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We compare two versions of the same course, one presented in a standard format that contained several online learning elements but used instructor-based lecturing in class (i.e., a blended course; Bliuc et al., 2007) and the other a flipped course with enhanced in-class activities.
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Taking all these success factors into account, when strategically embedded into an online learning initiative, game elements have a potential to improve student outcomes (Hirsh-Pasek et al., 2015; Jere-Folotiya et al., 2014; Ke, 2015; Laine et al., 2016; Werbach & Hunter, 2015).
We found that for programmes delivered remotely using technology, outcomes such as engagement with the programme, reduction of feelings of isolation, achievement of learning outcomes and knowledge gains and participant satisfaction may be further enhanced if there is a 'human element' to the programme, such as networking opportunities, online facilitation and/or interactive learning elements.
Prominent online learning services also use visual elements to track student progress.
A number of researchers have developed frameworks to assist with effective application of multimedia elements into online learning resources.
Through reviewing ten platforms and an in-depth analysis, they explore how the motivational potential of gamification mechanics and the social and interactive elements in online learning can be effectively combined to build a community of engaged learners.
This article then discusses the inclusion of active learning elements within an online course as well as the pros and cons regarding open-book versus closed book, proctored testing.
Online learning (or "e-learning", "web based training" etc).
Over the next few years this is the space to watch to see whether online learning will become a legitimate, accepted element of higher education–even at the most prestigious levels.
But, as Khan and colleagues have noted, the variations among instructional methods and the rapid advancement of technology make it difficult to determine which elements contribute to an effective online learning environment for EBM specifically [ 13].
In previous studies, researchers have identified factors and elements needed to develop effective collaborative online learning and proposed an Online Collaborative Project based Collaborative Learning (OPBCL) model.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com