Reflection on topic 5_ ONL lessons learnt and farewell

Our digital paths are crossing, but are not always the same. It is interesting to see how different people use digital tools for interaction, teaching, and learning differently, what paths they prefer to take, to what extent they optimise, replicate on-site events, introduce something new to digital routines, and learn from each other, thinking how […]

Theme 4, ONL course individual reflection

All GenAI are AI, but not all AI are GenAI. Why would you want AI in your classroom? In the article (Ouyang, F. & Jiao, P. (2021). Artificial intelligence in education: The three paradigms. Computers and Education: Artificial Intelligence, 2, 1-6.) authors propose 3 ways of interaction between learner and AI: AI-directed when AI represent knowledge […]

Reflection on theme 2: ‘Open Learning – Sharing and Openness’.

OER is a great resource from the students’ perspective. However, it often requires extra working hours (sometimes unpaid) and can be challenging to manage from the teachers’ point of view. From the university’s perspective, OER developed by their educators may serve as part of a marketing strategy or help expand awareness of in-house practices. They […]

Online participation and digital literacies, a reflection on topic 1 of the ONL course.

As a part of the topic for the first two weeks during the ONL course, we discussed the idea of being a digital native and what it could mean for us. The workshop facilitators connected this term not necessarily with the personal age, but with the motivation and our need to engage with digital tools, […]

Motivation and Dropout Rates in Online Courses

In today’s society, our basic physiological and safety needs, as per Maslow’s hierarchy, are mostly satisfied. Consequently, it is challenging to argue that we are making decisions to attain a task or goal to fulfill our low-level needs. Instead, we seek to satisfy higher needs such as  (see, e.g., Uses and Gratification Theory ): Cognitive […]

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Understanding Collaborative Learning: Cognitive Mechanisms and Factors for Success

Rochelle and Tesley define collaborative learning as a “coordinated and synchronous activity that results from a continuous attempt to construct and maintain a shared conception of a problem.” This succinctly summarizes “two or more people’s attempts to learn something together.” Although these definitions are not conflicting, they shed light on different aspects of collaborative learning. […]