Improving instructional effectiveness with computer‐mediated communication

This study explores the use of asynchronous Computer‐Mediated Communication (CMC) in the delivery of instructional content, and points up the interaction among learners, as well as between learners and instructors. The instructional content in the project described was available to learners online as Microsoft Word documents, with email being used for communicating within the student group. Many students, as well as some of the instructors, felt uncomfortable with the flexibility and openness that a CMC environment allowed. However, once familiar with this process of instruction and interaction, learners were able to work consistently at their own pace, and understand that instructors are interested in every individual learner's opinion and in the collective views of the group. It was evident that a CMC‐based instructional delivery system, when carefully planned, has the potential to facilitate that outcome, and to improve instructional effectiveness

The global hydrology education resource

This article is a selective overview of a range of contemporary teaching resources currently available globally for university hydrology educators, with an emphasis on web-based resources. Major governmental and scientific organizations relevant to the promotion of hydrology teaching are briefly introduced. Selected online teaching materials are then overviewed, i.e. PowerPoint presentations, course materials, and multimedia. A range of websites offering free basic hydrology modelling software are mentioned, together with some data file sources which could be used for teaching. Websites offering a considerable range of general hydrology links are also noted, as are websites providing international and national data sets which might be incorporated into teaching exercises. Finally, some discussion is given on reference material for different modes of hydrology teaching, including laboratory and field exercises

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

Assessment in mathematics: A multimedia resource for preservice teachers

It is commonly accepted that teachers teach the way they were taught and that innovation is difficult to achieve. In this project, the theoretical framework of situated cognition or situated learning has been used to design an interactive multimedia resource that allows preservice teachers to become aware of different assessment strategies in mathematics education, and how to apply them. The resource enables users to encounter the authentic use of a range of assessment strategies and to view their interpretations from multiple perspectives which include the teacher's decision-making processes, the child's thinking, expert opinion and written documentation