The purpose of this study is to obtain suitable quality criteria for evaluation of electronic content for virtual courses. We attempt to find the aspects which are important in developing e-content for virtual courses and to determine the criteria we need to judge for the quality and efficiency of learning objects and e-content. So we can classify the criteria and formulate conceptual framework for evaluation of e-content. Considering the literature, we identify suitable quality criteria and then apply Delphi for polling the experts’ opinions. By developing the suggested conceptual framework, the contents of two courses which have been developed in an e-learning center of an Iranian University are evaluated by the related experts by using questionnaire and surveying. After reviewing the literature, frameworks and various models for evaluation of electronic content and polling the professors and experts’ opinions in different fields including virtual learning, information technology, instructional technology and system engineering, 22 criteria were identified and they were classified in 4 groups as the following: quality of content and information, appropriateness of content with strategy, appropriateness of content with standard, appropriateness of content with instructional design. Network Security Essentials and Human Resource Management courses in an Iranian University were evaluated using the framework, and the findings indicated areas in design that were weak. The suggested framework in this study is shown to be a suitable tool for evaluating the virtual courses content in virtual universities and institutes. This framework can evaluate any virtual course content in 4 aspects: quality, strategy, standard and instructional design. This study helps virtual Learning service providers and electronic content developers in identifying the drawbacks and strengths in content development and in improving the content quality.
{"title":"Developing a Conceptual Framework for Evaluation of E-Content of Virtual Courses: E-Learning Center of an Iranian University Case Study.","authors":"Peyman Akhavan, M. Arefi","doi":"10.28945/2024","DOIUrl":"https://doi.org/10.28945/2024","url":null,"abstract":"The purpose of this study is to obtain suitable quality criteria for evaluation of electronic content for virtual courses. We attempt to find the aspects which are important in developing e-content for virtual courses and to determine the criteria we need to judge for the quality and efficiency of learning objects and e-content. So we can classify the criteria and formulate conceptual framework for evaluation of e-content. Considering the literature, we identify suitable quality criteria and then apply Delphi for polling the experts’ opinions. By developing the suggested conceptual framework, the contents of two courses which have been developed in an e-learning center of an Iranian University are evaluated by the related experts by using questionnaire and surveying. After reviewing the literature, frameworks and various models for evaluation of electronic content and polling the professors and experts’ opinions in different fields including virtual learning, information technology, instructional technology and system engineering, 22 criteria were identified and they were classified in 4 groups as the following: quality of content and information, appropriateness of content with strategy, appropriateness of content with standard, appropriateness of content with instructional design. Network Security Essentials and Human Resource Management courses in an Iranian University were evaluated using the framework, and the findings indicated areas in design that were weak. The suggested framework in this study is shown to be a suitable tool for evaluating the virtual courses content in virtual universities and institutes. This framework can evaluate any virtual course content in 4 aspects: quality, strategy, standard and instructional design. This study helps virtual Learning service providers and electronic content developers in identifying the drawbacks and strengths in content development and in improving the content quality.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130606838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E-learning involves the use of information and communication technologies to deliver teaching and learning and is becoming increasingly important in the delivery of higher education. An online questionnaire survey was designed to gather information on students’ participation and opinions of the use of e-learning in a UK higher education institution, and the results show that different student groups are more likely to participate regularly in certain types of study activities than others. An exploratory factor analysis reveals three underlying factors which may be used to classify the different types of e-learning activities, namely, information and communication use, general educational use, and the use of specialised software. These three factors which represent the different applications of e-learning should be considered individually in terms of design, delivery, and management of e-learning support systems, and provision of training for both staff and students.
{"title":"Factors That Influence Student E-Learning Participation in a UK Higher Education Institution","authors":"K. Penny","doi":"10.28945/1377","DOIUrl":"https://doi.org/10.28945/1377","url":null,"abstract":"E-learning involves the use of information and communication technologies to deliver teaching and learning and is becoming increasingly important in the delivery of higher education. An online questionnaire survey was designed to gather information on students’ participation and opinions of the use of e-learning in a UK higher education institution, and the results show that different student groups are more likely to participate regularly in certain types of study activities than others. An exploratory factor analysis reveals three underlying factors which may be used to classify the different types of e-learning activities, namely, information and communication use, general educational use, and the use of specialised software. These three factors which represent the different applications of e-learning should be considered individually in terms of design, delivery, and management of e-learning support systems, and provision of training for both staff and students.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115150325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Doina Ana Cernea, E. D. Moral, Jose Emilio Labra Gayo
The creation of Learning Objects and learning assets for e-Learning, as well as the development of more and more extensive repositories, is actually a generalized practice in all educational organizations. However, automatic tools for searching and locating learning content in these repositories based on semantic tags are not yet effective. This article proposes a system architecture called SOAF for the semantic indexing of Learning Objects from a repository. It combines automatic techniques of information retrieval with collaborative tagging of documents made by users. In this way, the metadata of the Learning Objects provides real meaning derived from the learning practice in user communities able to share their experiences through specific annotation of the learning content, which will identify each Learning Object and will improve its reusability in new learning contexts.
{"title":"SOAF: Semantic Indexing System Based on Collaborative Tagging","authors":"Doina Ana Cernea, E. D. Moral, Jose Emilio Labra Gayo","doi":"10.28945/371","DOIUrl":"https://doi.org/10.28945/371","url":null,"abstract":"The creation of Learning Objects and learning assets for e-Learning, as well as the development of more and more extensive repositories, is actually a generalized practice in all educational organizations. However, automatic tools for searching and locating learning content in these repositories based on semantic tags are not yet effective. This article proposes a system architecture called SOAF for the semantic indexing of Learning Objects from a repository. It combines automatic techniques of information retrieval with collaborative tagging of documents made by users. In this way, the metadata of the Learning Objects provides real meaning derived from the learning practice in user communities able to share their experiences through specific annotation of the learning content, which will identify each Learning Object and will improve its reusability in new learning contexts.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127518071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction A photo essay was the main project assigned to students in a Sociology of Gender course. The research question answered upon completion of this project was, "Does a film created from students' photographs facilitate understanding of gender messages in their everyday lives?" Students were required to submit a minimum of five photographs of gender in everyday life (Boyle, 1995). First, the students chose specific topics related to the course and then were given four weeks to obtain photographs pertaining to those topics. After they submitted their photos, the images were organized within the different topics and a video was compiled. The effectiveness of this assignment and video were assessed through an on-line survey. The objective of the film compilation of photos was to demonstrate students' abilities to identify relevant and interesting images related to gender in their own lives. While a few obstacles were encountered as the project progressed, and such issues were easily resolved, the film resulting from the assignment demonstrated that students were able to see gender in their everyday lives. Background: Visualizing Gender in Everyday Life According to Bem (1993), cultural beliefs about gender are reinforced in society through our institutions. Meta-messages that women and men are polar opposites--that gender differences are biologically determined and essential and that men are superior or at least the norm to which women are compared and considered inferior--are so pervasive we often do not even realize they are there. She likens the fact that we are immersed and oblivious to gender expectations to the fish that is unaware that it is wet. This assignment was meant to open students' eyes to those meta-messages about gender in their own lives. The assumption was that the students' lived experiences exposed them to visual examples of the sociological concepts discussed in their gender course (Hoop, 2009). Considering that students' lives have become more visually expressive, through television, film, advertising, YouTube, Facebook, and other social media, the ability to critically analyze visual information has become more important. For example, Howkins (2010) explains that images in print advertising reconstruct values about gender, as well as race, class, religion, and more, in a ritualistic way that portray certain statuses with privilege without the observer realizing it, just by what is centered or placed on the right side of the image or through use of a model's gaze (pp. 5859). She argues that it has become even more critical for students to understand the decisionmaking process of those who produce the images around them, and how those images influence their perspectives on their social world (Howkins, 2010, p. 61). Images from advertising on billboards, in shop windows and on signs around the university campus express values about gender. For the project evaluated in this article, students were required to photograph t
性别社会学课程布置给学生的主要作业是一篇摄影文章。这个项目完成后的研究问题是，“由学生的照片创作的电影是否有助于理解他们日常生活中的性别信息?”学生被要求提交至少五张日常生活中的性别照片(Boyle, 1995)。首先，学生们选择与课程相关的特定主题，然后给他们四周的时间来获取与这些主题相关的照片。在他们提交照片后，这些图像被组织成不同的主题，并被编辑成视频。这个作业和视频的有效性是通过在线调查来评估的。拍摄照片的目的是为了展示学生在自己的生活中识别与性别相关的有趣图像的能力。虽然在项目进行的过程中遇到了一些障碍，这些问题很容易解决，但作业产生的电影表明，学生们能够在日常生活中看到性别。根据Bem(1993)的观点，关于性别的文化信仰通过我们的制度在社会中得到强化。女性和男性是两极对立的元信息——性别差异是生理上决定的，是必不可少的，男性更优越，或者至少是女性被比较、被认为不如男性的标准——是如此普遍，以至于我们往往都没有意识到它们的存在。她把我们沉浸在对性别期望的遗忘中，比作鱼没有意识到自己是湿的。这个作业是为了让学生们对自己生活中关于性别的元信息有所了解。假设是学生的生活经历使他们接触到性别课程中讨论的社会学概念的视觉例子(Hoop, 2009)。考虑到学生的生活越来越具有视觉表现力，通过电视、电影、广告、YouTube、Facebook等社交媒体，批判性地分析视觉信息的能力变得更加重要。例如，Howkins(2010)解释说，平面广告中的图像重建了关于性别、种族、阶级、宗教等的价值观，以一种仪式的方式描绘了某些特权地位，而观察者却没有意识到这一点，只是通过图像右侧的中心或位置或通过使用模特的凝视(第5859页)。她认为，对于学生来说，理解那些在他们周围产生图像的人的决策过程，以及这些图像如何影响他们对社会世界的看法，变得更加重要了(Howkins, 2010, p. 61)。广告牌、商店橱窗和大学校园周围的标志上的广告图像表达了对性别的价值观。在这篇文章中评估的项目中，学生们被要求拍摄他们周围和校园里的照片，以及其他如何描绘性别的例子，并被要求分析他们在快照中捕捉到的东西。Konecki(2009)认为，拍摄的图像可以提供大量的信息，可以链接到理论类别。从他教授扎根理论和定性方法的经验来看，他发现摄影和视觉分析帮助学生将他们的个人经历与分析主题联系起来(Konecki, 2009, p. 66)。然而，教学生如何使用视觉分析是具有挑战性的，特别是在一个班级的学生使用定性研究方法的不同经验。正如ten Have(2003)解释的那样，需要提供关于如何获得合法的，双方同意的照片的非常具体的说明，然后分析必须分解为步骤，其中学生被问及有关他们的照片的具体问题，使他们适用理论类别。…
{"title":"Gender through Their Lenses: A Film of Students' Images","authors":"C. D. Miller, Mark J. Seitz","doi":"10.28945/2083","DOIUrl":"https://doi.org/10.28945/2083","url":null,"abstract":"Introduction A photo essay was the main project assigned to students in a Sociology of Gender course. The research question answered upon completion of this project was, \"Does a film created from students' photographs facilitate understanding of gender messages in their everyday lives?\" Students were required to submit a minimum of five photographs of gender in everyday life (Boyle, 1995). First, the students chose specific topics related to the course and then were given four weeks to obtain photographs pertaining to those topics. After they submitted their photos, the images were organized within the different topics and a video was compiled. The effectiveness of this assignment and video were assessed through an on-line survey. The objective of the film compilation of photos was to demonstrate students' abilities to identify relevant and interesting images related to gender in their own lives. While a few obstacles were encountered as the project progressed, and such issues were easily resolved, the film resulting from the assignment demonstrated that students were able to see gender in their everyday lives. Background: Visualizing Gender in Everyday Life According to Bem (1993), cultural beliefs about gender are reinforced in society through our institutions. Meta-messages that women and men are polar opposites--that gender differences are biologically determined and essential and that men are superior or at least the norm to which women are compared and considered inferior--are so pervasive we often do not even realize they are there. She likens the fact that we are immersed and oblivious to gender expectations to the fish that is unaware that it is wet. This assignment was meant to open students' eyes to those meta-messages about gender in their own lives. The assumption was that the students' lived experiences exposed them to visual examples of the sociological concepts discussed in their gender course (Hoop, 2009). Considering that students' lives have become more visually expressive, through television, film, advertising, YouTube, Facebook, and other social media, the ability to critically analyze visual information has become more important. For example, Howkins (2010) explains that images in print advertising reconstruct values about gender, as well as race, class, religion, and more, in a ritualistic way that portray certain statuses with privilege without the observer realizing it, just by what is centered or placed on the right side of the image or through use of a model's gaze (pp. 5859). She argues that it has become even more critical for students to understand the decisionmaking process of those who produce the images around them, and how those images influence their perspectives on their social world (Howkins, 2010, p. 61). Images from advertising on billboards, in shop windows and on signs around the university campus express values about gender. For the project evaluated in this article, students were required to photograph t","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124866175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction Online Distance Education (ODE) in Brazil had its expansion fostered by the introduction of the Open University of Brazil (UAB) (SEED/MEC, n.d.) in 2006. During these 8 years of the program, ODE has been consolidating itself as one feasible alternative for the expansion of undergraduate education in several regions of the country, with approximately 268,028 students (in 171,084 different undergraduate courses) spread throughout more than 636 cities. In Brazil, students from ODE have been achieving good results in the National Exam of Students Performance (ENADE), sometimes better results than the students coming from traditional courses (AcheSeuCurso, 2013; Silva, Oliveira, & Mourao, 2012). Studies from other authors also corroborate that ODE tends to be as effective or more effective than traditional methods of course delivery (Swan, 2003). ODE is being adopted by the Brazil Federal Government as a strategy for the democratization and interiorization of higher education in the country. There is even an initial proposal from the Ministry of Education (MEC) for the creation of a Federal Open University of Brazil (Foreque, 2013) that would bring together the existing UAB initiatives in a single University, as already happens in other countries such as: Spain (Universidad Nacional de Educacion a Distancia--www.uned.es), United Kingdom (The Open University--www.open.ac.uk) and Netherlands (Open Universiteit Nederland www.ou.nl). The different universities that participate in UAB have been adopting distinct strategies in the execution of their pedagogical and administrative policies. In this myriad of organizational possibilities in a field still in formation, each institution needs to establish their own parameters of quality in this format, and to develop an understanding of all the aspects involving the execution of their activities. The funding provided by the Brazilian government (the UAB program is managed by CAPES--Brazilian Federal Agency for the Support and Evaluation of Graduate Education) to implement and manage the distance courses through UAB, is budgeted based on the number of students and the different academic activities that must be executed throughout the courses, such as development of digital materials, supervision and administration of students internships, academic support, supervision of students' final projects and management of virtual rooms. Even though universities are aware of the government parameters (e.g., number of grants/financial aid per student), such parameters still need to be pedagogically validated in order to develop a solid ground for ODE in Brazil. A clear example of this situation is the financial aid granted by UAB for the implementation of the Final Undergraduate Project (FUP) discipline in distance courses. In order to implement FUP discipline in distance courses, UAB pays to each professor a two month grant for the guidance of 5 (five) students. Considering that one month grant requires a tot
2006年，巴西开放大学(UAB) (SEED/MEC, n.d)的成立促进了在线远程教育(ODE)在巴西的发展。在这8年的项目中，ODE已经巩固了自己作为全国多个地区扩大本科教育的可行选择，在超过636个城市中有大约268,028名学生(参加171,084个不同的本科课程)。在巴西，ODE的学生在全国学生成绩考试(ENADE)中取得了不错的成绩，有时甚至比传统课程的学生还好(AcheSeuCurso, 2013;Silva, Oliveira， & Mourao, 2012)。其他作者的研究也证实，ODE往往与传统的课程交付方法一样有效，甚至更有效(Swan, 2003)。巴西联邦政府正在通过《开放式教育》作为该国高等教育民主化和内部化的一项战略。甚至有一个来自教育部(MEC)的初步建议，即创建巴西联邦开放大学(Foreque, 2013)，将现有的UAB计划整合到一所大学中，就像其他国家已经发生的那样:西班牙(Universidad Nacional de Education a distcia -www.uned.es)，英国(the Open University- www.open.ac.uk)和荷兰(Open Universiteit Netherlands www.ou.nl)。参与UAB的不同大学在执行其教学和行政政策方面采取了不同的策略。在信息领域的无数组织可能性中，每个机构都需要以这种格式建立自己的质量参数，并发展对涉及其活动执行的所有方面的理解。巴西政府提供的资金(UAB项目由CAPES——巴西联邦研究生教育支持和评估机构管理)通过UAB实施和管理远程课程，是根据学生人数和在整个课程中必须执行的不同学术活动(如数字材料的开发、学生实习的监督和管理、学术支持、监督学生期末项目，管理虚拟教室。尽管各大学都知道政府的参数(例如，每个学生的助学金/经济援助数量)，但这些参数仍然需要在教学上得到验证，以便为巴西的ODE发展奠定坚实的基础。这种情况的一个明显例子是UAB为实施远程课程的最终本科项目(FUP)学科提供的财政援助。为了在远程课程中实施FUP学科，UAB向每位教授支付两个月的补助金，用于指导5(5)名学生。考虑到一个月的补助金需要总共80小时的工作时间(每周20小时)，每位教授需要为每位学生提供32小时的工作时间来指导FUP过程(每月80小时乘以2个月除以5名学生等于每位学生32小时)。每个学生每周的时间会有所不同,这取决于每个课程结构的学科,而是一门学科中实施16周(常规学期四个月),每个教授应该花至少2时间每周每个学生在整个学期(这里的工作时间不是完全相关教授和他的学生之间的交流,但所有与工作相关的指导过程,如手稿读数)。虽然使用这些参数的计算是直接的，但没有经验证据来支持参数本身，为了检查这些数字是否符合学科的实际需求，还有很多工作需要做。…
{"title":"Quantitative Aspects about the Interactions of Professors in the Learning Management System during a Final Undergraduate Project Distance Discipline.","authors":"C. Cechinel","doi":"10.28945/2076","DOIUrl":"https://doi.org/10.28945/2076","url":null,"abstract":"Introduction Online Distance Education (ODE) in Brazil had its expansion fostered by the introduction of the Open University of Brazil (UAB) (SEED/MEC, n.d.) in 2006. During these 8 years of the program, ODE has been consolidating itself as one feasible alternative for the expansion of undergraduate education in several regions of the country, with approximately 268,028 students (in 171,084 different undergraduate courses) spread throughout more than 636 cities. In Brazil, students from ODE have been achieving good results in the National Exam of Students Performance (ENADE), sometimes better results than the students coming from traditional courses (AcheSeuCurso, 2013; Silva, Oliveira, & Mourao, 2012). Studies from other authors also corroborate that ODE tends to be as effective or more effective than traditional methods of course delivery (Swan, 2003). ODE is being adopted by the Brazil Federal Government as a strategy for the democratization and interiorization of higher education in the country. There is even an initial proposal from the Ministry of Education (MEC) for the creation of a Federal Open University of Brazil (Foreque, 2013) that would bring together the existing UAB initiatives in a single University, as already happens in other countries such as: Spain (Universidad Nacional de Educacion a Distancia--www.uned.es), United Kingdom (The Open University--www.open.ac.uk) and Netherlands (Open Universiteit Nederland www.ou.nl). The different universities that participate in UAB have been adopting distinct strategies in the execution of their pedagogical and administrative policies. In this myriad of organizational possibilities in a field still in formation, each institution needs to establish their own parameters of quality in this format, and to develop an understanding of all the aspects involving the execution of their activities. The funding provided by the Brazilian government (the UAB program is managed by CAPES--Brazilian Federal Agency for the Support and Evaluation of Graduate Education) to implement and manage the distance courses through UAB, is budgeted based on the number of students and the different academic activities that must be executed throughout the courses, such as development of digital materials, supervision and administration of students internships, academic support, supervision of students' final projects and management of virtual rooms. Even though universities are aware of the government parameters (e.g., number of grants/financial aid per student), such parameters still need to be pedagogically validated in order to develop a solid ground for ODE in Brazil. A clear example of this situation is the financial aid granted by UAB for the implementation of the Final Undergraduate Project (FUP) discipline in distance courses. In order to implement FUP discipline in distance courses, UAB pays to each professor a two month grant for the guidance of 5 (five) students. Considering that one month grant requires a tot","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"149 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123318892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores how a small group of associate teachers (i.e., the classroom teachers who host, supervise, and mentor teacher candidates during practicum placements) accessed and interacted with the Associate Teacher Learning Tool (ATLT), a web-based learning tool created specifically for this new group of users. The ATLT is grounded in web-based learning and discipline-specific research and conceptualized within a framework of reflective practice and constructivist learning theory. The ATLT was created specifically for associate teachers, as an affordable and flexible alternative method of providing support for these critical community members who partner with the Faculty of Education at the University of Ontario Institute of Technology (UOIT), a university in the Greater Toronto Area in Ontario, Canada. Through analysis of associate teachers’ usage patterns and emerging themes via the ATLT’s internal tracking system, the findings of this work revealed that although associate teachers accessed and interacted with the ATLT in diverse ways, several commonalities emerged. The findings of this exploratory work suggest that continued and expanded implementation and research of using a web-based form of learning that is grounded within a body of research, is warranted.
{"title":"A Promising Practicum Pilot - Exploring Associate Teachers' Access and Interactions with a Web-based Learning Tool","authors":"Diana Petrarca","doi":"10.28945/1872","DOIUrl":"https://doi.org/10.28945/1872","url":null,"abstract":"This paper explores how a small group of associate teachers (i.e., the classroom teachers who host, supervise, and mentor teacher candidates during practicum placements) accessed and interacted with the Associate Teacher Learning Tool (ATLT), a web-based learning tool created specifically for this new group of users. The ATLT is grounded in web-based learning and discipline-specific research and conceptualized within a framework of reflective practice and constructivist learning theory. The ATLT was created specifically for associate teachers, as an affordable and flexible alternative method of providing support for these critical community members who partner with the Faculty of Education at the University of Ontario Institute of Technology (UOIT), a university in the Greater Toronto Area in Ontario, Canada. Through analysis of associate teachers’ usage patterns and emerging themes via the ATLT’s internal tracking system, the findings of this work revealed that although associate teachers accessed and interacted with the ATLT in diverse ways, several commonalities emerged. The findings of this exploratory work suggest that continued and expanded implementation and research of using a web-based form of learning that is grounded within a body of research, is warranted.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125267764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D. Pundak, O. Herscovitz, Miri Shaham, Rivka Wiser-Biton
One of the major goals of science and technology education today is to promote students' active learning as a way to improve students' conceptual understanding and thinking skills. Although there is clear evidence for the benefits of active learning, most lecturers in higher education still adhere to traditional teaching methods. This research seeks to identify the characteristic attitudes of “active instructors” towards active learning and discerning a distinction between these attitudes and those of the remaining instructors. This study examined the attitudes of 153 lecturers in three higher education institutions in Israel. The research tool was an attitude questionnaire developed specially for this study on the basis of the experience of 7 “active instructors” exposing the process of change they had undergone moving from traditional teaching to more active instruction. An analysis of these interviews provided the basis for characterizing the attitudes of "active instructors" and subsequently for the development of the research questionnaire. On the basis of a literature review and an examination of the attitudes of the “active instructors,” a content analysis was undertaken in which the attitudes were grouped into six key domains that can characterize the tendency of a lecturer to adopt active teaching. The findings reveal that in all these 6 domains there were significant differences between the attitudes of "active instructors" and their colleagues. This diagnostic tool can supply crucial information to the college and universities directors when planning supportive steps toward advancing active learning in their institutions.
{"title":"Instructors' Attitudes toward Active Learning","authors":"D. Pundak, O. Herscovitz, Miri Shaham, Rivka Wiser-Biton","doi":"10.28945/74","DOIUrl":"https://doi.org/10.28945/74","url":null,"abstract":"One of the major goals of science and technology education today is to promote students' active learning as a way to improve students' conceptual understanding and thinking skills. Although there is clear evidence for the benefits of active learning, most lecturers in higher education still adhere to traditional teaching methods. This research seeks to identify the characteristic attitudes of “active instructors” towards active learning and discerning a distinction between these attitudes and those of the remaining instructors. This study examined the attitudes of 153 lecturers in three higher education institutions in Israel. The research tool was an attitude questionnaire developed specially for this study on the basis of the experience of 7 “active instructors” exposing the process of change they had undergone moving from traditional teaching to more active instruction. An analysis of these interviews provided the basis for characterizing the attitudes of \"active instructors\" and subsequently for the development of the research questionnaire. On the basis of a literature review and an examination of the attitudes of the “active instructors,” a content analysis was undertaken in which the attitudes were grouped into six key domains that can characterize the tendency of a lecturer to adopt active teaching. The findings reveal that in all these 6 domains there were significant differences between the attitudes of \"active instructors\" and their colleagues. This diagnostic tool can supply crucial information to the college and universities directors when planning supportive steps toward advancing active learning in their institutions.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114478486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Higher educational institutions have been compelled by market forces to be more responsive to the needs of their students as well as the demands of different stakeholders - government, industry, professional bodies, and community. The inclusion of WIL (Work-Integrated Learning) curriculum in Australian university programs has become a common strategy to address increasing demands for more practical work related learning in courses. At the same time, as Information Communications Technology (ICT) has become a common teaching and learning resource, its ubiquitous nature means that WIL can also flourish in an online environment. This paper discusses the experience of using asynchronous ICT to implement inclusive e-WIL (electronic Work-Integrated Learning) in the curriculum of an undergraduate business degree subject at Victoria University. It provides insights into the advantages, disadvantages, challenges, and critical success factors of implementing e-WIL activity. The integration of this e-WIL activity has achieved a number of desirable learning outcomes for the students, which will also be discussed.
{"title":"e-WIL in student education","authors":"M. Fong, Robert Sims","doi":"10.28945/1135","DOIUrl":"https://doi.org/10.28945/1135","url":null,"abstract":"Higher educational institutions have been compelled by market forces to be more responsive to the needs of their students as well as the demands of different stakeholders - government, industry, professional bodies, and community. The inclusion of WIL (Work-Integrated Learning) curriculum in Australian university programs has become a common strategy to address increasing demands for more practical work related learning in courses. At the same time, as Information Communications Technology (ICT) has become a common teaching and learning resource, its ubiquitous nature means that WIL can also flourish in an online environment. This paper discusses the experience of using asynchronous ICT to implement inclusive e-WIL (electronic Work-Integrated Learning) in the curriculum of an undergraduate business degree subject at Victoria University. It provides insights into the advantages, disadvantages, challenges, and critical success factors of implementing e-WIL activity. The integration of this e-WIL activity has achieved a number of desirable learning outcomes for the students, which will also be discussed.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124102606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Eleven graduate students, experienced mathematics teachers, participated in a semester long activity in which they collaboratively designed and developed lesson plans on a Media Wiki system. The described study examined the processes involved in this collaborative effort and its contribution to the development of mathematics teachers' community of practice. Data were collected through tracking each Wiki page written by the participants, their reflective journals, a questionnaire, semi-structured interviews, and researchers' notes of the whole class discussions. Evidently, the use of the Wiki system triggered a process of change, and the participants quickly evolved into a small and very Wiki-active community of practice. The results indicate that this teachers' community of practice was concerned with two major issues: social ones and technical ones. The social issues related to the teachers' consideration as to how to provide and receive feedback, as well as uncertainty about the possibility of losing the ownership over their creative work. The technical issues had to do with various difficulties participating teachers faced while writing in Wiki syntax.
{"title":"Nurturing a Community of Practice through a Collaborative Design of Lesson Plans on a Wiki System","authors":"Atara Shriki, Nitsa Movshovitz-Hadar","doi":"10.28945/1528","DOIUrl":"https://doi.org/10.28945/1528","url":null,"abstract":"Eleven graduate students, experienced mathematics teachers, participated in a semester long activity in which they collaboratively designed and developed lesson plans on a Media Wiki system. The described study examined the processes involved in this collaborative effort and its contribution to the development of mathematics teachers' community of practice. Data were collected through tracking each Wiki page written by the participants, their reflective journals, a questionnaire, semi-structured interviews, and researchers' notes of the whole class discussions. Evidently, the use of the Wiki system triggered a process of change, and the participants quickly evolved into a small and very Wiki-active community of practice. The results indicate that this teachers' community of practice was concerned with two major issues: social ones and technical ones. The social issues related to the teachers' consideration as to how to provide and receive feedback, as well as uncertainty about the possibility of losing the ownership over their creative work. The technical issues had to do with various difficulties participating teachers faced while writing in Wiki syntax.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127726422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research on the impact of learning objects in secondary school mathematics classes is limited. To date, only two investigations have been reported in this area. The current study presents a comprehensive analysis of the use and effect of learning objects in secondary school mathematics classrooms. T eacher and student attitudes, as well as student performance, were used to assess the impact of learning objects for 298 students and 11 teachers in 20 different classrooms. T eacher attitudes were positive with respect to quality, engagement, and learning value of learning objects. Student attitudes, on the other hand, varied markedly. Overall, student performance increased significantly after using learning objects, although gains observed were small and highly variable. Student performance was significantly related to the intended purpose of a lesson and teaching strategy selected. Planning time, using learning objects for review or to introduce new concepts, and supplying guided handouts improved student performance. It is reasonable to conclude that mathematics-based learning objects are viable teaching tools when used with the appropriate goals and strategies. Ke ywords: mathematics, use, evaluate, secondary school, learning object
{"title":"Investigating the Use of Learning Objects for Secondary School Mathematics","authors":"R. Kay, Liesel Knaack","doi":"10.28945/379","DOIUrl":"https://doi.org/10.28945/379","url":null,"abstract":"Research on the impact of learning objects in secondary school mathematics classes is limited. To date, only two investigations have been reported in this area. The current study presents a comprehensive analysis of the use and effect of learning objects in secondary school mathematics classrooms. T eacher and student attitudes, as well as student performance, were used to assess the impact of learning objects for 298 students and 11 teachers in 20 different classrooms. T eacher attitudes were positive with respect to quality, engagement, and learning value of learning objects. Student attitudes, on the other hand, varied markedly. Overall, student performance increased significantly after using learning objects, although gains observed were small and highly variable. Student performance was significantly related to the intended purpose of a lesson and teaching strategy selected. Planning time, using learning objects for review or to introduce new concepts, and supplying guided handouts improved student performance. It is reasonable to conclude that mathematics-based learning objects are viable teaching tools when used with the appropriate goals and strategies. Ke ywords: mathematics, use, evaluate, secondary school, learning object","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134166186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：