Reflections upon their Learning Activity during a Blended Learning Course

J Novotná, A Janaík
2017 The Electronic Journal of e-Learning   unpublished
This EJEL issue represents a selection of nine papers based on highly interesting work which discusses conceptual advances in many different branches of e-learning. A panel of reviewers and the two editors recommended the seven papers in this EJEL issue. Abstract: The metrics of self efficacy and self assessment were surveyed and analysed in order to examine the effectiveness of note taking instruction on emotional aspects of participants during a blended learning course. The changes of
more » ... changes of emotional aspects due to student's individual characteristics were also analysed. Participants were surveyed twice during the course, using the metrics mentioned above, and their emotional and cognitive changes were evaluated. The number of valid participants was 54. Scores of metrics between the two surveys were compared. Though most scores for self-efficacy and self assessment decreased, this suggests that participants recognised their actual learning situation well. The relationship between the metrics and student's characteristics was examined. To illustrate participant's emotional and cognitive changes, causal analysis was introduced. The relationships between scores for self-efficacy and self evaluation in the two surveys were analysed and compared. Also, the impact of improvements in note-taking skills on changes in selfefficacy and self-evaluation were examined using causal analyses. These results show that note-taking activities significantly stimulated the level of self-efficacy and self-assessment when the lecturer's instructions were able to improve note-taking skills factor scores during the course. Abstract: Students claim to learn a lot from advising and feedback on assignments. This is one of the results in a survey amongst students at The Inland Norway University of Applied Sciences. Traditionally, advising is mainly a face-to-face activity. However, with an increasing number of courses offered online, it is timely to discuss how to conduct advising sessions online and using an online medium. The meeting between the student and advisor contains a number of factors; for example: eye contact, tone of voice and facial mimic. Many subtle features establish the relationship between the advisor and student. The student needs to communicate the assignment and to trust the advisor, at the other hand the advisor needs to be reassured that the student understand and trust the feedback. This paper discusses how written advising sessions can be undertaken using an online medium, and still maintain the roles, the trust and secure the communication. The Electronic Journal of e-Learning Volume 15 Issue 3 2017 www.ejel.org 218 ©ACPIL Future research We are planning a project that will develop training possibilities for faculty staff that is about to undertake online advising. The project will also include establishing similar to a Community of Practice (Lave & Wenger, 1991) in order for the new and experienced advisors to meet and share experiences. The experienced advisors (experienced in the online medium) will act as advisors for the "apprentices" -the faculty staff that is learning about how to do advising in a new medium. The focus will be on testing out all the different types of media, both synchronous and asynchronous, and on communication skills as well as skill on how to make good plans for follow up on online students in order to make them feel taken care of and noticed. Major emphasis will also be put on the reflecting with peers, not only sharing knowledge and experiences. Faculty staff will get facilitation to use methods as reflective practitioners (Schön, 1987 (Schön, , 1991 together with providing feedback on their reflective notes from both in and on action. www.ejel.org 234 ©ACPIL
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