Improving the Quality of Technology-Enhanced Learning for Computer Programming Courses

Teaching computing courses is a major challenge for the majority of lecturers in Libyan higher learning institutions. These courses contain numerous abstract concepts that cannot be easily explained using traditional educational methods. This paper describes the rationale, design, development and implementation stages of an e-learning package (including multimedia resources such as simulations, animations, and videos) using the ASSURE model. This training package can be used by students before they attend practical computer lab sessions, preparing them by developing technical skills and applying concepts and theories presented in lecture through supplementary study and exercises

Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies

A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes—measured as the difference between treatment and control means, divided by the pooled standard deviation—was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K–12 students. In light of this small corpus, caution is required in generalizing to the K–12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education)

Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications

Blended learning internationalization from the commonwealth: An Australian and Canadian collaborative case study

This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-toface combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory

Building Quality in Summer Learning Programs: Approaches and Recommendations

Examines settings for summer programs for low-income youth -- schools, parks and recreation departments, community- and faith-based organizations, and childcare programs -- and their limitations and opportunities in building better programming

mLearning, development and delivery : creating opportunity and enterprise within the HE in FE context

This research project was funded by ESCalate in 2006-7 to support Somerset College in developing the curriculum, as well as widening participation via the use of mobile communications technologies such as mp3 players and mobile phones. The Project represents a highly topical and timely engagement with the opportunities for learning provided by the burgeoning use of mobile computing/ communications devices. Activities bring together colleagues from Teacher Education and Multimedia Computing in an innovative approach to designing for and delivering the curriculum. The Project addresses pedagogic issues and also vitally involves current and future learners, providing them with a new context for skills development and entrepreneurship. Anticipated outcomes include informed development of new HE modules and professional CPD activities which address the skills and context of this emerging approach to delivering the curriculum. The Project also intends to trial and evaluate the use of mobile technologies to support a blended learning approach to programme delivery and the development of a FD module which could be delivered via a mobile computing device. An interim report and a final project report are available as Word and PDF file