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Participant Engagement in a Non-Formal, Self-Directed and Blended Learning Environment
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, , , , University of Saskatchewan, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

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Abstract

Novice professors representing seven disciplines participated in a year-long course on teaching in higher education that featured online self-directed learning opportunities and regular face-to-face group meetings. This study examined how professional participants in this non-formal self-directed learning (NFSDL) environment made use of self-directed learning activities in the blended face-to-face and online learning professional development course. Online social networking activities were compared to face-to-face engagement, and the amount and type of self-directed learning was examined. We consider whether there is a need to adapt basic theory on formal virtual learning communities to understand self-directed learning and pedagogical practices in non-formal online learning environments.

Citation

Schwier, R., Morrison, D., Daniel, B. & Koroluk, J. (2009). Participant Engagement in a Non-Formal, Self-Directed and Blended Learning Environment. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1948-1956). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from .

© 2009 Association for the Advancement of Computing in Education (AACE)

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