Online learning as a concept and as a keyword has consistently been a focus of education research for over two decades. In this paper, we present results from a systematic literature review for the...

How Many Ways Can We Define Online Learning? A Systematic Literature Review of Definitions of Online Learning (1988-2018).

Online learning: Adoption, continuance, and learning outcome—A review of literature

chapter one: Engaging students in campus-based online learning chapter two: The idea of student engagement chapter three: Campus-based online education chapter four: Online learning management systems chapter five: A model of student engagement chapter six: Campus-based and online student engagement chapter seven: Leveraging online sytems to enhance engagement chapter eight: Factoring engagement measures into quality assurance chapter nine: Developing learners not users

Student Engagement in Campus-Based and Online Education: University Connections

Web-based instruction (WBI) programs, which have been increasingly developed in educational settings, are used by diverse learners. Therefore, individual differences are key factors for the development of WBI programs. Among various dimensions of individual differences, the study presented in this article focuses on cognitive styles. More specifically, this study investigates how cognitive styles affect students' learning patterns in a WBI program with an integrated approach, utilizing both traditional statistical and data-mining techniques. The former are applied to determine whether cognitive styles significantly affected students' learning patterns. The latter use clustering and classification methods. In terms of clustering, the K-means algorithm has been employed to produce groups of students that share similar learning patterns, and subsequently the corresponding cognitive style for each group is identified. As far as classification is concerned, the students' learning patterns are analyzed using a decision tree with which eight rules are produced for the automatic identification of students' cognitive styles based on their learning patterns. The results from these techniques appear to be consistent and the overall findings suggest that cognitive styles have important effects on students' learning patterns within WBI. The findings are applied to develop a model that can support the development of WBI programs.

An Integrated Approach for Modeling Learning Patterns of Students in Web-Based Instruction: A Cognitive Style Perspective

This paper describes the results and implications of a study into the effectiveness of a blended e-learning cooperative approach (BeLCA) on Pre-Service Teacher's (PST) achievement, attitudes towards e-learning and cooperativeness. Quantitative and qualitative methodologies were used with participants of the study. Twenty-six science PSTs, enrolled in an Egyptian university, represented the study's experiential and control groups. Pre and post-tools were administered to participants in the two groups in a quasiexperimental design. Instruments to measure dependent variables of the study were developed by the authors in light of relevant previous studies. The findings suggest that PSTs in the experimental group have higher achievement levels in their post-overall-course-test, 'comprehensive-score', and attitudes towards e-learning environments compared to those of the control group. The specific design of the course may be responsible for these changes. Future implications and suggestions for teacher educational programmes are presented.

Effectiveness of a blended e-learning cooperative approach in an Egyptian teacher education programme

Web-based learning is the event or subject suitable for Web-based learning? a Web-based learning model learning at a distance Web-based learner support copyright 21 steps for building Web-based learning materials delivery of on-line learning materials review of existing courseware the future of on-line learning.

The Online Learning Handbook: Developing and Using Web-based Learning

From the Publisher:
"The Online Learning Handbook will help you create learning materials that learners will actually want to use. It is useful for many people, including teachers, lecturers, tutors, trainers and facilitators, information managers, project managers, mentors and anyone with an interest in developing, redeveloping or putting existing material on the Web."--BOOK JACKET.

Jonathan Ritter

Papers

The Online Learning Handbook: Developing and Using Web-based Learning

The On-Line Learning Handbook

Web-based learning

Developing learner profiles