FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W4251629430> ?p ?o ?g. }

• W4251629430 endingPage "26" @default.
• W4251629430 startingPage "25" @default.
• W4251629430 abstract "Open non-formal online courses (Rha, 2018) are becoming increasingly popular as a self-paced option for learners. These courses are often hosted by commercial platforms where teachers and course creators develop and market courses to students across the globe. The numbers of students enrolled on these kinds of courses is hard to estimate but figures from providers do indicate the numbers are significant. For example, the Udemy course provider (https://www.udemy.com) states that as of October 2019 it has over 30 million students learning on 50,000 courses. However, the attrition rates for such courses, similar to other online options such as MOOCs, can be high (Sánchez-Elvira Paniagua & Simpson, 2018). In this presentation two teacher-researchers reflect on and analyse their experience of creating open non-formal online courses for English language learners, and go on to suggest several practical techniques to decrease the number of students that may drop out. The theoretical framework for this paper is that of exploratory practice (Allwright, 2003). This is an approach to teacher development in which teachers collect information on their courses and then try to use that data to reflect on their practice and improve conditions for learning. The two sources of data are the meta analytics supplied by Udemy for every course and surveys from university students who were asked to evaluate different types of video. These two sources of data were analysed using a two-step coding approach (Miles, Huberman & Saldana, 2014) in which codes are assigned and then grouped together based on emergent themes. In the presentation, firstly, the wider reasons why online students drop out, such as insufficient support (Simpson, 2017) or the impact of cognitive overload (Sweller, Ayres & Kalyuga, 2011), are discussed and several ways are suggested to get around these issues. Secondly, various principles of instructional design such as keeping lessons consistent but variable, relevant, and divided into manageable chunks are recommended (Lehman & Conceição, 2014). Finally, a number of ways that videos can be made more engaging are shown (Mayer, 2017), especially focusing on how a talking head can be best portrayed in order to give the clearest information and develop a more personalised teacher presence (Garrison, 2011). Although the data and analysis are focused on open non-formal online courses the findings and discussion are of relevance to other forms of online instruction and multimedia learning.&#x0D; &#x0D; References &#x0D; &#x0D; Allwright, D. (2003). Exploratory practice: Rethinking practitioner research in language teaching.&#x0D; Language Teaching Research, 7(2),113-141. https//doi.org/10.1191/1362168803lr118oa&#x0D; Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. (2nd ed.). New&#x0D; York, NY: Routledge. http://dx.doi.org/10.4324/9780203166093&#x0D; Lehman, R., & Conceição, C. (2014). Motivating and retaining online students. San Francisco, CA: Jossey-&#x0D; Bass.&#x0D; Mayer, R. E. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning, 33, 403-&#x0D; &#x0D; https//doi.org/10.1111/jcal/12197&#x0D; &#x0D; Miles, M.B., Huberman, A.M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. &#x0D; London: Sage.&#x0D; Rha, H.M. (2018). A study on the classification of online education types and development of quality&#x0D; management indicators for lifelong vocational skills development. In T. Bastiaens et al. &#x0D; (Eds.). Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 759-&#x0D; 763). Amsterdam, Netherlands: Association for the Advancement of Computing in Education&#x0D; (AACE). Retrieved from https://www.learntechlib.org/p/184274.&#x0D; Sánchez-Elvira Paniagua, A., & Simpson, O. (2018). Developing student support for open and distance&#x0D; learning: The EMPOWER project. Journal of Interactive Media in Education, 1(9), 1–10,&#x0D; https://doi.org/10.5334/jime.470&#x0D; Simpson, O. (2017). Innovations in distance education student support: What are the chances? In: G.&#x0D; Ubachs, L., Konings, & M. Brown (Eds.). The Envisioning Report for Empowering Universities (pp.&#x0D; 52-55). Available from: https://empower. eadtu.eu/images/report/The_Envisioning_Report_ for_&#x0D; Empowering_ Universities _ 1st_ edition_2017.pdf&#x0D; Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York, NY: Springer." @default.
• W4251629430 created "2022-05-12" @default.
• W4251629430 creator A5038835182 @default.
• W4251629430 creator A5075738265 @default.
• W4251629430 date "2019-12-10" @default.
• W4251629430 modified "2023-10-18" @default.
• W4251629430 title "Enhancing student retention rates on open non-formal online language learning courses" @default.
• W4251629430 doi "https://doi.org/10.24135/pjtel.v2i1.26" @default.
• W4251629430 hasPublicationYear "2019" @default.
• W4251629430 type Work @default.
• W4251629430 citedByCount "1" @default.
• W4251629430 countsByYear W42516294302023 @default.
• W4251629430 crossrefType "journal-article" @default.
• W4251629430 hasAuthorship W4251629430A5038835182 @default.
• W4251629430 hasAuthorship W4251629430A5075738265 @default.
• W4251629430 hasBestOaLocation W42516294301 @default.
• W4251629430 hasConcept C145420912 @default.
• W4251629430 hasConcept C15744967 @default.
• W4251629430 hasConcept C169760540 @default.
• W4251629430 hasConcept C199343813 @default.
• W4251629430 hasConcept C2775899829 @default.
• W4251629430 hasConcept C2777808570 @default.
• W4251629430 hasConcept C2780553607 @default.
• W4251629430 hasConcept C2986087404 @default.
• W4251629430 hasConcept C41008148 @default.
• W4251629430 hasConcept C49774154 @default.
• W4251629430 hasConcept C71924100 @default.
• W4251629430 hasConceptScore W4251629430C145420912 @default.
• W4251629430 hasConceptScore W4251629430C15744967 @default.
• W4251629430 hasConceptScore W4251629430C169760540 @default.
• W4251629430 hasConceptScore W4251629430C199343813 @default.
• W4251629430 hasConceptScore W4251629430C2775899829 @default.
• W4251629430 hasConceptScore W4251629430C2777808570 @default.
• W4251629430 hasConceptScore W4251629430C2780553607 @default.
• W4251629430 hasConceptScore W4251629430C2986087404 @default.
• W4251629430 hasConceptScore W4251629430C41008148 @default.
• W4251629430 hasConceptScore W4251629430C49774154 @default.
• W4251629430 hasConceptScore W4251629430C71924100 @default.
• W4251629430 hasIssue "1" @default.
• W4251629430 hasLocation W42516294301 @default.
• W4251629430 hasOpenAccess W4251629430 @default.
• W4251629430 hasPrimaryLocation W42516294301 @default.
• W4251629430 hasRelatedWork W1605988832 @default.
• W4251629430 hasRelatedWork W2093166374 @default.
• W4251629430 hasRelatedWork W2144137092 @default.
• W4251629430 hasRelatedWork W2229850018 @default.
• W4251629430 hasRelatedWork W2735522736 @default.
• W4251629430 hasRelatedWork W2738394817 @default.
• W4251629430 hasRelatedWork W2794055107 @default.
• W4251629430 hasRelatedWork W2899615130 @default.
• W4251629430 hasRelatedWork W2989805973 @default.
• W4251629430 hasRelatedWork W3109636590 @default.
• W4251629430 hasVolume "2" @default.
• W4251629430 isParatext "false" @default.
• W4251629430 isRetracted "false" @default.
• W4251629430 workType "article" @default.