing_online?f_ri=15869","dom_id":"work_4895992","summary":"It's said that the best way to learn is to teach it. I have learned most of the things through self-initiatives and in collaboration with colleagues by sharing my thoughts and learning from theirs. ","downloadable_attachments":[{"id":32163918,"asset_id":4895992,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":101927,"first_name":"Ramesh Chander","last_name":"Sharma","domain_name":"aud-in","page_name":"RameshSharma","display_name":"Ramesh Chander Sharma","profile_url":"https://aud-in.academia.edu/RameshSharma?f_ri=15869","photo":"https://0.academia-photos.com/101927/28061/25839/s65_ramesh.sharma.jpeg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=15869","nofollow":true},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=15869","nofollow":true},{"id":1237,"name":"Social Sciences","url":"https://www.academia.edu/Documents/in/Social_Sciences?f_ri=15869","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=15869","nofollow":true},{"id":1609,"name":"E-learning","url":"https://www.academia.edu/Documents/in/E-learning?f_ri=15869"},{"id":1736,"name":"Science Education","url":"https://www.academia.edu/Documents/in/Science_Education?f_ri=15869"},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=15869"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=15869"},{"id":3474,"name":"Community Development","url":"https://www.academia.edu/Documents/in/Community_Development?f_ri=15869"},{"id":3585,"name":"MOODLE","url":"https://www.academia.edu/Documents/in/MOODLE?f_ri=15869"},{"id":4252,"name":"Computer Networks","url":"https://www.academia.edu/Documents/in/Computer_Networks?f_ri=15869"},{"id":4394,"name":"ICT Educational design","url":"https://www.academia.edu/Documents/in/ICT_Educational_design?f_ri=15869"},{"id":5282,"name":"Design Research","url":"https://www.academia.edu/Documents/in/Design_Research?f_ri=15869"},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=15869"},{"id":10414,"name":"ICT","url":"https://www.academia.edu/Documents/in/ICT?f_ri=15869"},{"id":11237,"name":"Sociocultural Theory Of Learning","url":"https://www.academia.edu/Documents/in/Sociocultural_Theory_Of_Learning?f_ri=15869"},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=15869"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869"},{"id":24943,"name":"Distance Learning","url":"https://www.academia.edu/Documents/in/Distance_Learning?f_ri=15869"},{"id":60843,"name":"Reflective Teaching","url":"https://www.academia.edu/Documents/in/Reflective_Teaching?f_ri=15869"},{"id":367707,"name":"Massive Open Online Courses (MOOCs)","url":"https://www.academia.edu/Documents/in/Massive_Open_Online_Courses_MOOCs_?f_ri=15869"},{"id":452263,"name":"MOOC","url":"https://www.academia.edu/Documents/in/MOOC?f_ri=15869"},{"id":580226,"name":"MOOCs","url":"https://www.academia.edu/Documents/in/MOOCs?f_ri=15869"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_832998" data-work_id="832998" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/832998/Patterns_in_Authoring_of_Adaptive_Educational_Hypermedia_A_Taxonomy_of_Learning_Styles">Patterns in Authoring of Adaptive Educational Hypermedia: A Taxonomy of Learning Styles</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper describes the use of adaptation patterns in the task of formulating standards for adaptive educational hypermedia (AEH) systems that is currently under investigation by the EU ADAPT project. Within this project, design... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_832998" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper describes the use of adaptation patterns in the task of formulating standards for adaptive educational hypermedia (AEH) systems that is currently under investigation by the EU ADAPT project. Within this project, design dimensions for high granularity patterns have been established. In this paper we focus on detailing lower granularity adaptive patterns based upon learning styles. Several patterns from existing AEH system case studies are identified and classified according to an extended learning style "onion" model. This model forms the basis of a learning style taxonomy, introduced here, whose components determine adaptation patterns for AEH. These patterns are of importance both for authoring, as well as for interfacing between adaptive hypermedia systems. From an authoring point of view, these patterns may be used to establish a fine-grain approach to instructional strategies that can be implemented in AEH systems, as a response to a particular learning style. The implementation of this adaptation pattern taxonomy is discussed, both generally and in detail.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/832998" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="20ea76f29f4badfc1f1df131e8aaeacb" rel="nofollow" data-download="{"attachment_id":4990527,"asset_id":832998,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/4990527/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3022" href="https://open.academia.edu/LizFitzGerald">Elizabeth FitzGerald (née Brown)</a><script data-card-contents-for-user="3022" type="text/json">{"id":3022,"first_name":"Elizabeth","last_name":"FitzGerald (née Brown)","domain_name":"open","page_name":"LizFitzGerald","display_name":"Elizabeth FitzGerald (née Brown)","profile_url":"https://open.academia.edu/LizFitzGerald?f_ri=15869","photo":"https://0.academia-photos.com/3022/232141/18823892/s65_elizabeth.fitzgerald_n_e_brown_.jpg"}</script></span></span></li><li class="js-paper-rank-work_832998 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="832998"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 832998, container: ".js-paper-rank-work_832998", }); 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$(".js-view-count[data-work-id=832998]").text(description); $(".js-view-count-work_832998").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_832998").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="832998"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">37</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="236" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Psychology">Cognitive Psychology</a>, <script data-card-contents-for-ri="236" type="text/json">{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="472" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Computer_Interaction">Human Computer Interaction</a>, <script data-card-contents-for-ri="472" type="text/json">{"id":472,"name":"Human Computer Interaction","url":"https://www.academia.edu/Documents/in/Human_Computer_Interaction?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1233" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Networks">Social Networks</a><script data-card-contents-for-ri="1233" type="text/json">{"id":1233,"name":"Social Networks","url":"https://www.academia.edu/Documents/in/Social_Networks?f_ri=15869","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=832998]'), work: {"id":832998,"title":"Patterns in Authoring of Adaptive Educational Hypermedia: A Taxonomy of Learning Styles","created_at":"2011-08-15T02:13:36.070-07:00","url":"https://www.academia.edu/832998/Patterns_in_Authoring_of_Adaptive_Educational_Hypermedia_A_Taxonomy_of_Learning_Styles?f_ri=15869","dom_id":"work_832998","summary":"This paper describes the use of adaptation patterns in the task of formulating standards for adaptive educational hypermedia (AEH) systems that is currently under investigation by the EU ADAPT project. 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Communications","url":"https://www.academia.edu/Documents/in/Mobile_Communications?f_ri=15869"},{"id":97585,"name":"User interfaces","url":"https://www.academia.edu/Documents/in/User_interfaces?f_ri=15869"},{"id":201046,"name":"ADAPT","url":"https://www.academia.edu/Documents/in/ADAPT?f_ri=15869"},{"id":396004,"name":"Media theory and Research","url":"https://www.academia.edu/Documents/in/Media_theory_and_Research?f_ri=15869"},{"id":567881,"name":"Mobile and Location-Based Media","url":"https://www.academia.edu/Documents/in/Mobile_and_Location-Based_Media?f_ri=15869"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_73912573" data-work_id="73912573" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/73912573/Distance_Education_Initiatives_and_Their_Early_21ST_Century_Role_in_the_Lives_of_People_with_Disabilities">Distance Education Initiatives and Their Early 21ST Century Role in the Lives of People with Disabilities</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Technological advancement has broadened educational, employment and training opportunities for students and adults with disabilities via distance education. Distance education is a prized tool of K-12 and higher education, and for... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_73912573" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Technological advancement has broadened educational, employment and training opportunities for students and adults with disabilities via distance education. Distance education is a prized tool of K-12 and higher education, and for vocational training and research. Advancing knowledge of accessible technology and universal design concepts have coincided with the distance education movement, and with a federal mandate for accessible technology under Section 508 of the amended Rehabilitation Act. However, studies of website accessibility and universal applications designed to deliver online learning question whether these tools permit equal and effective participation by people</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/73912573" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="dd4a953ef49ece21d629dc6eb3c43800" rel="nofollow" data-download="{"attachment_id":82256098,"asset_id":73912573,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82256098/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="120142497" href="https://independent.academia.edu/MARIAREINAZURITASANCHEZ">MARIA REINA ZURITA SANCHEZ</a><script data-card-contents-for-user="120142497" type="text/json">{"id":120142497,"first_name":"MARIA REINA","last_name":"ZURITA SANCHEZ","domain_name":"independent","page_name":"MARIAREINAZURITASANCHEZ","display_name":"MARIA REINA ZURITA SANCHEZ","profile_url":"https://independent.academia.edu/MARIAREINAZURITASANCHEZ?f_ri=15869","photo":"https://0.academia-photos.com/120142497/37316937/31620985/s65_maria_reina.zurita_sanchez.jpg"}</script></span></span></li><li class="js-paper-rank-work_73912573 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="73912573"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 73912573, container: ".js-paper-rank-work_73912573", }); });</script></li><li class="js-percentile-work_73912573 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 73912573; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_73912573"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_73912573 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="73912573"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 73912573; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=73912573]").text(description); $(".js-view-count-work_73912573").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_73912573").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="73912573"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1695" rel="nofollow" href="https://www.academia.edu/Documents/in/Distance_Education">Distance Education</a>, <script data-card-contents-for-ri="1695" type="text/json">{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" rel="nofollow" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15869" rel="nofollow" href="https://www.academia.edu/Documents/in/Online_Learning">Online Learning</a>, <script data-card-contents-for-ri="15869" type="text/json">{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="17969" rel="nofollow" href="https://www.academia.edu/Documents/in/Health_Policy">Health Policy</a><script data-card-contents-for-ri="17969" type="text/json">{"id":17969,"name":"Health Policy","url":"https://www.academia.edu/Documents/in/Health_Policy?f_ri=15869","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=73912573]'), work: {"id":73912573,"title":"Distance Education Initiatives and Their Early 21ST Century Role in the Lives of People with Disabilities","created_at":"2022-03-16T16:54:39.021-07:00","url":"https://www.academia.edu/73912573/Distance_Education_Initiatives_and_Their_Early_21ST_Century_Role_in_the_Lives_of_People_with_Disabilities?f_ri=15869","dom_id":"work_73912573","summary":"Technological advancement has broadened educational, employment and training opportunities for students and adults with disabilities via distance education. Distance education is a prized tool of K-12 and higher education, and for vocational training and research. Advancing knowledge of accessible technology and universal design concepts have coincided with the distance education movement, and with a federal mandate for accessible technology under Section 508 of the amended Rehabilitation Act. However, studies of website accessibility and universal applications designed to deliver online learning question whether these tools permit equal and effective participation by people","downloadable_attachments":[{"id":82256098,"asset_id":73912573,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":120142497,"first_name":"MARIA REINA","last_name":"ZURITA SANCHEZ","domain_name":"independent","page_name":"MARIAREINAZURITASANCHEZ","display_name":"MARIA REINA ZURITA SANCHEZ","profile_url":"https://independent.academia.edu/MARIAREINAZURITASANCHEZ?f_ri=15869","photo":"https://0.academia-photos.com/120142497/37316937/31620985/s65_maria_reina.zurita_sanchez.jpg"}],"research_interests":[{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education?f_ri=15869","nofollow":true},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=15869","nofollow":true},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true},{"id":17969,"name":"Health Policy","url":"https://www.academia.edu/Documents/in/Health_Policy?f_ri=15869","nofollow":true},{"id":44668,"name":"Universal Design","url":"https://www.academia.edu/Documents/in/Universal_Design?f_ri=15869"},{"id":50564,"name":"Vocational Training","url":"https://www.academia.edu/Documents/in/Vocational_Training?f_ri=15869"},{"id":61780,"name":"People with Disabilities","url":"https://www.academia.edu/Documents/in/People_with_Disabilities?f_ri=15869"},{"id":62614,"name":"Americans with Disabilities Act","url":"https://www.academia.edu/Documents/in/Americans_with_Disabilities_Act?f_ri=15869"},{"id":1192414,"name":"Rehabilitation Act","url":"https://www.academia.edu/Documents/in/Rehabilitation_Act?f_ri=15869"},{"id":1192415,"name":"Website Accessibility","url":"https://www.academia.edu/Documents/in/Website_Accessibility?f_ri=15869"},{"id":1192418,"name":"Individuals with Disabilities Education Act","url":"https://www.academia.edu/Documents/in/Individuals_with_Disabilities_Education_Act?f_ri=15869"},{"id":1773970,"name":"Section","url":"https://www.academia.edu/Documents/in/Section?f_ri=15869"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34359676" data-work_id="34359676" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34359676/Student_Satisfaction_towards_the_Personalization_of_Appearance_in_Online_Learning_Environments">Student Satisfaction towards the Personalization of Appearance in Online Learning Environments</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this study, personalization of online learning environments, learner participation, and satisfaction in using these environments are inquired. With this purpose in mind, learners' personalization preferences of appearance and their... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34359676" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this study, personalization of online learning environments, learner participation, and satisfaction in using these environments are inquired. With this purpose in mind, learners' personalization preferences of appearance and their satisfaction regarding the personalization in online learning environments are determined. In data collection and analysis processes, both quantitative and qualitative methods were used. And the study was designed as an explanatory mixed method research. Data is collected from 60 second-year students registered to Instructional In the study, to test the difference between two means, independent samples t-test was carried out but among non-parametric methods, and Mann-Whitney U test was conducted, because the normality hypothesis was not obtained in the tests. In order to evaluate students' learning environment usage and personalization of appearance satisfaction, survey was provided. Moreover, focus group discussions and in-depth interviews were held with the students chosen among both the ones who fulfilled the personalization and the ones who did not. According to the results of the study, satisfaction level of the ones who did the personalization was higher than the ones who did not.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34359676" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="dd049ea310fc01029a2f14d90b5d9923" rel="nofollow" data-download="{"attachment_id":54250448,"asset_id":34359676,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54250448/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="42299295" href="https://ogu.academia.edu/isural">Irfan Sural</a><script data-card-contents-for-user="42299295" type="text/json">{"id":42299295,"first_name":"Irfan","last_name":"Sural","domain_name":"ogu","page_name":"isural","display_name":"Irfan Sural","profile_url":"https://ogu.academia.edu/isural?f_ri=15869","photo":"https://0.academia-photos.com/42299295/11408929/12725787/s65_irfan.sural.jpg"}</script></span></span></li><li class="js-paper-rank-work_34359676 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34359676"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34359676, container: ".js-paper-rank-work_34359676", }); });</script></li><li class="js-percentile-work_34359676 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34359676; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_34359676"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_34359676 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="34359676"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34359676; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34359676]").text(description); $(".js-view-count-work_34359676").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34359676").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34359676"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1609" rel="nofollow" href="https://www.academia.edu/Documents/in/E-learning">E-learning</a>, <script data-card-contents-for-ri="1609" type="text/json">{"id":1609,"name":"E-learning","url":"https://www.academia.edu/Documents/in/E-learning?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8199" rel="nofollow" href="https://www.academia.edu/Documents/in/Personalization">Personalization</a>, <script data-card-contents-for-ri="8199" type="text/json">{"id":8199,"name":"Personalization","url":"https://www.academia.edu/Documents/in/Personalization?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10700" rel="nofollow" href="https://www.academia.edu/Documents/in/Satisfaction">Satisfaction</a>, <script data-card-contents-for-ri="10700" type="text/json">{"id":10700,"name":"Satisfaction","url":"https://www.academia.edu/Documents/in/Satisfaction?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15869" rel="nofollow" href="https://www.academia.edu/Documents/in/Online_Learning">Online Learning</a><script data-card-contents-for-ri="15869" type="text/json">{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34359676]'), work: {"id":34359676,"title":"Student Satisfaction towards the Personalization of Appearance in Online Learning Environments","created_at":"2017-08-26T04:59:34.323-07:00","url":"https://www.academia.edu/34359676/Student_Satisfaction_towards_the_Personalization_of_Appearance_in_Online_Learning_Environments?f_ri=15869","dom_id":"work_34359676","summary":"In this study, personalization of online learning environments, learner participation, and satisfaction in using these environments are inquired. With this purpose in mind, learners' personalization preferences of appearance and their satisfaction regarding the personalization in online learning environments are determined. In data collection and analysis processes, both quantitative and qualitative methods were used. And the study was designed as an explanatory mixed method research. Data is collected from 60 second-year students registered to Instructional In the study, to test the difference between two means, independent samples t-test was carried out but among non-parametric methods, and Mann-Whitney U test was conducted, because the normality hypothesis was not obtained in the tests. In order to evaluate students' learning environment usage and personalization of appearance satisfaction, survey was provided. Moreover, focus group discussions and in-depth interviews were held with the students chosen among both the ones who fulfilled the personalization and the ones who did not. According to the results of the study, satisfaction level of the ones who did the personalization was higher than the ones who did not.","downloadable_attachments":[{"id":54250448,"asset_id":34359676,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":42299295,"first_name":"Irfan","last_name":"Sural","domain_name":"ogu","page_name":"isural","display_name":"Irfan Sural","profile_url":"https://ogu.academia.edu/isural?f_ri=15869","photo":"https://0.academia-photos.com/42299295/11408929/12725787/s65_irfan.sural.jpg"}],"research_interests":[{"id":1609,"name":"E-learning","url":"https://www.academia.edu/Documents/in/E-learning?f_ri=15869","nofollow":true},{"id":8199,"name":"Personalization","url":"https://www.academia.edu/Documents/in/Personalization?f_ri=15869","nofollow":true},{"id":10700,"name":"Satisfaction","url":"https://www.academia.edu/Documents/in/Satisfaction?f_ri=15869","nofollow":true},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true},{"id":461446,"name":"Customization","url":"https://www.academia.edu/Documents/in/Customization?f_ri=15869"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_74415885" data-work_id="74415885" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/74415885/Creating_Online_Discursive_Spaces_That_Legitimate_Alternative_Ways_of_Knowing">Creating Online Discursive Spaces That Legitimate Alternative Ways of Knowing</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Although educators have long recognised prior learning and life experience in their pedagogical strategies epistemological or cultural difference has not generally been legitimated. Knowledge originating from within non-western cultural... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_74415885" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Although educators have long recognised prior learning and life experience in their pedagogical strategies epistemological or cultural difference has not generally been legitimated. Knowledge originating from within non-western cultural groups, whether indigenous or migratory has not been valued. Such hegemony has created negative consequences for members of minority groups and has led to the exclusion of a range of possible epistemologies that might enhance learning. The advent of asynchronous models of communication, and in particular online learning, offers possibilities for more inclusionary and validating environments and pedagogy, by creating the opportunity for reflection through the dissociation from time and space. Yet technology does not in itself determine social process and if, like education, it remains enmeshed in a Western paradigm the possibilities for change remain limited. We will propose a model of use for online discussion boards that recognises them as a separate 'thinking space' beyond the formality of the classroom. This allows us to create new discursive spaces in which the student has the opportunity to engage in learning in way that is culturally appropriate for themselves, valuing their own worldview and epistemology. In a culturally diverse classroom, the discussion board can become a central enabling point of reference that reduces the colonisation of the student by an academic steering media, allowing for praxis-based learning to occur. In such a model facilitation of the discursive and reflective processes assumes prominence, affording educators the opportunity to bridge the gap between the propositional and practical forms of knowledge construction.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/74415885" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b311d74032e04cdf5fab36b2fdf5390d" rel="nofollow" data-download="{"attachment_id":82576909,"asset_id":74415885,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82576909/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="48493535" href="https://rmit.academia.edu/RuthDeSouza">Ruth DeSouza</a><script data-card-contents-for-user="48493535" type="text/json">{"id":48493535,"first_name":"Ruth","last_name":"DeSouza","domain_name":"rmit","page_name":"RuthDeSouza","display_name":"Ruth DeSouza","profile_url":"https://rmit.academia.edu/RuthDeSouza?f_ri=15869","photo":"https://0.academia-photos.com/48493535/14908563/65266687/s65_ruth.desouza.jpg"}</script></span></span></li><li class="js-paper-rank-work_74415885 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="74415885"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 74415885, container: ".js-paper-rank-work_74415885", }); });</script></li><li class="js-percentile-work_74415885 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74415885; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_74415885"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_74415885 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="74415885"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74415885; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74415885]").text(description); $(".js-view-count-work_74415885").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_74415885").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="74415885"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="422" rel="nofollow" href="https://www.academia.edu/Documents/in/Computer_Science">Computer Science</a>, <script data-card-contents-for-ri="422" type="text/json">{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4486" rel="nofollow" href="https://www.academia.edu/Documents/in/Political_Science">Political Science</a>, <script data-card-contents-for-ri="4486" type="text/json">{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15869" rel="nofollow" href="https://www.academia.edu/Documents/in/Online_Learning">Online Learning</a>, <script data-card-contents-for-ri="15869" type="text/json">{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="21479" rel="nofollow" href="https://www.academia.edu/Documents/in/Cultural_Diversity">Cultural Diversity</a><script data-card-contents-for-ri="21479" type="text/json">{"id":21479,"name":"Cultural Diversity","url":"https://www.academia.edu/Documents/in/Cultural_Diversity?f_ri=15869","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=74415885]'), work: {"id":74415885,"title":"Creating Online Discursive Spaces That Legitimate Alternative Ways of Knowing","created_at":"2022-03-23T16:59:01.159-07:00","url":"https://www.academia.edu/74415885/Creating_Online_Discursive_Spaces_That_Legitimate_Alternative_Ways_of_Knowing?f_ri=15869","dom_id":"work_74415885","summary":"Although educators have long recognised prior learning and life experience in their pedagogical strategies epistemological or cultural difference has not generally been legitimated. Knowledge originating from within non-western cultural groups, whether indigenous or migratory has not been valued. Such hegemony has created negative consequences for members of minority groups and has led to the exclusion of a range of possible epistemologies that might enhance learning. The advent of asynchronous models of communication, and in particular online learning, offers possibilities for more inclusionary and validating environments and pedagogy, by creating the opportunity for reflection through the dissociation from time and space. Yet technology does not in itself determine social process and if, like education, it remains enmeshed in a Western paradigm the possibilities for change remain limited. We will propose a model of use for online discussion boards that recognises them as a separate 'thinking space' beyond the formality of the classroom. This allows us to create new discursive spaces in which the student has the opportunity to engage in learning in way that is culturally appropriate for themselves, valuing their own worldview and epistemology. In a culturally diverse classroom, the discussion board can become a central enabling point of reference that reduces the colonisation of the student by an academic steering media, allowing for praxis-based learning to occur. In such a model facilitation of the discursive and reflective processes assumes prominence, affording educators the opportunity to bridge the gap between the propositional and practical forms of knowledge construction.","downloadable_attachments":[{"id":82576909,"asset_id":74415885,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":48493535,"first_name":"Ruth","last_name":"DeSouza","domain_name":"rmit","page_name":"RuthDeSouza","display_name":"Ruth DeSouza","profile_url":"https://rmit.academia.edu/RuthDeSouza?f_ri=15869","photo":"https://0.academia-photos.com/48493535/14908563/65266687/s65_ruth.desouza.jpg"}],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=15869","nofollow":true},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science?f_ri=15869","nofollow":true},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true},{"id":21479,"name":"Cultural Diversity","url":"https://www.academia.edu/Documents/in/Cultural_Diversity?f_ri=15869","nofollow":true},{"id":140810,"name":"Online Discussion","url":"https://www.academia.edu/Documents/in/Online_Discussion?f_ri=15869"},{"id":158199,"name":"Discussion Board","url":"https://www.academia.edu/Documents/in/Discussion_Board?f_ri=15869"},{"id":187579,"name":"Cultural difference","url":"https://www.academia.edu/Documents/in/Cultural_difference?f_ri=15869"},{"id":190984,"name":"Knowledge Construction","url":"https://www.academia.edu/Documents/in/Knowledge_Construction?f_ri=15869"},{"id":1763660,"name":"Minority Group","url":"https://www.academia.edu/Documents/in/Minority_Group?f_ri=15869"},{"id":2996579,"name":"Ascilite","url":"https://www.academia.edu/Documents/in/Ascilite?f_ri=15869"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69303998" data-work_id="69303998" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/69303998/Exploring_Online_Learning_Experiences_during_the_Covid_19_Pandemic">Exploring Online Learning Experiences during the Covid-19 Pandemic</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article describes the learning experiences of students in online learning during the Covid-19 pandemic. Qualitative observation methods and online interviews were conducted, to obtain information about online learning patterns that... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69303998" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article describes the learning experiences of students in online learning during the Covid-19 pandemic. Qualitative observation methods and online interviews were conducted, to obtain information about online learning patterns that are often applied by lecturers; the platform that has been selected, the media used by the lecturers; time-frame, student learning experiences, and student responses to lectures. This study reveals that students tend to choose the application of various online learning patterns and simple platforms. As the first conclusion, in search of meaningful online learning experiences, coordinated online learning between pedagogy, technology, and organizational support can effectively foster appropriate learning experiences. The second conclusion is we need to critically examine the benefits and limitations of the types of asynchronous, synchronous, and hybrid online learning encountered. This will facilitate understanding of future complex assignments and can...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69303998" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="15314289" href="https://pascaunesa.academia.edu/KhusnulKhotimah">Khusnul Khotimah</a><script data-card-contents-for-user="15314289" type="text/json">{"id":15314289,"first_name":"Khusnul","last_name":"Khotimah","domain_name":"pascaunesa","page_name":"KhusnulKhotimah","display_name":"Khusnul Khotimah","profile_url":"https://pascaunesa.academia.edu/KhusnulKhotimah?f_ri=15869","photo":"https://0.academia-photos.com/15314289/17038903/164858083/s65_khusnul.khotimah.jpg"}</script></span></span></li><li class="js-paper-rank-work_69303998 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69303998"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69303998, container: ".js-paper-rank-work_69303998", }); });</script></li><li class="js-percentile-work_69303998 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69303998; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_69303998"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_69303998 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="69303998"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69303998; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69303998]").text(description); $(".js-view-count-work_69303998").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_69303998").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="69303998"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15869" rel="nofollow" href="https://www.academia.edu/Documents/in/Online_Learning">Online Learning</a>, <script data-card-contents-for-ri="15869" type="text/json">{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="580226" rel="nofollow" href="https://www.academia.edu/Documents/in/MOOCs">MOOCs</a><script data-card-contents-for-ri="580226" type="text/json">{"id":580226,"name":"MOOCs","url":"https://www.academia.edu/Documents/in/MOOCs?f_ri=15869","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=69303998]'), work: {"id":69303998,"title":"Exploring Online Learning Experiences during the Covid-19 Pandemic","created_at":"2022-01-23T20:20:26.757-08:00","url":"https://www.academia.edu/69303998/Exploring_Online_Learning_Experiences_during_the_Covid_19_Pandemic?f_ri=15869","dom_id":"work_69303998","summary":"This article describes the learning experiences of students in online learning during the Covid-19 pandemic. Qualitative observation methods and online interviews were conducted, to obtain information about online learning patterns that are often applied by lecturers; the platform that has been selected, the media used by the lecturers; time-frame, student learning experiences, and student responses to lectures. This study reveals that students tend to choose the application of various online learning patterns and simple platforms. As the first conclusion, in search of meaningful online learning experiences, coordinated online learning between pedagogy, technology, and organizational support can effectively foster appropriate learning experiences. The second conclusion is we need to critically examine the benefits and limitations of the types of asynchronous, synchronous, and hybrid online learning encountered. This will facilitate understanding of future complex assignments and can...","downloadable_attachments":[],"ordered_authors":[{"id":15314289,"first_name":"Khusnul","last_name":"Khotimah","domain_name":"pascaunesa","page_name":"KhusnulKhotimah","display_name":"Khusnul Khotimah","profile_url":"https://pascaunesa.academia.edu/KhusnulKhotimah?f_ri=15869","photo":"https://0.academia-photos.com/15314289/17038903/164858083/s65_khusnul.khotimah.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=15869","nofollow":true},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true},{"id":580226,"name":"MOOCs","url":"https://www.academia.edu/Documents/in/MOOCs?f_ri=15869","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_66928993" data-work_id="66928993" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/66928993/Geograf%C3%ADa_y_redes_sociales_experiencias_de_innovaci%C3%B3n_docente_con_nuevas_tecnolog%C3%ADas_para_la_ense%C3%B1anza_online">Geografía y redes sociales: experiencias de innovación docente con nuevas tecnologías para la enseñanza online</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Contexto: En las últimas décadas, el avance en el proceso de geolocalización de la información ha sido vertiginoso. Actualmente, prácticamente cualquier información, noticia o hecho tiene su correspondiente georreferenciación en... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_66928993" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Contexto: En las últimas décadas, el avance en el proceso de geolocalización de la información ha sido vertiginoso. Actualmente, prácticamente cualquier información, noticia o hecho tiene su correspondiente georreferenciación en dispositivos electrónicos. Este proceso se ha extendido a la educación y las tradicionales formas de enseñanza de la Geografía se han adaptado a comunicar contenidos mediante nuevos canales. Diagnóstico: Estas nuevas formas de interacción para el proceso de enseñanza-aprendizaje han tenido especial relevancia en la modalidad de docencia online, en la que el uso de distintas herramientas permite conectar de forma más efectiva y eficiente con el alumno. En este escenario, la presente experiencia ha utilizado la interacción en redes sociales como medio innovador para el estudio de temáticas geográficas. Solución: En el marco de la impartición de asignaturas en el Grado online de Historia y Patrimonio de la Universidad de Burgos se ha testado la eficacia de estas herramientas para transmitir contenidos geográficos. Se han realizado diferentes experiencias en grupos de entre 15 y 100 alumnos, abriendo contenidos de diferente temática en redes sociales para fomentar el aprendizaje y comprobar tanto la percepción como la utilidad de estos recursos por parte del alumnado. Resultados: Los resultados identifican dinámicas positivas de atracción del estudiante hacia los contenidos mediante el uso de estas técnicas. Las redes sociales contribuyen a mejorar la motivación hacia el aprendizaje de contenidos geográficos y posibilitan una interacción más directa que reduce la “distancia” entre profesor y alumno en la docencia online. Palabras clave: Geografía, Redes Sociales, Docencia Online, Nuevas tecnologías.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/66928993" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="34989804" href="https://ubu.academia.edu/GonzaloAndresLopez">Gonzalo Andrés López</a><script data-card-contents-for-user="34989804" type="text/json">{"id":34989804,"first_name":"Gonzalo","last_name":"Andrés López","domain_name":"ubu","page_name":"GonzaloAndresLopez","display_name":"Gonzalo Andrés López","profile_url":"https://ubu.academia.edu/GonzaloAndresLopez?f_ri=15869","photo":"https://0.academia-photos.com/34989804/10187985/11369215/s65_gonzalo.andr_s_l_pez.jpg"}</script></span></span></li><li class="js-paper-rank-work_66928993 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="66928993"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 66928993, container: ".js-paper-rank-work_66928993", }); });</script></li><li class="js-percentile-work_66928993 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 66928993; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_66928993"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_66928993 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="66928993"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 66928993; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=66928993]").text(description); $(".js-view-count-work_66928993").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_66928993").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="66928993"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="261" rel="nofollow" href="https://www.academia.edu/Documents/in/Geography">Geography</a>, <script data-card-contents-for-ri="261" type="text/json">{"id":261,"name":"Geography","url":"https://www.academia.edu/Documents/in/Geography?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1233" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Networks">Social Networks</a>, <script data-card-contents-for-ri="1233" type="text/json">{"id":1233,"name":"Social Networks","url":"https://www.academia.edu/Documents/in/Social_Networks?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15869" rel="nofollow" href="https://www.academia.edu/Documents/in/Online_Learning">Online Learning</a>, <script data-card-contents-for-ri="15869" type="text/json">{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="66675" rel="nofollow" href="https://www.academia.edu/Documents/in/Redes_sociales">Redes sociales</a><script data-card-contents-for-ri="66675" type="text/json">{"id":66675,"name":"Redes sociales","url":"https://www.academia.edu/Documents/in/Redes_sociales?f_ri=15869","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=66928993]'), work: {"id":66928993,"title":"Geografía y redes sociales: experiencias de innovación docente con nuevas tecnologías para la enseñanza online","created_at":"2022-01-03T03:36:29.870-08:00","url":"https://www.academia.edu/66928993/Geograf%C3%ADa_y_redes_sociales_experiencias_de_innovaci%C3%B3n_docente_con_nuevas_tecnolog%C3%ADas_para_la_ense%C3%B1anza_online?f_ri=15869","dom_id":"work_66928993","summary":"Contexto: En las últimas décadas, el avance en el proceso de geolocalización de la información ha sido vertiginoso. Actualmente, prácticamente cualquier información, noticia o hecho tiene su correspondiente georreferenciación en dispositivos electrónicos. Este proceso se ha extendido a la educación y las tradicionales formas de enseñanza de la Geografía se han adaptado a comunicar contenidos mediante nuevos canales. Diagnóstico: Estas nuevas formas de interacción para el proceso de enseñanza-aprendizaje han tenido especial relevancia en la modalidad de docencia online, en la que el uso de distintas herramientas permite conectar de forma más efectiva y eficiente con el alumno. En este escenario, la presente experiencia ha utilizado la interacción en redes sociales como medio innovador para el estudio de temáticas geográficas. Solución: En el marco de la impartición de asignaturas en el Grado online de Historia y Patrimonio de la Universidad de Burgos se ha testado la eficacia de estas herramientas para transmitir contenidos geográficos. Se han realizado diferentes experiencias en grupos de entre 15 y 100 alumnos, abriendo contenidos de diferente temática en redes sociales para fomentar el aprendizaje y comprobar tanto la percepción como la utilidad de estos recursos por parte del alumnado. Resultados: Los resultados identifican dinámicas positivas de atracción del estudiante hacia los contenidos mediante el uso de estas técnicas. Las redes sociales contribuyen a mejorar la motivación hacia el aprendizaje de contenidos geográficos y posibilitan una interacción más directa que reduce la “distancia” entre profesor y alumno en la docencia online. Palabras clave: Geografía, Redes Sociales, Docencia Online, Nuevas tecnologías.","downloadable_attachments":[],"ordered_authors":[{"id":34989804,"first_name":"Gonzalo","last_name":"Andrés López","domain_name":"ubu","page_name":"GonzaloAndresLopez","display_name":"Gonzalo Andrés López","profile_url":"https://ubu.academia.edu/GonzaloAndresLopez?f_ri=15869","photo":"https://0.academia-photos.com/34989804/10187985/11369215/s65_gonzalo.andr_s_l_pez.jpg"}],"research_interests":[{"id":261,"name":"Geography","url":"https://www.academia.edu/Documents/in/Geography?f_ri=15869","nofollow":true},{"id":1233,"name":"Social Networks","url":"https://www.academia.edu/Documents/in/Social_Networks?f_ri=15869","nofollow":true},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true},{"id":66675,"name":"Redes sociales","url":"https://www.academia.edu/Documents/in/Redes_sociales?f_ri=15869","nofollow":true},{"id":80031,"name":"Online Teaching and Learning","url":"https://www.academia.edu/Documents/in/Online_Teaching_and_Learning?f_ri=15869"},{"id":93395,"name":"Geografía Humana","url":"https://www.academia.edu/Documents/in/Geograf%C3%ADa_Humana?f_ri=15869"},{"id":129142,"name":"Online Learning Technologies","url":"https://www.academia.edu/Documents/in/Online_Learning_Technologies?f_ri=15869"},{"id":157751,"name":"Didactics of Geography","url":"https://www.academia.edu/Documents/in/Didactics_of_Geography?f_ri=15869"},{"id":924251,"name":"Didactica De La Geografia","url":"https://www.academia.edu/Documents/in/Didactica_De_La_Geografia?f_ri=15869"},{"id":2376636,"name":"Teaching and learning with Geospatial Technologies","url":"https://www.academia.edu/Documents/in/Teaching_and_learning_with_Geospatial_Technologies?f_ri=15869"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_61953842" data-work_id="61953842" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/61953842/The_role_of_feedback_and_social_presence_in_an_online_peer_coaching_program_for_student_teachers">The role of feedback and social presence in an online peer coaching program for student teachers</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/61953842" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="09d5481b066637a24095b87af34af419" rel="nofollow" data-download="{"attachment_id":74852555,"asset_id":61953842,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/74852555/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="51692102" href="https://independent.academia.edu/MarjanVermeulen">Marjan Vermeulen</a><script data-card-contents-for-user="51692102" type="text/json">{"id":51692102,"first_name":"Marjan","last_name":"Vermeulen","domain_name":"independent","page_name":"MarjanVermeulen","display_name":"Marjan Vermeulen","profile_url":"https://independent.academia.edu/MarjanVermeulen?f_ri=15869","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_61953842 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="61953842"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 61953842, container: ".js-paper-rank-work_61953842", }); });</script></li><li class="js-percentile-work_61953842 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 61953842; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_61953842"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_61953842 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="61953842"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61953842; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61953842]").text(description); $(".js-view-count-work_61953842").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_61953842").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="61953842"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3203" rel="nofollow" href="https://www.academia.edu/Documents/in/Feedback_Education_">Feedback (Education)</a>, <script data-card-contents-for-ri="3203" type="text/json">{"id":3203,"name":"Feedback (Education)","url":"https://www.academia.edu/Documents/in/Feedback_Education_?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15869" rel="nofollow" href="https://www.academia.edu/Documents/in/Online_Learning">Online Learning</a>, <script data-card-contents-for-ri="15869" type="text/json">{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="17909" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Presence">Social Presence</a>, <script data-card-contents-for-ri="17909" type="text/json">{"id":17909,"name":"Social Presence","url":"https://www.academia.edu/Documents/in/Social_Presence?f_ri=15869","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="339589" rel="nofollow" href="https://www.academia.edu/Documents/in/Student_Teachers">Student Teachers</a><script data-card-contents-for-ri="339589" type="text/json">{"id":339589,"name":"Student Teachers","url":"https://www.academia.edu/Documents/in/Student_Teachers?f_ri=15869","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=61953842]'), work: {"id":61953842,"title":"The role of feedback and social presence in an online peer coaching program for student teachers","created_at":"2021-11-18T10:34:49.384-08:00","url":"https://www.academia.edu/61953842/The_role_of_feedback_and_social_presence_in_an_online_peer_coaching_program_for_student_teachers?f_ri=15869","dom_id":"work_61953842","summary":null,"downloadable_attachments":[{"id":74852555,"asset_id":61953842,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":51692102,"first_name":"Marjan","last_name":"Vermeulen","domain_name":"independent","page_name":"MarjanVermeulen","display_name":"Marjan Vermeulen","profile_url":"https://independent.academia.edu/MarjanVermeulen?f_ri=15869","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":3203,"name":"Feedback (Education)","url":"https://www.academia.edu/Documents/in/Feedback_Education_?f_ri=15869","nofollow":true},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=15869","nofollow":true},{"id":17909,"name":"Social Presence","url":"https://www.academia.edu/Documents/in/Social_Presence?f_ri=15869","nofollow":true},{"id":339589,"name":"Student Teachers","url":"https://www.academia.edu/Documents/in/Student_Teachers?f_ri=15869","nofollow":true},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy?f_ri=15869"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_27446879" data-work_id="27446879" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/27446879/Competencia_intercultural_de_estudiantado_de_educaci%C3%B3n_superior_un_estudio_en_la_Universidad_del_Norte_Barranquilla_Colombia_">Competencia intercultural de estudiantado de educación superior: un estudio en la Universidad del Norte (Barranquilla, Colombia)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">RESUMEN Competencia intercultural de estudiantado de educación superior: un estudio en la Universidad del Norte (Barranquilla, Colombia) Del Pozo Serrano, Francisco. (2016) Competencia intercultural de estudiantado de educación superior:... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_27446879" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">RESUMEN Competencia intercultural de estudiantado de educación superior: un estudio en la Universidad del Norte (Barranquilla, Colombia) Del Pozo Serrano, Francisco. (2016) Competencia intercultural de estudiantado de educación superior: Un estudio en la Universidad del Norte (Barranquilla. Colombia) Revista Encuentros, Universidad Autónoma del Caribe, Vol. 14-02, pp. 159-174</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/27446879" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5768e417c97237743266a1068386e631" rel="nofollow" data-download="{"attachment_id":47730514,"asset_id":27446879,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47730514/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="43720344" href="https://ucsb.academia.edu/John_Cano">John Cano</a><script data-card-contents-for-user="43720344" type="text/json">{"id":43720344,"first_name":"John","last_name":"Cano","domain_name":"ucsb","page_name":"John_Cano","display_name":"John Cano","profile_url":"https://ucsb.academia.edu/John_Cano?f_ri=15869","photo":"https://0.academia-photos.com/43720344/12724184/23092920/s65_john.cano_barrios.jpg"}</script></span></span></li><li class="js-paper-rank-work_27446879 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="27446879"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 27446879, container: ".js-paper-rank-work_27446879", }); 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SLOTERDIJK: NORMAS Y DISTURBIOS EN EL PARQUE HUMANO O LA CRISIS DEL HUMANISMO COMO UTOPÍA Y ESCUELA DE DOMESTICACIÓN</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Se indaga el sentido de la conferencia de Sloterdijk “Normas para el Parque humano” así como las polémicas por ella suscitada. Se realiza un diagnóstico de la capacidad crítica del humanismo tradicional. En el marco del naufragio del... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1850476" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Se indaga el sentido de la conferencia de Sloterdijk<br />“Normas para el Parque humano” así como las<br />polémicas por ella suscitada. Se realiza un diagnóstico<br />de la capacidad crítica del humanismo tradicional. En el<br />marco del naufragio del humanismo como escuela y<br />utopía domesticadora humana -marco en el que<br />Sloterdijk reclama una revisión genético-técnica de la<br />humanidad- se indaga ¿qué criterios pueden<br />establecerse para normar las inevitables luchas por los<br />derechos de la crianza humana? ¿Quiénes y sobre qué<br />bases debieran hoy detentar el derecho a la crianza?<br />¿Cómo determinar quiénes son los que educan y los que<br />son educados? Se proponen nuevos caminos que<br />tienen en la mediación de la técnica su formulación<br />discursiva y sus orígenes en las disidencias que, desde<br />la propia tradición filosófica, reducían la estancia del<br />hombre en el mundo a su expresión leída y escrita.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1850476" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="057497ea45f6b076aae34cc0a74254f2" rel="nofollow" data-download="{"attachment_id":26254940,"asset_id":1850476,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/26254940/download_file?st=MTc0MDAzMzM2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1871883" href="https://ucm.academia.edu/AdolfoVasquezRocca">Adolfo Vasquez Rocca</a><script data-card-contents-for-user="1871883" type="text/json">{"id":1871883,"first_name":"Adolfo","last_name":"Vasquez Rocca","domain_name":"ucm","page_name":"AdolfoVasquezRocca","display_name":"Adolfo Vasquez Rocca","profile_url":"https://ucm.academia.edu/AdolfoVasquezRocca?f_ri=15869","photo":"https://0.academia-photos.com/1871883/634717/30335960/s65_adolfo.vasquez_rocca.jpg"}</script></span></span></li><li class="js-paper-rank-work_1850476 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1850476"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1850476, container: ".js-paper-rank-work_1850476", }); 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