Zobrazeno 1 - 10
of 238
pro vyhledávání: '"Florence Martin"'
Publikováno v:
Online Learning, Vol 28, Iss 2 (2024)
Bichronous online learning is the intentional blending of asynchronous and synchronous online learning experiences. Twelve award-winning online instructors participated in interviews to discuss best practices they use, and benefits and challenges in
Externí odkaz:
https://doaj.org/article/2ae2da6e66814e11bb47bcae1b99dcfa
Publikováno v:
Computers and Education: Artificial Intelligence, Vol 6, Iss , Pp 100195- (2024)
Background: The use of Artificial Intelligence (AI) has increased in all education sectors including K-12 settings where students can learn about AI and have an augmented learning experience using AI. Purpose: The purpose of this systematic review is
Externí odkaz:
https://doaj.org/article/73b07c6e2f2549cfa2ef1b5b6dd0d05e
Publikováno v:
Journal of Virtual Exchange, Vol 6, Pp 24-34 (2023)
The purpose of this practice report is to describe a Global Networked Learning (GNL) that unfolded among a cohort of 54 University students (n=54) in Germany and the United States. There were 28 students from Germany and 26 students from the United S
Externí odkaz:
https://doaj.org/article/a3b1a79136d84bcfa4521b4917534644
Publikováno v:
Online Learning, Vol 27, Iss 4 (2023)
Online learners are increasingly diverse (NCES, 2022), which underlines the need for instructors to be inclusive and equitable in online teaching. Inclusion refers to providing opportunities for all learners in the online course, so they can actively
Externí odkaz:
https://doaj.org/article/ce5e29d496924f95b93916b4d3fefdc0
Autor:
Ryan A. Miller, Cathy D. Howell, Beth Oyarzun, Florence Martin, Shawn Knight, Jacob N. Frankovich
Publikováno v:
Online Learning, Vol 27, Iss 3 (2023)
This study contributes to a better understanding of instructors’ perceptions of equity issues within online teaching and learning. The researchers conducted interviews with 21 instructors at one university across disciplines regarding their experie
Externí odkaz:
https://doaj.org/article/5f7595c13c254103b40a40cd3f113da0
Autor:
Florence Martin, Doris U. Bolliger
Publikováno v:
International Journal of Educational Technology in Higher Education, Vol 19, Iss 1, Pp 1-21 (2022)
Abstract Satisfaction is a critical aspect of student success in online education. In this systematic review, we examine 98 articles which studied various aspects of online learner satisfaction. We specifically analyzed publication patterns, context,
Externí odkaz:
https://doaj.org/article/20ed4ad3fddc48f89b283696f161e4ad
Autor:
Jean Mezreani, Sébastien Audet, Florence Martin, Jade Charbonneau, Valérie Triassi, Eric Bareke, Annie Laplante, Jason Karamchandani, Rami Massie, Colin H. Chalk, Erin O’Ferrall, Martine Tétreault
Publikováno v:
npj Genomic Medicine, Vol 7, Iss 1, Pp 1-5 (2022)
Abstract Despite the growing accessibility of clinical sequencing, functional interpretation of variants remains a major hurdle to molecular diagnostics of Mendelian diseases. We aimed to describe a new adult-onset myopathy with muscle weakness and h
Externí odkaz:
https://doaj.org/article/755335b34f2a4c4abab5bcab98830aad
Autor:
Beth Oyarzun, Florence Martin
Publikováno v:
Online Learning, Vol 27, Iss 1 (2023)
Online Learner Collaboration (OLC) supports the development of knowledge and skills through social construction. In this systematic review of research spanning a decade, authors examined 63 articles for publication patterns, participant and context t
Externí odkaz:
https://doaj.org/article/ac3983a3bf2c4a1286e982a7e6a06f23
Publikováno v:
Online Learning, Vol 27, Iss 1 (2023)
In this introduction to the special issue on systematic reviews of research on online learning, we introduce the need for systematic reviews on online learning. Utilizing a three-tier lens focusing on systems, pedagogical, and people levels, we have
Externí odkaz:
https://doaj.org/article/29fca477fe274e1eb2fa6021367cc129
Publikováno v:
Online Learning, Vol 27, Iss 1 (2023)
This study aims to establish a framework for student evaluation of online teaching and learning (SEOTL) through an analysis of SEOTL instruments implemented by universities and colleges. From a list of 131 R1 and 135 R2 institutions, we searched, rev
Externí odkaz:
https://doaj.org/article/ed1b740b043840b1a62baa635cd8ab9d