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Searching for:- Author=Gail Derrick
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Using Asynchronous E-learning to Develop Autonomous Learners
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2004:1 , 2004
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2004:1 , 2004
The purpose of this paper is to propose that the development of learner autonomy is an important educational objective and that e-learning environments can be constructed to facilitate this developmental process. By creating learning activities that ...
Foundations for Lifelong Learning: Building Successful Self-Directed E-Learning Approaches From K-12 to Higher Education
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2003:1 , 2003
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2003:1 , 2003
Abstract: The need to develop skills and attitudes that enable learners to engage in lifelong and self-directed learning has implications for a world that is increasingly focused on information, and global competition and awareness. It is essential ...
Supporting Learners for E-Learning
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2002:1 , 2002
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2002:1 , 2002
Abstract: The panel will address the topic of eLearning from the adult learner's point of view. The objective is to expose the motivational, cognitive, metacognitive and social efforts required to succeed in an on-line web-based learning (WBL)...
Differences in Learner Autonomy in Online and Face-To-Face Environments
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2005:1 , October 2005
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2005:1 , October 2005
Abstract: The purpose of this paper is to provide an analysis of learner attributes of students enrolled in either an online or a face-to-face course; and, to determine what, if any, significant differences exist between the two groups with...
Student Comments on Anonymous Course Evaluations: Online vs. F2F
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2005:1 , October 2005
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2005:1 , October 2005
The purpose of this study was to determine if the nature of student comments on anonymous end-of-course evaluations differed relative to course delivery medium. Comments evaluated were submitted by 202 graduate students enrolled in face-to-face ...
The Effect of Computer-Mediated Communication on Anonymous End-of-Course Teaching Evaluations
International Journal on E-Learning (IJEL) 6:4 , October 2007
International Journal on E-Learning (IJEL) 6:4 , October 2007
The purpose of this study was to determine if the nature of student comments on anonymous end-of-course evaluations differed relative to course delivery medium. Comments evaluated were submitted by 202 graduate students enrolled in face-to-face (F2F)...
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