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Learners' satisfaction, learning style preferences and effective use of an OLE
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences. University of Colombo, Sri Lanka.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
University of Colombo, Sri Lanka.
2008 (English)In: International Journal of Emerging Technologies in Learning, ISSN 1863-0383, Vol. 3, 77-85 p.Article in journal (Refereed) Published
Abstract [en]

This paper presents the results of an empirical study conducted with a set of students using an online learning environment (OLE) to follow a distance education program. The aim of the study was to find whether students could perform well in examinations using only the Learning Management System (LMS), whether they could use it in an efficient way and whether there was a relationship between students? learning styles, number of LMS hits and learning achievements. The students were given access to a specially designed course section. The students? learning achievements were evaluated in two tests at different intervals. The study data were gathered using questionnaires and LMS statistics. We found that once the students got acquainted with the environment they could use the LMS more efficiently and managed to get high scores by only using the LMS. Results associated with the learning style preferences imply that we have designed the learning content and the environment to satisfy and support the learners with different learning style preferences.

Place, publisher, year, edition, pages
2008. Vol. 3, 77-85 p.
Keyword [en]
Distance Education, Online Learning Environment (OLE), Learning Management System (LMS), Learning Styles
National Category
Information Systems Educational Sciences
Research subject
Computer and Systems Sciences
Identifiers
URN: urn:nbn:se:su:diva-114088OAI: oai:DiVA.org:su-114088DiVA: diva2:789695
Projects
NeLC at UCSC, Sri Lanka
Available from: 2015-02-19 Created: 2015-02-19 Last updated: 2015-03-11Bibliographically approved
In thesis
1. Designing Online Courses for Individual and Collaborative Learning: A study of a virtual learning environment based in Sri Lanka
Open this publication in new window or tab >>Designing Online Courses for Individual and Collaborative Learning: A study of a virtual learning environment based in Sri Lanka
2015 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Online courses of distance learning programmes at universities are designed considering the characteristics and needs of their adult learners. Basically, there are two types of learners in an online course: individual learners and collaborative learners. Designing for learner satisfaction and learning effectiveness for both types of learners is challenging. In fact, previous research has noted that many online courses fail due to poor design. As a solution, researchers have identified instructional design principles that can guide the design of successful online courses. However, these principles lack detailed information to apply them in contexts different from where they had been identified. This consideration raises a question: how does one adapt the existing design principles to design online courses that promote both individual and collaborative learning, particularly in contexts where online courses are supposed to be conducted with minimal teacher support? In the present research, this question is addressed via two sub-research questions: (1) which course components and their design features can promote learners’ satisfaction, perceived learning, and learning effectiveness, and (2) which course components and their design features can stimulate inquiry-based learning and peer-teaching? The research was carried out in the field of educational design research with sets of students and instructional designers of a virtual learning environment prepared for a university-level degree programme in Sri Lanka. Referring to the findings of this research, the thesis discusses how to design online courses that promote both individual and collaborative learning. Further, based on the findings, the thesis presents a set of design principles and guidelines to promote both individual and collaborative learning in online courses that are on information technology related subjects and prepared for distance learning programmes.

Place, publisher, year, edition, pages
Stockholm: Department of Computer and Systems Sciences, Stockholm Univeristy, 2015. 214 p.
Series
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 15-008
Keyword
Design-Based Research, Design Experiments, Online Learning, Instructional Design, Design Principles, Design Guidelines, Individual Learning, Collaborative Learning, Inquiry-Based Learning, Peer-Teaching
National Category
Information Systems, Social aspects
Research subject
Computer and Systems Sciences
Identifiers
urn:nbn:se:su:diva-114806 (URN)978-91-7649-110-2 (ISBN)
Public defence
2015-04-27, Lilla hörsalen, NOD-huset, Borgarfjordsgatan 12, Kista, 13:00 (English)
Opponent
Supervisors
Projects
SIDA Funded National e-Learning Centre Project at the University of Colombo School of Computing, Sri Lanka
Available from: 2015-04-01 Created: 2015-03-10 Last updated: 2015-04-23Bibliographically approved

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