Interaction patterns over time in online discussion

The following study aimed at exploring and understanding how higher education students develop interconnections and interaction patterns over time during an online collaborative task using a form of online discussion. A micro-genetic study was carried out by zooming in into four groups of students that showed extreme grading results in their final product. The study took place in a Psychology course at the Universitat Oberta de Catalunya (UOC) where 63 students participated in a two-week online discussion using two different interactive tools. These two different types of online discussion did not appear to affect students' interaction patterns, but groups using the Annotation tool did focus more on cognitive matters, while the space for discussion at the UOC had a more balanced focus on both social and cognitive dimensions. Continuous and meaningful feedback also proved to provide important conditions for this type of online collaborative task, which requires students to construct and maintain a shared conception of a problem over time

E-Delivery Training System using Agile Technology

E-learning represents a wide range of methods in order to provide education or online training of the electronic delivery of information. E-Learning provides interactive technologies and announcement systems to improve the learning experience. It has the potential to transform the way that teach and learn across the board. It cannot replace teachers and lecturers, but alongside existing methods it can enhance the quality and reach of their teaching. Normally speaking, this type of education is carried out during the average of the World Wide Web where the instructive organization construct its programs and materials obtainable on a special website in such a way that students are capable to make use of them and interrelate with effortlessness during closed or shared, networks, or the Internet, and during utilize of e-mail and online discussion groups. This work proposed the Agile technique development process as an iterative method based on collaboration. Agile would focus on version, growing development, hasty prototyping, and constant feedback and evaluation

Approaches to case analyses in synchronous and asynchronous environments

Computer-mediated communication (CMC) tools can be used to integrate time-intensive tasks, such as case study analyses, more easily into the teacher education curriculum. How students talk together online for learning purposes in CMC environments is an area that has not yet been thoroughly investigated. This paper extends findings from a previous study by comparing two groups of four preservice teachers analyzing cases in a synchronous and asynchronous environment. A case study and computer-mediated discourse analysis approach was taken to make sense of the discussion transcripts and participant reflections. Booth and Hulten’s (2003) taxonomy of learning contributions is used as an analysis framework. Asymmetrical participation patterns were found in both modes, with more participatory contributions to establish presence made in the asynchronous mode. More interactive moves were contributed in the synchronous mode. Reflective contributions, mainly to agree, were present in both modes. One group chose the asynchronous and the other the synchronous environment to analyze the final case of the course. Implications for the design and analysis of case discussion tasks in CMC environments are discussed

The Development of Ethical Reasoning: A Comparison of Online versus Hybrid Delivery Modes of Ethics Instruction

There is a concerted effort to improve online learning opportunities in higher education, including in the domain of engineering ethics. The benefits of online learning include ease in sharing course content, flexibility in the timing of participation, and increased variation in delivery modes for course material. However, the effect of online and hybrid participation on developing ethical reasoning in students is largely unknown, and interactive cases and dialogic learning are central to the pedagogy in ethics courses. An opportunity to fill this knowledge gap occurred while testing a new pedagogy for enhancing ethical reasoning among engineering graduate students, implemented in a graduate-level course over three offerings in Spring 2014, Summer 2014, and Spring 2015. Of the 29 students enrolled, 11 participated on-campus in a weekly class discussion-based lecture, and 18 completed the majority of course activities online. This multi-phase study presents results from a comparative analysis of the differences in ethical reasoning development and perception of course activities across these groups. Both groups of students showed substantial gains in their ethical reasoning development. Furthermore, changes in ethical reasoning were not significantly different when students participated in the on-line only versus an on-line/in-class or “hybrid” format. Nonetheless, analysis from post-course surveys indicated that the hybrid group perceived course activities more favorably than did their on-line only peers. In sum, these results indicate that on-line ethics interventions can be designed to be as impactful in developing ethical reasoning as formats that include an in-class component, although students may be more satisfied with ethics education when they have the opportunity for face-to-face, in-class interaction with peers and instructors

The Use of Web-Based Support Groups Versus Usual Quit-Smoking Care for Men and Women Aged 21-59 Years: Protocol for a Randomized Controlled Trial (Preprint)

BACKGROUND Existing smoking cessation treatments are challenged by low engagement and high relapse rates, suggesting the need for more innovative, accessible, and interactive treatment strategies. Twitter is a Web-based platform that allows people to communicate with each other throughout the day using their phone. OBJECTIVE This study aims to leverage the social media platform of Twitter for fostering peer-to-peer support to decrease relapse with quitting smoking. Furthermore, the study will compare the effects of coed versus women-only groups on women’s success with quitting smoking. METHODS The study design is a Web-based, three-arm randomized controlled trial with two treatment arms (a coed or women-only Twitter support group) and a control arm. Participants are recruited online and are randomized to one of the conditions. All participants will receive 8 weeks of combination nicotine replacement therapy (patches plus their choice of gum or lozenges), serial emails with links to Smokefree.gov quit guides, and instructions to record their quit date online (and to quit smoking on that date) on a date falling within a week of initiation of the study. Participants randomized to a treatment arm are placed in a fully automated Twitter support group (coed or women-only), paired with a buddy (matched on age, gender, location, and education), and encouraged to communicate with the group and buddy via daily tweeted discussion topics and daily automated feedback texts (a positive tweet if they tweet and an encouraging tweet if they miss tweeting). Recruited online from across the continental United States, the sample consists of 215 male and 745 female current cigarette smokers wanting to quit, aged between 21 and 59 years. Self-assessed follow-up surveys are completed online at 1, 3, and 6 months after the date they selected to quit smoking, with salivary cotinine validation at 3 and 6 months. The primary outcome is sustained biochemically confirmed abstinence at the 6-month follow-up. RESULTS From November 2016 to September 2018, 960 participants in 36 groups were recruited for the randomized controlled trial, in addition to 20 participants in an initial pilot group. Data analysis will commence soon for the randomized controlled trial based on data from 896 of the 960 participants (93.3%), with 56 participants lost to follow-up and 8 dropouts. CONCLUSIONS This study combines the mobile platform of Twitter with a support group for quitting smoking. Findings will inform the efficacy of virtual peer-to-peer support groups for quitting smoking and potentially elucidate gender differences in quit rates found in prior research. CLINICALTRIAL ClinicalTrials.gov NCT02823028; https://clinicaltrials.gov/ct2/show/NCT0282302

Effect of active learning and online discussions on the academic performances of dental students

COVID-19 caused significant confusion around the world, and dental education was no exception. Therefore, in line with the demands of the times, this study sought to determine the applicability of online active learning to dental education. This study was conducted in the second semester of 2020 at a school of dentistry in a selective university in Korea. A total of 114 dental students were recruited. Participants were assigned to four different groups (lecture and discussion [LD], lecture and discussion with instructors worksheet [LW], self-study and discussion [SSD], and self-study and discussion with instructors worksheet [SW]) using the random breakout room function in the Zoom video conference application. Their final test scores were then analyzed using analysis of variance and the online active learning results were compared with the offline learning results. The scores were highest for the transfer type items in the SSD group, followed by the SW group and the two lecture groups, which had no significant differences. These scores and pattern differences between the groups were similar for all items. The results suggested that studying by oneself rather than simply listening to lectures enhanced the effects of the discussions and led to higher learning outcomes. In addition, the effect of the instructor's intervention in the middle of the discussion varied depending on the pre-learning activities of discussion.As with previous offline experiments, self-study followed by group discussion had higher learning outcomes for both the verbatim and transfer type items. In agreement with the Interactive, Constructive, Active, and Passive (ICAP)framework and other active learning theories, the findings clearly indicated that online active learning was applicable to dental students, and when self-study precedes discussion, the learning is richer and the learning outcomes are better

LIS Education in a Pandemic Era: Innovative Teaching Methods, Strategies, & Technologies

The evident diversity in LIS programs around the globe calls for a suite of innovative methods and strategies that allow educators not only to impart the necessary content but also the technological and pedagogical know-how required to work across the LIS teaching and learning spectrum. To further explore these themes, the organizers of this panel facilitated an interactive and lively discussion on the topic at the ALISE 2019 conference. There was much interest on the part of the attendees about continuous engagement with, and deeper discussions about the topic. Hence, this is a follow up interactive panel discussion that focusses on lessons learnt and novel approaches to innovative teaching methods, strategies, & technologies for a shifting landscape in LIS education. While the 2019 lively session elicited important issues, including potential risks and challenges of innovative teaching methods, strategies, & technologies; competencies required of educators and students; ensuring student engagement, interaction, participation, collaboration, reflection, and creativity; and producing reflective practitioners, these issues are even more crucial now. Hence, they require continuous discussions, given that the current and similar future pandemics require a shift in how educators teach and students learn. We aim to facilitate a discussion where audience members can react to and provide opinions on questions/scenarios with respect to innovative teaching methods, strategies, & technologies in LIS education. Panelists will begin with an overview of the session to provide some context and set the stage for an interactive audience participation. Small groups will be asked to engage in a deeper discussion of the issues outlined with the ultimate goal of sharing ideas and practices among members of the audience. We aim to generate concrete and actionable ideas and recommendations with respect to: (1) potential risks and challenges of experimenting with and adopting innovative teaching methods, strategies, & technologies; (2) competencies required of both LIS educators and students; and (3) ways to ensure student engagement, interaction, participation, collaboration, reflection, and creativity, especially at a time when what is considered “normal” teaching and learning workflow is disrupted due to the pandemic. We will initiate the development of online shared crowd-sourced links and resources that will provide both summaries of the discussions from the 2019 and 2020 conferences as well as ideas and strategies

Educational Technology in Flipped Course Design

The use of technology to engage students and to provide them with tools to study autonomously is increasingly frequent in higher education. This paper outlines an experimental study that analyzes the effectiveness of flipped classroom design, and argues how the use of technological, educational resources such as videos of educators teaching, interactive materials, simulators, virtual labs and game-based learning have facilitated the use of class time for active learning and discussion. The study was conducted in several academic years with groups studying Fundamentals of Computer Technology, a core subject in the first year of the Computer Engineering and Information Systems degree courses. We analyzed data collected from online activities on a learning platform created from scratch, from classroom activities and from attitudinal and satisfaction surveys. We compared the evolution of outcomes between the 2009-2010 and 2015-2016 academic years. The methodology followed a quantitative design with control and experimental groups, and descriptive statistical techniques were used. The results obtained show that learning achievement and performance in terms of qualifications were higher in the experimental groups, where the flipped classroom approach using technological resources was adopted, than in the control groups, where the traditional lecture approach was used. A significant positive effect on participation, engagement and student satisfaction was also identified

English E-Learning Analysis On BBC PODCASTS As A Media To Improve Listening Skill

Iskandar : “ENGLISH E-LEARNING DESCRIPTION ON BBC PODCASTS AS MEDIA TO IMPROVE LISTENING SKILL” The Internet is the largest group of computer systems that use Internet Protocol. These days, the Internet is used by more than half the world’s population since the program was found in almost every area related to existence: whether it is knowledge, news, entertainment, education, communications, advertising, and so forth. An additional positive effects associated with Internet within education may be the onset of distance education or online learning. With this facility, you are able to take up temporary courses with the course material available online, learn and provide exams. One of the benefits of online learning is the fact that individuals from any part of the world can acquire understanding upon different complete programs, topics, etc. with the help of online learning. The method of this research is descriptive research. The writer tries to describe the stategies of Listening English on BBC learning English. it aims to find out the appropriate strategies in ordet to Improve listening skill. In collecting data, the writer uses the library data. BBC Learning English Help the learners fo learning online, they can go to BBC.co.uk an then learn English language by Internet radio or downloading poadcasts. Learning online on BBC.co.uk can be fun and interractive, because the website has the technique for the learners to improve their English language and interactive way by joining groups discussion on BBC learning English. they can listening to the same program and discuss the the topic.In learning process BBC learning English can improve the listening skill, by listening to the poadcasts. the padcasts can be MP3 or video. Based on the analysis result, there are two strategies which describe in this thesis such as battom-up process and top-down process. From the final result, the writer knows the appropriate strategy of Listening English On BBC learning English is Both of bottom-up and top-down process