Content delivery and challenges in education hybrid students

Traditionally, taught postgraduate programmes placed students in well-defined categories such as 'distance learning' and 'on-campus' or 'part-time' and 'full-time'. The practical reality is that postgraduate students rarely fall into such simple, diametric roles and can be more suitably generalised under the concept of the 'hybrid student'. Hybrid students are dynamic, with changing requirements in relation to their education. They expect flexibility and the ability to make changes relating to module participation level, study mechanism and lecture attendance, in order to suit personal preference and circumstance. This paper briefly introduces the concept of the hybrid student and how the concept has been handled within the School of Electronic Engineering at DCU. Following this, some discussion is provided in relation to a number of the content delivery technologies used in programmes facilitating these students: HTML, PowerPoint, Moodle, DocBook and Wiki. Finally, some of the general challenges, which have been encountered in supporting such diverse students, are briefly discussed

Hybrid Learning: Balancing Face-to-Face and Online Class Sessions

This paper raises the question: What is the appropriate proportion for face-to-face and online sessions when courses are taught in a hybrid learning format? Proportions of online and face-toface sessions in six institutions that utilize hybrid learning format were reviewed. The review indicates a loosely defined proportion between the two formats, with ratios varying from 75% online and 25% face-to-face to 13% online and 87% face-to-face. The paper proposes three stakeholders: students, professors, and institutions that need to be considered to determine the proportion of online and face-to-face sessions. The paper highlights some attractive features of hybrid teaching format with 50% each for online and face-to-face. The paper concludes by recommending future research to consider the concerns of the primary stakeholders

Lost in social space: Information retrieval issues in Web 1.5

This paper is concerned with the application of Web 2.0 technologies within a conventional institutional learning setting. After considering the affordances of Web 2.0 technologies vs Web 1.0 technologies and a framework for viewing social software in terms of groups, networks and collectives, we describe an instance of trying to use Elgg, a rich social application, to support a distance-taught course within a conventional face-to-face university. A number of issues are identified, some of which are related to Elgg’s interface but the biggest of which relate to the tensions between top-down and bottom-up control and the shifting contexts of personal, group, network and collective modes of engagement. These problems suggest that, in their current form, social technologies pose intractable difficulties in information organisation and retrieval when used for formal learning. We propose a range of solutions that make use of the wisdom of the crowd combined with human intervention. This paper addresses and extends themes explored in SIRTEL 07

Evaluating the quality of studenbts actions in a distance learning programming language academic discipline

info:eu-repo/semantics/publishedVersio

TechNews digests: Jan - Mar 2010

TechNews is a technology, news and analysis service aimed at anyone in the education sector keen to stay informed about technology developments, trends and issues. TechNews focuses on emerging technologies and other technology news. TechNews service : digests september 2004 till May 2010 Analysis pieces and News combined publish every 2 to 3 month