Search results for author:"Elena Barbera"
Total records matched: 13 Search took: 0.106 secs
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Mutual feedback in e‐portfolio assessment: an approach to the netfolio system
Elena Barbera
British Journal of Educational Technology Vol. 40, No. 2 (March 2009) pp. 342–357
This paper presents an alternative application of e‐portfolio in a university student assessment context. A concept based on student collaboration (called netfolio) is developed, that differs from the classical e‐portfolio concept. The use of a...
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Collaborative Knowledge Construction in Highly Structured Virtual Discussions
Elena Barbera
Quarterly Review of Distance Education Vol. 7, No. 1 (2006) pp. 1–12
This article presents research based on highly structured and self-managed discussions in the university context. The main question answered by this study is about the value and effectiveness of these virtual tools for teaching and learning, in...
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Analysing professional discourse in interactive learning: integrating historical and situational perspectives.
Eulalia Torras; Elena Barbera
Journal of Interactive Learning Research Vol. 21, No. 4 (October 2010) pp. 539–561
Written environments in online learning enable professional discourse to be analysed in depth and provide greater knowledge for improving learning and for planning and delivering courses aimed at professional development. Until now, research into...
Topics: eLearning, Communication, Professional Development, Interaction, Computers, Training, Virtual Environments
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Quality of Learners' Time and Learning Performance beyond Quantitative Time-on-Task
Margarida Romero; Elena Barbera
The International Review of Research in Open and Distributed Learning Vol. 12, No. 5 (Jun 29, 2011) pp. 125–137
Along with the amount of time spent learning (or time-on-task), the quality of learning time has a real influence on learning performance. Quality of time in online learning depends on students' time availability and their willingness to devote...
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Navigational Acts and Discourse: Fostering Learner Agency in Computer-Assisted Language Learning
Janine Knight; Elena Barbera
Electronic Journal of e-Learning Vol. 16, No. 1 (2016) pp. 67–76
Fostering learner agency is a primary goal of Integrative Computer Assisted Language Learning, a type of CALL (Warschauer, 1996) that encompasses networked learning and multimedia, including hypermedia. Although navigation has been a focus of...
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Learning Online: Massive Open Online Courses (MOOCs), Connectivism, and Cultural Psychology
Marc Clara; Elena Barbera
Distance Education Vol. 34, No. 1 (2013) pp. 129–136
In this reflection, we discuss the connectivist conception of learning in Web 2.0 environments, which underpins the pedagogy of what are known as cMOOCs (connectivist massive open online courses). We argue that this conception of learning is...
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A Co-Design Process Microanalysis: Stages and Facilitators of an Inquiry-Based and Technology-Enhanced Learning Scenario
Elena Barbera; Iolanda Garcia; Marc Fuertes-Alpiste
The International Review of Research in Open and Distributed Learning Vol. 18, No. 6 (Sep 25, 2017)
This paper presents a case study of the co-design process for an online course on Sustainable Development (Degree in Tourism) involving the teacher, two students, and the project researchers. The co-design process was founded on an inquiry-based and ...
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Student Voices on the Roles of Instructors in Asynchronous Learning Environments in the 21st Century
Pilar Gmez-Rey; Elena Barbera; Francisco Fernndez-Navarro
The International Review of Research in Open and Distributed Learning Vol. 18, No. 2 (Apr 04, 2017)
This paper determines which instructional roles and outputs are important in the 21st century from the perspective of students in asynchronous learning environments. This research work uses a literature review, in-depth interviews with experts, and...
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Interaction pattern analysis in cMOOCs based on the connectivist interaction and engagement framework
Zhijun Wang; Terry Anderson; Li Chen; Elena Barbera
British Journal of Educational Technology Vol. 48, No. 2 (March 2017) pp. 683–699
Connectivist learning is interaction-centered learning. A framework describing interaction and cognitive engagement in connectivist learning was constructed using logical reasoning techniques. The framework and analysis was designed to help...
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The Impact of Cultural Dimensions on Online Learning
Pilar Gómez-Rey; Elena Barbera; Francisco Fernández-Navarro
Journal of Educational Technology & Society Vol. 19, No. 4 (2016) pp. 225–238
Due to the increasingly multicultural nature of e-learning environments, it is critical that instructors and instructional designers be aware of the importance of cultural factors in education and that they deliver culturally adaptive instruction....
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Measuring Teachers and Learners' Perceptions of the Quality of Their Online Learning Experience
Pilar Gómez-Rey; Elena Barbera; Francisco Fernández-Navarro
Distance Education Vol. 37, No. 2 (2016) pp. 146–163
This article explores the quality of the online learning experience based on the Sloan-C framework and the Online Learning Consortium's (OLC) quality scorecard. The OLC index has been implemented to evaluate quality in online programs from different ...
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Students' perceptions about online teaching effectiveness: A bottom-up approach for identifying online instructors’ roles
Pilar Gmez-Rey; Elena Barbera; Francisco Fernndez-Navarro
Australasian Journal of Educational Technology Vol. 34, No. 1 (Mar 28, 2018)
The topic of online instructors\u2019 roles has been of interest to the educational community since the late twentieth century. In previous studies, the identification of online instructors\u2019 roles was done using a top-down (deductive) approach. ...
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Factors Influencing Student Satisfaction and Perceived Learning in Online Courses
Elena Barbera; Marc Clara; Jennifer A. Linder-Vanberschot
E-Learning and Digital Media Vol. 10, No. 3 (2013) pp. 226–235
Online education, with its genuine characteristics, has changed the way students experience learning processes. This fact led research to study the aspects of online learning settings that influence the way students experience their learning, and...