Author: rdobrichruffetti

Self-Directed Learning: The Key to E-Learning Outcomes

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This post is provided by guest blogger, Rachel Dobrich Ruffetti, a graduate student at the University of St. Francis in Joliet, working towards the Talent Development Certificate.

The article, “Exploring the Mediating Role of Student Satisfaction for the Relationship between Self-Directed Learning Abilities and Elearning Outcomes” by Chang and Siew (2024), examines how Self-Directed Learning (SDL) abilities influence e-learning outcomes. Core SDL principles include self-motivation, goal-setting, active planning, and self-evaluation. The research evaluated various elearning outcomes, such as enhanced learning, empowerment, time-saving, and academic success. The study found that students with higher levels of SDL, including self-efficacy, social interaction, and online readiness, tend to experience greater satisfaction and success with elearning. Since online courses heavily depend on SDL, students lacking these skills may struggle in this environment. Building relationships and incorporating positive emotional interactions could improve learning outcomes, student participation, and academic achievement.

This peer-reviewed study is valuable for higher education instructors designing elearning experiences. It highlights the connection between SDL abilities and student satisfaction as predictors of elearning outcomes. This research is beneficial for educators aiming to foster motivation and engagement in virtual settings. Learners benefit most from well-structured learning environments that connect the relevance of the content to their personal and professional lives. For example, when professionals recognized the career development benefits of their coursework, they reported higher satisfaction with their elearning experiences. Chang and Siew (2024) emphasize that learning is most effective when educators promote self-guided, independent learning strategies that inspire students to become lifelong learners.

References  

Chang, W. C., & Siew, W. F. (2024). Exploring the Mediating Role of Student Satisfaction for the Relationship between Self-Directed Learning Abilities and Elearning Outcomes. Journal of Educators Online, 21(4).
https://research-ebsco-com.ezproxy.stfrancis.edu/linkprocessor/plink?id=83f10a8e-19c1-3d24-82b7-1ccf49635f81 

Enhancing Engagement in Virtual Synchronous Classrooms

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This post is provided by guest blogger, Rachel Dobrich Ruffetti, a graduate student at the University of St. Francis in Joliet, working towards the Talent Development Certificate.

The article, “Identifying Pedagogical Design and Implementation of Synchronous Virtual Classrooms” by Karabey and Karaman (2024), analyzes 53 instructional activities categorized into 11 themes based on Robert M. Gagne’s teaching framework. The study evaluates technical and environmental control, clarity, introductory activities, technological tools, course materials, interaction, feedback, time management, summarization, and self-assessment. It emphasizes how these themes enhance cognitive processing, student engagement, and instructional effectiveness. Recommendations include optimizing technology use, minimizing distractions, fostering interaction through collaboration tools, summarizing key points, providing timely feedback, and managing time efficiently. Implementing these recommendations can improve virtual learning experiences by making lessons more structured, engaging, and effective.

This peer-reviewed study is valuable for higher education instructors designing synchronous virtual courses. It offers research-supported recommendations to enhance student engagement and instructional quality. By integrating interactive tools, instructors provide opportunities for students to engage directly with learning materials. They can utilize these platforms to provide meaningful feedback and tailor instruction to students’ unique needs. As technology advances, educators must refine their virtual teaching strategies to remain effective. These efforts will create inclusive learning environments that enhance participation, interaction, convenience, and efficiency. Karabey and Karaman’s compilation of activities and applications provides a practical guide for instructors to conduct virtual classrooms effectively. 

References

Sinem Cilligol Karabey, & Selcuk Karaman. (2024). Identifying pedagogical design and implementation of synchronous virtual classrooms. International Review of Research in Open and Distributed Learning, 25(2), 132–154. https://research-ebsco-com.ezproxy.stfrancis.edu/linkprocessor/plink?id=6bb4edba-b6f3-3c25-9aa6-60cfbcf9df09 

ChatGPT Assessments: Rethinking Curriculum Design in an AI World

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This post is provided by guest blogger, Rachel Dobrich Ruffetti, a graduate student at the University of St. Francis in Joliet, working towards the Talent Development Certificate.

Artificial Intelligence (AI) tools like ChatGPT can potentially create personalized, interactive learning environments tailored to individual needs (Bennett & Abusalem, 2024). Since research remains limited, universities are reevaluating curriculum and assessment methods to integrate AI meaningfully. They are advocating for collaborative approaches that blend human intelligence with AI strengths. Key concerns include distinguishing between human and AI-generated work. Although source citation partially addresses this, redesigning assessment tasks can further mitigate risks. By leveraging Bloom’s Taxonomy, educators can emphasize higher-order thinking skills to reduce academic misconduct. Strategies, including monitoring assessment stages, incorporating self-reflection, and narrating presentations, can prove students’ original thoughts. Some universities are also exploring AI as research partners to enhance writing and language learning. While challenges exist, AI presents significant opportunities to enrich education. 

I recommend this article for instructors in higher education. It provides insights into how institutions are embracing AI rather than resisting it. Many concerns stem from a lack of research on AI’s role in higher education. However, this article offers a foundation for rethinking instruction and assessment. College should prepare students for the workforce, where AI will be integral. Rather than banning AI, institutions should engage students in meaningful projects that develop their ability to manage and implement AI responsibly. As the article emphasizes, thoughtful AI integration, with regulation and ethical considerations, can shift learning from rote memorization to critical thinking.

Reference
Bennett, L., & Abusalem, A. (2024). Artificial intelligence (AI) and its potential impact on the future of higher education. Athens Journal of Education, 11(3), 195–212. https://research-ebsco-com.ezproxy.stfrancis.edu/linkprocessor/plink?id=8838c1ff-5edb-3238-9627-e20d028c7409

Keywords: Artificial intelligence, ChatGPT, curriculum design, pedagogy, assessment.