References of "Interactive Learning Environments"
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See detailStructured reflection breaks embedded in an online course – Effects on learning experience, time on task and performance
Verpoorten, Dominique ULiege; Westera, Wim

in Interactive Learning Environments (2014)

The purpose of this paper is to gain insight into the effects of practicing short, frequent and structured reflection breaks interspersed with the learning material in a computer-based course. To that end ... [more ▼]

The purpose of this paper is to gain insight into the effects of practicing short, frequent and structured reflection breaks interspersed with the learning material in a computer-based course. To that end, the study sets up a standardised control trial with 2 groups of secondary-school pupils. The study shows that, while performance is not affected by these embedded “reflection rituals”, they significantly impact time on task and perceived learning. The study also suggests that the exposure to such built-in opportunities for reflection modifies the engagement with the content and fosters the claimed readiness for application of a similar reflective approach to learning in other occasions. [less ▲]

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See detailThe 8 Learning Events Model: a Pedagogic Conceptual Tool Supporting Diversification of Learning Methods Experienced by the Online Student
Verpoorten, Dominique ULiege; Poumay, Marianne ULiege; Leclercq, Dieudonné ULiege

in Interactive Learning Environments (2007), 15(2), 151-160

This paper presents the 8 Learning Events Model (8LEM), a pedagogical reference framework which was used, in more than 100 online course, as a starting point for instructional planning. Besides supporting ... [more ▼]

This paper presents the 8 Learning Events Model (8LEM), a pedagogical reference framework which was used, in more than 100 online course, as a starting point for instructional planning. Besides supporting teachers in early stages of the learning design continuum, the paper shows how this learning/teaching model, as a professional development tool, prompts them to diversify the learning methods experienced by students in their courses. A two-pronged rationale about the importance of this diversification with respect to "mathetic" competence development and epistemology is also proposed to discussion. [less ▲]

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