The Community of Inquiry Effect on Learning for an Online Course

Technology is transforming higher education by removing geographic constraints for both students and instructors and increasing learning and cooperation with internet-based applications. Bloom’s taxonomy continues to play a significant role in instructional design for both the classroom and online, but other theories that address the challenges of designing and teaching effective online courses have emerged. Also, classroom techniques, many learned as a teaching assistant in graduate school, may not transfer to an online environment. The Community of Inquiry framework (CoI), which originated in 1999 in response to online education, emphasizes the importance of teaching, social, and cognitive presences as necessary components for effective online learning. CoI research has focused on student and instructor perceptions of online presence correlated with student performance using one-group posttest-only designs. The lack of empirical evidence for improved learning with CoI brings into question the value of its implementation. The present research adds to the CoI body of knowledge by providing empirical evidence of CoI learning compared to an online course without CoI. A quasi-experiment over three fall semesters explores the effect size of the CoI framework and its implications for future CoI implementation

Reflective experiential learning : towards improving the communication skills of software engineering students using Active Video Watching

Communication skills are a key competency for software engineers, as they spend a significant amount of time communicating with various stakeholders. Teaching communication skills in a conventional educational context is resource intensive. The university institutions and instructors may lack the capability and resources to provide adequate guidance, feedback and engagement to each student. Today, video-based learning is widely utilised in both formal education and informal learning in a range of settings, and it is regarded as one of the most important tools for creating engaging learning environments. Numerous studies indicate, however, that for students to learn effectively while watching videos, they must engage actively with video content. Therefore, this study employs Active Video Watching (AVW) via AVWSpace to facilitate engagement and teach software engineering students face-to-face meeting communication skills. With reference to the online training, I assess the students' experiences with AVW-Space and the effectiveness of AVW as a reflective strategy for teaching the communication skills. The findings of this study show that only students who commented on videos and rated other students' comments (constructive learners) increased their conceptual knowledge of meeting communication skills, whereas those who were less engaged with the learning materials (passive and active learners) did not. Students noted some difficulties with commenting on videos and rating comments in AVW-Space, which led to recommendations on further improvements to the platform. Overall, the students were enthusiastic about the opportunity to engage in the online training, which allowed them to reflect on prior experiences and learn from their peers, confirming the effectiveness of AVW for learning of soft skills

Special Libraries, July-August 1977

Volume 68, Issue 7-8https://scholarworks.sjsu.edu/sla_sl_1977/1005/thumbnail.jp

CHORUS Deliverable 2.1: State of the Art on Multimedia Search Engines

Based on the information provided by European projects and national initiatives related to multimedia search as well as domains experts that participated in the CHORUS Think-thanks and workshops, this document reports on the state of the art related to multimedia content search from, a technical, and socio-economic perspective. The technical perspective includes an up to date view on content based indexing and retrieval technologies, multimedia search in the context of mobile devices and peer-to-peer networks, and an overview of current evaluation and benchmark inititiatives to measure the performance of multimedia search engines. From a socio-economic perspective we inventorize the impact and legal consequences of these technical advances and point out future directions of research

A Process Model for Conducting a High School Self-Study at Foster High School, Tukwila, Washington

The purpose of this project was to design a process model detailing the evaluation procedure for a high school self-study required for state and regional accreditation. To accomplish this purpose, a review of current literature regarding school self-study, restructuring and educational reform was conducted. The project, describing a collaborative approach, included the planning and organization of staff workshops, a description and implementation plan for the interactive activities used in the evaluation process, and the preparation of the self-study project which was submitted to the South Central School District School Board, the Office of the Superintendant of Public Instruction and the Northwest Association of Schools and Colleges. The process model was designed for use at Foster High School, Tukwila, Washington

Motions 1997 volume 33 number 3

https://digital.sandiego.edu/motions/1069/thumbnail.jp

Entertainment-Education in the New Media Landscape: Stimulating Creative Engagement in Online Communities for Social and Behavioral Change

The Entertainment-Education (EE) strategy uses dramatic serials on radio or TV to motivate audiences to engage in behavioral changes to designed to improve safety, health and equality. This dissertation explores how the EE strategy can be extended to the Internet