Strategic Reflection On The Use Of Elearning Freeware Tools In Higher Education

Since 2007, I have been applying various eLearning freeware tools. I have been self-taught on many of these tools and have discovered usability, various functionalities, and developed a list of choice eLearning tools. When I first considered this dissertation topic, I thought of all the risks involved, especially in the use of eLearning freeware tools and the characteristics of respondents from all over the US. There seem to be too many variables that would create problems rather than successes. However, the evaluation of the study was that the personal experiences and perceptions revealed real-life scenarios and offered a better understanding from a practitioner and or scholar view. Most higher-level learners (particular those in doctorate programs) know how to self-motivate and manage. By reading group interactions, I was able to capture how thoughts, behaviors, and actions were used to assist others in their quest to understand eLearning freeware tools. This book is an academic based dissertation. The dissertation manual and was approved by Northcentral University in May 2016. This doctoral research was a multiple case study involving a virtual cohort of doctoral learners, doctoral candidates and doctoral graduates. The respondents were recruited through Facebook group memberships and 13 respondents participated from various parts of the United States. The PBworks(tm) platform was used to collect data, facilitate a focus group online, and interact among group members. The goal of creating the eLearning focus group on the PBworks(tm) platform was to discover how learners were affected by web-based technologies and to examine their perceptions regarding eLearning freeware tools. Asynchronous sessions online using PBworks(tm) were designed so that participants would have the time to reconstruct perceptions, experiences and preferences. Many of the respondents understood the complexities of Internet blogging, tweeting, virtual discussion threads, online networking, uploading and downloading from the web, web authoring tools, and a variety of social media. The majority of the respondents modeled the use of eLearning freeware tools towards value-added learning and shared their personal learning discoveries in their work place and with others. The respondents demonstrated not only concepts of heutagogy, but also the concepts of paragogy. The respondents shared how a heutagogical approach allowed them to become self-reliant rather than having a dependency on someone teaching them. The heutagogical approach, rooted in andragogy promoted negotiations and learner reflection; however, the paragogical approach satisfactorily addressed shared context in motion where learning becomes a partnership among peers. What I discovered is that the affordances online to develop and enhance eLearning skills may in turn involve the offering of learning tools, tips, and guidance for those stakeholders response to global skill competencies. By exploring and examining how higher-level learners use eLearning freeware tools, their perceptions, attitudes and experiences may assist to better understand self-reflective practices that keep them motivated intrinsically and extrinsically. The future of eLearners to discover portable soft skills that transcend disciplines may lead towards continuous improvements in knowledge work and innovation. It's my hope the outcome of this study may provide purposeful and informed action.

• | Author: Dolores Gaviola Feck
• | Publisher: CreateSpace Independent Publishing Platform
• | Publication Date: Jul 02, 2016
• | Number of Pages: 192 pages
• | Language: English
• | Binding: Paperback
• | ISBN-10: 1534888101
• | ISBN-13: 9781534888104