Media Usage in Post-Secondary Education and Implications for Teaching and Learning

The Web 2.0 has permeated academic life. The use of online information services in post-secondary education has led to dramatic changes in faculty teaching methods as well as in the learning and study behavior of students. At the same time, traditional information media, such as textbooks and printed handouts, still form the basic pillars of teaching and learning. This paper reports the results of a survey about media usage in teaching and learning conducted with Western University students and instructors, highlighting trends in the usage of new and traditional media in higher education by instructors and students. In addition, the survey comprises part of an international research program in which 20 universities from 10 countries are currently participating. Further, the study will hopefully become a part of the ongoing discussion of practices and policies that purport to advance the effective use of media in teaching and learning

Laboratories based on internet : comparative analysis of current experiences and development of a virtual laboratory

This paper introduces the concept, advantages and the development methodology of the virtual laboratories. It will be presented examples of usage of the virtual laboratories in an educational context as well as the conclusions of the comparative analysis of these projects. At the end it will be presented the virtual Organic Chemistry laboratory developed in Pontifica Universidade Católica do Rio Grande do Sul, which was the object of study of the research project developed by one of the researchers of this article. (Portuguese abstract) Esta comunicação apresenta o conceito, as vantagens e a metodologia de desenvolvimento dos laboratórios virtuais. Serão apresentados também alguns casos de utilização dos laboratórios virtuais em contexto educacional assim como as conclusões obtidas na análise comparativa desses projectos. Por último será apresentado o laboratório virtual de Química Orgânica desenvolvido na Pontifica Universidade Católica do Rio Grande do Sul que constituiu o objecto de estudo no projecto de pesquisa em desenvolvimento que trabalha um dos investigadores deste artigo.Esta comunicação apresenta o conceito, as vantagens e a metodologia de desenvolvimento dos laboratórios virtuais. Serão apresentados também alguns casos de utilização dos laboratórios virtuais em contexto educacional assim como as conclusões obtidas na análise comparativa desses projectos. Por último será apresentado o laboratório virtual de Química Orgânica desenvolvido na Pontifica Universidade Católica do Rio Grande do Sul que constituiu o objecto de estudo no projecto de pesquisa em desenvolvimento que trabalha um dos investigadores deste artigo

Networked experiments and scientific resource sharing in cooperative knowledge spaces

Dieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG geförderten) Allianz- bzw. Nationallizenz frei zugänglich.This publication is with permission of the rights owner freely accessible due to an Alliance licence and a national licence (funded by the DFG, German Research Foundation) respectively.Cooperative knowledge spaces create new potentials for the experimental fields in natural sciences and engineering because they enhance the accessibility of experimental setups through virtual laboratories and remote technology, opening them for collaborative and distributed usage. A concept for extending existing virtual knowledge spaces for the means of the technological disciplines (“ViCToR‐Spaces” ‐ Virtual Cooperation in Teaching and Research for Mathematics, Natural Sciences and Engineering) is presented. The integration of networked virtual laboratories and remote experiments (“NanoLab Approach”), as well as an approach to community‐driven content sharing and content development within virtual knowledge spaces (NanoWiki) are described

Using remote laboratory eLab3D for a broader practical skills training in electronics

This paper briefly presents some relevant aspects of an innovative educational resource that allows real experimentation through Internet in the area of electronics. The developed platform, named eLab3D, is based in a 3D environment in which the user can conduct all the operations that he/she would carried out in a hands-on laboratory. The authors intend to demonstrate the basic operation of the platform to perform electronics experiments

Developing a virtual engineering lab using ADDIE model. [Article]

In recent years, digital competence has become essential at the workplace. There is a growing demand for engineers with both employability and digital skills. As a result of the technological advancements, the Virtual Laboratory (VLab) concept was created to provide students with a safe environment to acquire the skills and enthusiasm to enhance the delivery of STEM (science, technology, engineering and mathematics) subjects. This study presents a VLab developed using ADDIE model design criteria that allows users to perform VLab in engineering education. Users were able to carry out experiments individually or collectively, creating an effective, flexible learning environment for students. This was integrated smoothly into the Campus Moodle platform learning environment. The VLab design and implementation details are explained and validated through Alpha and Beta acceptance testing. A mixed-methods research design was used to collect and analyse the data. Questionnaires were used to collect quantitative data from 144 students, and 17 of them were interviewed to collect qualitative data. The findings revealed that the VLab is a collaborative, effective and interactive learning environment, which develops graduates' knowledge, soft skills and digital skills, while also improving their competencies relevant to the enhancement of digital skills at their workplace. As a result, lecturers are recommended to use VLab to enhance the quality of teaching and advance the learning experiences of their students

E-Learning

E-learning enables students to pace their studies according to their needs, making learning accessible to (1) people who do not have enough free time for studying - they can program their lessons according to their available schedule; (2) those far from a school (geographical issues), or the ones unable to attend classes due to some physical or medical restriction. Therefore, cultural, geographical and physical obstructions can be removed, making it possible for students to select their path and time for the learning course. Students are then allowed to choose the main objectives they are suitable to fulfill. This book regards E-learning challenges, opening a way to understand and discuss questions related to long-distance and lifelong learning, E-learning for people with special needs and, lastly, presenting case study about the relationship between the quality of interaction and the quality of learning achieved in experiences of E-learning formation

English as foreign language student teacher's perceptions of the use of moodle in a foundations of education course

In order to design an effective e-learning environment, the present study investigated English as Foreign Language (EFL) students’ perceptions of the use of Moodle as a course management system in a Foundations of Education (FOE) course at the College of Education. The study also aimed at exploring statistically significant differences between student teachers’ perceptions that can be attributed to gender, residence, year in the program, computer skills, and GPA variables. Data were collected from a sample of 60 students using a questionnaire. Findings showed that using Moodle increases students’ participation in learning, exchanging ideas and knowledge (μ = 4.37). Over half the total number of students preferred to use chat rooms and forums in computer labs to formal lecture rooms. Findings also showed that there are statistically significant differences between student responses related to year in the program in favor of students in their third and fourth year. With regard to obstacles facing students, the findings showed that most of these obstacles revolve around technical issues and frequent computer errors. Based on these findings, several recommendations were made

Towards and inclusive definition of e-learning

L'estudi té com a objectiu la construcció d'una definició actual i integradora del concepte d'e-learning, que sigui acceptada per la major part de la comunitat científica i que serveixi com a referent pels estudiosos i professionals d'aquesta temàtica.El estudio tiene como objetivo la construcción de una definición actual e integradora del concepto de e-learning, que sea aceptada por la mayor parte de la comunidad científica y que sirva como referente para los estudiosos y profesionales de esta temática.The main aim of the project is to create an up-to-date and comprehensive definition of the concept of e-learning. The project aimed to ensure that the definition was accepted by the scientific community and became a point of reference for experts and professionals in the field

Students view on text chats (CH), forum discussion (FR), and online learning interaction (LI)

The objective of this research is to get the students’ opinion on using online forum discussion (FR), text chatting (CH), and online learning interaction (LI). Quantitative and qualitative approaches were used through questionnaires and semi-structured questions which were administered to 133 Social Science students of a Malaysian public university, selected using volunteer random sampling. The result of a descriptive analysis shows that FR was more favoured by the students (mean = 4.11) compared to CH (mean = 3.87) and LI (mean = 4.06). Next, the path analysis found that FR is more significant (r = 0.59, p < .05) compared to CH (r = 0.35, p < .05) towards LI aspect. However, FR and CH are interrelated with critical ratio (C.R) = 6.455, p < .05). Qualitative analysis found that student’s views leaned more towards FR because of its ability to generate meaningful discussions in LI compare to CH according to some of stated reasons. From the perspective of LI, students need a learning environment that encourages them to participate in learning activities actively and involves the lecturer as learning supervisors. The results of analysis explain that the online FR and CH have different perspectives of focus of use. The implication of this study suggests the involvement of students and lecturer during design and development stage of online learning process