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Showing 1 to 15 of 29 results Save | Export
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Beer, Nicola – Journal of Interactive Media in Education, 2019
This study evaluates a two-week MOOC delivered on FutureLearn as part of an MSc in Nursing accredited by Coventry University to establish whether learners are demonstrating transformative learning. Evaluation is in the form of a rubric which is designed using Mezirow's theory of Transformative Learning as a theoretical framework, alongside the…
Descriptors: Test Construction, Scoring Rubrics, Transformative Learning, Electronic Learning
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Hillaire, Garron; Iniesto, Francisco; Rienties, Bart – Journal of Interactive Media in Education, 2019
This paper outlines an innovative approach to evaluating the emotional content of three online courses using the affective computing approach of prosody detection on two different text-to-speech (TTS) voices in conjunction with human raters judging the emotional content of the text. This work intends to establish the potential variation on the…
Descriptors: Online Courses, Emotional Response, Educational Technology, Technology Uses in Education
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Gafaro, Barbara Condo – Journal of Interactive Media in Education, 2019
Massive Open Online Courses (MOOCs) have been integrated into face-to-face language modules to enhance the educational experience of students. MOOCs appear to offer language learning opportunities as well as challenging the self-regulated learning (SRL) behaviour of students. This paper presents a work in progress with regards to the literature…
Descriptors: Online Courses, Large Group Instruction, Second Language Learning, Blended Learning
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Dalsgaard, Christian; Gislev, Tom – Journal of Interactive Media in Education, 2019
The objective of the paper is to examine how and what the non-completing participants of MOOCs learn. In this paper we term them "invisible learners". The paper presents a qualitative study of learning activities and outcomes of invisible learners. The study consists of 11 interviews with MOOC participants and a survey answered by 51…
Descriptors: Online Courses, Learning Activities, Outcomes of Education, Self Management
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Buus, Lillian; Georgsen, Marianne – Journal of Interactive Media in Education, 2018
Over the past 5 years, teaching staff at the School of Continuing Education, VIA University College, Denmark, has been designing digitally supported teaching within diploma programmes and tailor-made courses in the fields of health, education, social sciences and management. More and more of these programmes and courses are designed as blended…
Descriptors: Instructional Design, Continuing Education, Teacher Role, Foreign Countries
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Santamaría Lancho, Miguel; Hernández, Mauro; Sánchez-Elvira Paniagua, Ángeles; Luzón Encabo, José María; de Jorge-Botana, Guillermo – Journal of Interactive Media in Education, 2018
Formative assessment and personalised feedback are commonly recognised as key factors both for improving students' performance and increasing their motivation and engagement (Gibbs and Simpson, 2005). Currently, in large and massive open online courses (MOOCs), technological solutions to give feedback are often limited to quizzes of different…
Descriptors: Online Courses, Formative Evaluation, Scoring, Feedback (Response)
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Hewson, Edmund R. F. – Journal of Interactive Media in Education, 2018
Since 2013, Leeds Beckett University has carried out two studies, working with market researchers, into students' feelings and perceptions of online courses and their learning context. This work has been conducted outside routine data collection for statistical reporting to regulatory agencies, as these exercises do not explore a student's…
Descriptors: Online Courses, Learner Engagement, Foreign Countries, Student Attitudes
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Lilley, Mariana; Meere, Jonathan; Barker, Trevor – Journal of Interactive Media in Education, 2016
There has been a growth in online distance learning programmes in Higher Education. This has led to an increased interest in different approaches to the assessment of online distance learners, including how to enhance student authentication and reduce the potential for cheating in online tests. One potential solution for this is the use of remote…
Descriptors: Foreign Countries, Online Courses, Distance Education, Electronic Learning
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Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey; Coughlan, Tim – Journal of Interactive Media in Education, 2016
Massive Online Open Courses (MOOCs) have become an accepted way to make learning opportunities available at large scale and with low cost to the learner. However, only if these are made accessible will they be able to offer flexibility of learning and benefits to all, irrespective of disability. Experience in providing accessible online learning…
Descriptors: Online Courses, Large Group Instruction, Educational Technology, Technology Uses in Education
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Urrutia, Manuel León; Fielding, Sarah; White, Su – Journal of Interactive Media in Education, 2016
The advent of Massive Open Online Courses (MOOCs) has been altering the Higher Education landscape in recent years. This kind of courses are penetrating in an increasing number of universities, the majority of which do not seem to have intentions to stop offering them in the short term. Such courses are generating new educational scenarios to…
Descriptors: Large Group Instruction, Online Courses, Educational Technology, Technology Uses in Education
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Hodge, Rachael – Journal of Interactive Media in Education, 2016
The University of Warwick's FutureLearn MOOC "Literature and Mental Health: Reading for Wellbeing," which began its first presentation February 2016, was identified as an opportunity to conduct some research into the course subject area, "reading for wellbeing" or "bibliotherapy". Since 2013, a substantial body of…
Descriptors: Large Group Instruction, Online Courses, Educational Technology, Technology Uses in Education
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White, Steven; White, Su – Journal of Interactive Media in Education, 2016
Massive Open Online Courses (MOOCs) are frequently portrayed as "agents of change" in higher education (HE), impacting on institutional practices, processes and structures throughout HE. However, these courses do not "fit" neatly with the established aims and functions of universities, and accounts of technology-led change in…
Descriptors: Online Courses, Large Group Instruction, Higher Education, Teacher Role
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Sharples, Mike; Kloos, Carlos Delgado; Dimitriadis, Yannis; Garlatti, Serge; Specht, Marcus – Journal of Interactive Media in Education, 2015
Many modern web-based systems provide a "responsive" design that allows material and services to be accessed on mobile and desktop devices, with the aim of providing "ubiquitous access." Besides offering access to learning materials such as podcasts and videos across multiple locations, mobile, wearable and ubiquitous…
Descriptors: Online Courses, Large Group Instruction, Telecommunications, Educational Technology
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Weller, Martin – Journal of Interactive Media in Education, 2015
Massive open online courses (MOOCs) have generated considerable media interest, more than other education initiatives such as Open Education Resources (OERs). In this article the author argues that this can be seen as an example of the battle for narrative in open education. MOOCs attracted media interest because they appealed to broader…
Descriptors: Educational Technology, Technology Uses in Education, Online Courses, Large Group Instruction
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Scanlon, Eileen; McAndrew, Patrick; O'Shea, Tim – Journal of Interactive Media in Education, 2015
The area of learning has a justifiable claim to be a special case in how it can be enhanced or supported by technology. In areas such as commerce and web design the aim is usually to ensure efficiency and support specific actions such as purchasing or accessing information as quickly and easily as possible. Working with technology for the purpose…
Descriptors: Educational Technology, Distance Education, Learning Experience, Instructional Design
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