Theory and practice of online learning

By Jan van Bruggen. British Journal of Educational Technology, 2005

1,621 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6d3eec5f96f5dd484118a713bbba908bef143979

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Citations in the corpus

Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses (2018, background): “Within the context of online learning, Ally (2004) defines online learning as “the use of the Internet to access learning materials; to interact with the content, instructor, and other learners; and to obtain support during the learning process, in order to acquire knowledge, to construct personal…”
SENSE OF COMMUNITY IN ONLINE COURSES (2006, positive): “Through CMC, students can benefit from interaction with many other students in class and with the instructor, even though they are not in F2F contact (Anderson & Elloumi, 2004; Harasim, Hiltz, Teles, & Turoff, 1996; Saba & Shearer, 1994).”
Ensemble deep learning: A review (2021, background): “In recent years, online/incremental learning has received more and more attention [173].”
Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity (2020, background): “Within this cornucopia of options, ‘ the capacity for shifting the time and place of the educational interaction ’ (Anderson 2011b: 344) stands out as a valued source of flexibility.”
Examining Faculty Perception of Their Readiness to Teach Online (2019, background): “Researchers have recommended that online teaching should focus on engaging learners through activities that facilitate the learning process (Ally, 2004).”
A survey of deep meta-learning (2020, positive): “, 2017) to make it applicable to online learning settings (Anderson, 2008). In the online setting, we are presented with a sequence of tasks Tt with corresponding loss functions {LTt}t=1, for some potentially infinite time horizon T . The goal is to pick a sequence of parameters {θt}t=1 that perform”
Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World (2021, background): “Learners can interact directly with any content (Anderson, 2008; Béres et al., 2012).”
Blended learning effectiveness: the relationship between student characteristics, design features and outcomes (2017, background): “It is again noted that a system with poor response time cannot be taken to be useful for e-learning and blended learning especially in cases of limited bandwidth (Anderson, 2004).”
Think Locally, Act Globally: Federated Learning with Local and Global Representations (2020, methodology): “Alternatively, we can train on the new device in an online setting [65, 4]: ﬁrst train a new local model f K + 1 on device K + 1 and then (optionally) ﬁne tune the global model.”
Learning to Predict Gradients for Semi-Supervised Continual Learning (2022, background): “Continual learning problem is defined as a process of learning through a sequence of tasks [1], [2], [21], which is a branch of online learning [22], [23], [24].”
An e-Learning Theoretical Framework (2016, background): “Pessanelli (1993) gives a futuristic approach to how learning could be in the 21st century, focusing the concept as modular plug-in school.”
Big Data Analytics for Dynamic Energy Management in Smart Grids (2015, methodology): “In [77], the employed online learning set up mitigates such problem.”
The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools (2009, background): “For example, Anderson (2008) proposes a model in which the “affordances of the net” play a key role and where it is possible to include the many different forms of teaching and learning supported by present web technologies, with an outlook for future semantic web capabilities.”
Factors that Influence Participation In Online Learning (2005, background): “Anderson (2004) argues that online courses that rely extensively on a model of discourse (using asynchronous discussion tools) " soon become[s] boring, and allow[s] much of the learning content to be focused on responding to teacher-initiated items, rather than challenging students to formulate…”
Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education (2021, background): “Our 2020 study shed light on what Garrison and Kanuka (2004) and Anderson (2008) had claimed several years ago, namely that online and face-to-face teaching share the same values and require the same quality of teacher presence and support when it comes to monitoring learning processes.”
Student’s Responses on Learning in the Early COVID-19 Pandemic (2020, positive): “Commonly used terms include e-Learning, internet learning, distributed learning, networked learning, virtual learning, computer-assisted learning, web-based learning, and distance learning (Anderson, 2008).”
An Analysis of the Technology Acceptance Model in Understanding University Students' Behavioral Intention to Use e-Learning (2009, background): “Even many higher online educational institutions have failed due to the high cost of technology, poor decisions, competition, and the absence of a business strategy (Elloumi, 2004).”