This management process incorporates self-regulatory skills. The Development and Refinement of Student Self-Regulatory Strategies in Online Learning Environments Nayadin Persaud and Matt Eliot In the higher education setting, and more particularly higher education e-learning settings students are increasingly required to manage their own learning.(Measuring the Success of Learning Through Technology) The program was implemented in more than 20 countries, and the scope of the analysis includes data from all participating countries.
Nathan Abstract This case study examines the methodology used to determine the ROI of an online English-as-a-second-language (ESL) program. Measuring ROI in an English-asa-Second-Language Program: An Online Learning Solution Performance Medica Edward P.
And then watching a concert on the television or something. Can I tap my foot? Can I tap my finger? Can I bop along? Can I not? So he said he’d be much more comfortable in a virtual space listening to the thing. And I said, why? And he said well, I don’t know how I would want to behave in that situation. While my husband isn’t interested in music hugely and wasn’t keen to go to concerts with me and he’d say, oh no, I listen to the piece of music with you at home. She highlighted this point by talking about her husband as an example: Participant Ik also agreed, stating online artworks “might be a way in which that you would open the opportunity up to somebody who would feel self-conscious in a new artistic space”. Whereas when you’re looking at it online, you can zoom right it and you can see every word. And if you're faced with a page of a manuscript - so the Book of Kells is something everybody would be familiar with - in the museum context or in an art gallery context, you’re just standing - you can barely see.You can barely read anything through the glass. For example, I'm interested in manuscripts. (Participant Ik).The online space was also highlighted as something which could add value to real objects:īut also something you can do with the online experience of art, is that you can actually analyse the painting in a way that you can't do in a museum. And I think that’s part of the gallery experience for me is sometimes.! actually just sit and see how people interact with the art, rather than actually interacting myself. But if 1 do this online thing, 1 can hear, I can connect with other people a little bit facelessly, but I still have a connection. I think anonymity could help people who want to share something about their teaching, but are embarrassed by the social situation.Or think that they would be too exposed if they’d been teaching in a certain way for 20 years and nobody’s ever been at their classroom.They might suddenly feel actually, no. But some people might actually like that because they can be more honest. I’d always thought people felt a bit isolated. And I hadn’t actually thought of it in that way. Some people may actually find it safe because people are - they can’t see the people behind who they're writing to. As Participant M stated:‘‘Far better for them to have a virtual experience of an exhibition than to have none at all.’’This related then to a similar feeling students might have in engaging in learning online and feeling safer in a space where they can feel anonymous: This resonated with the accessibility and inclusion theme of learning in an online context which the group discussed: the availability of artworks online was seen as a way of people being able to dip their toe in the water to experience an unfamiliar medium in a ‘safe space. Participants articulated how entering a gallery space can feel intimidating for some people, and that this might dissuade some from visiting an art gallery or inhibit enjoyment of art.“Anni and Josef wanted their art to bring pleasure and new experiences into the lives of as many human beings as possible” (Weber, 2018:20). Embodiment was an overarching theme from which other themes emerged for example, in thinking about the flexibility afforded by learning online.
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