Vienna E-Lecturing (VEL): Learning How to Learn Self-Regulated in an Internet-Based Blended Learning Setting
Barbara Schober, Petra Wagner, Ralph Reimann, Christiane Spiel, University of Vienna, Austria
International Journal on E-Learning Volume 7, Number 4, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The article describes the "Vienna E-Lecturing" (VEL), a complex internet-based blended-learning setting developed for students at the University of Vienna (Austria). As part of the introduction to research methods in psychology, VEL aids in imparting factual knowledge regarding research methods and evaluation, as well as promotes learning skills, collaborative learning, and e-competence. The program's conceptualization is based on instructional, as well as motivational findings yielding the program's main teaching principles. The course is composed of online learning modules and face-to-face units (including tutorials and self-regulation training). Within a cooperative learning setting, the modules, which are available through a learning platform, systematically instruct students to learn more effectively by completing different tasks. Following a brief overview of the e-learning boom within higher education the program's background, its goals, components, and didactic principles will be described, the online modules will be briefly outlined and ultimately, the evaluation of VEL will be addressed.
Schober, B., Wagner, P., Reimann, R. & Spiel, C. (2008). Vienna E-Lecturing (VEL): Learning How to Learn Self-Regulated in an Internet-Based Blended Learning Setting. International Journal on E-Learning, 7(4), 703-723. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2008 Association for the Advancement of Computing in Education (AACE)
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Yu-fen Chen, Chihlee Institute of Technology, Taiwan; Huai-en Mo, National Changhua University of Education, Taiwan; Chan-yen Chang, Chihlee Institute of Technology, Taiwan
EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 2380–2386
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