Outline

  • Abstract
  • Keywords
  • 1. Introduction
  • 2. Literature Definitions
  • 2.1. Distance Learning
  • 2.2. E-Learning
  • 2.3. Online Learning
  • 3. Different Learning Environment Characteristics
  • 4. Method
  • 4.1. Investigative Site and Participants
  • 4.2. the Instrument
  • 4.3. Data Collection
  • 4.4. Data Analysis
  • 5. Findings
  • 5.1. Terminology Perceptions
  • 5.2. Participant Demographics and Usage
  • 5.3. Roles in the Learning Environment
  • 5.4. Learning Environment Characteristics and Tools
  • 5.5. Classification of Environments Based on Scenarios
  • 6. Discussion
  • 7. Conclusions
  • References

رئوس مطالب

  • چکیده
  • کلیدواژه ها
  • مقدمه
  • تعریف مقالات
  • یادگیری از راه دور
  • یادگیری الکترونیکی
  • یادگیری آنلاین
  • ویژگی های مختلف محیط های یادگیری
  • روش ها
  • سایت های بررسی و شرکت کننده
  • ابزار
  • جمع آوری اطلاعات
  • تحلیل داده ها
  • یافته ها
  • درک لغات
  • جمعیتی از شرکت کنندگان و کاربردها
  • نقش ها در محیط های یادگیری آموزشی
  • ویژگی های محیط های یادگیری و ابزار آن ها
  • طبقه بندی محیط ها مبتنی بر سناریو های مختلف
  • مباحث
  • نتیجه گیری

Abstract

It is not uncommon that researchers face difficulties when performing meaningful cross-study comparisons for research. Research associated with the distance learning realm can be even more difficult to use as there are different environments with a variety of characteristics. We implemented a mixed-method analysis of research articles to find out how they define the learning environment. In addition, we surveyed 43 persons and discovered that there was inconsistent use of terminology for different types of delivery modes. The results reveal that there are different expectations and perceptions of learning environment labels: distance learning, e-Learning, and online learning.

Keywords: - - -

Conclusions

The definitions found in various articles mirror the conflicting responses provided by the respondents in this study. The lack of consistency in terminology inevitably affects not only the researchers who would like to build upon the findings, but also impacts designers who are creating similar types of environments. Terminology also poses a problem when the specific context of the learning environment is not described in sufficient detail or when its identification is not very prominent in both the discussion of the methods and the other sections of the paper. This not only impacts the evaluation of such learning experiences but also the future of successfully delivered distance learning events. The findings show great differences in the meaning of foundational terms that are used in the field, but also provide implications internationally for the referencing, sharing, and the collaboration of results detailed in varying research studies.

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