Understanding the factors that affect continued use or discontinuance of an information system beyond initial adoption is one of the most challenging issues in information systems research. This paper combines information economics, the technology acceptance model (TAM), and diffusion of innovation theory, and analyzes barriers with respect to the continued use of information systems. The suggested model examines data collected from 284 former users enrolled in a blended distance learning university, who apparently abandoned an online assignment submission system. The findings indicate that behavioral intention to use the system was mainly influenced by its perceived ease of use, perceived usefulness, its real value, and general attitude towards new technologies. Social and institutional influence was quite low, but the major barrier to continuance was incompatibility with the assignment preparation process performed by the students, as well as the assignment checking process performed by the tutors, which discouraged continued use.
{"title":"Beyond Adoption: Barriers to an Online Assignment Submission System Continued Use","authors":"N. Geri, Orit Naor-Elaiza","doi":"10.28945/376","DOIUrl":"https://doi.org/10.28945/376","url":null,"abstract":"Understanding the factors that affect continued use or discontinuance of an information system beyond initial adoption is one of the most challenging issues in information systems research. This paper combines information economics, the technology acceptance model (TAM), and diffusion of innovation theory, and analyzes barriers with respect to the continued use of information systems. The suggested model examines data collected from 284 former users enrolled in a blended distance learning university, who apparently abandoned an online assignment submission system. The findings indicate that behavioral intention to use the system was mainly influenced by its perceived ease of use, perceived usefulness, its real value, and general attitude towards new technologies. Social and institutional influence was quite low, but the major barrier to continuance was incompatibility with the assignment preparation process performed by the students, as well as the assignment checking process performed by the tutors, which discouraged continued use.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"142 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113987870","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}
Introducing educational technology platforms for teaching, learning, and school management is one kind of technological innovation. There are two patterns of adopting innovation: “comprehensive innovation” – encompassing most of the organization – and “islands of innovation” - limited to certain groups within it. The aim of this research is to examine the features of organizational culture in a school network regarding the implementation of educational technology and whether this pattern of change reflects “islands of innovation” or “comprehensive innovation.” Seven schools were studied through qualitative research: semi-structured in-depth interviews with key figures and content analysis of the network’s vision. The findings reveal a gap between the values of the management and those of the teachers and forces encouraging the adoption of new teaching methods reinforcing the belief that educational technologies can help improve existing teaching and develop alternative pedagogies. However, these forces only manage to create islands of innovation that do not expand into comprehensive innovation. The gap in values creates ineffectiveness that prevents expansion. The “islands” turn out to be disrupters of innovation that do not allow the first degree change to turn into a second degree change or for this latter to turn into comprehensive innovation throughout the organization.
{"title":"\"Islands of Innovation\" or \"Comprehensive Innovation.\" Assimilating Educational Technology in Teaching, Learning, and Management: A Case Study of School Networks in Israel","authors":"O. Avidov-Ungar","doi":"10.28945/1314","DOIUrl":"https://doi.org/10.28945/1314","url":null,"abstract":"Introducing educational technology platforms for teaching, learning, and school management is one kind of technological innovation. There are two patterns of adopting innovation: “comprehensive innovation” – encompassing most of the organization – and “islands of innovation” - limited to certain groups within it. The aim of this research is to examine the features of organizational culture in a school network regarding the implementation of educational technology and whether this pattern of change reflects “islands of innovation” or “comprehensive innovation.” Seven schools were studied through qualitative research: semi-structured in-depth interviews with key figures and content analysis of the network’s vision. The findings reveal a gap between the values of the management and those of the teachers and forces encouraging the adoption of new teaching methods reinforcing the belief that educational technologies can help improve existing teaching and develop alternative pedagogies. However, these forces only manage to create islands of innovation that do not expand into comprehensive innovation. The gap in values creates ineffectiveness that prevents expansion. The “islands” turn out to be disrupters of innovation that do not allow the first degree change to turn into a second degree change or for this latter to turn into comprehensive innovation throughout the organization.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"24 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":"133240455","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}
In recent years, more and more higher education institutions have interests of integrating internetbased technologies in the classroom as part of the learning environment. Compared to studies on other information technologies, users’ behavior towards this type of systems, however, has not been assessed and understood thoroughly. In order to get more experience about human behaviors on multimedia learning environment, we conducted a comparative study consisting of 362 students, which is almost three times the sample size of the previous study, participating to test the theoretical model. Results suggest that TAM is a solid theoretical model where its validity can extend to the multimedia and e-learning context. The study provides a more intensive view of the multimedia learning system users and is an important step towards a better understanding of the user behavior on the system and a multimedia acceptance model.
{"title":"Viability of the \"Technology Acceptance Model\" in Multimedia Learning Environments: A Comparative Study","authors":"R. Saadé, F. Nebebe, Weiwei Tan","doi":"10.28945/392","DOIUrl":"https://doi.org/10.28945/392","url":null,"abstract":"In recent years, more and more higher education institutions have interests of integrating internetbased technologies in the classroom as part of the learning environment. Compared to studies on other information technologies, users’ behavior towards this type of systems, however, has not been assessed and understood thoroughly. In order to get more experience about human behaviors on multimedia learning environment, we conducted a comparative study consisting of 362 students, which is almost three times the sample size of the previous study, participating to test the theoretical model. Results suggest that TAM is a solid theoretical model where its validity can extend to the multimedia and e-learning context. The study provides a more intensive view of the multimedia learning system users and is an important step towards a better understanding of the user behavior on the system and a multimedia acceptance model.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"3 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":"130379752","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}
Learning that is facilitated by electronic technologies, otherwise known as e-Learning, can be either fully online, mixed mode (also known as hybrid), or web assisted; however, regardless of the delivery method, there are numerous tools and features at the disposal of students and instructors, and it is important for the e-learning community to examine both preferences and usage of these features. This paper presents the findings of a comprehensive study that examined the elearning perceptions and preferences of students enrolled at a historically black university. During this study a series of courses were specially designed to be intensive hybrid learning experiences. The Blackboard CE 6 Course Management System was adopted and paper-less learning experiences created. The results of the analysis indicate that students find course Websites to be helpful resources that enhance the understanding of course content, and that these Websites will continue to have an impact on higher education in the future. The examination of individual e-learning components indicated that students responded favorably to most available features. The strongest preference noted in this study was towards the online submission of assignments, with students overwhelmingly noting that they like having the ability to check their assignment grades online.
{"title":"Student Perceptions of Various E-Learning Components","authors":"Nicole A. Buzzetto-More","doi":"10.28945/370","DOIUrl":"https://doi.org/10.28945/370","url":null,"abstract":"Learning that is facilitated by electronic technologies, otherwise known as e-Learning, can be either fully online, mixed mode (also known as hybrid), or web assisted; however, regardless of the delivery method, there are numerous tools and features at the disposal of students and instructors, and it is important for the e-learning community to examine both preferences and usage of these features. This paper presents the findings of a comprehensive study that examined the elearning perceptions and preferences of students enrolled at a historically black university. During this study a series of courses were specially designed to be intensive hybrid learning experiences. The Blackboard CE 6 Course Management System was adopted and paper-less learning experiences created. The results of the analysis indicate that students find course Websites to be helpful resources that enhance the understanding of course content, and that these Websites will continue to have an impact on higher education in the future. The examination of individual e-learning components indicated that students responded favorably to most available features. The strongest preference noted in this study was towards the online submission of assignments, with students overwhelmingly noting that they like having the ability to check their assignment grades online.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"1 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":"114152479","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}
Technology has done many things for small businesses. In one sense small business has been harmed through the advance of technology, which, from a competitive perspective, has made the world a much smaller place. To balance this, technology now provides the means for small busi- nesses to collaborate and build complementary skills to provide a better competitive standing in the world market. Electronically enhanced collaboration, or eCollaboration, allows firms to tran- scend the boundaries of space and time, permitting asynchronous communication and other In- formation Communication Technology (ICT) enablers. eCollaboration provides participants clear market advantages, not least among these is profit. Gains can also be realized in areas like knowl- edge management, increased customer service, optimized supply chains, and better inventory control. Participants from 70 Small businesses in Southern Sydney were interviewed, observed, and par- ticipated in focus groups. Data were collected and analyzed using NVivo and Grounded Theory; from this data an integrated model is developed which provides guidelines for optimum facilita- tion and management of eCollaboration. Two critical needs were developed - these were hard and soft needs; two value-add needs were found - these are marketing and feedback. By satisfy- ing these needs eCollaboration Champions - people or institutions who can facilitate, support, and guide collaborative relationships - can better ensure eCollaboration success.
{"title":"Encouraging SME eCollaboration - The Role of the Champion Facilitator","authors":"Michael Jones, Lois Burgess","doi":"10.28945/1175","DOIUrl":"https://doi.org/10.28945/1175","url":null,"abstract":"Technology has done many things for small businesses. In one sense small business has been harmed through the advance of technology, which, from a competitive perspective, has made the world a much smaller place. To balance this, technology now provides the means for small busi- nesses to collaborate and build complementary skills to provide a better competitive standing in the world market. Electronically enhanced collaboration, or eCollaboration, allows firms to tran- scend the boundaries of space and time, permitting asynchronous communication and other In- formation Communication Technology (ICT) enablers. eCollaboration provides participants clear market advantages, not least among these is profit. Gains can also be realized in areas like knowl- edge management, increased customer service, optimized supply chains, and better inventory control. Participants from 70 Small businesses in Southern Sydney were interviewed, observed, and par- ticipated in focus groups. Data were collected and analyzed using NVivo and Grounded Theory; from this data an integrated model is developed which provides guidelines for optimum facilita- tion and management of eCollaboration. Two critical needs were developed - these were hard and soft needs; two value-add needs were found - these are marketing and feedback. By satisfy- ing these needs eCollaboration Champions - people or institutions who can facilitate, support, and guide collaborative relationships - can better ensure eCollaboration success.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"69 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":"114509959","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}
Project-based team competition is a well established instructional strategy with a sound constructivist rationale. However the implementation of this strategy in Higher-Education rarely includes socio-constructivist activities such as peer assessments, which have considerable advantages both for assessees and assessors. It seems that the logistics of orchestrating such activities might discourage many instructors. Recent e-learning environments, such as CeLS facilitate the pedagogical planning and remove the logistical burden involved with carrying out peer assessments. The paper describes online peer assessed competitions of team projects in several under-graduate courses and reports students' attitudes toward these activities. High correlations were found between the instructor's grading and those of the students. Peer assessments seemed to provide assessees with candid, rich, and multiple-perspective feedback. Students perceived peer assessments as valid regardless of the grade they received. Most students (72%) reacted favorably to the challenge of exposing their artifacts to peer judgments and believed that as a result of anticipating such judgments they invested more effort and thus improved the quality of their artifacts. Moreover, students’ level of stress was correlated with putting more efforts into the products and feeling that as a result its quality improved.
{"title":"On-Line Project-Based Peer Assessed Competitions as an Instructional Strategy in Higher Education","authors":"Ronen Hammer, Miki Ronen, Dan Kohen-Vacs","doi":"10.28945/1735","DOIUrl":"https://doi.org/10.28945/1735","url":null,"abstract":"Project-based team competition is a well established instructional strategy with a sound constructivist rationale. However the implementation of this strategy in Higher-Education rarely includes socio-constructivist activities such as peer assessments, which have considerable advantages both for assessees and assessors. It seems that the logistics of orchestrating such activities might discourage many instructors. Recent e-learning environments, such as CeLS facilitate the pedagogical planning and remove the logistical burden involved with carrying out peer assessments. The paper describes online peer assessed competitions of team projects in several under-graduate courses and reports students' attitudes toward these activities. High correlations were found between the instructor's grading and those of the students. Peer assessments seemed to provide assessees with candid, rich, and multiple-perspective feedback. Students perceived peer assessments as valid regardless of the grade they received. Most students (72%) reacted favorably to the challenge of exposing their artifacts to peer judgments and believed that as a result of anticipating such judgments they invested more effort and thus improved the quality of their artifacts. Moreover, students’ level of stress was correlated with putting more efforts into the products and feeling that as a result its quality improved.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"4 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":"114610960","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}
The integration of information and communication technologies (ICT) into educational systems is one of the greatest challenges faced by educators and policymakers. Despite high-profile efforts and significant investments of resources, ICT integration programs in the K-12 system generate plenty of talk about failure. This study explores the construction of these failure and success con- cepts in the Israeli national ICT integration program. An application of actor-network theory (ANT) to the national program, as well as to a local ICT integration program, reveals significant similarities and differences in the networks of the two programs. We propose that five categories of these differences point to possible causes for the increased level of talk of failure in the na- tional program. The ANT findings suggest further analysis, utilizing the social construction of technology (SCOT) approach to study the interpretive flexibility of the relevant social groups in- volved in the ICT integration programs. The SCOT analysis suggests that the interpretive flexibil- ity of the different groups is a source of disagreements around the ICT integration programs.
{"title":"The Construction of Failure and Success Concepts in K-12 ICT Integration","authors":"Zvia Elgali, Y. Kalman","doi":"10.28945/1315","DOIUrl":"https://doi.org/10.28945/1315","url":null,"abstract":"The integration of information and communication technologies (ICT) into educational systems is one of the greatest challenges faced by educators and policymakers. Despite high-profile efforts and significant investments of resources, ICT integration programs in the K-12 system generate plenty of talk about failure. This study explores the construction of these failure and success con- cepts in the Israeli national ICT integration program. An application of actor-network theory (ANT) to the national program, as well as to a local ICT integration program, reveals significant similarities and differences in the networks of the two programs. We propose that five categories of these differences point to possible causes for the increased level of talk of failure in the na- tional program. The ANT findings suggest further analysis, utilizing the social construction of technology (SCOT) approach to study the interpretive flexibility of the relevant social groups in- volved in the ICT integration programs. The SCOT analysis suggests that the interpretive flexibil- ity of the different groups is a source of disagreements around the ICT integration programs.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"54 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":"114852634","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 In 1997, SixDegrees.com was launched, a website now believed to be a precursor of more current social networking sites such as Facebook, MySpace, LinkedIn, Twitter, and Hyves. Today the use of social networking sites (hence SNSs) has become commonplace amongst youngsters and young adults. Tufekci (2008) found that between 80% and 90% of college students are a member of at least one SNS. The first SNS that gained worldwide popularity was MySpace. Barely four years after its launch in 2003, it had become by far the most adopted SNS amongst youngsters, with 100 million users and attracting 230,000 new users each day at some point in time (Lenhart & Madden, 2007; Sellers, 2006). According to Hinduja and Patchin (2008), this popularity is "due in large part not because of innovative functionality and utility, but because it centralized many attractive functions that were already a part of other social networking sites in a user-friendly way" (p. 130). Not surprisingly, MySpace is not the only SNS available (for an overview, see Boyd & Ellison, 2007); Facebook seems to be the most popular for people of all ages (Doughtery, 2010; see also Judd & Kennedy, 2010). In a follow-up study in September 2009 by Lenhart, Purcell, Smith, and Zickuhr (2010), 71% of a sample of American young adults (between 18 and 29 years old) owned a Facebook account, 66% a MySpace account, and 7% a LinkedIn account. In July 2010, Facebook reached over 500 million active users (Facebook, 2010). In Belgium alone, more than 4.6 million active users (of the 7 million who surf the Internet) have a profile on Facebook (Socialbakers, 2012). In this contribution, the focus is upon Facebook. Taking into account Facebook's current popularity amongst college students, much research has been established to explore the possibility of using Facebook as an educational tool. Such interest is, of course, not new. Ever since the introduction of television into schools and the increasing popularity of computers and video games, scholars have been paying attention to education that is in some way technologically facilitated (Cuban, 1986). So is the case with regard to SNSs: a lot of research concerning the SNSeducation relationship has been conducted over the last years (e.g. Anderson, 2007; Anderson & Dron, 2011; Bugeja, 2006; Kirschner & Karpinski, 2010; Mason & Rennie, 2008; Mazman & Usluel, 2010; Roblyer, McDaniel, Webb, Herman, & Witty, 2010; Sandars & Schroter, 2007; Selwyn, 2009) and resulted in some systematic reviews (e.g. Manca & Ranieri, 2013). Moreover, some of them argue that SNSs entail a lot of educational possibilities (e.g. Greenhow, 2011; Halverson, 2011; Lee & McLoughlin, 2008; Selwyn, 2007). For instance, Lee and McLoughlin (2008) claim that SNSs are pedagogical tools, because one can use them for content creation, collaborative information discovery and sharing, and knowledge and information aggregation and modification. Despite high expectancies with respect to th
{"title":"Facebook: when education meets privacy","authors":"Steven Bruneel, K. Wit, Jef C. Verhoeven, J. Elen","doi":"10.28945/1868","DOIUrl":"https://doi.org/10.28945/1868","url":null,"abstract":"Introduction In 1997, SixDegrees.com was launched, a website now believed to be a precursor of more current social networking sites such as Facebook, MySpace, LinkedIn, Twitter, and Hyves. Today the use of social networking sites (hence SNSs) has become commonplace amongst youngsters and young adults. Tufekci (2008) found that between 80% and 90% of college students are a member of at least one SNS. The first SNS that gained worldwide popularity was MySpace. Barely four years after its launch in 2003, it had become by far the most adopted SNS amongst youngsters, with 100 million users and attracting 230,000 new users each day at some point in time (Lenhart & Madden, 2007; Sellers, 2006). According to Hinduja and Patchin (2008), this popularity is \"due in large part not because of innovative functionality and utility, but because it centralized many attractive functions that were already a part of other social networking sites in a user-friendly way\" (p. 130). Not surprisingly, MySpace is not the only SNS available (for an overview, see Boyd & Ellison, 2007); Facebook seems to be the most popular for people of all ages (Doughtery, 2010; see also Judd & Kennedy, 2010). In a follow-up study in September 2009 by Lenhart, Purcell, Smith, and Zickuhr (2010), 71% of a sample of American young adults (between 18 and 29 years old) owned a Facebook account, 66% a MySpace account, and 7% a LinkedIn account. In July 2010, Facebook reached over 500 million active users (Facebook, 2010). In Belgium alone, more than 4.6 million active users (of the 7 million who surf the Internet) have a profile on Facebook (Socialbakers, 2012). In this contribution, the focus is upon Facebook. Taking into account Facebook's current popularity amongst college students, much research has been established to explore the possibility of using Facebook as an educational tool. Such interest is, of course, not new. Ever since the introduction of television into schools and the increasing popularity of computers and video games, scholars have been paying attention to education that is in some way technologically facilitated (Cuban, 1986). So is the case with regard to SNSs: a lot of research concerning the SNSeducation relationship has been conducted over the last years (e.g. Anderson, 2007; Anderson & Dron, 2011; Bugeja, 2006; Kirschner & Karpinski, 2010; Mason & Rennie, 2008; Mazman & Usluel, 2010; Roblyer, McDaniel, Webb, Herman, & Witty, 2010; Sandars & Schroter, 2007; Selwyn, 2009) and resulted in some systematic reviews (e.g. Manca & Ranieri, 2013). Moreover, some of them argue that SNSs entail a lot of educational possibilities (e.g. Greenhow, 2011; Halverson, 2011; Lee & McLoughlin, 2008; Selwyn, 2007). For instance, Lee and McLoughlin (2008) claim that SNSs are pedagogical tools, because one can use them for content creation, collaborative information discovery and sharing, and knowledge and information aggregation and modification. Despite high expectancies with respect to th","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"46 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":"117130117","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}
In considering the granularity of learning objects, one might be reminded of the cliche of the student who approaches her professor with the question, "How long does my paper have to be?" and the professor's response of, "Long enough to cover the topic and short enough to be concise." While learning object granularity has implications for both reusability and the development, specific decisions related to granularity are governed by the organizational context in which the learning objects are developed. It is a widespread hope that learning objects created in one organizational context will be routinely incorporated into different contexts. At present, it is the immediate organizational context of a learning object initiative that holds the most promise for addressing specific granularity issues such as the proportion of content relative to practice and assessment, the specific size limits of content, practice, and assessment, and heuristics for comparing time length of text with time length of various other media types (e.g., video, audio, and interactive media) in the implementation of content, practice, and assessment sections.
{"title":"Practical Guidelines for Learning Object Granularity from One Higher Education Setting","authors":"Kelvin Thompson, F. Yonekura","doi":"10.28945/418","DOIUrl":"https://doi.org/10.28945/418","url":null,"abstract":"In considering the granularity of learning objects, one might be reminded of the cliche of the student who approaches her professor with the question, \"How long does my paper have to be?\" and the professor's response of, \"Long enough to cover the topic and short enough to be concise.\" While learning object granularity has implications for both reusability and the development, specific decisions related to granularity are governed by the organizational context in which the learning objects are developed. It is a widespread hope that learning objects created in one organizational context will be routinely incorporated into different contexts. At present, it is the immediate organizational context of a learning object initiative that holds the most promise for addressing specific granularity issues such as the proportion of content relative to practice and assessment, the specific size limits of content, practice, and assessment, and heuristics for comparing time length of text with time length of various other media types (e.g., video, audio, and interactive media) in the implementation of content, practice, and assessment sections.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"26 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":"125202908","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 study examined the development of two Distance Learning (DL) courses and their effect on students' perceptions and learning experiences. Our study included about 260 science and engineering graduate students. Among them, 105 students were divided into two research groups: oncampus students (N=70) and DL students (N=35). These two groups served as a traditional classroom setting and an online setting, respectively. Data was collected through an online questionnaire consisting of both open-ended and close-ended questions and analyzed via the mixed methods model. Findings indicated that the DL students asserted positive perceptions of their learning experiences compared to the on-campus students. Female DL students were more confident about their ability to communicate with their classmates and lecturers in comparison to their male DL peers. We also found that younger students, in comparison to older ones, held higher positive opinions about the quality of the DL courses and the support they received from the lecturer and the teaching assistants. Content analysis revealed four main categories related to lifelong learning via DL: cognitive and professional skills, affective learning, social interactions, and resource management. Learning about students' perceptions of and experiences in DL is an important step toward improving the next generation of online courses in higher education.
{"title":"Lifelong Learning at the Technion: Graduate Students' Perceptions of and Experiences in Distance Learning.","authors":"Rania Hussein-Farraj, M. Barak, Y. Dori","doi":"10.28945/1731","DOIUrl":"https://doi.org/10.28945/1731","url":null,"abstract":"This study examined the development of two Distance Learning (DL) courses and their effect on students' perceptions and learning experiences. Our study included about 260 science and engineering graduate students. Among them, 105 students were divided into two research groups: oncampus students (N=70) and DL students (N=35). These two groups served as a traditional classroom setting and an online setting, respectively. Data was collected through an online questionnaire consisting of both open-ended and close-ended questions and analyzed via the mixed methods model. Findings indicated that the DL students asserted positive perceptions of their learning experiences compared to the on-campus students. Female DL students were more confident about their ability to communicate with their classmates and lecturers in comparison to their male DL peers. We also found that younger students, in comparison to older ones, held higher positive opinions about the quality of the DL courses and the support they received from the lecturer and the teaching assistants. Content analysis revealed four main categories related to lifelong learning via DL: cognitive and professional skills, affective learning, social interactions, and resource management. Learning about students' perceptions of and experiences in DL is an important step toward improving the next generation of online courses in higher education.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"27 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":"125592827","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}
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