Search results for author:"Jon Dron"
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International Journal on E-Learning Vol. 11, No. 1 (January 2012) pp. 23–38
** Invited as a paper from E-Learn 2009 ** There is a widely held belief in e-learning circles that pedagogy must come before technology. In this paper it is argued that, not only is that not true, but that it is a weak distinction as pedagogies,...
Journal of Interactive Learning Research Vol. 18, No. 1 (January 2007) pp. 41–53
While most existing online learning environments cater for needs identified during the 1990s, a new generation of digital students has emerged in the developed world. Digital students are young adults who have grown up with digital technologies...
Journal of Interactive Learning Research Vol. 18, No. 1 (January 2007) pp. 29–40
If we assume that learning is best achieved in a social setting, then a vital aspect of any learning environment is its ability to support the development of trust. Trust takes many forms, from helping to identify the validity or the effectiveness...
The International Review of Research in Open and Distributed Learning Vol. 12, No. 3 (Jan 11, 2011) pp. 80–97
This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines the learning experiences...
Journal of Educational Multimedia and Hypermedia Vol. 14, No. 4 (October 2005) pp. 321–342
** Invited as a paper from ED-MEDIA 2004 ** Transactional distance theory predicts an inverse relationship between dialogue and structure in an educational transaction. It is a powerful theory, but it is inherently fuzzy in formulation and may have ...
Topics: collaborative learning, online learning, web-based learning, Instructional Design, design, Educational Technology, eLearning, Distributed learning, intelligent tutoring systems, learning theory
Contemporary Issues in Technology and Teacher Education Vol. 14, No. 1 (March 2014) pp. 31–53
With the increasing ubiquity of new technologies, many claims are being made about their potential to transform tertiary education. In order for this transformation to be realized, however, a range of issues needs to be addressed. Research evidence...
Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent
International Review of Research in Open and Distance Learning Vol. 12, No. 6 (Sep 22, 2011) pp. 20–38
Existing research into motivation in online environments has tended to use one of two approaches. The first adopts a trait-like model that views motivation as a relatively stable, personal characteristic of the learner. Research from this...
Journal of Interactive Media in Education Vol. 2014, No. 1 (2014)
Read/write social technologies enable rich pedagogies that centre on sharing and constructing content but have two notable weaknesses. Firstly, beyond the safe, nurturing environment of closed groups, students participating in more or less public...
Educational Technology & Society Vol. 10, No. 3 (2007) pp. 60–71
Social software, such as blogs, wikis, tagging systems and collaborative filters, treats the group as a first-class object within the system. Drawing from theories of transactional distance and control, this paper proposes a model of e-learning that ...
International Review of Research in Open and Distance Learning Vol. 9, No. 1 (Feb 26, 2008)
European Journal of Open, Distance and E-Learning Vol. 2 (2010)
This paper updates earlier work in which we defined three generations of distance education pedagogy. We then describe emerging technologies that are most conducive to instructional designs that evolve with each generation. Finally we discuss...
International Journal on E-Learning Vol. 3, No. 4 (2004) pp. 21–28
** Invited as a paper from E-Learn 2002 ** This paper describes the use of the CoFIND (Collaborative Filter in N Dimensions) system to evaluate two assessment styles. CoFIND is a resource database which organizes itself around its users’ needs....
Journal of Open, Flexible, and Distance Learning Vol. 15, No. 1 (2011) pp. 1–16
This paper reports on one aspect of a larger case study that explores the nature of motivation to learn in an online distance environment. The study adopts self-determination theory (SDT) as a theoretical framework and focuses particularly on the...
Association for Learning Technology Journal Vol. 12, No. 2 (June 2004) pp. 163–174
This paper presents a case study that describes and discusses the problems encountered during the design and implementation of a blended learning course, largely taught online through a web-based learning environment. Based on Moore's theory of...
Education & Training Vol. 40, No. 8 (1998) pp. 353–58
The use of Usenet newsgroups in a computing and information systems classroom at the University of Brighton showed how Internet-based learning systems can encourage rapid evolution so that resources adapt to learners' needs. Although not always used ...
Journal of Interactive Learning Research Vol. 29, No. 3 (July 2018) pp. 249–255
Since fall 2014, mobile devices officially outnumber people on the planet. How can we begin to understand what this means for learning and teaching? An important starting point is to be aware of the ever changing and diverse nature of mobile...
Italian Journal of Educational Technology Vol. 25, No. 3 (Jan 11, 2018) pp. 5–19
Learning Management Systems (LMS) have become ubiquitous tools in support of bothclassroom and distance education programming. They bring significant advantages that digitize andautomate many of the functions and pedagogical activities of...
Italian Journal of Educational Technology Vol. 24, No. 2 (Nov 28, 2016) p. 72
Formal teaching of adults has evolved in a context defined, initially, by the constraints of physical boundaries. Classroomwalls directly entail timetables, norms and rules of behaviour, social segregation into organized groups and, notably, the...
Journal of Interactive Learning Research Vol. 29, No. 2 (2018) pp. 209–230
This paper reports on the utilization of an online community networking platform designed to deliver a MOOC. A customized Elgg social software platform, implemented as the Curtin Learning Commons, was developed with social networking tools organized ...
Open Praxis Vol. 7, No. 1 (Feb 13, 2015) pp. 7–23
In this paper we present a case study of a self-paced university course that was originally designed to support independent, self-paced study at distance. We developed a social media intervention, in design-based research terms, that allows these...