An Exploratory Study of Lecturers' Views of Out-of-class Academic Collaboration Among Students

This article reports an exploratory study of lecturers' perceptions of out-of-class academic collaboration (OCAC) among students at a large Singapore university. Two types of OCAC were investigated: collaboration initiated by students, e.g., groups decide on their own to meet to prepare for exams, and collaboration required by teachers, e.g., teachers assign students to do projects in groups. Data were collected via one-on-one interviews with 18 faculty members from four faculties at the university. Findings suggest that OCAC, especially of a teacher-required kind, is fairly common at the university. Faculty members' views on factors affecting the success of OCAC are discussed for the light they might shed on practices to enhance the effectiveness of OCAC

ICOPER Project - Deliverable 4.3 ISURE: Recommendations for extending effective reuse, embodied in the ICOPER CD&R

The purpose of this document is to capture the ideas and recommendations, within and beyond the ICOPER community, concerning the reuse of learning content, including appropriate methodologies as well as established strategies for remixing and repurposing reusable resources. The overall remit of this work focuses on describing the key issues that are related to extending effective reuse embodied in such materials. The objective of this investigation, is to support the reuse of learning content whilst considering how it could be originally created and then adapted with that ‘reuse’ in mind. In these circumstances a survey on effective reuse best practices can often provide an insight into the main challenges and benefits involved in the process of creating, remixing and repurposing what we are now designating as Reusable Learning Content (RLC). Several key issues are analysed in this report: Recommendations for extending effective reuse, building upon those described in the previous related deliverables 4.1 Content Development Methodologies and 4.2 Quality Control and Web 2.0 technologies. The findings of this current survey, however, provide further recommendations and strategies for using and developing this reusable learning content. In the spirit of ‘reuse’, this work also aims to serve as a foundation for the many different stakeholders and users within, and beyond, the ICOPER community who are interested in reusing learning resources. This report analyses a variety of information. Evidence has been gathered from a qualitative survey that has focused on the technical and pedagogical recommendations suggested by a Special Interest Group (SIG) on the most innovative practices with respect to new media content authors (for content authoring or modification) and course designers (for unit creation). This extended community includes a wider collection of OER specialists. This collected evidence, in the form of video and audio interviews, has also been represented as multimedia assets potentially helpful for learning and useful as learning content in the New Media Space (See section 4 for further details). Section 2 of this report introduces the concept of reusable learning content and reusability. Section 3 discusses an application created by the ICOPER community to enhance the opportunities for developing reusable content. Section 4 of this report provides an overview of the methodology used for the qualitative survey. Section 5 presents a summary of thematic findings. Section 6 highlights a list of recommendations for effective reuse of educational content, which were derived from thematic analysis described in Appendix A. Finally, section 7 summarises the key outcomes of this work

Virtual Erasmus - A new chance not only for Europe

Virtual Mobility among two or more educational institutions offers students a virtual trip abroad. There is an opportunity to acquire a number of ECTS-points at one of the foreign partner institutions or through a joint activity which are counted to the student’s degree at his/her home university. This paper is based on the research conducted among ERASMUS coordinators within the EU. The research was part of the MoreVM project which aims at facilitating the virtual mobility, encouraging participation and enhancing efficiency of virtual mobility in higher education. The central focus was on the position of the virtual mobility coordinator, if such exists. There will be an overview of the main research findings reflecting the present situation in managing the virtual mobility. We hope that sharing good experience including the MoreVM project results will increase the development of the virtual mobility which will get similar attention and success as Erasmus physical mobility. Virtual mobility could be a valuable example also for countries outside of European Union.virtual mobility, management, e-learning, Erasmus mobility

Learning in Social Networks: Rationale and Ideas for Its Implementation in Higher Education

The internet has fast become a prevalent medium for collaboration between people and social networks, in particular, have gained vast popularity and relevance over the past few years. Within this framework, our paper will analyse the role played by social networks in current teaching practices. Specifically, we focus on the principles guiding the design of study activities which use social networks and we relate concrete experiences that show how they contribute to improving teaching and learning within a university environment

Teaching and learning in live online classrooms

Online presence of information and services is pervasive. Teaching and learning are no exception. Courseware management systems play an important role in enhancing instructional delivery for either traditional day, full-time students or non-traditional evening, party-time adult learners enrolled in online programs. While online course management tools are with no doubt practical, they limit, however, live or synchronous communication to chat rooms, whose discourse has little in common with face-to-face class communication. A more recent trend in online teaching and learning is the adoption and integration of web conferencing tools to enable live online classrooms and recreate the ethos of traditional face-to-face sessions. In this paper we present the experience we have had with the adoption of the LearnLinc® web conferencing tool, an iLinc Communications, Inc. product. We have coupled LearnLinc with Blackboard®, for the online and hybrid computer science courses we offered in the past academic year in the evening undergraduate and graduate computer science programs at Rivier College. Twelve courses, enrolling over 150 students, have used the synchronous online teaching capabilities of LearnLinc. Students who took courses in the online or hybrid format could experience a comparable level of interaction, participation, and collaboration as in traditional classes. We solicited student feedback by administering a student survey to over 100 students. The 55% response rate produced the data for this paper\u27s study. We report on the study\u27s findings and show students\u27 rankings of evaluation criteria applied to hybrid and online instructional formats, with or without a web conferencing tool. Our analysis shows that students ranked favorably LearnLinc live sessions added to Blackboard-only online classes. In addition, how they learned in live online classrooms was found to be the closest to the hybrid class experience with regard to teaching practices they perceived as most important to them, such as seeking instructor\u27s assistance, managing time on task, and exercising problem solving skills

Semi-Virtual Knowledge Engineering: Development of Semi-Virtual Knowledge Learning Process to Improve the Semi-Virtual Individual learning

The study introduce a semi-virtual learning process to improve the team learning abilities. The learning goals are achieved by combining both virtual and face-to-face interactions (activities). The semi-virtual learning process facilitates the team to develop and complete the project by sharing and transferring their knowledge (skills) between each other. The research study explores implementation of a semi-virtual learning practice in semi-virtual teams to assure that each member of the team has hands-on-training on the creation and development of the database application. The sample of the study is students registered in advance database management course offered by the School of Management, University of California, Riverside. The hypothetical application they developed was for the service department of the car dealer. Each member activities were monitored by introducing a project session during a class time in which they interact with each other and with the instructor to discuss their project deliverables, issues, and software and hardware limitations. The results show that learning is more effective between semi virtual teams; and the team size plays a major role in individual learning process as their social interactions both face to face and virtual (email) were personal (limited space diversity) and professional (category identification). They were able to transfer their expertise to other member on one on one basis. Each one of them was involved in the development and implementation stages though their roles and deliverables were distributed. The final project presentation covered the development, implementation and execution of application and provided positive and successful learning outcome in semi-virtual environment

Summary Progress Report: Active Living by Design Grant Program

Evaluates the outcomes of RWJF's five-year initiative designed to enhance built environments and facilitate physical activity. Examines community partnerships' impact on fundraising, media coverage, programs, policy and planning, and physical projects

E-learning as a Vehicle for Knowledge Management

Nowadays, companies want to learn from their own experiences and to be able to enhance that experience with best principles and lessons learned from other companies. Companies emphasise the importance of knowledge management, particularly the relationship between knowledge and learning within an organisation. We feel that an e-learning environment may contribute to knowledge management on the one hand and to the learning need in companies on the other hand. In this paper, we report on the challenges in designing and implementing an e-learning environment. We identify the properties from a pedagogical view that should be supported by an e-learning environment. Then, we discuss the challenges in developing a system that includes these properties