Student Learning Ecologies in Online Higher Education: A Model to Support Connected Learning across Contexts

Autor/inn/en	Peters, Mitchell; Guitert-Catasús, Montse; Romero, Marc
Titel	Student Learning Ecologies in Online Higher Education: A Model to Support Connected Learning across Contexts
Quelle	In: Higher Education Research and Development, 41 (2022) 7, S.2307-2323 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peters, Mitchell) ORCID (Romero, Marc)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2021.2014408
Schlagwörter	Higher Education; Electronic Learning; Lifelong Learning; Educational Research; College Students; Learning Processes; Informal Education; Models; Program Development; Transfer of Training; Educational Technology; Student Experience + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Life-long learning; Lebenslanges Lernen; Bildungsforschung; Pädagogische Forschung; Collegestudent; Learning process; Lernprozess; Informelle Bildung; Nichtformale Bildung; Analogiemodell; Programmplanung; Training; Transfer; Ausbildung; Unterrichtsmedien; Studienerfahrung
Abstract	As individuals face the challenge of rapidly changing and increasingly diversified study and work environments, online higher education (OHE) has become a mainstream solution for pre-service teachers and working professionals. Both universities and students have had to navigate connected, collaborative and globally networked learning scenarios. Focus has been placed on how to meet the needs of students who are re-entering university as lifelong learners with varying learning trajectories, professional backgrounds and levels of readiness. Given that connecting university learning to the wider world has been a longstanding challenge in higher education (HE), the motivation of the current study is situated in the well-established problem of integrating formal and informal learning. The purpose of this study, therefore, is to present a model of student learning ecologies in OHE to support connected forms of learning across contexts. The findings present a model which is based on the results from a mixed methods exploratory sequential design, which features data integration through a joint-visual display. The article concludes with a discussion of the implications and value of the model for OHE research and program development, as well as the capacity for transfer to other educational contexts. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01