Introduction
Background
This title was about how the employees’ deals with the online job training are and what the e-learning outcomes are. Those authors’ methods in this article provides context-relevant insights into online training providers and employees themselves and the results were suggest that employees adopt different kind of self-regulated learning strategies which produced different e-learning outcomes.
In addition, the functions of self-regulated learning strategies are affected by individual factors such as virtual competence and goal orientation, and job and contextual factors such as intellectual demand and cooperative norms. This article’s findings help those e-learners acquired better learning outcomes through
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The social self-regulated strategies help learners in gaining new knowledge and satisfy the learners in e-learning environment. They find the solutions with each other and interact together which can reduce the loneliness during online training. However, these strategies not bring any benefits to help learners integrate the knowledge to become their skill to handle different situation. Besides, the implement of self-regulated strategies was affected by few individual factors which were personal virtual competence and goal-orientation and the job and contextual factors such as cooperative norms and intellectual demand. The results of this research can help employees gain better learning outcomes by adopting suitable self-regulated strategies to manage their e- learning processes. Furthermore, the results might also help those organizations that want to enhance the return on investments in e-learning by choosing the e-learning systems that support both self-regulated learning strategies, offering the managerial interventions that convinced employees to adopt the self-regulated learning strategies, and fostering the cooperative norms that promote the social interaction among employees.
The first limitation of this article was the retrospective self-reported data of the authors in measuring the self-regulated strategies They should more focus
In the play Othello, there is betrayal and people that are untrustworthy. Emilia is a victim and she also plays part in the betrayal. She is most betrayed by her own husband that is rude and couldn’t care much more about her. She try’s to show her love for him and betrays one of her boss and friend Desdemona just to try to prove to him that she isn’t worthless. In her efforts of trying to get him to treat her right it appears that nothing works.
Whatever the technology, learning is the important element. e-Learning is no longer simply associated with distance or remote learning, but can now form a choice of the best and most appropriate ways of promoting effective learning.
“Don’t ever make decisions based on fear. Make decisions based on hope and possibility. Make decisions based on what should happen not what shouldn’t.” -Michelle Obama
This course gave me the opportunity to rediscover and learn and understand my learning style and strategies. It provided me with a better understanding of the different learning styles and theories. What I found surprising was the fact that as an instructional designer you can increase the motivation level in the learner. Instruction designers can achieve learning environments and stimulate and sustain motivation, even though they cannot control it. The learner is the one responsible for their motivation, but it is clear that the environment can have a strong impact on both the direction and intensity of a person’s motivation. Furthermore, constructivism and social learning theories are very enlightening. The information of learning constructivist theories brings an understanding of the circumstance in which learning occurs and the social contexts that learners bring to the learning environment. The learning theories give a good foundation on the academic level and developments in the motivational research area, and the ARCS Model makes it possible to apply it to the online learning environment. I was also surprised to learn that I am also a social learner. I am a very private person and didn’t consider myself a social learner, however, I have learned that I enjoy more socializing in an online platform than in the classroom or a face-to-face contact. I also learned that I use
According to Young (2014), an effective learning environment is “an environment [that] provides relevant content, clear learning goals and feedback, opportunities to build social skills, and strategies to help students succeed”. Arbaugh (2000) stated that “instructor(s) effort to create an interactive classroom environment” was one of the most important factors in a classroom environment. Other important aspects to consider for online higher education classes are how difficult the ‘software course’ is, the flexibility of the classroom environment online, and occasionally ‘technological sophistication’ is required for ultimate classroom efficacy (Arbaugh, 2000). In an effective classroom environment, an interesting “two parallel process” takes place: there is a transformation in the students into active reflective learners, while both the students and teachers, through engaging more with technology, become better digital citizens (Office of Academic Planning and Assessment, n.d), thus this a component that online classroom environments should try to emulate to reach their effective potential. Essentially, the accessibility of online classroom, frequency of classes, consistency of curriculum with digital resources, and pedagogy are some of the most critical aspects found in effective classroom environments (Office of Academic Planning and Assessment, n.d; Allan and Clarke, 2007; Arbaugh, 2000). Moreover, a study conducted by the University of Alberta (Garrison, D., Anderson, T. & Archer, W.; 1999) found that there are “three elements essential to an education transaction”: cognitive presence, social presence, and teach presence. Furthermore, Allan and Clarke (2007) stated that the “most conducive” learning environments include the following three: the “skill oriented outcomes” that are expected of
The online educational environment is increasingly being used by students and should be designed based on the needs of online learners. According to Felder (1996),”learning styles are characteristic strengths and preferences in the way [learners] take in and process information.” We are the next generation of student online learners so we should put everything we learn online into our daily agendas in everyday life.
I will be discussing about a course called EL7002 E-learning instructional strategies. I have just finish this course. It was a doctoral course. I will explain why this course do not stand up to my expectation. There will be six questions throughout this paper to explain the course.
Many characters are named throughout Geoffery Chaucer’s Canterbury Tales. Two interesting characters are the monk and the parson. Chaucer did not admire the monk but admired the Parson for his loyalty to God and the church. The monk and the parson are very different in their thoughts on the rules and teachings of the church, thoughts on wealth, and their thoughts about material items; however they are similar in that they are both male and are considered to be holy men.
No, Online learning is not for everybody, they say, and accomplishment in such projects requires capability and solace with innovation, as well as a blend of individual characteristics and abilities, from self-inspiration to quick writing. Notwithstanding introducing programming, online understudies must be capable work autonomously, oversee time productively, and compose adequately, since such an extensive amount what might be talked about orally in a customary classroom is conveyed through content in online courses. Different components that impact online achievement have nothing to do with innovation. On the
E-Learning is trying to provide a more individualized, self-paced, self-directed learning experience (Clark). A survey by a Sociology Professor at CSU-Northridge showed that students in his virtual class performed 20% better than students in his traditional class (Clark). On the other hand, issues concerned with E-Learning includes the fact that students may not be as motivated since, another survey found out that only 66% of the students involved with E-Learning earned credit with a passing grade for their classes (Washington
The different learning theories and their application in e-learning are discussed in this paper. This paper provides a clear idea of learning and the various learning theories which helps people in the acquisition of knowledge through their environments; and also the history and the role of significant people involved in the development of those theories. It also provides the information about the role of these theories in the process of making e-learning materials, or in the process of e-learning.
As organisations progress into the digital age of today, many traditional business practices are being disrupted by innovations. Gold et al. (2010) makes an observation of the new trends for employees to pursue development stimulated by their own initiative. A cost-effective way of approaching training and development at Connections is the introduction of an eLearning system. The system perceives an online interface where organisations can provide employees with categorized trainings on a range of topics to support the day-to-day agenda. The benefits are numerous, including the ability to learn at their own pace and custom learning. Supported by appropriate technology, the eLearning platform can help systemise the development process. From taking certain aptitude and personality tests to choosing courses that match an individual’s knowledge gaps and assessing results through further testing, eLearning can be an effective and low cost solution. Personal experience from an undertaken internship in a firm where eLearning is integrated indicates that when coupled with certain reward and motivation systems, one can identify learning patters, evaluate the skills and competencies acquired and assess individual’s desire to progress.
To sum up all the information, we understand that using e-learning in the universities for students can increase their interest and motivation to learn English. It also can improve their language skills. During the past 10 years, e-learning can decrease learners’ pressure and stress in the class. Especially, it can make students study with their classmates or friends without teachers after the class via video conferencing and messaging. Nevertheless, there have few reports that propose the opposite result to compare the positive and negative of e-learning in the universities. The conclusion suggests that students can receive more adverse side after using e-learning in the class in the universities. Finally,
Online education is the most modern means of learning. As technology advances, educators, students and companies will be able to tailor their curriculum based on the needs of the student’s future goals that align with the companies or businesses they are prepping for. Companies will sponsor courses and create a skilled workforce for specific positions in that company. The online learning environment will refer to the stimulus provided to the students for learning through the company’s needs.
It also includes the delivery of content via Internet, intranet/extranet (LAN/WAN), audio- and videotape, satellite broadcast, podcast, interactive TV, CD-ROM, and more. E-learning programs are endowed with a training system, which employees can access, where face-to-face instruction is not possible because the very nature is that it is borderless and potentially global in scope. With e-learning methods, training can take place on-demand, and trainees can be given greater control over their learning than ever before (Rosenberg 2001). This increased control has the potential to improve training effectiveness. E-learning courses add value to traditional learning modes by offering self-paced or live, instructed training classes. Specifically, self-paced courses can be taken at the employee's leisure and are good for self-motivated persons. Typically these types of courses can be taken at convenience of the busy workers as well as for globally dispersed employees. Hence workplace training needs to be broadened and customized (Marc J. Rosenberg & Steven Foreman 2010). Live e-learning is capable of instant updating, storage/retrieval, distribution and sharing of instruction and information. Soft skills such as management, leadership, or team building can be tackled in this environment. However, this type of training works best if the class size is limited to 25