Search results

The purpose of this paper is to share the lessons learned in implementing specific design patterns within the “Dr Internet” massive open online course (MOOC).

MOOCs are boasting considerable participant numbers, but also suffer from declining participant activity and low completion rates. Learning analytics results from earlier xMOOCs indicate that this might be alleviated by certain instructional design patterns – critical aspects include shorter course duration, narrative structures with suspense peaks, and a course schedule that is diversified and stimulating. To evaluate their impact on retention, the authors have tried to implement these patterns in the design of the “Dr Internet” MOOC.

Statistical results from the first run of the case study MOOC do not indicate any strong influences of these design patterns on the retention rate.

With inconclusive statistical results from this case study, more research with higher participant numbers is needed to gain insight on the effectiveness of these design patterns in MOOCs. When interpreting retention outcomes, other influencing factors (course content, pacing, timing, etc.) need to be taken into account.

This publication reports about a case study MOOC and gives practical hints for further research.

This paper aims to examine how academics enact trust in e-learning through an inductive identification of perceived risks and enablers involved in e-learning adoption, in the context of higher education institutions (HEIs).

Grounded Theory was the methodology used to systematically analyse data collected in semi-structured interviews with 62 academics. Data analysis followed the constant comparative method and its three-staged coding approach: open, axial and selective coding.

The resulting trajectory of trust factors is presented in a Grounded Theory narrative where individual change and integration through shared collective understanding and institutionalisation are discussed as stages leading to the overcoming of e-learning adoption barriers.

The paper proposes that the interplay between institutionalism and individualism has implications in the success or failure of strategies for the adoption of e-learning in HEIs, as perceived by academics. In practical terms, this points to the need for close attention to contextually sensitive trust-building mechanisms that promote the balance between academics’ commitments, values and sense of self-worth and centrally planned policy, rules, resources and exhortations that enable action.

This purpose of this paper is to use autoethnographic methods to enable an individual to reflect on their learning practices and habits in their professional role in computing and data science.

Action reflection cycles with autoethnographic methods are used in this enquiry to examine and transform the self-driven learning in the role of a professional in the context of computing and data science. Data are collected using personal thoughts and emotions in order to determine to what degree the changes that are brought about are improving their learning practice.

An incongruity between espoused theory and theory-in-use is identified. In this paper the authors explore how engaging in reflection within the structure of an action research framework can change the learning behaviour of an individual, motivating them to engage more positively and consistently with self-directed learning in their workplace environment.

Through analysis of reflective journals key aspects of personal and professional life that influences the individual’s approach to the learning tasks is identified. In addition, activity logs are maintained which collect information on the tasks that are undertaken. These activity logs are automatically generated using specific task-tracking software. Double-loop learning (Argyris and Schön, 1974) helps to identify the values that underpin the learning practice.

By resolving the tension created due to the incongruity of values, the individual has been able to find more motivation for learning and thus become more engaged in the learning process.

Participation in the knowledge economy requires individuals to engage in continuous learning. Organisations that support individuals in continuous learning are best adapted to take advantage of emergent and evolving knowledge and skill requirements.

This paper examined the behaviour of an individual engaging in self-directed learning and showed how through engagement with reflection and critical self-analysis, he increased his motivation and efficiency for self-directed learning. The authors show how this skill becomes increasingly important in modern knowledge economy workplaces.

The purpose of this conceptual paper is to advocate the adoption of heutagogic principles within management education and to show how it could be implemented.

This paper is the outcome of a review of the literature on learning theory and management education.

This paper demonstrates how heutagogic principles have been introduced in three areas: entrepreneurial education, executive coaching and e-learning.

This paper makes an original contribution to the discourse on heutagogy through the OEPA model that maps the heutagogic learning journey.

The purpose of this paper is to explore the benefits of co-creation/co-design using extended reality (XR) technologies during the initial stages of the design process. A review of the emerging co-creation tools within XR will be examined along with whether they offer the potential to improve the design process; this will also highlight the gaps on where further research is required.

The paper draws on professional and academic experiences of the authors in creative practices within the realm of XR technology, co-creation and co-design. In addition, a review of the current literature on emerging technologies and work-based learning will offer further insight on the themes covered.

To design, collaborate, iterate and amend with colleagues and peers in a virtual space gives a wide range of obvious benefits. Creative practitioners both in education and employment are working more collaboratively with the advancement of technology. However, there is a need to find a space where collaboration can also offer the opportunity for co-creation that improves the initial stages of the design process. This technology also offers solutions on the constraints of distance and ameliorates creative expression.

There is an opportunity to test the ideas expressed in this paper empirically; this can be done through testing co-creation tools with professionals, work-based learners and students.

The paper will add to the existing literature on emerging technologies as a unique environment to improve co-create/co-design the visuals created during the fuzzy front end of the design process and offer a potential framework for future empirical work.