What leads people to keep on e-learning? An empirical analysis of users' experiences and their effects on continuance intention

User retention is a major goal for higher education institutions running their teaching and learning programmes online. This is the first investigation into how the senses of presence and flow, together with perceptions about two central elements of the virtual education environment (didactic resource quality and instructor attitude), facilitate the user��s intention to continue e-learning. We use data collected from a large sample survey of current users in a pure e-learning environment along with objective data about their performance. The results provide support to the theoretical model. The paper further offers practical suggestions for institutions and instructors who aim to provide effective e-learning experiences.

The FaceUOC Project : An Open Social Learning experience by the Open University of Catalonia

The possibilities and expansion of the use of Web 2.0 has opened up a world of possibilities in online learning. In spite of the integration of these tools in education major changes are required in the educational design of instructional processes.This paper presents an educational experience conducted by the Open University of Catalonia using the social network Facebook for the purpose of testing a learning model that uses a participation and collaboration methodology among users based on the use of open educational resources.- The aim of the experience is to test an Open Social Learning (OSL) model, understood to be a virtual learning environment open to the Internet community, based on the use of open resources and on a methodology focused on the participation and collaboration of users in the construction of knowledge.- The topic chosen for this experience in Facebook was 2.0 Journeys: online tools and resources. The objective of this 5 weeks course was to provide students with resources for managing the various textual, photographic, audiovisual and multimedia materials resulting from a journey.- The most important changes in the design and development of a course based on OSL are the role of the teacher, the role of the student, the type of content and the methodology:- The teacher mixes with the participants, guiding them and offering the benefit of his/her experience and knowledge.- Students learn through their participation and collaboration with a mixed group of users.- The content is open and editable under different types of license that specify the level of accessibility.- The methodology of the course was based on the creation of a learning community able to self-manage its learning process. For this a facilitator was needed and also a central activity was established for people to participate and contribute in the community.- We used an ethnographic methodology and also questionnaires to students in order to acquire results regarding the quality of this type of learning experience.- Some of the data obtained raised questions to consider for future designs of educational situations based on OSL:- Difficulties in breaking the facilitator-centred structure- Change in the time required to adapt to the system and to achieve the objectives- Lack of commitment with free courses- The trend to return to traditional ways of learning- Accreditation- This experience has taught all of us that education can happen any time and in any place but not in any way.

Towards Innovative Virtual Learning in Vocational Teacher Education: Narratives as a Form of Meaningful Learning

http://www.eurodl.org/.

La incidencia de la toma de apuntes sobre el aprendizaje significativo. Un estudio de ense��anza superior.= The incidence of notetaking on meaningful learning. A study of higher education.

En este estudio presentamos una experiencia llevada a cabo con estudiantes de la asignatura ���Psicolog��a de la Educaci��n��� de diferentes centros universitarios. Tomando como marco de referencia las teor��as constructivistas del aprendizaje, el objetivo de nuestro trabajo se centra en comprobar la incidencia de la utilizaci��n de diferentes estrategias de ense��anza por parte del profesor y de determinadas estrategias de aprendizaje en el proceso de registrar la informaci��n por parte de los estudiantes, en la significatividad del aprendizaje.Los resultados obtenidos muestran que en los grupos donde los profesores han utilizado estrategias de ense��anza diferentes a la clase magistral, se ha producido un cambio positivo en las respuestas de los estudiantes o se ha mantenido el mismo nivel, mientras que el grupo donde se ha utilizado una metodolog��a magistral, el nivel de respuesta es inferior. As�� mismo, hemos podido observar como los grupos de estudiantes que utilizan las estrategias de aprendizaje seleccionadas para tomar apuntes mejoran su nivel de respuestas, lo cual no se produce en el grupo control

Learning styles and achievement in postsecondary classrooms

The purpose of this study was to investigate the relationship between learning styles and academic achievement in postsecondary education. It was the intent of the study to establish if there was a relationship between student learning style, teacher style, learner/teacher matching and/or mismatching, student gender and age, to the academic grades of students. This study was basically a replication of a study completed by Mary J. Thompson and Terrance P. O'Brien in 1991 on two campuses of a southeast community college in the United States. In the present study, 243 students and 18 teachers from two different campuses of a community college in the Province of Ontario participated in the research. All participants were administered the Gregorc Style Delineator and students identified by program, age and gender. Data were tested by two analysis of variance (ANOVA) models. In the first ANOVA model considered in this study, significant main effects were manifested in regard to the teaching style, age group and gender. With the exception of gender, these findings were very similiar to those of the original study. Duncan's multiple range test revealed that Concrete Sequential (CS) teachers assigned significantly lower grades than did teachers dominant in any of the other three learning styles. Post hoc testing revealed that students 25 years of age and older received significantly higher grades than did younger students. Female students also received significantly higher grades than did male students. In the second ANOVA model student/teacher learning style match/mismatch did emerge as a significant main effect. However, Duncan's multiple range test and Chi square analysis did not substantiate the relationship. Forty-eight references are cited.

The expression and development of teachers' capacities within two learning communities : a participant-observer case study

The learning community model has been an integral component of teacher development in Ontarian schools and beyond. This research was conducted to understand how teachers' personal capacity and professional, interpersonal, and organizational competencies are developed and expressed within this context. Nineteen elementary teachers and administrators participated in the study from November through January 2007. A qualitative case study methodology was used to investigate the role ofteachers' capacities and competencies in learning communities. Combined data sources from semistructured interviews, research journals, and document review were used to gather data about teachers' capacities and competencies. The study included 3 phases of analysis. In the final phase the analysis provided 3 qualities of the teachers at Jude and Mountain Schools (pseudonyms): identification as professionals, investment in others, and institutional affiliation that may explain how they differed from other educators. The data revealed these three themes, which provided an understanding of educators at Jude and Mountain Schools as dedicated professionals pushing practices to contribute to school life and address student learning needs, and as teachers who reflected on practices to continue expanding their skills. Teachers were heavily invested in creating a caring culture and in students' and team members' learning. Educators actively participated in solving problems and coplanning throughout the school levels and beyond, assumed collective responsibility for all pupils, and focused on generating school-wide consistent practices. These qualities and action patterns revealed teachers who invested time and effort in their colleagues, who committed to develop as professionals, and who affiliated closely with every aspect of school living.

Service Learning in Higher Education: A Road Map

As institutions of higher education struggle to stay relevant, competitive, accessible, and flexible, they are scrambling to attend to a shift in focus for new students. This shift involves experiential learning. The purpose of this major research paper was to examine the existing structures, to seek gaps in the experiential learning programs, and to devise a framework to move forward. The specific focus was on experiential learning at Brock University in the Faculty of Applied Health Sciences. The methodology was underscored with cognitive constructivism and appreciative theory. Data collection involved content analysis steps established by Krippendorff (2004) and Weber (1985). Data analysis involved the four dimensions of reflection designed by LaBoskey, including the purpose, context, content, and procedures. The results developed understandings on the state of formal processes and pathways within service learning. A tool kit was generated that defines service learning and offers an overview of the types of service learning typically employed. The tool kit acts as a reference guide for those interested in implementing experiential learning courses. Importantly, the results also provided 10 key points in experiential learning courses by Emily Allan. A flow chart illustrates the connections among each of the 10 points, and then they are described in full to establish a strategy for the way forward in experiential learning.

Experiential Learning: Creating Meaningful Opportunities

This study examined the practice and implementation of undergraduate student internships in Ontario, Canada. A literature review revealed that implementation of internships at the undergraduate level in Ontario varies within campuses by faculty and department and also across the university spectrum, partly due to a lack of consistency and structure guiding internship practice in Ontario. Moreover, a lack of general consensus among participating stakeholders concerning the philosophy and approach to internship further complicates and varies its practice. While some departments and universities have started to embrace and implement more experiential learning opportunities into their curriculum, the practice of undergraduate internships is struggling to gain acceptance and validity in others. Using the theory of experiential learning as presented by Dewey (1938) and Kolb (1984) as theoretical frameworks, this research project developed an internship implementation strategy to provide structure and guidance to the practice of internships in Ontario���s undergraduate university curriculum.

E-Learning and Continuing Education in LIS

The aim of the study was to investigate the relevance of e���learning in continuing education of library professionals in the universities in Kerala. /55 part of a survey of library professionals in the seven major Universities in Kerala to find their continuing education needs, it was found that majority of the library professionals attend continuing education programmes (CEP) to be trained in the latest technologies. Internet resources were the preferred mode of information source by 38.9 per cent of the library professionals. The importance of continuing education in developing the competencies of library professionals is also stressed

La incidencia de la toma de apuntes sobre el aprendizaje significativo. Un estudio de ense��anza superior.= The incidence of notetaking on meaningful learning. A study of higher education.

En este estudio presentamos una experiencia llevada a cabo con estudiantes de la asignatura ���Psicolog��a de la Educaci��n��� de diferentes centros universitarios. Tomando como marco de referencia las teor��as constructivistas del aprendizaje, el objetivo de nuestro trabajo se centra en comprobar la incidencia de la utilizaci��n de diferentes estrategias de ense��anza por parte del profesor y de determinadas estrategias de aprendizaje en el proceso de registrar la informaci��n por parte de los estudiantes, en la significatividad del aprendizaje. Los resultados obtenidos muestran que en los grupos donde los profesores han utilizado estrategias de ense��anza diferentes a la clase magistral, se ha producido un cambio positivo en las respuestas de los estudiantes o se ha mantenido el mismo nivel, mientras que el grupo donde se ha utilizado una metodolog��a magistral, el nivel de respuesta es inferior. As�� mismo, hemos podido observar como los grupos de estudiantes que utilizan las estrategias de aprendizaje seleccionadas para tomar apuntes mejoran su nivel de respuestas, lo cual no se produce en el grupo control

An��lisis sobre la percepci��n y participaci��n de los profesores de carrera y de planta de la facultad de administraci��n en el plan de desarrollo profesoral ofertada por la Universidad del Rosario

En los ��ltimos a��os, la educaci��n superior ha sufrido cambios que han influenciado directamente en la calidad educativa y el aprendizaje de los estudiantes. Estos procesos se han visto afectados en una evoluci��n metodol��gica gracias al avance tecnol��gico a servicio de los estudiantes que es orientada por el cuerpo docente que a su vez ha sido part��cipe en dicha evoluci��n. Por su parte la Universidad del Rosario se ha preocupado por darle relevancia a la opini��n de los estudiantes, quienes pueden calificar a los profesores y se��alar sus virtudes o sus fallas y dar sugerencias personales al respecto. Esta preocupaci��n ha incidido directamente en la observaci��n de las pr��cticas, actividades y conocimientos pedag��gicos del cuerpo profesoral de la universidad y ha generado la necesidad de nuevos retos y enfoques en la formaci��n del profesorado a trav��s de los cursos de desarrollo profesoral ofrecidos por la universidad y que busca que el saber de los profesores sea transformado para transmitirlo ��ptimamente a los estudiantes. No obstante, la falta de inter��s y de acogida as�� como la deserci��n por parte de los profesores en los cursos de Desarrollo profesoral, han sido detonante para indagar las razones y los elementos de juicio que han llevado al cuestionamiento de la calidad de los cursos y del inter��s de los docentes en transmitir los saberes a los estudiantes generando conocimiento constructivo y de calidad que genere competitividad y posicionamiento en el ��mbito de la educaci��n.

El trabajo en equipo en el Proceso Administrativo y de Compras en OPL Carga de Bucaramanga

El proceso administrativo y de compras de OPL Carga tiene algunas falencias entre ellas: fallas en la Comunicaci��n entre el personal operativo, no se realizan llamadas internas usando con frecuencia el email, produciendo la saturaci��n de solicitudes las cuales terminan sin ser resueltas en cuanto a roles se refiere, no hay enfoque de procesos en vista que no se tiene claras las tareas de cada cargo, adicionalmente no hay claridad en los subprocesos, perjudicando el proceso con el aumento de costos, p��rdida de tiempo, las responsabilidades de los funcionario no todas las veces se ejecutan en el tiempo asignado, el liderazgo compartido presenta ambig��edades. Objetivos: Definir el trabajo en equipo en el proceso administrativo y de compras en OPL carga de Bucaramanga. La investigaci��n que a realizar es de tipo descriptivo, busca descubrir las falencias o caracter��sticas que permiten dise��ar y desarrollar un modelo de soluci��n para los problemas del equipo de OPL Carga S.A.S. Materiales y m��todos: La investigaci��n efectuada es de tipo descriptivo, el objetivo es definir el modelo del trabajo en equipo y describir las falencias en el proceso administrativo y de compras en OPL carga de Bucaramanga, que permitan obtener un diagn��stico integral que conlleve a la implementaci��n de estrategias de soluci��n. Resultados: Se identificaron las falencias en los siguientes aspectos: Variable comunicaci��n, rendimiento, destrezas complementarias, prop��sito significativo y meta espec��ficas de los funcionarios en OPL carga secci��n administrativa. Conclusiones: El modelo de trabajo en equipo que OPL aplica es jer��rquico, en el que se ofrece estabilidad, seguridad, se toman decisiones en forma piramidal, mediante la planeaci��n de tareas, la colaboraci��n, igualdad y respeto por los miembros, trabajando en pro de la soluci��n de problemas. Se construy�� un plano conceptual que permiti�� exponer la interpretaci��n que la estudiante tiene de las teor��as, investigaciones y antecedentes v��lidos para la comprensi��n del problema investigado. ��rea comunicacional: Coordinar acciones tendientes para que los funcionarios respondan a tiempo los emails atenientes a su trabajo. ��rea condiciones de trabajo: Clarificar y dise��ar las reglas de comportamiento al interior de los equipos de trabajo que redunden en el mejoramiento del mismo y la b��squeda de soluciones oportunas. ��rea metas espec��ficas: Procurar mediante auditor��as el cumplimiento de las metas y objetivos propuestos por cada equipo de trabajo.

��Impact�� el programa de Tutores Pares a sus tutores?

Introducci��n: El programa de Tutores Pares-TP es una iniciativa creada en la EMCS de la Universidad del Rosario que brinda acompa��amiento acad��mico a trav��s de estudiantes-tutores a pares menos avanzados. ��ste entrega a sus Tutores sistem��ticamente, herramientas para desempe��arse arm��nicamente en el ejercicio de gu��a y provee habilidades para el manejo del saber. Este estudio busca explorar posibles ��impactos�� generados tras la participaci��n de estudiantes de medicina como TPs dentro de un programa estructurado. Materiales y m��todos: Estudio cualitativo que involucr�� la construcci��n y aplicaci��n de encuestas a grupos focales ���TPs, Docentes y Familiares- creadas a partir de seis ejes/categor��as que enmarcan al m��dico ideal. Las respuestas obtenidas de preguntas cerradas ���en escala valorativa- y de naturaleza abierta fueron sometidas a an��lisis descriptivo ���modas- y triangulaci��n. Resultados: 41 tutores, agrupados en 4 grupos de an��lisis, evidenciaron un impacto general positivo con predominio en habilidades interpersonales (60%,65%,66%,45%, respectivamente), funciones/actividades basadas en la pr��ctica y mejoramiento (57%,67%,60%,45%) y la forma como se emplean los conocimientos (47%,70%,67%,48%). Ocho docentes encuestados consideraron relevante el impacto del programa en habilidades interpersonales-(49%), conocimientos-(42%) y la interacci��n con colegas-(38%). En los padres de familia hay consenso en el cambio en habilidades interpersonales, funciones basadas en la pr��ctica y mejoramiento y en actitudes-valores ��tico/morales. Dichos resultados est��n en paralelo con las observaciones plasmadas en las preguntas abiertas. Conclusiones: Se evidenci�� un impacto general positivo en la formaci��n y desempe��o profesional tras la participaci��n como TPs dentro del programa; hallazgo que soporta aquellos publicados de experiencias acad��micas similares.

Os sentimentos de compet��ncia dos docentes de Educa����o F��sica e a sua percep����o sobre a organiza����o da aprendizagem na sala de aula

Os Professores assumem um papel determinante nas aprendizagens dos alunos, que est�� fortemente ligada ao sentimento de compet��ncia que os mesmos t��m. O objectivo deste estudo �� investigar se o sentimento de compet��ncia dos Professores de Educa����o F��sica se relaciona ou n��o com: a aprendizagem cooperativa, as rela����es entre o professor e o aluno, a negocia����o e o ensino cooperativo. A amostra foi constitu��da por cento e quinze Professores de Educa����o F��sica do ensino regular (N=46 G��nero Feminino e N=69 G��nero Masculino), dos quais setenta e oito leccionam o 2�� e 3��ciclo e trinta e sete o ensino Secund��rio. Quanto aos instrumentos de recolha de informa����o foram utilizados dois inqu��ritos por question��rio denominados por: A PERCEP����O DOS PROFESSORES SOBRE A APRENDIZAGEM NA SALA DE AULA (A.S.A. ��� E.P.A., Leit��o, 2012) e a ESCALA DE AUTO-ESTIMA PROFISSIONAL (E.A.P., Leit��o, 2012). Neste estudo �� poss��vel verificar que os Docentes de Educa����o F��sica sentem-se mais competentes e capazes quando percepcionam na sala de aula um ambiente mais cooperativo. A rela����o professor-aluno �� significativa visto que o Professor sente-se mais capaz e competente quando tem uma melhor liga����o com os alunos, tal como nos refere Jesus (1996) que considera que um Docente motivado e realizado tende a ter alunos tamb��m motivados e activos. No que se refere �� Negocia����o, esta n��o �� sentida pelos Docentes como um factor que influencie o seu sentimento e a capacidade de compet��ncia. Por ��ltimo, no que diz respeito ao ensino cooperativo, os professores sentem-se mais competentes e capazes quando partilham com os colegas v��rias estrat��gias de ensino ou feedbacks, mostrando ser importante, na aquisi����o de compet��ncias e capacidade, a liga����o com outros profissionais de ensino.

The impact of Group Intelligence software on enquiry-based learning

Despite the increasing use of groupware technologies in education, there is little evidence of their impact, especially within an enquiry-based learning (EBL) context. In this paper, we examine the use of a commercial standard Group Intelligence software called GroupSystems��ThinkTank. To date, ThinkTank has been adopted mainly in the USA and supports teams in generating ideas, categorising, prioritising, voting and multi-criteria decision-making and automatically generates a report at the end of each session. The software was used by students carrying out an EBL project, set by employers, for a full academic year. The criteria for assessing the impact of ThinkTank on student learning were those of creativity, participation, productivity, engagement and understanding. Data was collected throughout the year using a combination of interviews and questionnaires, and written feedback from employers. The overall findings show an increase in levels of productivity and creativity, evidence of a deeper understanding of their work but some variation in attitudes towards participation in the early stages of the project.