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Education scholars explore the various dimensions of time as education increasingly migrates to cyberspace. Online learning does not increase the time available for learning, though it makes it more flexible, but is also requires learners to monitor and manage their own time, which not all learners are very good at. The topics include tracing online lecturer orchestration of multiple roles and scaffolds over time, characterizing online learners' time regulation at virtual campuses in France and Spain, temporal flexibility in online university courses in Spain and Australia, procedural analysis of students' perception of electronic time on the discussion board, and a process modeling approach to capturing learning over time for supporting pedagogical decision making.
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