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Abstract


The meteoric growth in on‐line education has focused attention on virtual learning communities.


Critics suggest that the on‐line learner suffers isolation resulting from diminished interaction with others and thus question the quality of the on‐line educational experience.


A case study is presented of an American MBA programme at the University of Wisconsin‐Whitewater that compares interactions in on‐line and traditional learning communities.


Evidence is presented which suggests that on‐line students score higher on measures of interaction than traditional students. Furthermore, interaction is important in predicting effectiveness of courses regardless of mode of delivery. This suggests that interaction can occur in on‐line courses and is important in designing such offerings.


Copyright © 2004 John Wiley & Sons, Ltd.

Online training is demanded in the ubiquitous society we live in, and this is especially true if we consider the current situation at universities due to the Government issuing a state of alarm decree which requests all citizens to remain at home. The goal of this study is to determine the opinion of university students from different Spanish campuses on e-learning platforms, by the means of a descriptive and correlational study design, with N = 431. The results reveal that there is still a long road ahead to ensure that these tools work optimally to enable professors to fully exert their teaching profession. We can conclude that the online teaching system needs to be improved regarding the technical service that the university offers.

Digital networked society is learning in various platforms, in different ways and at selected time and pace. What are the preferences of members of digital and networked society for the learning platforms? What resources should be used to better fulfil nowadays learner expectations? And how higher education institutions are preparing for that? These are the main research questions of this research. In order to answer the research questions, the theory analysis and quantitative research were performed. The results of the research findings of the preferred learning ways and requirements for virtual learning platform of the online learners who speak Lithuanian are discussed in the paper.

Online training is demanded in the ubiquitous society we live in, and this is especially true if we consider the current situation at universities due to the Government issuing a state of alarm decree which requests all citizens to remain at home. The goal of this study is to determine the opinion of university students from different Spanish campuses on e-learning platforms, by the means of a descriptive and correlational study design, with N = 431. The results reveal that there is still a long road ahead to ensure that these tools work optimally to enable professors to fully exert their teaching profession. We can conclude that the online teaching system needs to be improved regarding the technical service that the university offers.

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This chapter explores the challenges of learning analytics within a virtual learning infrastructure to support self-directed learning and change for individuals, teams, organizational leaders, and researchers. Drawing on sixteen years of research into dispositional learning analytics, it addresses technical, political, pedagogical, and theoretical issues involved in designing learning for complex systems whose purpose is to improve or transform their outcomes. Using the concepts of 1) layers - people at different levels in the system, 2) loops - rapid feedback for self-directed change at each level, and 3) processes - key elements of learning as a journey of change that need to be attended to, it explores these issues from practical experience, and presents working examples. Habermasian forms of rationality are used to identify challenges at the human/data interface showing how the same data point can be apprehended through emancipatory, hermeneutical, and strategic ways of knowing. Applications of these ideas to education and industry are presented, linking learning journeys with customer journeys as a way of organizing a range of learning analytics that can be collated within a technical learning infrastructure designed to support organizational or community transformation.