Recent increases in accessibility, enrollment in e-learning, and diversification of distance learning format delivery (such as MOOCs) have put e-learning in a state of perpetual evolution. The result is a dynamic environment where research as recent as five years ago may no longer be relevant. A review of contemporary e-learning research is needed to understand current trends in the industry of e-learning as well as determine where further research is needed. This article describes six themes identified in the literature by reviewing journal articles centric to e-learning from 2014 to 2019 using qualitative content analysis. The themes represent what is largely covered in the literature (e-learning anxiety, e-learning pedagogy, and student-centered models), and what is underserved in the literature?namely the dissemination and investigation of online doctoral programs. This article will briefly discuss these themes using highlighted works. The researchers will also explain the need to continue researching specialized e-learning subgroups, specifically online doctoral students.
{"title":"What about online doctoral students? A review of e-Learning literature","authors":"Kristina K. McGaha, D. Hart, Wendy Aoki","doi":"10.1145/3397816.3397819","DOIUrl":"https://doi.org/10.1145/3397816.3397819","url":null,"abstract":"Recent increases in accessibility, enrollment in e-learning, and diversification of distance learning format delivery (such as MOOCs) have put e-learning in a state of perpetual evolution. The result is a dynamic environment where research as recent as five years ago may no longer be relevant. A review of contemporary e-learning research is needed to understand current trends in the industry of e-learning as well as determine where further research is needed. This article describes six themes identified in the literature by reviewing journal articles centric to e-learning from 2014 to 2019 using qualitative content analysis. The themes represent what is largely covered in the literature (e-learning anxiety, e-learning pedagogy, and student-centered models), and what is underserved in the literature?namely the dissemination and investigation of online doctoral programs. This article will briefly discuss these themes using highlighted works. The researchers will also explain the need to continue researching specialized e-learning subgroups, specifically online doctoral students.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78884342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper introduces monetization of knowledge (MOK), an emerging online learning approach popular in China in recent years. The use of this innovative online learning method is growing among white-collar Chinese workers and appears to play a role in satisfying the needs of lifelong learners.
{"title":"Monetization of Knowledge in China: A new way for online learning?","authors":"Xi Lin, Christy M. Rhodes","doi":"10.1145/3372343.3369844","DOIUrl":"https://doi.org/10.1145/3372343.3369844","url":null,"abstract":"This paper introduces monetization of knowledge (MOK), an emerging online learning approach popular in China in recent years. The use of this innovative online learning method is growing among white-collar Chinese workers and appears to play a role in satisfying the needs of lifelong learners.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78170957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This review examines Casey Fictum's "VR UX: 100 Pages of VR UX, Design, Sound, Storytelling, Movement & Controls." Fictum creates a fast-paced, concise guide for readers looking to create virtual reality environments centered around the consumers who use the technology. The book interlaces technical information, imaginative storytelling, testing protocols, checklists, and amusing stories. This gives the reader perspective through the lens of a true expert in the fields of virtual reality, experience creation, head-mounted displays, and field-testing the technology. The review evaluates the strengths of the book and analyzes the author's process in creating and evaluating meaningful content that is comfortable for the targeted virtual reality user.
本文回顾Casey Fictum的《VR UX: 100 page of VR UX, Design, Sound, Storytelling, Movement & Controls》。Fictum为希望以使用该技术的消费者为中心创建虚拟现实环境的读者创建了一个快节奏、简洁的指南。这本书将技术信息、富有想象力的故事、测试协议、检查清单和有趣的故事交织在一起。这为读者提供了一个在虚拟现实、体验创造、头戴式显示器和实地测试技术领域的真正专家的视角。该评论评估了本书的优势，并分析了作者在创建和评估有意义的内容时的过程，这些内容对于目标虚拟现实用户来说是舒适的。
{"title":"Designing an Immersive Environment from the User's Perspective","authors":"Michael A. Dzbenski","doi":"10.1145/3372343.3369845","DOIUrl":"https://doi.org/10.1145/3372343.3369845","url":null,"abstract":"This review examines Casey Fictum's \"VR UX: 100 Pages of VR UX, Design, Sound, Storytelling, Movement & Controls.\" Fictum creates a fast-paced, concise guide for readers looking to create virtual reality environments centered around the consumers who use the technology. The book interlaces technical information, imaginative storytelling, testing protocols, checklists, and amusing stories. This gives the reader perspective through the lens of a true expert in the fields of virtual reality, experience creation, head-mounted displays, and field-testing the technology. The review evaluates the strengths of the book and analyzes the author's process in creating and evaluating meaningful content that is comfortable for the targeted virtual reality user.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85638889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The future of higher education is one in which adult learners who continue to learn on the job will receive both credit and respect for their informal learning. In this interview Dr. Peter Smith of the University of Maryland Global Campus (UMGC) discusses his life work and new book.
{"title":"An Interview with Peter Smith on His New Book","authors":"Amy Hilbelink","doi":"10.1145/3369851.3369847","DOIUrl":"https://doi.org/10.1145/3369851.3369847","url":null,"abstract":"The future of higher education is one in which adult learners who continue to learn on the job will receive both credit and respect for their informal learning. In this interview Dr. Peter Smith of the University of Maryland Global Campus (UMGC) discusses his life work and new book.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87467774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
eLearn Magazine had a successful year with an increase in the number of published articles, establishment of a new online system for managing the submission and peer review process, publication of two special issues, and a new partnership.
{"title":"Year in Review: eLearn Magazine 2018-2019","authors":"Simone C. O. Conceição, A. Samuel","doi":"10.1145/3369851.3369846","DOIUrl":"https://doi.org/10.1145/3369851.3369846","url":null,"abstract":"eLearn Magazine had a successful year with an increase in the number of published articles, establishment of a new online system for managing the submission and peer review process, publication of two special issues, and a new partnership.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73203730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nick Shackleton-Jones' book How People Learn proposes a new model of learning, and implications for design. While the model is questionable--the implications can be derived from more traditional models--the inferred design principles are spot on. This is a good read to think afresh about making learning meaningful.
Nick Shackleton-Jones的书《How People Learn》提出了一种新的学习模式，以及对设计的启示。虽然这个模型是有问题的——其含义可以从更传统的模型中得出——但推断出来的设计原则是正确的。这是一本让你重新思考如何让学习变得有意义的好书。
{"title":"Getting Engagement Right","authors":"C. Quinn","doi":"10.1145/3360724.3362067","DOIUrl":"https://doi.org/10.1145/3360724.3362067","url":null,"abstract":"Nick Shackleton-Jones' book How People Learn proposes a new model of learning, and implications for design. While the model is questionable--the implications can be derived from more traditional models--the inferred design principles are spot on. This is a good read to think afresh about making learning meaningful.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73255932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There are two commonly identified obstacles to use of open educational resources (OER) and open educational practices (OEP) in global contexts. These obstacles are awareness and relevant skills. The focus of this article is participant experiences in a cMOOC designed to address these challenges. In June 2018, a group of post-secondary educators engaged in an open course they identified as useful for increasing their awareness and their capacity for finding and using OER.
{"title":"Professional Development for Open Education: The usefulness of a cMOOC","authors":"Jennifer Hayman","doi":"10.1145/3360724.3360723","DOIUrl":"https://doi.org/10.1145/3360724.3360723","url":null,"abstract":"There are two commonly identified obstacles to use of open educational resources (OER) and open educational practices (OEP) in global contexts. These obstacles are awareness and relevant skills. The focus of this article is participant experiences in a cMOOC designed to address these challenges. In June 2018, a group of post-secondary educators engaged in an open course they identified as useful for increasing their awareness and their capacity for finding and using OER.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81398957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Because universities are moving more of their courses online in an effort to increase their education footprint and institutional impact by distributing to foreign students, many in online learning courses are becoming more diverse. As course designers, this impact should be taken into consideration when analyzing the student audience and designing any course. This article discusses recent trends in the global online audience, reminds us of assumptions made during the design process that may impact the multicultural audience, and provides suggestions for working around those assumptions.
{"title":"Multicultural Sensitivity in Course Design","authors":"Amy Hilbelink","doi":"10.1145/3329488.3331177","DOIUrl":"https://doi.org/10.1145/3329488.3331177","url":null,"abstract":"Because universities are moving more of their courses online in an effort to increase their education footprint and institutional impact by distributing to foreign students, many in online learning courses are becoming more diverse. As course designers, this impact should be taken into consideration when analyzing the student audience and designing any course. This article discusses recent trends in the global online audience, reminds us of assumptions made during the design process that may impact the multicultural audience, and provides suggestions for working around those assumptions.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73367588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Apostolos Koutropoulos, Sarah Honeychurch, Lenandlar Singh
Lurkers, non-participating, or minimally-participating members of an online community are a subject of interest to researchers. In the realm of eLearning communities nowhere is this more visible than in MOOCs. In this article we dive into some assumptions made of lurkers, and we advocate for the position that lurking can be a valuable learning approach depending on the learning context.
{"title":"Rethinking Lurking","authors":"Apostolos Koutropoulos, Sarah Honeychurch, Lenandlar Singh","doi":"10.1145/3329488.3331169","DOIUrl":"https://doi.org/10.1145/3329488.3331169","url":null,"abstract":"Lurkers, non-participating, or minimally-participating members of an online community are a subject of interest to researchers. In the realm of eLearning communities nowhere is this more visible than in MOOCs. In this article we dive into some assumptions made of lurkers, and we advocate for the position that lurking can be a valuable learning approach depending on the learning context.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82290904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The realities of learning are upon us. As learning practitioners, it is tough to keep on top of the emerging technology landscape. In this article, we define augmented, virtual, and mixed reality and provide use cases and context as to how each fits in the learning landscape based on our experience. We also share design considerations and a starting guide for practitioners as they begin to bring the realities into their learning ecosystems.
{"title":"Augmented, Virtual, and Mixed: How the realities are impacting our L&D reality","authors":"A. Rollins, Tom Pizer","doi":"10.1145/3333609.3331556","DOIUrl":"https://doi.org/10.1145/3333609.3331556","url":null,"abstract":"The realities of learning are upon us. As learning practitioners, it is tough to keep on top of the emerging technology landscape. In this article, we define augmented, virtual, and mixed reality and provide use cases and context as to how each fits in the learning landscape based on our experience. We also share design considerations and a starting guide for practitioners as they begin to bring the realities into their learning ecosystems.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75521487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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