Digital learner presence and online teaching tools: higher cognitive requirements of online learners for effective learning

This article explores digital learner presence in various higher education degrees in a regional institution in NSW, Australia. Several tools used for online teaching are explored through individual research projects in relation to the learner’s presence with the tool being used. It was found that a...

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Detalles Bibliográficos
Autores principales: Gregory, Sue, Bannister-Tyrrell, Michelle
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Singapore 2017
Materias:
Research
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6294209/
https://www.ncbi.nlm.nih.gov/pubmed/30595723
http://dx.doi.org/10.1186/s41039-017-0059-3
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author Gregory, Sue
Bannister-Tyrrell, Michelle
author_facet Gregory, Sue
Bannister-Tyrrell, Michelle
author_sort Gregory, Sue
collection PubMed
description This article explores digital learner presence in various higher education degrees in a regional institution in NSW, Australia. Several tools used for online teaching are explored through individual research projects in relation to the learner’s presence with the tool being used. It was found that a variety of online teaching tools provided student presence and were effective for learning. Blogs, discussion boards, wikis and 3D virtual worlds were used to engage students in their learning. Herewith, the authors point out those that are more successful than others.
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spelling pubmed-62942092018-12-28 Digital learner presence and online teaching tools: higher cognitive requirements of online learners for effective learning Gregory, Sue Bannister-Tyrrell, Michelle Res Pract Technol Enhanc Learn Research This article explores digital learner presence in various higher education degrees in a regional institution in NSW, Australia. Several tools used for online teaching are explored through individual research projects in relation to the learner’s presence with the tool being used. It was found that a variety of online teaching tools provided student presence and were effective for learning. Blogs, discussion boards, wikis and 3D virtual worlds were used to engage students in their learning. Herewith, the authors point out those that are more successful than others. Springer Singapore 2017-09-07 2017 /pmc/articles/PMC6294209/ /pubmed/30595723 http://dx.doi.org/10.1186/s41039-017-0059-3 Text en © The Author(s) 2017 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
spellingShingle Research
Gregory, Sue
Bannister-Tyrrell, Michelle
Digital learner presence and online teaching tools: higher cognitive requirements of online learners for effective learning
title Digital learner presence and online teaching tools: higher cognitive requirements of online learners for effective learning
title_full Digital learner presence and online teaching tools: higher cognitive requirements of online learners for effective learning
title_fullStr Digital learner presence and online teaching tools: higher cognitive requirements of online learners for effective learning
title_full_unstemmed Digital learner presence and online teaching tools: higher cognitive requirements of online learners for effective learning
title_short Digital learner presence and online teaching tools: higher cognitive requirements of online learners for effective learning
title_sort digital learner presence and online teaching tools: higher cognitive requirements of online learners for effective learning
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6294209/
https://www.ncbi.nlm.nih.gov/pubmed/30595723
http://dx.doi.org/10.1186/s41039-017-0059-3
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