Essential Design Elements for Successful Online Courses

This article describes a study of how students perceive and interact with web-based education, with the intent of improving the experience. In particular, the study aimed to understand how undergraduate students learn classical geological laboratory ideas and skills through activity-based instruction via the internet. The focus of this case study was an embryonic web-based course in introductory geology. Over the 2-year study the website expanded and improved iteratively based on feedback from students each term. The study was descriptive in nature and was intended to discover the basic nature of an effective website, regardless of its complexity. The authors suggest several basic rules for pedagogical design of online courses. Educational levels: Graduate or professional

The impact of blended learning in improving the reaction, achievement and return on investment of industrial automation training

There has been a significant increase in the level of remote or distance learning using the Internet, often referred to as e-learning or online education. E-learning is often combined with classroom instruction and on-the-job training and this is referred to as blended learning. The purpose of this research is to investigate the impact blended learning has in improving engineering training in the engineering field of industrial automation. This is especially in improving the reaction, achievement and return on investment of learners compared to that of only the traditional classroom or e-learning approaches. One of the gaps in current research is the examination of the impact of blended learning in improving engineering training. The research revealed significant growth in the use of e-learning for engineers and technicians. There would however appear to be a large number of engineers and technicians who were disappointed with their experiences of e-learning. Significant concerns were also identified in the efficacy of e-learning and the lack of hands-on experience in this form of training for engineers and technicians. Suggestions are made as a result of the research into addressing these issues

Preserving Communication Context. Virtual workspace and interpersonal space in Japanese CSCW.

The past decade has seen the development of a perspective\ud holding that technology is socially constructed (Mackenzie and Wacjman, 1985; Bijker, Hughes and Pinch, 1987; Bijker and Law, 1992). This paper examines the social construction of one group of technologies, systems for computer supported cooperative work (CSCW). It describes the design of CSCW in Japan, with particular attention to the influence of culture on the design process. Two case studies are presented to illustrate the argument that culture is an important factor in technology design, despite commonly held assumptions about the neutrality and objectivity of science and technology. The paper further argues that, by looking at\ud CSCW systems as texts which reflect the context of their production and the society from which they come, we may be better able to understand the transformations that operate when these texts are “read” in the contexts of their implementation

A cloud-based virtual computing laboratory for teaching computer networks

This paper presents a novel ‘Cloud-based’ solution for teaching computer networks in an educational context. One key advantage of the system is its ability to commission and decommission virtual infrastructures comprised of routers, switches and virtual machines on demand. It makes use of hardware located in different physical locations, VMWare software to manage the virtual resources and NetLab+ to manage the configuration of multiple different virtual scenarios. The key features of the cloud infrastructure are described and evaluated

Providing Collaborative Support to Virtual and Remote Laboratories

Virtual and remote laboratories (VRLs) are e-learning resources that enhance the accessibility of experimental setups providing a distance teaching framework which meets the student's hands-on learning needs. In addition, online collaborative communication represents a practical and a constructivist method to transmit the knowledge and experience from the teacher to students, overcoming physical distance and isolation. This paper describes the extension of two open source tools: (1) the learning management system Moodle, and (2) the tool to create VRLs Easy Java Simulations (EJS). Our extension provides: (1) synchronous collaborative support to any VRL developed with EJS (i.e., any existing VRL written in EJS can be automatically converted into a collaborative lab with no cost), and (2) support to deploy synchronous collaborative VRLs into Moodle. Using our approach students and/or teachers can invite other users enrolled in a Moodle course to a real-time collaborative experimental session, sharing and/or supervising experiences at the same time they practice and explore experiments using VRLs.This work was supported by the Spanish Government under the CICYT Project DPI2007-61068 and the GITE grant of the Technology and Educational Innovation Vice-President Office of the University of Alicante