Online Learning
Online learning is the delivery of instruction via various multimedia and Internet platforms and tools.
Using a virtual avatar as an emotional support system can increase interest in an online learning environment.
Students who learn online have more flexibility regarding the timing and location of their educational activities. In contrast, because they lack emotional support when interacting with the content of online learning, students frequently feel unwanted negative emotions. In this chapter, virtual avatars (VAs; also known as pedagogical agents) are proposed as a means of delivering just-in-time emotional scaffolding in online learning.
The idea of emotional scaffolding and VAs is first introduced in this chapter. Then, two design factors for emotional scaffolding with VAs—visual persona and verbal messages—are discussed in light of a literature review on interest development. In order to show how VAs can be created and applied to scaffold learners' situational interest in an online learning environment, the results of a case study involving VAs are shared at the end.
Systems for online education.
Online content management systems (CMS) and three-dimensional (3D) immersive online learning environments are the two main types of online learning systems. The organization and structure of a course are typically mimicked by a CMS. Users and content management components are typically included. Open source systems like Moodle and Sakai as well as proprietary systems like Angel and Blackboard are examples of popular online learning management systems.
Interactive environments are offered by 3D virtual learning systems in an effort to create a more social and immersive learning environment. For instance, the River City Project is an interactive computer simulation that incorporates learning activities and standards-based content into a 3D virtual environment to instruct middle school students about disease transmission and scientific inquiry. To give students well-managed immersive learning experiences, Sloodle combines Moodle, an open-source content management system, and Second Life, a 3D social game environment. Online learning platforms have been used to deliver entirely online curricula and as a support for in-person instruction.
Though 3D virtual world research is still in its early stages, Dieterle and Clarke (in press) found that these online learning platforms are very effective at supporting situated learning in immersive, psychosocial contexts as well as collaborative learning, peer mentoring, and learning community building.
For pupils who are at risk.
The potential benefits of online learning are also starting to be recognized by online learning providers, particularly for students who need remedial instruction. Nearly 20 percent of FLVS students are reportedly at risk or in need of credit recovery, which refers to the need to retake previously failed courses or to accrue more course credits in order to meet graduation requirements (Young et al. , 2009).
Distance learning has historically been shown to be advantageous for nontraditional students, particularly those with daytime commitments, because asynchronous learning allows for flexible scheduling. On the other hand, providers of online learning are only recently focusing on underperforming students. Before, it was believed that only secondary students who performed well academically possessed the abilities and drive to work independently.
However, proponents of online learning contend that some students who would otherwise drop out of the educational system can be retained through online curricula that enhance individualization and offer specialized support to nontraditional or underachieving students. As previously stated, the Ontario government in Canada has made serving these students a clear policy objective.
Developing best practices for a genuine learning environment in an online learning environment.
Numerous demands are placed on online learning and the professionals who deliver it to constantly adjust to changing user needs and anticipate new directions and methodologies. Online teachers no longer act as a "sage on a stage," trying to replicate traditional, in-person instruction, but rather as a "meddler in the middle," facilitating engaging, technology-driven learning experiences. The ideal "meddlers," librarians collaborate with teachers to deliver valuable information literacy instruction in a distributed learning environment.
This chapter looks at the tactics employed and the lessons discovered by a library at a medium-sized institution that has evolved from a traditional brick and mortar university to a vibrant online academic community. In order to create an authentic learning environment for students in a distributed setting, the chapter discusses the use of online learning tools.
The authors provide real-world guidance from their experiences and reflections on how those experiences influenced the creation of best practices for the delivery of library services in an online environment at Eastern Kentucky University Libraries. The authors want to offer a framework for other people working in distributed learning environments by sharing their experiences.
Middle school students' emotional and cognitive mathematical processes are identified and tracked in an online discussion group.
In Emotions, Technology, and Learning, 2016 by Amos Lee and Sharon Tettegah.
Literature: Discussions about math and online learning.
From elementary schools to higher education, online learning is gaining popularity and promises reform and innovation in all areas of education (Watson and Johnson, 2010). According to Watson (2010), 48 states offered online learning programs in 2010 that either complemented what students were learning in the classroom or provided an entire education online. A few examples of full-time online learning opportunities that did not exist ten years ago include Florida Virtual School, Illinois Virtual School, and Michigan Virtual High School (Watson & Johnson, 2010).
To accommodate the various needs of a diverse student body, more K–12 schools are implementing online courses. For instance, students in rural and inner-city schools can still choose from a wider variety of classes even if those classes are not offered in a traditional classroom setting at their schools
Through the expansion of their learning opportunities online (e.g., college prep, Mandarin Chinese), students can learn more about these subjects. Additionally, online learning offers more opportunities for at-risk students and students who are unable to attend class due to health issues. Furthermore, non-native speakers have more time to consider, organize, and reply to other students.
They can mimic the academic language used by other students in the online discussion (Sfard & Kieran, 2001; Graham & Hodgson, 2008). The advantages of having online participants from different geographic regions are also mentioned by Kanuka and Anderson (1998). They contend that different life experiences and cultural perspectives can lead to more in-depth discussion.
However, even with these general advantages, it's crucial for educators and students to better understand the nuances of how students learn specific academic content in an online environment in order to find ways for educational institutions to offer supportive emotional scaffolding when students face challenges in their learning.
As a result, this study focuses on the need to comprehend how math content is interpreted and discussed in an online setting (Oliver et al. , 2010). When considering math in an online context, the subject matter does not fundamentally differ from that which is taught in a classroom; rather, the main distinction is the method by which students learn math (O'Dweyer et al. , 2007).
Therefore, the focus of this research is on how math discussions, a key component of math learning, occur and develop in an online setting (Cobb, Wood, and Yackel, 1993; Oliver et al. , 2010).
The learning process is said to be aided by discussion, according to practitioners and researchers (Cazden, 2001; Gee & Green, 1998; Green & Dixon, 2008). This is because students learn more effectively when they are conversing with others. But discussions in the classroom take on a wide range of complexity. Cazden (2001) takes into account these complexities and variations in his writing about the various types of negotiations that take place in the classroom through various discussion patterns (e.
initiating, responding, and assessing). She contends that depending on the type and intensity of discussion, which can lead to stimulation or frustration, classroom discussion can both help and hinder a student's learning process. The student's role in an initiation, response, and evaluation (IRE) discussion pattern, for instance, is limited to responding to the teacher's topic initiation.
Teachers may ask students questions in an IRE discussion pattern to which they already know the answer (i.e. e. , "display questions") in order to elicit a response from students (Cazden, 2001, p. 46). Since the teacher already knows the answer to the question they are posing, this kind of communicative event can be considered unauthentic. However, unconventional discussion formats elicit more genuine, open-ended questions that enable student contributions to play a larger role in class discussion and enable co-negotiation, enriching the learning process (Cazden, 2001; Gee and Green, 1998; Green & Dixon, 2008; Herbel-Eisenmann & Cirillo, 2009; Nystrand, 1991).
These unconventional discussion formats are helpful, according to Cobb et al. in aiding students' conceptual understanding development, note (1993). They contend that youngsters require time to talk about and consider previous academic experiences as well as other social math-related processes. Students have the chance to learn by actively constructing their understanding of mathematical concepts during the discussion that follows.
However, it is challenging to hold a lively discussion in which everyone participates. Due to the co-development and negotiation of the discussion between all parties involved, the management and implementation of the discussion in particular can be challenging (Cobb et al. Stein, 2007; Nystrand, 1991; Stein, 1993). According to Serpinska et al., these challenges can also thwart students' efforts to comprehend mathematical concepts more fully, leading to feelings of frustration and anxiety. , 2008).
When taking place in an online setting, this jointly developed and negotiated discussion becomes even more complicated. In a similar vein, the frustrations felt by math students in traditional classroom settings can also occur online. As opposed to the conventional IRE pattern that takes place between a teacher and a student in the traditional classroom, students interacting with each other online can create interactions where feedback and response can come from multiple peers (Cazden, 2001). Multiple threads of conversation may be started by this simultaneous feedback and response from numerous peers. The complexity is increased by the fact that each student can pursue multiple topics in an online environment, as opposed to just one. Due to the altered nature of online interaction, these multiple threads not only foster a greater interconnectedness that is impossible to achieve in a traditional classroom setting (Cazden, 2001), but they can also result in "dangling conversations" (Black, Levin, Mehan, and Quinn, 1983, p. 62).
Face-to-face interactions in the classroom establish a speaking order and connect discussions thematically (Cazden, 2001; Swan, 2003). The order of online discussions isn't always sequential or coherent, as Kim, Anderson, Nguyen-Jahiel, and Archodidou (2007) point out. A participant must keep track of multiple threads of discussion because many topics can be discussed concurrently (Black et al. 2003; O'Halloran, 2000). Participants may find it challenging to understand online discussions due to this contingency. Additionally, the chronological order and thematic connections of the conversation are lost in an online setting where anyone can comment at once, add new entries, or reply to other entries.
Online learning and multimedia (OLaM) refers to the use of computer programs to teach students concepts and skills and to facilitate learning both inside and outside of the conventional classroom. In the majority of American school settings, OLaM is common, and it's frequently applied without much consideration for the psychological impact it has on kids or the academic results that follow. It might be made available on a desktop or laptop computer, a smartphone, a tablet, or even a specific hardware platform like an XBox or PlayStation. Both attitude and academic performance can be directly impacted by a student's emotional state. In traditional educational settings, the emotional wellbeing of students is frequently ignored as unimportant.
The OLaM's design also has an impact on cognitive load and, consequently, academic development.
In this chapter, we talk about how using OLaM affects students' emotional states and changes their attitudes.
The author's research with grade 3 students in New York State is discussed, along with Richard Mayer's contributions to the fields of cognitive load and multimedia learning. Background information is provided from additional studies examining the effects of emotions on technology use and learning. In order to present conclusions about the impact of OLaM and recommendations for educators when making instructional decisions for schools, the chapter thus combines theory and research. A crucial factor to take into account is how the student's emotional state affects their use of and reaction to OLaM.
Much attention has been paid to the subject of online learning. However, there is still disagreement in the research on how learners interact with online learning platforms in underdeveloped nations. The need to improve communication between students from developing and developed countries has grown as a result of transnational universities. With this study, a theoretical understanding of online learning strategies in higher education is improved and a gap in the literature is filled.
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