Comparison of face to face and real-time online learning results.

A Matched Study between a Face-to-face Section and a Real-Time Online Section of a University.

"The issue here, therefore, is not which venue is better or worse. The intent of this inquiry was simply to understand – in terms of similarities and differences – online and F2F learning settings, findings upon which we hope can lead to more relevant online learning theories that result in improved teaching effectiveness across the board. ...In sum, during these three hour sessions, it was found that the nature of online non-turn-taking environment afforded online students more time to express themselves compared to students learning the same material F2F. ...Perhaps the most surprising finding to emerge from this matched study – one that we feel may have the greatest implications and application – is the issue of hyper-time, or the extra time that is created online – time that allows for additional data flow and increased productivity. "

[IRRODL]

9:44:07 PM    

Tags, social networks, and e-Learning.

If you are designing e-Learning using the constructivist model, this weblog entry from John Udell and his associated InfoWorld article ought to be on your "to read" list.

"Dynamically self-updating collections shift information management into a higher gear, but it's the social dimension of tagging that really kicks things into overdrive. "

[John Udell's Weblog]

3:46:26 PM    

Dealing with demotivated e-Learners.

“According to the results of my summative evaluation, the students have gone from thinking they can succeed, to believing they’ll fail. They don’t know what to expect, and they don’t know where to turn for help. They feel isolated, and the learning activities make them think they’re failures,” said Claremond.
[E-Learning Queen]

9:47:41 AM