| |

Global Lifelong Learning

 Forgot password?
 Register
Search
Global Lifelong Learning Portal Journals View Content

Volume 2.2016 No.1

2018-01-22 21:38| Publisher: admin| Views: 778| Comments: 0

Description: Research Article1. Leadership and Innovation for the Future of ODL2017,1(1):1-5Asha Kanwar 1Commonwealtlr of Learning . CanadaDOI:Abstract:The phenomenal growth of online learning, Open E ...

                 Research Article

1. Leadership and Innovation for the Future of ODL

2017, 1(1): 1-5

 Asha Kanwar           

                    1 Commonwealtlr of Learning . Canada

DOI: 

Abstract:

The phenomenal growth of online learning, Open Educational Resources (OER) and Massive Open Online Courses (MOOCs) are disrupting Open and Distance Learning (ODL) as never before. Instead of playing a leadership role, most ODL institutions, with a few exceptions, have watched these developments from a safe distance. But with more competition and convergence, ODL institutions can no longer afford to wait and watch. But why did this happen in the first place? In addition to their teaching role, how adept have ODL institutions been in their research and outreach functions? Innovation in an ODL institution would mean an effective blending of these three roles.


               Download       Sharing

 

                  Research Article

2. How Much Do College Teachers Know about Instructional Design Competencies: 

A Survey Study

2017, 1(1): 6-17

ZHONG Lijia, SHENG Qunli & ZHANG Yumei           

                  1 College of Education, Zhejiang University.

DOI: 

Abstract:

The competency of instructional design played an important role in improving teaching efficacy and students’achievements. Based on theoretical analysis and experts’consultation, this project develops a questionnaire for college teachers’competency of instructional design, concerning five dimensions as following: planning instructional goals; designing instructional contents; instructional implementation; front-end analysis and instructional assessment. What’s more, the study also investigates college teachers’ instructional cognitive ability and knowledge system. The study conducts a random survey at the universities in Zhejiang and Shanghai. 192 valid data are collected via electronic and printed questionnaire. Based on the analysis of variance, relevance and regression, some suggestions are provided as following: There had been imbalanced development of college teachers’ instructional design competencies with serious weak points. We should attach great importance on college teachers’ competencies of instructional assessment, which needs to be improved urgently. In terms of the characteristics and needs of college teachers with different teaching experiences and titles, we should stress on enhancing teachers’cognitive understanding of teaching and broadening knowledge system. What’s more, the development of tailored training for instructional design would improve the faculty’s overall instructional design competencies.


                       

               2.Download             Sharing  

 

                         Research Article

3. The Flipped Model Incorporating Mobile Learning Environment: Experiments of 

" WeChat-assisted Flipped Classroom"

2017, 1(1): 18-30

 FAN Wenxiang, LI Kai & MA Yan                            

                   1 School of Education Science, Nanjing Normal University

                   2 Department of Basic Course, Hohai University Wentian College;      

                  3 Graduate School of Chongqing Normal University

 DOI: 

Abstract:  

With the rapid development of mobile technology and popularization of mobile equipment (e.g., smart phone and laptop), mobile learning has drawn global attention and become research highlights in the field of education. With a learner-centered characteristic, mobile learning can fully suit learners’ personalized learning needs. Thus, it is of great significance to study the effective strategies integrating mobile learning with the flipped classroom model, which facilitates the process of educational informationization. WeChat, which includes three main functions: platform function, communication function, and social networking function, is one of the most popular standalone messaging apps on mobile devices. These multiple inclusive functions can provide strong support for the implementation and development of mobile learning.

This empirical research on application of WeChat in flipped classroom contains the following four stages: First, the study revealed potential pedagogical functions of WeChat and analyzed technical requirements of flipped classroom. Based on these statements, it puts forward the solution of a WeChat-assisted flipped teaching model.

Second, under the direction of Constructivist Learning Theory and Systematic Instructional Theory, the current research conducted a case study on the existing flipped classroom models. And on this foundation, a flipped classroom model enhanced by WeChat platform has been constructed.

Third, guided by the constructed flipped classroom model, the authors carried out a teaching session on “Basic College English” class. The results of this study demonstrate that a WeChat-assisted flipped classroom can effectively improve student learning performance.

Fourth, this paper summarized both advantages and limitations of the flipped model, and provided suggestions on how to implement flipped classroom model under mobile learning environment.


                      

             3.Download                  Sharing

 

                    Research Article

4.The Study on Understanding and Attitude of Students to e-Schoolbag

2017, 1(1): 31-43

Zhang Lichun & Jiao Jianli            

                 1 Institute for Curriculum and Teaching Reform, XinYang Normal University;

                2 Future Education Research center, South China Normal University;

DOI: 

Abstract:

The word of e-Schoolbag was aroused in 1999 in Singapore. It attracts public attention because of its convenient to carry and easy to update. The author found that different students have different ideas about e-Schoolbag based on the former research. The author also found that different students on understanding of e-bag directly affect the e-Schoolbag application effect. Because of that, the aim of this study is to survey the students’ attitude and understanding of e-Schoolbag in order to find out the e-Schoolbag’s application and promotion strategy the consequence can guide practice. This study mainly used quantitative and qualitative research is complementary mix of research methods to get data. We design and develop the e-Schoolbag questionnaire of students’ attitude and understanding which is based on the psychological measurement science and hermeneutics theory. Students on understanding of e-Schoolbag dimensions include: firstly, students on understanding of the connotation of e-Schoolbag; secondly, students on the understanding of the application of e-Schoolbag, thirdly, students on understanding of e-Schoolbag’s value; Students on e-Schoolbag attitude dimensions include: students to e-Schoolbag have three aspects: cognition, emotion and behavior. The questionnaire is guided by many experts and students. Then, we use it to get data from Guangdong area e-Schoolbag experimental school. We find the following situation: Students on understanding of e-Schoolbag: Eighty percent of students have consistency to understanding of e-Schoolbag connotation. Less experienced students cannot understand more profoundly e-Schoolbag application model. Men than women have strong learning ability in e-Schoolbag applications; The students who contact e-Schoolbag less time think science is more suitable for e-Schoolbag teaching; Contacting e-bag earlier students think network should be open; The students who contact e-Schoolbag more time and girl students think that they can recognize the value of e-Schoolbag. Students on attitude of e-Schoolbag: On the whole, students on attitude of e-Schoolbag is positive, there are significant differences between different students attitude towards e-Schoolbag students; Students' performance in the application of e-Schoolbag is negative; less experienced students used e-Schoolbag, male students, the long network age students and long time’s using e-Schoolbag students in every day are more positive than the opposite person. Finally the author puts forward the following Suggestions: firstly, e-Schoolbag’s developers should intensify efforts to the development of science resources and science symbol is convenient input; secondly, men and women join in team and together to complete the task when using e-Schoolbag for teaching; last, education bureau and school should encourage more students and students on the application of e-Schoolbag. As a result of limitations in sampling and resources, there are some considerations for the future research: we suggest that expand the number and scope of the sample and in-depth analysis of the relationship the understanding and attitude between different groups of people about electronic. 


                 

             4.Download         Sharing

 

                  Research Article

 5.The Possibility of the RTVU' s Transformation into Community Education

 2017, 1(1): 44-53

  WU Zunming & CHEN Yuming & HAO Liying            

                 1 Faculty of Education, East China Normal University.

                 2 Guangxi Radio and TV University.

                 3 Faculty of English Education, Hebei Technology and Science University.

 DOI: 

Abstract:
                  
   

             5.Download             Sharing


                                              Research Article                                                                    

6. Open Learning and Research in Social Network Era: an Interview with 

International Distance Education   Pioneer Dr. Terry Anderson

 2017, 1(1): 54-62

Wang Zhijun            

                  1 Research Center for Educational Informatization, Jiang Nan University

 DOI: 

Abstract:

The Journal of Open Education Research (JOER) published an interview with international distance and online learning pioneer Dr. Terry Anderson in 2004①. The interview systematically introduced the distance education management and practice in Canada and Dr. Terry Anderson’s research from a macro perspective focused on the topic of the educational technology in distance education. Dr. Terry Anderson, as the pioneer in this field, proposed the interaction equivalence theorem to guide the design of MOOCs and OERs and published many influential papers and 11 books in distance education and educational technology in the past decades, when distance and online learning developed rapidly. One of them: Theory and Practice of Online Learning, received the 2009 Charles E. Wedemeyer Award. The three generations of distance education pedagogy has been translated into different languages, which was written by him and Jon Dron in 2011. Dr. Anderson proposed the idea of “teaching crowd with social media” to lead the learning in this open and connected age. He designed a boutique social networked learning community - Landing to enhance and support learning with the advantage of three social structure (group, net and set). He was the editor of the International Review of Research in Online and Distance Education for ten years, which is one of the only two distance educational journals in the Social Science Cite Index list. This interview focused on his research experience, MOOCs and his most important research achievement: three generation of distance education, interaction equivalence theorem, open learning and scholarship with social media. I hope that this interview, which showcases Dr. Terry Anderson’s excellent research and insights in distance education, can not only presenting readers with  comprehensive pictures and success stories of open learning and scholarship in social network era, but also promotes high-quality and open learning and research in the future.



                                

             6.Download             Sharing



Passing

Ridiculous

Shake hands

Flowers

Eggs

Latest comments

Related Category

Archive|Mobile|Dark room|Global Lifelong Learning  

2018-12-19 15:37 GMT+8 , Processed in 0.044958 sec., 8 queries .

Powered by Discuz! X3.2

Release 20141225, © 2001-2018 Comsenz Inc.

MultiLingual version, Rev. 441, © 2009-2018 netdepviet.org

To Top