As elearning becomes more popular, it is opening up to an increasing number and diversity of cohorts of learners. To maximize everyone's chances of success and reduce inequalities along their learning journey, instructional designers should always take advantage of the principles of Universal Design for Learning (UDL).
Ergonomics refers both to the field of study and its application whose purpose is to make our life easier. To be more precise, this discipline tries to understand and optimize, in human-system interrelations, the well-being and efficiency of humans as well as the performance of systems.
The world today is witnessing an increasing interest in Massive Open Online Courses (MOOCs). This new form of Technology-Enhanced Learning (TEL) is in the spotlight, particularly when it comes to the topic of the evolving nature of higher education learning.
This case study discusses the course eConcordia created for enhancing students’ self-regulated learning, self-motivation, study skills, and technological self-efficacy.
Elearning does not automatically make for better learning, nor does it necessarily guarantee superior learning outcomes. Many scholars have observed that a considerable amount of online learning in higher education has had but a mediocre impact on learner achievement.
In this research, we present the results of a systematic review of the literature describing how deep and surface approaches to learning are associated with different assessment practices.