There is a substantial increase in the use of learning management systems (LMSs) to support teaching and learning activities in higher education institutions. Despite their benefits, students use them to a limited extend due to a number of factors influencing behaviors. More...
This paper describes a study of success factors in the introductory semester of liberal studies blended courses offered at the bachelor of science level. The influence of student participation in the online course environment was examined, as measured by the number of times students logged into the learning management system (LMS) and average session length. More...
The purpose of this study is to examine graduation and dropout rates for Hispanic or Latino K–12 students enrolled in fully online and blended public school settings in Arizona. The independent variables of school type (charter vs. non-charter) and delivery method (fully online vs. blended) were examined using multivariate and univariate methods on the dependent variable’s graduation and dropout rates for Hispanic or Latino students. More...
Distance education has historically contained little or no learner–learner interactions. Currently the Internet allows for unprecedented levels of learner–learner interaction and has the potential to transform how students learn online. However, many courses offered online focus more on flexibility and independence than on interaction and collaboration. More...
The goal of this study was to explore how students debate with their peers within a designed context using a digital dialogue game, and whether their epistemic beliefs are significant to the outcomes. Epistemic beliefs are known to colour student interactions within argumentative discourse, leading some students to hold back from interactions. More...
This study presents a case study of asynchronous online discussions’ (AOD) growth patterns in an undergraduate blended course to address the gap in our current understanding of how threads are developed in peer-moderated AODs. More...
In recent years, a number of models concerning problem solving systems have been put forward. However, many of them stress on technology and neglect the research of problem solving itself, especially the learning mechanism related to problem solving. More...
The study buddy is a learning strategy employed in a graduate distance course to promote informal peer reviewing of assignments before submission. This strategy promotes student-student interaction and helps break the social isolation of distance learning. More...
We present an analysis of 50 repositories for educational content conducted through an "audit system" that helped us classify these repositories, their software systems, promoters, and how they communicated their licensing practices. We randomly accessed five resources from each repository to investigate the alignment of licensing information between the resources themselves, metadata pages and overall site policies. More...
En 2014, environ 62 300 dossiers de candidatures à un titre professionnel délivré par un certificateur ministériel ont été jugés recevables à la validation des acquis de l’expérience. 42 700 candidats se sont présentés devant un jury en vue de l’obtention de tout ou partie d’un titre ou d’un diplôme et, parmi eux, environ 25 700 candidats ont obtenu une validation totale. Ces chiffres sont en baisse depuis 2011. Depuis la mise en place du dispositif en 2002, plus de 300 000 personnes ont obtenu une certification ministérielle par la voie de la validation des acquis de l’expérience.
Les femmes (73 %) et les personnes occupant un emploi (70 %) restent majoritaires parmi les candidats à une certification ministérielle. Parmi les 1 600 certifications disponibles en 2014 hors enseignement supérieur et culture (soit près de 300 de plus qu’en 2012), seulement un peu plus de la moitié ont été présentées. Toutefois, le choix de la moitié des candidats se concentre sur seulement une dizaine de certifications, principalement dans le domaine des affaires sociales et de l’éducation. 70 % des candidats visent un titre ou un diplôme de niveau baccalauréat ou CAP/BEP, proportion stable par rapport à 2012. En 2013, la part des candidats visant un diplôme de niveau baccalauréat a été exceptionnellement plus élevée (22 %) qu’en 2012 et 2014 (17 % et 18 % respectivement).
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