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e-Learning programs as loyalty investments 普通类
Although e-learning has been thoroughly presented and analysed in recent years, this paper aims to present a new concept, about web-based learning used as a tool to provide ‘products’ education’ for customers, and the ways enterprises of the financial sector, may use it in order to promote their brand name and services by affecting crucial factors like customer’s trust and loyalty.
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Encouraging formative peer review 普通类
Encouraging formative peer review via social networking sites
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Editorial Learning objects in progress 普通类
Editorial: Learning objects in progress_1130
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ADDIE is not enough 普通类
In the digital age, instructional designers must possess both a sound instructional design knowledge base and solid project management skills that will enable them to complete courseware projects on time, on budget and in conformance with client expectations. Project management skills include the ability to apply repeatable processes, along with interpersonal skills such as communication and leadership skills. However, courses in project management are often absent from the higher education instructional design curriculum, creating a gap between what is learned in instructional design programmes and real-world practice. In this paper, the author draws on the education and project management fields to examine this gap. The author argues that the gap between instructional design project management models and how instructional design practitioners view project management is a consequence of the divergent perspectives of higher education subcultures and the extent to which those subcultures are likely to embrace cross-disciplinary subjects such as project management. The author proposes some research and advocacy opportunities for closing the gap between instructional design education and practice.
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Tutor response to implementing an ePortfolio 普通类
Emergent research indicates that electronic portfolios (ePortfolios) can have a positive impact on the learning experience, but there are significant challenges—pedagogical and technological—which may limit their effectiveness. This paper contributes to research by providing further evidence about such challenges from the tutor perspective and offers suggestions about how institutions may address these issues. The paper draws upon 23 semistructured interviews conducted with tutors in a range of subject areas, from Scottish further and higher education. Tutors were positive about the role that ePortfolios could play in the learning environment to encourage personal development and a more reflective approach to studies, assist student transition and, in some cases, support assessment. Concerns were raised, however, relating to moving paper-based assessed portfolios online, the legal issues of implementing an ePortfolio and the technical robustness and flexibility of systems. Barrierswere identified regarding tutors’ lack of understanding about personal development and reflection, and their role in the academic environment, initiative fatigue and lack of access to information technology. It was felt that these could be overcome, especially with long-term institutional commitment, significant staff development and the creation of tutor support networks. These findings should assist academics, staff developers and managers to implement an effective institutional ePortfolio solution.
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An investigation into the reliability 普通类
There is a growing body of research literature that considers how the mode of assessment, either computer-based or paper-based, might affect candidates’ performances. Despite this, there is a fairly narrow literature that shifts the focus of attention to those making assessment judgements and which considers issues of assessor consistency when dealing with extended textual answers in different modes. This research project explored whether the mode in which a set of extended essay texts were accessed and read systematically influenced the assessment judgements made about them. During the project, 12 experienced English literature assessors marked two matched samples of 90 essay exam scripts on screen and on paper. A variety of statistical methodswere used to compare the reliability of the essay marks given by the assessors across modes. It was found that mode did not present a systematic influence on marking reliability. The analyses also compared examiners’ marks with a gold standard mark for each essay and found no shifts in the location of the standard of recognised attainment across modes.
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Ethical issues in Language Learning 普通类
Pedagogical theories and the applications of information technology for language learning have been widely researched in various dimensions. However, ethical issues, such as online privacy and security, and learners’ personal data disclosure, are not receiving enough research attention. The perceptions and attitudes from thosewho participate in Computer-Assisted Language Learning (CALL)—instructors and learners—towards these issues have been particularly neglected. This research investigated the following issues: privacy protection and learners’ personal data disclosure, along with teachers’ and students’ ethics self-assessments, and their perceptions and ideals of ethical issues in technology-assisted language learning. The results of two surveys of teacher and learner perspectives on these issues are outlined, along with some possible solutions to these ethical problems for teachers who are teaching languages through CALL.
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Applying an activity system to collaborative 普通类
This study determineswhether an activity system provides a systematic framework to analyse collaborative group work. Using an activity system as a unit of analysis, the research examined learner behaviours, conflicting factors and facilitating factors while students engaged in collaborative work via asynchronous computer-mediated communication. The online postings from the two highest and lowest performing groups of students during one semester were analysed, coded and reorganised. The coded postings of these four groupswere then compared using an activity system to identify the difference in patterns of learner behaviours. The conflicting and facilitating factors that students encountered were identified as well. The findings provide implications for online collaborative learning environment design and mediating strategies. The study also addresses some of the challenges in using an activity system to analyse collaborative learning activities and provides suggestions for future research.
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Collaborative writing withWoven Stories 普通类
The rapid development of computer-supported collaborative environments has highlighted the need for collaborative knowledge construction devices. Because most available mindtools do not promote collaboration, there is a need for social mindtools that can be used in collaborative learning situations. We have used activity theory as a conceptual framework to define the requirements of social mindtools as awareness of other participants, communication and the ability to edit common objects together. We present the concept of Woven Stories and use it as an example of an effective social mindtool.We also describe a case study in which Woven Stories software was used as an online debating forum. This case study reveals the potential inherent in the concept, compared with other text-oriented Web 2.0 tools, such as wikis.
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An exploration of the development of a resource 普通类
The trend to adopt more online technologies continues unabated in the higher education sector. This paper elaborates the means by which such technologies can be employed for pedagogical purposes beyond simply providing virtual spaces for bringing learners together. It shows how data about student ‘movement’ within and across a learning community can be captured and analysed for the purposes of making strategic interventions in the learning of ‘at risk’ students in particular, through the application of social network analysis to the engagement data. The study that is set out in the paper indicates that online technologies bring with them an unprecedented opportunity for educators to visualise changes in student behaviour and their learning network composition, including the interventions teachers make in those networks over time. To date, these evaluative opportunities have been beyond the reach of the everyday practitioner—they can now be integrated into every teaching and learning plan.