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.
Not so long ago, it was thought that learning was a strictly rational process in which emotions did not have a big role. This belief was formed together with a certain definition of intelligence derived from the "famous" IQ tests - yet designed to detect learning difficulties in children.
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.
In this knowledge-based economy that technologically evolves every day, being able to "learn how to learn" is THE key skill of the new worker. Moreover, the strength of a company rests more than ever on its human capital.
We are social beings: our need for belonging outweighs our need for dominance. Sharing with others and being part of a community is as fundamental to our development as it is to our survival. This social dimension is also the basis of our ability to learn, and the eLearning environment shouldn’t be a stranger to it.