Flexibility and Interaction at a Distance: A Mixed-Model Environment For Language Learning

This article reports on the process of design and development of two language courses for university students at beginning levels of competence. Following a preliminary experience in a low-tech environment for distance language learning and teaching, and a thorough review of the available literature, we identified two major challenges that would need to be addressed in our design: (1) a necessity to build sufficient flexibility into the materials to cater to a variety of learners' styles, interests and skill levels, therefore sustaining learners' motivation; and (2) a need to design materials that would present the necessary requisites of authenticity and interactivity identified in the examined literature, in spite of the reduced opportunities for face-to-face communication. In response to these considerations, we designed and developed learning materials and tasks to be distributed on CD-ROM, complemented by a WebCT component for added interactivity and task authenticity. Although only part of the original design was implemented, and further research is needed to assess the impact of our environment on learning outcomes, the results of preliminary evaluations are encouraging

An empirical study on behavioural intention to reuse e-learning systems in rural China

The learner’s acceptance of e-learning systems has received extensive attention in prior studies, but how their experience of using e-learning systems impacts on their behavioural intention to reuse those systems has attracted limited research. As the applications of e-learning are still gaining momentum in developing countries, such as China, it is necessary to examine the relationships between e-learners’ experience and perceptions and their behavioural intention to reuse, because it is argued that system reuse is an important indicator of the system’s success. Therefore, a better understanding of the multiple factors affecting the e-learner’s intention to reuse could help e-learning system researchers and providers to develop more effective and acceptable e-learning systems. Underpinned by the information system success model, technology acceptance model and self-efficacy theory, a theoretical framework was developed to investigate the learner’s behavioural intention to reuse e-learning systems. A total of 280 e-learners were surveyed to validate the measurements and proposed research model. The results demonstrated that e-learning service quality, course quality, perceived usefulness, perceived ease of use and self-efficacy had direct effects on users’ behavioural intention to reuse. System functionality and system response have an indirect effect, but system interactivity had no significant effect. Furthermore, self-efficacy affected perceived ease of use that positively influenced perceived usefulness

Online Library Tutorials: A Literature Review

In 2009, the Journal of Web Librarianship published a literature review covering best practices for creating library online tutorials. These principles included (1) knowing the tutorial’s purpose, (2) using standards, (3) collaborating with others, (4) engaging students, and (5) conducting evaluations. The purpose of this current essay is to serve as an updated literature review, culling and synthesizing seven other pedagogical facets from newer literature: (1) technology updates, (2) tutorial maintenance and revision, (3) multimedia learning by gaming, (4) cognitive load theory and chunking, (5) adult education theory, (6) blended and flipped learning, and (7) the importance of ongoing engagement

When the Course Management System Isn\u27t Enough

Many articles have been written extoling the need for interactivity in the online classroom. Zundel (2006) states that not only should interactivity be effectively integrated, but that it is essential for enhancing the learning in online courses just as interactivity is essential for on-campus learners. Mabrito (2004) contends that success is enhanced in online courses by engaging students as active learners rather than passive participants. Mabrito goes on to state that this engagement should include ample opportunities for students to interact with not only the course content, but also with the instructor and fellow classmates

Interactivity in professional online learning: A review of research based studies

Over the last few years, the higher education and the vocational education and training sectors have increased the number of online learning courses available for professionals. Yet, research on e-learning opportunities for professionals has not developed at the same pace. This paper describes the results of a systematic search for research based, empirical studies on professional online learning that examined interactivity and other forms of social learning. Based on four selection criteria (online learning course, professionals, interactivity and research study), the search yielded 18 articles. These were examined first in relation to the characteristics and context of the professional online courses under scrutiny, and second in relation to four levels of interactivity focus in the research. The highest level represents studies where the interactivity was planned, supported and implemented successfully, and the lowest level studies where minimal opportunities for interactivity were available. Overall, although some studies were of a high academic and educational quality, there was little evidence of pedagogical innovations that would give this field of educational research and practice a clear direction for the future

An exploratory study to determine students' perceptions of the value of interaction in an Australian classroom context and the perceived impact on learning outcomes

Interaction has long been a defining and critical component of the educational process, whatever the classroom context (Anderson 2003). This paper presents findings of a study to explore the attitudes of students at an Australian university towards various types interactivity in the classroom. The study also investigates students perceptions of how interactivity in the classroom impacts on cognitive, affective and behavioural learning outcomes. In a recent review of the literature Muirhead & Juwah (2003) argue that interactivity is critical in underpinning the learning process in face-to-face, campus based and distance and online education. They say that interactions serve a diverse range of functions in the educational process, which include learner to learner, learner to content, learner to tutor, learner to technology, tutor to content, tutor to technology, content to content. These functions promote and enhance the quality of active, participative learning in a learning environment. However, literature indicates that attitudes towards active learning involving greater interactivity varies across students and between students and lecturers (Billings, Connors, & Skiba 2001). Investigation into student attitudes of the value and effectiveness of interaction is of particular interest for educators who are adapting the learning of a diverse range of students, including oncampus, distance, international, under and postgradute students. Much of the existing research into classroom interaction was grounded in the behaviourist and cognitive sciences approach to learning and teaching, where traditional classroom interaction placed the teacher at the centre of all activities as transmitter of knowledge and co-coordinator of student interaction (McLoughlin 2002). Those studies predate the recent application of constructivism (Bonk and Cunningham 1998) and social learning theory (Bandura (1977), and the emphasis on building life long learning skills. This research will contribute to current discussion about the role of interaction in learning, based on a constructivist approach to developing life long learning skills. This paper will present the findings of an exploratory study of students’ attitudes to various types of interaction in a classroom context. The first step of this exploratory study will employ a focus group approach to gather data from on campus students to identify the key issues that emerge from this data. These findings will be used to design a survey instrument to implement a follow-up research project

Assessing the efficacy of online teaching with the Constructivist online learning environment survey

Teachers of science, mathematics and technology Australia wide are being required to transform their established epistemologies of practice in order to engage learners as active conceptualisers within socially interactive learning environments. Many teachers are enrolling in postgraduate distance education programs to assist them with this challenging task. Curtin University is responding by using computer mediated communication to speed up the exchange of distance study materials and to provide online interactive learning environments (via chat groups, bulletin boards and email). For the past three years, the authors have been using the Internet to teach online Masters degree students studying at a distance from Curtin. The major pedagogical goal is to engage students (professional teachers) in reflective and collaborative learning. The web sites provide Activity Rooms in which the teachers engage students in frequent and focused discourse with each other and with their online tutors. As reflective teachers, the authors are keen to evaluate their own innovative practices and constantly improve them. To this end, they have designed the Constructivist On-Line Learning Environment Survey (COLLES), an electronic questionnaire that enables them to readily monitor each student's preferred online learning environment and compare it with her/his actual experiences. In this presentation, they outline the rationale of the questionnaire and present some preliminary analyses that illustrate its usefulness. [Author abstract, ed] Teachers of science, mathematics and technology Australia wide are being required to transform their established epistemologies of practice in order to engage learners as active conceptualisers within socially interactive learning environments. Many teachers are enrolling in postgraduate distance education programs to assist them with this challenging task. Curtin University is responding by using computer mediated communication to speed up the exchange of distance study materials and to provide online interactive learning environments (via chat groups, bulletin boards and email). For the past three years, the Internet has been used to teach online Masters degree students studying at a distance from Curtin. The major pedagogical goal is to engage the students (professional teachers) in reflective and collaborative learning. Curtin's web sites provide Activity Rooms in which students are engaged in frequent and focused discourse with each other and with their online tutors. To evaluate and improve on their teaching practice, the academic staff designed the Constructivist On-Line Learning Environment Survey (COLLES), an electronic questionnaire that enables them to readily monitor each student's preferred online learning environment and compare it with her/his actual experiences. This paper outlines the rationale of the questionnaire and presents some preliminary analyses that illustrate its usefulness

Distributed Learning System Design: A New Approach and an Agenda for Future Research

This article presents a theoretical framework designed to guide distributed learning design, with the goal of enhancing the effectiveness of distributed learning systems. The authors begin with a review of the extant research on distributed learning design, and themes embedded in this literature are extracted and discussed to identify critical gaps that should be addressed by future work in this area. A conceptual framework that integrates instructional objectives, targeted competencies, instructional design considerations, and technological features is then developed to address the most pressing gaps in current research and practice. The rationale and logic underlying this framework is explicated. The framework is designed to help guide trainers and instructional designers through critical stages of the distributed learning system design process. In addition, it is intended to help researchers identify critical issues that should serve as the focus of future research efforts. Recommendations and future research directions are presented and discussed