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Conceptual Framework and Local Literature

Two trends are seen in the literature on technology integration's impact on teaching approaches. First, teaching methods are often not transformed or improved with e-learning, and sometimes resist change. Studies found technology is mainly used to disseminate existing materials online, not innovate. Despite investments, there are low levels of online participation and limited learning communities. Within online learning, student participation is key to results, but little is done to actively engage disengaged students, such as with learning analytics and nudging strategies. A research project investigated how these could efficiently involve students. The framework emphasizes managing expectations and commitments for students and teachers. It illustrates approaches that can promote participation.

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Zhon Mark Manaois
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44 views3 pages

Conceptual Framework and Local Literature

Two trends are seen in the literature on technology integration's impact on teaching approaches. First, teaching methods are often not transformed or improved with e-learning, and sometimes resist change. Studies found technology is mainly used to disseminate existing materials online, not innovate. Despite investments, there are low levels of online participation and limited learning communities. Within online learning, student participation is key to results, but little is done to actively engage disengaged students, such as with learning analytics and nudging strategies. A research project investigated how these could efficiently involve students. The framework emphasizes managing expectations and commitments for students and teachers. It illustrates approaches that can promote participation.

Uploaded by

Zhon Mark Manaois
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Conceptual Framework

Two trends are noted in the literature on the impact of technology


integration on pedagogical practice. The first is that contrary to
expectations, teaching approaches in e-learning contexts are not
necessarily being transformed or changed for the better. Instead,
there is a persistence of traditional modes of teaching and, in
some cases, outright resistance to educational innovation. In a
study of VLE use by faculty in a university in Ireland, Blin & Munro
(2008) found that the dominant use of the VLE was for the
dissemination of course-related materials previously distributed
via the Intranet or on paper. cites survey results indicating that for
majority of more than 20,000 students and 800 staff surveyed in
five large technological universities in Australia, online learning
meant the provision of information online and unmoderated
discussions. Kirkwood observes that “Despite huge investment in
infrastructure by governments and individual institutions, there are
disappointing levels of uptake, of engagement, and limited
development of ‘learning communities’” in both campus-based
blended learning and DE contexts.
Within the online learning environment, student participation is co
nsistently recognized as a key indicator of learner results. There i
s, however, little clarification on the use of proactive methods to pr
omote low and nonengaged student engagement: for example, wi
th the specific use of course learning analytics (CLA) and nudging 
strategies in courses to support these students. The authors were 
informed by a 12month research project, as well as the analytical i
nsights offered by communication and critical literacy, to investiga
te how CLA and nudging can be used more efficiently to involve st
udents. Such insights were used to construct a philosophical cont
ext needed by the authors. Built to emphasize concepts of
expectation management and commitment for both students and
scholars. The article discusses the structure's growth as well as
the components and primary communication techniques that it
embodies. The system contributes to practice by illustrating and
justifying the open, time-efficient, student-focused approaches
that can be simply incorporated into the online learning pedagogy
of each course to promote the participation of both academics
and students.

Local Literature

The results of the research papers included in the study indicate


that some of the many variables appear to dominate More: the
participation of educators in online environments, interactions
between students, teachers and content, and built content
Connections between online and offline activities as well as
between activities related to campus and practice. Therefore, the
article points in the direction of some important variables, but also
addresses and challenges the significance of analysis. Focusing
on comparisons between e-learning, online learning, blended
learning or "traditional" facet-face teaching and learning in
individual formats. Researchers indicates that their learning
experience in e - Learning courses is influenced by a number of
factors. The factors highlighted by the literature reviewed to be of
particular significance for the learning experience of professional
education students and their learner identity include the presence
of suitable online and off-line teaching and learning spaces and
the presence of engaging and meaningful learning communities
that support the social interactions of students. Teaching and
learning are dynamic and more than just teaching, they are
affected by in format. The review is based on systematic searches
of the corpus carried out in January 2017 and contains 44 peer-
reviewed articles. Published articles and papers between the
years 2014 and 2017.

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