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Conceptions of e learning 普通类
The conceptions an individual holds about a phenomenon can influence and determine associated behaviours and perspectives. Consequently, they have a bearing upon how learning about a phenomenon is undertaken and how that phenomenon is experienced and applied in context. A phenomenographic research approach was used to gather the expressed experiences of e-learning and professional development for e-learning held by teachers and support staff from institutions across New Zealand. Five conceptions of e-learning (as tool and equipment; as a facilitator of interaction; as learning; as a reduction in distance; and as a collaborative enterprise) and four conceptions of professional development for e-learning (as training; as opening up possibilities; as collaboration; and as relevant and purposeful) were discovered. In this report, we discuss the conceptions, and show how they are interrelated through outcome space. Implications for the professional development of tertiary teachers and teaching support staff are outlined. The study provides some insights for individuals, institutions and those responsible for planning and implementing professional development programmes to help them to support the development and progress of e-learning in appropriate and rewarding directions.
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Fostering children’s effort-making 普通类
Virtual character is a significant application in the research field of technology-enhanced learning. In this study, the concept of animal companions, ‘non-smart’ virtual characters, is proposed as a way to encourage students to promote effort-making learning behaviours. The two underpinning design rationales are first discussed followed by the description of the development of a practical application, the My-Pet v2 system. A preliminary experiment was conducted to examine the system usability in terms of cognitive, affective and time-on-task characteristics. The results reveal that participants in the group using a complete version of My-Pet v2 showed better quality of effort-making learning behaviours. Some implications and future research directions are also discussed.
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The effect of films with and without subtitles 普通类
The present study represented a preliminary effort to empirically examine the efficacy of subtitled movie on listening comprehension of intermediate English as a Foreign Language students. To achieve this purpose, out of a total of 200 intermediate students, 90were picked based on a proficiency test. The material consisted of six episodes (approximately 5 minutes each) of a DVD entitled ‘Wild Weather’. The students viewed only one of the three treatment conditions: English subtitles, Persian subtitles, no subtitles. After each viewing session, six sets of multiple-choice testswere administered to examine listening comprehension rates. The results revealed that the English subtitles group performed at a considerably higher level than the Persian subtitles group, which in turn performed at a substantially higher level than the no subtitle group on the listening test.
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Use of peer feedback to enhance elementary 普通类
The learning process can be transformed from in-class teaching into learning outside the classroom due to the emergence of new networking tools. In this study, peer feedback was used to enhance elementary students’ writing through employing a brand new networking environment: the blogWeb 2.0 (O’Reilly, 2005).Without teachers’ guidance on the out-of-class writing, students were brought to the blog environment in which they posted their articles, made corrections or gave suggestions and shared their work with others. Thus, students could have greater inspiration to write and gain more practice in writing.
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The participants perspective 普通类
This pilot investigative study tested the efficacy of a music e-learning resource specifically constructed to enable individual learners to play a 12-bar improvised blues by ear, on a musical keyboard, in an e-learning environment. The study also sought the participants’ perspective of this experience by eliciting their reflections on the learning experience. Participant perceptions of the role of the ’on-line tutor’ in this e-learning environment were also examined. The research adopted a qualitative approach through videotaped observation of the participants as they engaged with the resource. The resulting video data was analysed employing an inductive process of analysis. Semistructured interviews were also conducted with individual participants after the learning sessions were completed. Qualitative analysis of the interview transcriptions provided the participant perspective. Triangulation between the data validated researcher interpretations of the findings. Results revealed (a) all participants successfully engaged with the musical task in the e-learning environment, (b) five learning activities emerged from the analysis of the video data that were interpreted as: ’instruction’, ’copying’, ’practising’, ’playing’ and ’evaluating’, (c) four ’participant perspective’ themes emerged from the interview data that were interpreted as: ’activities’, ’feelings’, ’evaluation’ and ’difficulties’ (d) participants sought different levels of interaction with the ’on-line tutor’ who was found to adopt the role of ’remote facilitator’.
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Transforming online professional development 普通类
Increasingly, teachers have appreciated the potential of technology in teaching and learning, yet the implementation of technology in the classroom settings moved slowly. (National Center for Educational Statistics (NCES), 2006). Apart from external factors such as budget and technical problems, slow movement may result from intellectually superficial teacher training which is unable to provide ongoing support for teachers as they attempt to implement new pedagogies such as the integration of educational technologies into teaching practices (Darling-Hammond & Bransford, 2005). Further, researchers have found that professional development in technology integration are often short of providing such context that supports teachers to develop multiple kinds of knowledge and appropriate skills in order to create their own technology-based instruction (Darling-Hammond & Snyder, 2000; Lave & Wenger, 1991; Wiggins, 1993). Despite the plethora of rhetoric about teacher professional development in technology integration, there is still a paucity of empirical data addressing the effective implementation of online professional development to promote the actual implementation of technology into classroom, or about its impact on teaching practices. Supporting in-service teachers
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An investigation of coopetitive 普通类
Information and communication technologies (ICTs) have created a supportive environment for collaborative learning at the expense of student motivation and engagement. This study attempts to explore the development of a productive learning atmosphere in the context of Web-based learning. An experiment is conducted with university-level students having homogenous background and coursework by applying heterogeneous pedagogies that create either competitive or collaborative learning atmospheres. The differences in learning atmosphere bring about variations in social presence and enjoyment of learning. The findings show that “coopetition” (defined as collaboration within the group and competition between groups) was the best learning strategy because competition and collaboration stimulated different types of knowledge growth in the knowledge-creation spiral. Competitive learning atmospheres encourage students to develop higher analytic skills, while collaborative learning atmospheres prompt students to demonstrate higher synthetic skills. Because both atmospheres contribute to learning, this study has found that combining both pedagogies in constructing a coopetitive learning atmosphere not only contributes to analytic and synthetic skills, but also raises the overall knowledge level. The findings pinpointed the importance of creating a learning environment that integrates ICTs, learners’ backgrounds, courseware, and pedagogic considerations in the process of increasing knowledge levels.
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An Introduction to Distance Education 普通类
Rarely do we come across an edited book that some of the best minds in the discipline contribute to, and at the same time that provides opportunity for reflection, review and discussion going beyond a textbook approach. This book falls into this rare group and has the potential to become a classic in its field. While it gives us a historical perspective of distance education, it also directs us towards the challenges of change it is facing – from the “industrial education approach” capable of major economies of scale to the “information education approach” that brings distance education new organisational and pedagogic models.
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Factors influencing university drop out rates 普通类
This paper develops personalized models for different university degrees to obtain the risk of each student abandoning his degree and analyzes the profile for undergraduates that abandon the degree. In this study three faculties located in Granada, South of Spain, were involved. In Software Engineering three university degrees with 10,844 students, in humanities nineteen university degrees with 39,241 students and in Economic Sciences five university degrees with 25,745 students were considered. Data, corresponding to the period 1992 onwards, are used to obtain a model of logistic regression for each faculty which represents them satisfactorily. These models and the framework data show that certain variables appear repeatedly in the explanation of the drop out in all of the faculties. These variables are, among others, start age, the father’s and mother’s studies, academic performance, success, average mark in the degree and the access form and in some cases also, the number of rounds needed to pass. Students with weak educational strategies and without persistence to achieve their aims in life have low academic performance and low success rates and this implies a high risk of abandoning the degree. The results suggest that each university centre could consider similar models to elaborate a particular action plan to help lower the drop out rate reducing costs and efforts. As concluded in this paper, the profile of the students who tend to abandon their studies is dependent on the subject studied. For this reason, a general methodology based on a Data Warehouse architecture is proposed. This architecture does most of the work automatically and is general enough to be used at any university centre because it only takes into account the usual data the students provide when registered in a course and their grades throughout the years.
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Online Communication and Collaboration 普通类
The book has ten significant chapters, as well as one at the start giving an overview, and one at the end with summary and conclusions. Each of the chapters ends with a biographical sketch of a significant contributor to the growth and development of theory and practice of distance education. The ten main chapters also define key terms and provide questions for review and reflection. It is because of these questions that the book can be very well used as a textbook to initiate discussion on various aspects of distance education at postgraduate level.