| |
Education Policy Analysis Archives, Vol. 20
posted to socialnetworking
by jrhode
on 2013-03-26 14:31:06
Abstract
Numerous recent media accounts indicate that teachers are being fired, put on probation, or otherwise censured because of information found on their social networking sites (SNS). While the literature in business, psychology, and pharmacy shows initial investigations of the impact of SNS information on hiring decisions, this area has not been investigated in the field of education. Data from pre-service teachers’ SNS were compiled into a 51-item questionnaire and K-12 school principals rated each statement on its likelihood to influence a ...
|
| |
MERLOT Journal of Online Learning and Teaching, Vol. 8, No. 4. (December 2012)
Abstract
Over the last few years, higher education has been transformed by numerous technologies available for course content delivery. Whereas university instructors once asked, "Should I deliver course content online?" the emphasis has shifted so that instructors are now asking, "Which technology works best for which desired teaching outcome?," "Which technology can I quickly learn?," and "Which technology can I manage (while fulfilling my research and service duties)?" To answer these questions, the authors used and evaluated 10 different online instructional technology ...
|
| |
MERLOT Journal of Online Learning and Teaching, Vol. 8, No. 4. (December 2012)
Abstract
Instructors have frequently found that some content, such as mathematical formulae, chemistry laboratory experiments, and business practices, are unusually difficult for students to comprehend through text-centered approaches, and that this is especially so for online students. In response, instructor-made videos (IMVs) of three to 10 minutes in length on problematic topics or subject matter areas were produced for business, chemistry, and mathematics courses. The IMVs were intended to scaffold student learning. Initial findings revealed that multimodal IMVs involving the demonstration, illustration, ...
|
| |
MERLOT Journal of Online Learning and Teaching, Vol. 8, No. 4. (December 2012)
Abstract
Utilizing Wang and Chen's notion of online learning spaces, this study examined student perceptions of a hybrid discussion format that required students to interact within their designated small groups while giving them access to discussions in the other groups of the class. The discussion format also featured a high level of instructor presence during discussions. A survey was developed and used to obtain student views of the various features of the discussion format. Forty-two students enrolled in three online courses participated ...
|
| |
MERLOT Journal of Online Learning and Teaching, Vol. 8, No. 4. (December 2012)
Abstract
A review of the literature revealed that established guidelines were not available to assist faculty who use video conferencing in their online graduate courses. In an effort to address this need, a self-evaluation study was completed with faculty who teach such courses. Drawing on the results of this study together with published Netiquette guidelines and a survey of other extant literature, a set of Video Conferencing Guidelines was created. ...
|
| |
MERLOT Journal of Online Learning and Teaching, Vol. 8, No. 4. (December 2012)
Abstract
Instructors striving to facilitate the building of community in online courses must make evidence-based decisions in choosing the most effective interaction types during the course-design process. The study reported in this paper sought to identify which types of interaction contribute most to students' sense of community (SoC) in online graduate courses at a regional comprehensive university. Rovai's Classroom Community Scale was used to measure SoC, and Likert-scale questions were employed to measure frequency and perceived importance of seven kinds of learner–instructor ...
|
| |
Journal of Asynchronous Learning Networks, Vol. 17, No. 1. (2013), pp. 125-135
Abstract
Over the last two decades, students and teachers, across educational levels and disciplines, have been subject to a variety of school reform efforts. Nevertheless, some instructional practices, such as portfolio assessment, persist and grow in popularity even in the midst of changing educational reform goals and shifting priorities. Teacher education programs have used paper-based portfolios for more than three decades. Recently, institutions have migrated to electronic portfolios since these provide several advantages. Early models of these systems required special technical skills, ...
|
| |
First Monday, Vol. 18, No. 1. (7 January 2013)
posted to open openness textbooks
by jrhode
on 2013-02-04 14:43:27
Abstract
Proponents of open educational resources (OER) claim that significant cost savings are possible when open textbooks displace traditional textbooks in the college classroom. We investigated student and faculty perceptions of OER used in a community college context. Over 125 students and 11 faculty from seven colleges responded to an online questionnaire about the cost and quality of the open textbooks used in their classrooms. Results showed that the majority of students and faculty had a positive experience using the open textbooks, ...
|
| |
Journal of Teaching and Learning with Technology, Vol. 1, No. 2. (December 2012), pp. 13-25
Abstract
Many colleges and universities have launched iPad initiatives in an effort to enhance student learning. Despite their rapid adoption, the extent to which iPads increase student engagement and learning is not well understood. This paper reports on a multidisciplinary assessment of student perceptions of engagement and learning using iPads. Student reactions following single and multiple classroom activities using iPads were measured via a survey asking them to rate their learning and engagement using a 5-point Likert scale. Responses to the questions ...
|
| |
Journal of Teaching and Learning with Technology, Vol. 1, No. 2. (2012), pp. 1-12
Abstract
The purpose of this overview article is to describe the initial development of iPad pedagogy by analyzing the pre-implementation pedagogical practices shared at a national professional development event for and by iPad faculty. The context, event, data, analysis and results are described, along with implications for the following stages of program implementation. Specifically, the study asks; To what extent do faculty shared practices display technological pedagogical content knowledge (TPCK) prior to implementation of the iPad program in classrooms? The answers ...
|
| |
British Journal of Educational Technology, Vol. 44, No. 1., pp. E1-E4
|
| |
posted to learning mlearning mobile web20
by jrhode
on 2013-01-02 15:09:14
Abstract
Mobile learning (mlearning) research has in general been characterised by short-term comparative pilot studies with little high-level critique or theory formation. Consequently, there is limited evidence in the literature of mlearning research that is longitudinal across multiple contexts, cooperative and participatory. In response, this paper reflects upon longitudinal (2006–2011) participatory action research and identifies six critical success factors for implementing mobile Web 2.0. These are drawn from the design and implementation of over 35 projects from 2006 to 2011, exploring pedagogical ...
|
| |
MERLOT Journal of Online Learning and Teaching, Vol. 8, No. 1. (March 2012)
Abstract
At institutions of higher learning, there is an increased demand and need for online courses. However, the number of faculty developing and teaching these courses does not match the growth in online education. The purpose of this study was to determine the perceived barriers to online teaching experienced by various faculty groups at a public institution located in the southeastern United States using a new survey instrument, which was developed from recent research findings. This study sought to identify the most ...
|
| |
The International Review of Research in Open and Distance Learning, Vol. 13, No. 1. (2012)
Abstract
While the potential of social networking sites to contribute to educational endeavors is highlighted by researchers and practitioners alike, empirical evidence on the use of such sites for formal online learning is scant. To fill this gap in the literature, we present a case study of learners’ perspectives and experiences in an online course taught using the Elgg online social network. Findings from this study indicate that learners enjoyed and appreciated both the social learning experience afforded by the online social ...
|
| |
Journal of Asynchronous Learning Networks, Vol. 10, No. 1. (2006), pp. 35-44
posted to coi community learning online
by jrhode
on 2012-12-02 23:31:25
Abstract
This paper looks first at some of the often unspoken epistemological, philosophical, and theoretical assumptions that are foundational to student-centered, interactive online pedagogical models. It is argued that these foundational assumptions point to the importance of learning community in the effectiveness of online learning environments. Next, a recent study of 2314 online students across thirty-two college campuses is presented. This study reports on learners’ sense of community and it is concluded through factor and regression analysis that elements of the Community ...
|
| |
Online Journal of Distance Learning Administration, Vol. 12, No. 4. (2009)
Abstract
An exploration of the mediation strategies applied to social networking tools for purposes of enhancing social presence for students participating in online course work. The article includes a review of the literature, specific examples from the authors’ professional practice and recommendations for creating a positive social experience for online learners. ...
|
| |
TechTrends, Vol. 56, No. 6. (2012)
posted to elearning online orientation
by jrhode
on 2012-11-26 03:34:22
Abstract
Four graduate students were tasked with creating a real-world solution to a problem faced by the instructional technology masters program in which they were participating. While taking an online course in multimedia instructional product development, part of East Carolina University’s Masters of Science in Instructional Technology degree program, a team of students faced the challenges of being physically separated, lacking some software and hardware tools, and the relatively brief development period of a semester’s time, to produce supplemental instructional content for ...
|
| |
TechTrends, Vol. 56, No. 6. (2012)
posted to distance mlearning mobile
by jrhode
on 2012-11-26 03:28:20
Abstract
This article considers the growing amount of research on using mobile technologies in education. As mobile devices become increasingly more prevalent, it is imperative to study their use and effect on the growing field of distance education. This brief review of existing literature indicates that traditional theories of learning, in both traditional and distance settings, are relevant and applicable to mobile learning, and that mobile devices can be brought thoughtfully into pedagogy at the distance level. Flexibility, portability, and accessibility contribute ...
|
| |
The International Review of Research in Open and Distance Learning, Vol. 13, No. 4. (2012)
Abstract
This study investigated communication patterns and behavior in problem-solving groups in a graduate online course. An inductive qualitative analysis method was employed to analyze 732 messages that were retrieved from small group forums. The current study identified a temporal pattern of group development was in comparison with existing theoretical models: the traditional group development model (Tuckman, 1965; Tuckman & Jensen, 1977) and the punctuated equilibrium model (Gersick, 1988; 1991). All the groups had two working phases and three decision-making points. The ...
|
| |
The International Review of Research in Open and Distance Learning, Vol. 13, No. 4. (2012)
posted to facebook lms
by jrhode
on 2012-11-26 03:22:36
Abstract
This paper describes a pilot study in using Facebook as an alternative to a learning management system (LMS). The paper reviews the current research on the use of Facebook in academia and analyzes the differences between a Facebook group and a regular LMS. The paper reports on a precedent–setting attempt to use a Facebook group as a course website, serving as a platform for delivering content and maintaining interactions among the students and between the students and the lecturer. The paper ...
|
| |
The International Review of Research in Open and Distance Learning, Vol. 13, No. 4. (2012)
posted to distance highered students
by jrhode
on 2012-11-26 03:15:02
Abstract
Student retention and progression has exercised the HE sector for some time now, and there has been much research into the reasons why students drop out of Higher Education courses. (Allen, 2006; Buglear, 2009;). More recently the Higher Education Academy Grants Programme Briefing (HEFCE, 2010) , outlined a number of areas that emergent project data revealed as being important to both the retention and progression of students, including areas outlined by a number of researchers as being essential to student success: ...
|
| |
The International Review of Research in Open and Distance Learning, Vol. 13, No. 4. (2012)
posted to elearning interaction online
by jrhode
on 2012-11-26 03:13:07
Abstract
Interaction plays a critical role in the learning process. For online course participants, interaction with the course content (learner-content interaction) is especially important because it can contribute to successful learning outcomes and course completion. This study aims to examine the relationship between learner-content interaction and course grade to determine if this interaction type is a contributing success factor. Data related to student interaction with course content, including time spent reviewing online course materials, such as module PowerPoint presentations and course videos ...
|
| |
The International Review of Research in Open and Distance Learning, Vol. 13, No. 4. (2012)
posted to oer open openness
by jrhode
on 2012-11-26 03:11:23
Abstract
Researchers, educators, policymakers, and other education stakeholders hope and anticipate that openness and open scholarship will generate positive outcomes for education and scholarship. Given the emerging nature of open practices, educators and scholars are finding themselves in a position in which they can shape and/or be shaped by openness. The intention of this paper is (a) to identify the assumptions of the open scholarship movement and (b) to highlight challenges associated with the movement’s aspirations of broadening access to education and ...
|
| |
The International Review of Research in Open and Distance Learning, Vol. 13, No. 4. (2012)
posted to f2f online studentpercepts
by jrhode
on 2012-11-26 03:08:52
Abstract
In the last decade, an important debate about the characteristics of today’s students has arisen due to their intensive experience as users of ICT. The main belief is that frequent use of technologies in everyday life implies competent users able to transfer their digital skills to learning activities. However, empirical studies developed in different countries reveal similar results suggesting that the ‘digital native’ label does not provide evidence of a better use of technology to support learning. The debate has to ...
|
| |
The International Review of Research in Open and Distance Learning, Vol. 13, No. 4. (2012)
posted to community interaction online
by jrhode
on 2012-11-26 03:06:43
Abstract
Distance learning technologies offer a multitude of ways to build interaction into online courses to support learning. Based on social constructivism theory, this study explored which types of interaction are most predictive of students’ sense of community in online graduate courses at a regional comprehensive university. Surveys were used to measure sense of community and the frequency and importance of nine learner–learner interactions. Interactions that were most predictive of sense of community were introductions, collaborative group projects, sharing personal experiences, entire class ...
|
| |
The International Review of Research in Open and Distance Learning, Vol. 13, No. 4. (2012)
Abstract
In spite of evidence that more and more students are engaging in online learning experiences, details about the transition for teachers and students to a new learning environment are still unconfirmed. While new technologies are often expected to make work easier, they also involve the development of new competencies. This change may, in itself, elicit an emotional response, and, more importantly, emotion may impact the experience of online learning. Knowledge about the impact of emotion on learning broadly is available, but ...
|
| |
The International Review of Research in Open and Distance Learning, Vol. 13, No. 4. (2012)
Abstract
This research applied a mixed-method design to explore how best to promote learning in authentic contexts in an online graduate course in instructional message design. The students used Twitter apps on their mobile devices to collect, share, and comment on authentic design examples found in their daily lives. The data sources included tweets (i.e., postings on Twitter), students’ perceptions about mobile microblogging activities, and self-reported Twitter usage. Based on the tweet analysis, we found that the students appropriately applied the design ...
|
| |
The IALLT Journal for Language Learning Technologies, Vol. 42, No. 1. (2012)
posted to wikis
by jrhode
on 2012-11-19 15:35:28
Abstract
This study investigates the nature of collaboration on wikis as opposed to the nature of collaboration resulting in a paper composition. In order to understand this phenomenon students were placed in groups of four and asked to write two essays during the semester. On one essay students were asked to produce a composition in the target language on a wiki. On another they were asked to produce a composition that would be given to the teacher in hard copy. Specific research ...
|
| |
posted to learning online
by jrhode
on 2012-10-31 18:10:16
|
| |
The International Review of Research in Open and Distance Learning, Vol. 13, No. 4. (2012)
Abstract
This research applied a mixed-method design to explore how best to promote learning in authentic contexts in an online graduate course in instructional message design. The students used Twitter apps on their mobile devices to collect, share, and comment on authentic design examples found in their daily lives. The data sources included tweets (i.e., postings on Twitter), students’ perceptions about mobile microblogging activities, and self-reported Twitter usage. Based on the tweet analysis, we found that the students appropriately applied the design ...
|
| |
European Journal of Open, Distance and E-Learning, Vol. 12, No. 1. (2012)
posted to design elearning learning
by jrhode
on 2012-10-30 14:23:57
Abstract
Implementing Web-based educational environment requires not only developing appropriate architectures, but also incorporating human factors considerations. User interface becomes the major channel to convey information in e-learning context: a well-designed and friendly enough interface is thus the key element in helping users to get the best results quickly. Interface settings will affect the quality of students learning that accommodates their needs in terms of personalizing the content, structure, and presentation. This paper investigates the importance of a certain choice offered: if several ...
|
| |
European Journal of Open, Distance and E-Learning, Vol. 2012, No. 1. (2012)
Abstract
This paper updates earlier work in which we defined three generations of distance education pedagogy. We then describe emerging technologies that are most conducive to instructional designs that evolve with each generation. Finally we discuss matching the pedagogies with learning outcomes. ...
|
| |
European Journal of Open, Distance and E-Learning, Vol. 2012, No. 2.
Abstract
This paper discusses how modern technologies are changing the teacher-student-content relationships from the conception to the delivery of so-called ‘distance’ education courses. The concept of Distance Education has greatly evolved in the digital era of 21st Century. With the widespread use and access to the Internet, exponential growth has been experienced in the field of multimedia and web technologies. These developments have greatly reduced the significance of the term ‘distance’ in Distance Education. Consequently, the term distance stands as a paradox in ...
|
| |
Abstract
Abstract This article defines Twitter tm ; outlines the features, affordances, and common uses; and conceptualizes "tweeting" as a literacy practice, comprising both traditional and new literacies, and impacting both informal and formal learning settings. Also provided is an overview of traditional and new literacies, and insights from a scan of the research literature to date on tweeting as a literacy practice. The authors outline areas for inquiry and the challenges to conducting such research. ...
|
| |
posted to facebook social socialnetworking
by jrhode
on 2012-10-05 22:31:41
Abstract
The use of social networking services has rapidly increased in recent years, especially by university students. Some authors assert that they have educational potential in terms of promoting collaborative learning practices among undergraduate students which enhance engagement and understanding. This possibility is particularly relevant to mathematics learning, because university communities are frequently experienced as isolating and performance-oriented. This case study reports on the use of Facebook to support mathematical communication and more participative learning identities within a UK university mathematics department. ...
|
| |
Online Journal of Distance Learning Administration, Vol. 12, No. 3. (2012)
posted to elearning facdev online teaching
by jrhode
on 2012-09-28 17:46:15
Abstract
Using Fuller’s concerns-based model for teacher development, this study identifies concerns and strategies experienced by 103 online instructors in a six-week online professional development course offered multiple times over a three-year period. The study reveals that online instructors identified concerns related to self, task, and impact. In the end, this study provides practical strategies for the rapidly rising population of online instructors who aspire to design and deliver effective online instruction. ...
|
| |
posted to elearning online studentpercepts
by jrhode
on 2012-09-18 14:23:36
Abstract
Nearly 30% of higher education students now take at least one online course in which the instructor and students are physically separated and electronic means are used to facilitate the learning experience. ?Anytime, anywhere? is a powerful draw that prompts students to seek online learning experiences. Yet with an attrition rate between 10 and 20% higher than traditional courses, how can universities ensure online course success? While significant research has investigated attrition, little if any has examined preventing attrition through effective ...
|
| |
posted to communities elearning learning online
by jrhode
on 2012-09-18 14:22:34
Abstract
This case study reports on patterns of participation in a virtual collaboratory organised around goals associated with the involvement of graduate students in research and writing projects. Traditionally, distance learning classrooms have been devoted to teaching content matter (in a virtual context) yet this case study reports on the use of synchronous learning contexts to support research and professionalisation on the part of graduate students in library and information science. Focus is placed on discussing virtual collaboratories as a form of ...
|
| |
Abstract
To know whether students' achievements are the result of online interaction and not just a consequence of individual differences themselves, it seems essential to link the cognitive results to the students' online behavior (technological presence). In technological presence, interaction is based on the degree in which the online student senses the availability of, and connectedness with, other students, the teacher, and the context. Cognitive presence as a part of the interaction process of teaching and learning reflects the level of accomplishment ...
|
| |
Educause Review (September 2012)
posted to elearning facdev
by jrhode
on 2012-09-11 14:34:16
Abstract
To address exponential growth in online learning, the University of Central Florida expanded its faculty development program, focusing on offering more effective and efficient training in online instruction. This case study evaluates the results: a redesigned course that focuses on increasing use of communication tools, collaboration, and efficiency. In addition to meeting practical goals, the formative and summative evaluation results during the summer and fall pilots indicated a high level of satisfaction among faculty participants with the interaction/collaboration opportunities, concept application, and hands-on ...
|
| |
|
| |
posted to learning mlearning mobile
by jrhode
on 2012-09-04 19:43:58
Abstract
Abstract Web 2.0 technology not only offers the opportunity of massively parallel interconnected networks that support the provision of information and communication anytime and anywhere but also offers immense opportunities for collaboration and sharing of user-generated content. This information-rich environment may support both formal and informal learning. The increasing use of mobile technology affords additional opportunities to utilise this learning potential from any location and even when on the move. In this paper, we identify five important psychological challenges learners may ...
|
| |
posted to learning mobile social twitter
by jrhode
on 2012-09-04 19:41:23
Abstract
Abstract Key to introducing information and communication technologies in museums is to support meaning-making activity in encounters with artefacts. The study presented in this paper is exploratory in nature and investigates the use of social and mobile technologies in school field trips as a means of enhancing the visitor experience. It is anchored in sociocultural perspectives of learning as meaning making, with a focus on mediating artefacts in the development of understanding. The Museum of London was selected as the site ...
|
| |
Abstract
This study critically analyzed the current body of published research on microblogging in education (MIE) to build a deep and comprehensive understanding of this increasingly popular phenomenon. Twenty-one studies on MIE in 2008–2011 were selected based on the selection criteria and analyzed to answer the following questions: What types of research have been published on MIE? How was microblogging used for teaching and learning in these studies? What educational benefits did microblogging have on teaching and learning? What suggestions and implications ...
|
| |
posted to learning mlearning mobile
by jrhode
on 2012-09-04 19:35:52
Abstract
Abstract Mobile phones have rapidly been absorbed into the fabric of our day-to-day lives. They are now a key consumer item, a symbol of social capital and they connect their users to a mobile web with multiple applications. As ownership and access to smartphones has spread into the teenage years, their place in institutions of formal education has been marked by contention. The dominant view that mobiles have no place in the classroom has recently been contested by educators, such as ...
|
| |
Abstract
To date, little empirical research on professional use of social network sites has been conducted, particularly with reference to groups of teachers on Facebook. The paper presents the results of two surveys addressed to the founders of five Italian Facebook groups and their members (n = 1107), with the aim of investigating mechanisms underlying group membership and reflecting on their implications for professional development. A number of hypotheses were tested in order to explore the nature of three dimensions (domain, network and practice) ...
|
| |
Abstract
This paper captures and characterises the interplay between a group of student teachers’ narratives of social network practice and their emergent professional practice with technologies. Teachers on an Initial Teacher Education programme in the UK spent a semester studying a module that synthesised university-based lectures with a professional intervention using online communications technologies in a local primary school involving a class of 30 children (8–10 years). A narrative methodology was developed to capture and conceptualise the teachers’ perceptions of the experience. ...
|
| |
Abstract
This exploratory research investigates how students and professionals use social network sites (SNSs) in the setting of developing and emerging countries. Data collection included focus groups consisting of medical students and faculty as well as the analysis of a Facebook site centred on medical and clinical topics. The findings show how users, both students and professionals, appropriate SNSs from their mobile phones as rich educational tools in informal learning contexts. First, unlike in previous studies, the analysis revealed explicit forms of ...
|
| |
Abstract
Social and mobile technologies offer users unprecedented opportunities for communicating, interacting, sharing, meaning-making, content and context generation. And, these affordances are in constant flux driven by a powerful interplay between technological innovation and emerging cultural practices. Significantly, also, they are starting to transcend the everyday lifeworlds of users and permeate the workplace and its practices. However, given the emergent nature of this area, the literature on the use of social and mobile technologies in workplace practices is still small. Indeed, social ...
|
| |
Abstract
This qualitative phenomenological study involving in-depth interviews with seven educators in K-12 and higher education examines the role that the microblogging service Twitter plays in the formation and development of Personal Learning Networks (PLN) among educators. A double hermeneutic data analysis shows that Twitter plays a role in the formation and development of PLNs by allowing educators to; engage in consistent and sustained dialogue with their PLN, access the collective knowledge of their PLN, amplify and promote more complex thoughts and ...
|
Search
