131,839 research outputs found
Webs of activity in online course design and teaching
In this study, we followed three faculty members' experiences with designing and teaching online courses for the first time. In order to complete the activity, the faculty members had to work -collaboratively with others across the university. Activity theory provided a framework within which to study faculty members' collaborative activities with members of different activity systems that had different goals, tools, divisions of labor and accountabilities. In concordance with activity theory, such differences led to contradictions, disturbances, and transformations in thinking and work activities. The results of the study have implications for individuals and systems undertaking technology integration in teaching
Collaborative Problem-Based Learning in Online Environments
Thesis (PhD) - Indiana University, School of Education, 2006Collaborative problem-based learning (PBL) in online environments has become one of the important areas for research with the rapid growth of online learning and the need for innovation in instruction. Although current literature provides interesting and useful insights, it does not provide practical guidelines for designing and implementing collaborative PBL in online environments. Thus, this study sought to provide a first step in creating a more comprehensive and useful knowledge base to guide practitioners, such as instructors and instructional designers, who design online PBL courses or use the PBL approach in online courses.
Utilizing the formative research methodology, which is a kind of qualitative case study, and the grounded theory methodology with multiple case studies, this research examined three graduate-level online courses that utilize collaborative PBL: (1) "Technology: Use and Assessment," (2) "Introduction to Reference," and (3) "Advanced Problems in Librarianship: Collection Development." From each case, two kinds of data were collected: descriptive and evaluative. These data were collected from multiple sources, including interviews, observations, and document review. The data collection began at the start of the Fall 2005 semester and ended about two weeks after the end of the semester. Data analysis was intertwined with data collection. Qualitative data from each case were analyzed using the constant comparative method.
Beyond describing what happened in each case, this study identified what worked and did not work well in the collaborative PBL and explored how the collaborative PBL could be improved. Based on cross-case analyses, this study proposed a series of guidelines for designing and implementing collaborative PBL in online environments. They provide practical tips for diverse stages of the design and implementation of online PBL. Researchers are encouraged to test the guidelines in diverse situations to revise and refine them and to develop more comprehensive and practical guidelines for online collaborative PBL
Online and Collaborative Learning Design model based on IMS-LD to Stimulate Collaborative Learning in E-learning Environments
In the e-learning field, there is an urgent need for the sharing, reuse and design of online courses as learning objects. However, in the vast majority of cases, e-learning courses are built in a manner that not stimulating cooperation, interaction, and collaborative learning. The primary aim of this paper is to develop a strategy for constructing learning objects, strategy targeted at supporting instructors in designing educational contents in order to promote collaborative learning in e-learning environments. A key challenge in this work is the definition of a new method of learning design of e-learning contents to stimulate collaborative learning. In addition, we introduce a general model of online and collaborative learning design. Model is based on the methods of instructional design and Educational Modeling Languages, particularly the IMS-LD specification. Firstly, the paper presents the online and collaborative design process of a content based on a life cycle adapted. Then, the paper describes the steps of the modeling process of content. Finally, the paper exposes the adopted technical choices and a first prototype is set up to provide a subjective evaluation of the new framework
Integration of three instructional design models within the organization of PBL activities
This work is aimed at defining a method to design courses based on Project Based Learning methodology. This proposal is specially focused on those academic contexts in which
instructors are starting to use this methodology and students are not used to dealing with illstructured
projects, and consequently they could find important difficulties in its implementation. To reach this goal, this method is based on several instructional design models, learning theories and PBL principles. In particular, the method faces three fundamental issues in active learning and especially in PBL: Studentsâ Motivation, Supporting
Studentsâ Work and Autonomous Working. Engaging instructors to follow these models when they are designing the course facilitates the subsequent success during the course
implementation. The method has been put into practice in three courses, where first results seem to be satisfactory according to a survey conducted by the University. Results of this survey over for the last six years have been analysed. Besides the description of the method,
we present a collaborative online tool that supports i
Benefits, Limitations and Best Practices of Online CourseworkâŠShould Accounting Programs Jump on Board?
The evolution of online teaching has evolved as quickly and vivaciously as the adoption of the World Wide Web. While there were and are skeptics, research shows that not only is online learning more convenient and makes educational available anytime and anywhere, it has the potential, in some cases, to be an improved tool for educating. To ensure maximized learning outcomes, and to experience the blessing and not the curse of online coursework, it is critical that universities embrace it wholeheartedly and follow online pedagogical best practices in developing and executing online courses. In addition, there are some courses where special forethought should be made to ensure online learning is effective. Courses that are more computational necessitate this consideration. This document serves to provide strategies and best practices on how to obtain excellence and maximized outcomes from online education. It examines research to date and outlines: the benefits and challenges of online learning, strategies and best practices for online educating, and considerations for online accounting coursework
Global Teamwork: A Study of Design Learning in Collaborative Virtual Environments
With the recent developments in communication and information technologies, using Collaborative Virtual Environments (CVEs) in design activity has experienced a remarkable increase. In this paper we present a collaborative learning activity between the University of Sydney (USYD), and the Istanbul Technical University (ITU). This paper shares our teaching experience and discusses the principles of collaborative design learning in virtual environments. Followed by a study on studentsâ perception on the courses and collaborative learning in both universities, this paper also suggests future refinements on the course structure and the main areas of collaborative design learning.
Keywords:
Collaborative Design; Collaborative Virtual Environments; Design Teaching And Learning</p
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Developing Australian Academics' Capacity: Supporting the Adoption of Open Educational Practices in Curriculum Design
This seed project initiative addressed an identified gap in Australian higher education between awareness of open educational practices (OEP) and implementation of OEP, particularly the production, adaptation and use of open educational resources (OER) to support the design of innovative, engaging and agile curriculum. In response, the authors aimed to design, develop, pilot and evaluate a free, open and online professional development course focused on supporting curriculum design in higher education. The specific aim of the course - Curriculum design for open education (CD4OE) - is to develop the capacity of academics in Australia to adopt and incorporate OER and OEP into curriculum development, for more effective and efficient learning and teaching across the sector
Designing an e-tutoring system for large classes: mixed-method research
This study aimed at assessing the perceptions of 167 teachers about the tutoring system
adopted in an online training course involving teachers from 20 Schools of Sesimbra, SetĂșbal
and Palmela counties. The course, called âDistributed Knowledge with Web 2.0â, was
officially certified as a blended learning modality, with the duration of 50 hours, 41 of which
occurred online in two editions, the first in February and the second in July of 2012, each one
of them involving respectively 82 and 85 teachers, divided in four classes with about 20
trainees each. This blended learning course was designed at producing educational materials
in digital format, and included autonomous and group activities, knowledge sharing and
reflection. A learning environment, supported by the Ning platform, was set up. At the end of
the course, the trainees answered to a pencil and paper survey, in order to evaluate the
adopted online tutoring strategy. Additionally the traineesâ final reports contained evidence of
how the trainees assessed the tutoring model component of the course; both the survey and
the reports were the basis for this research. The results show that the teachers who attended
the two course editions disclosed very positive perceptions about online learning, a modality
they consider adequate to their current professional status and conditions. The trainees also
showed their intention of, in the future, opting for blended training arrangements. Future
developments of this study involve a content analysis of the tutorâs posts, in order to
understand more accurately the tutorâs messages characteristics, in their social and cognitive
dimensions
Virtual pedagogical model: development scenarios
info:eu-repo/semantics/publishedVersio
The effect of using facebook markup language (fbml) for designing an e-learning model in higher education
This study examines the use of Facebook Markup Language (FBML) to design an
e-learning model to facilitate teaching and learning in an academic setting.
The qualitative research study presents a case study on how, Facebook is used
to support collaborative activities in higher education. We used FBML to design
an e-learning model called processes for e-learning resources in the Specialist
Learning Resources Diploma (SLRD) program. Two groups drawn from the SLRD
program were used; First were the participants in the treatment group and
second in the control group. Statistical analysis in the form of a t-test was
used to compare the dependent variables between the two groups. The findings
show a difference in the mean score between the pre-test and the post-test for
the treatment group (achievement, the skill, trends). Our findings suggest that
the use of FBML can support collaborative knowledge creation and improved the
academic achievement of participatns. The findings are expected to provide
insights into promoting the use of Facebook in a learning management system
(LMS).Comment: Mohammed Amasha, Salem Alkhalaf, "The Effect of using Facebook Markup
Language (FBML) for Designing an E-Learning Model in Higher Education".
International Journal of Research in Computer Science, 4 (5): pp. 1-9,
January 201
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