Improving instructional effectiveness with computer‐mediated communication

This study explores the use of asynchronous Computer‐Mediated Communication (CMC) in the delivery of instructional content, and points up the interaction among learners, as well as between learners and instructors. The instructional content in the project described was available to learners online as Microsoft Word documents, with email being used for communicating within the student group. Many students, as well as some of the instructors, felt uncomfortable with the flexibility and openness that a CMC environment allowed. However, once familiar with this process of instruction and interaction, learners were able to work consistently at their own pace, and understand that instructors are interested in every individual learner's opinion and in the collective views of the group. It was evident that a CMC‐based instructional delivery system, when carefully planned, has the potential to facilitate that outcome, and to improve instructional effectiveness

Real-Time Analysis of Student Comprehension: An Assessment of Electronic Student Response Technology in an Introductory Earth Science Course

This article describes an evualuation of the effectiveness of electronic student response technologies (SRT). These wireless systems allow students to key in responses with remote control units to questions posed by an instructor in the classroom. Student responses then are displayed in real time, allowing both students and instructors to gauge student comprehension instantaneously. Researchers conducted a multi-faceted assessment of the use of SRT in four sections of a high-enrollment introductory Earth Science course at Penn State University. The assessment included quantitative and qualitative perception data from students enrolled in the course and faculty/administrator visitors to the classroom. Preliminary assessment of the pedagogical merits of SRT in the course suggests that this technology is an effective tool for introductory geoscience education. Educational levels: Graduate or professional, Graduate or professional

Student engagement with self-instructional course materials : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Distance and On-line Learning at Massey University, Extramural, New Zealand

This study is concerned with understanding how students engage with self-instructional materials on campus and at a distance within the context of the hybrid course offered at ABC College. This study examines the interrelationship of (a) time engaged with course materials, (b) the perceived value of course materials, (c) student approaches to engagement and (d) the integration of the course materials into the student learning experience in order to construct an understanding of student engagement with course materials. This study employed multiple case studies which formed a holistic collective case study. Data on student engagement with the course materials was collected using a questionnaire instrument. The resulting data was analysed using descriptive statistics to create a picture of how students engaged with the course materials. Correlation statistics were used to identify possible relationships between the items. Emerging themes were then explored in focus groups. Subsequent analysis of the focus group data explored the causation and interrelationships between themes resulting in an understanding of student engagement with the course materials. The findings from this study suggests that student engagement with self-instructional course materials (readings, learning guide, multimedia, etc.) are the result of complex interactions between a student's preferred approach to engagement, their locus of control and the method of integration of the course materials. The majority of participants preferred to engage with the course materials using a deep approach. Participants with an external locus of control reflected the assumptions and approaches they perceived from the method of integration. Participants with an internal locus of control engaged with the course materials using their preferred approach unless they were convinced that another approach served their needs better. The majority of participants exhibited an external locus of control. When a presentation or supplemental method of integrating was used, participants were more likely to engage with the course materials using a surface approach to engagement. They were also more likely to spend less time engaging with the course materials and place a lower value on the course materials. When a discussion or springboard method of integration was used participants were more likely to engage the course materials using a deep approach to engagement. They were also more likely to spend more time engaging with the course materials and place a higher value on the course materials

Quality Enhancement Themes: the First Year Experience. Curriculum Design for the First Year

This report outlines the work and outcomes of a practice-focused development project 'Curriculum design for the first year'. The project was one of nine funded by the Quality Assurance Agency for Higher Education (QAA) under the First-Year Experience Enhancement Theme of the Scottish quality enhancement agenda. The stages of this curriculum design project included: completing a literature review; running staff workshops to gather and disseminate information; holding student focus groups to gather students, views and experiences of the curriculum; collecting case studies of interest to the sector; and reporting findings to the sector. Key findings from the literature are presented in this report. They include the need to adopt student-centred active learning strategies (Harvey, Drew and Smith, 2006; Oliver-Hoyo and Allen, 2005; Barefoot, 2002) and the importance of providing early formative feedback to students (Davidson and Young, 2005; Barefoot, 2002). Many suggestions for improving learning and teaching strategies have been adopted at module level, but could be implemented strategically across the breadth of a programme curriculum. Kift and Nelson (2005) supported this view and argued that it is equally important to support these principles with systemic university-wide change, including administrative and support programmes that are also integrated with the curriculum and student needs

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning