14,012 research outputs found
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 LearnLincÂź web conferencing tool, an iLinc Communications, Inc. product. We have coupled LearnLinc with BlackboardÂź, 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
Peripatetic electronic teachers in higher education
This paper explores the idea of information and communications technology providing a medium enabling higher education teachers to act as freelance agents. The notion of a âPeripatetic Electronic Teacherâ (PET) is introduced to encapsulate this idea. PETs would exist as multiple telepresences (pedagogical, professional, managerial and commercial) in PETâworlds; global networked environments which support advanced multimedia features. The central defining rationale of a pedagogical presence is described in detail and some implications for the adoption of the PETâworld paradigm are discussed. The ideas described in this paper were developed by the author during a recently completed ShortâTerm British Telecom Research Fellowship, based at the BT Adastral Park
Asynchronous Networks and Event Driven Dynamics
Real-world networks in technology, engineering and biology often exhibit
dynamics that cannot be adequately reproduced using network models given by
smooth dynamical systems and a fixed network topology. Asynchronous networks
give a theoretical and conceptual framework for the study of network dynamics
where nodes can evolve independently of one another, be constrained, stop, and
later restart, and where the interaction between different components of the
network may depend on time, state, and stochastic effects. This framework is
sufficiently general to encompass a wide range of applications ranging from
engineering to neuroscience. Typically, dynamics is piecewise smooth and there
are relationships with Filippov systems. In the first part of the paper, we
give examples of asynchronous networks, and describe the basic formalism and
structure. In the second part, we make the notion of a functional asynchronous
network rigorous, discuss the phenomenon of dynamical locks, and present a
foundational result on the spatiotemporal factorization of the dynamics for a
large class of functional asynchronous networks
Digital Dissemination Platform of Transportation Engineering Education Materials Founded in Adoption Research
INE/AUTC 14.0
Satellite-enabled educational services specification and requirements analysis based on user feedback
Advanced tele-education services provision in remote geographically dispersed user communities (such as agriculture and maritime), based on the specific needs and requirements of such communities, implies significant infrastructural and broadband connectivity requirements for rich media, timely and quality-assured content delivery and interactivity. The solution to broadband access anywhere is provided by satellite-enabled communication infrastructures. This paper aims to present such satellite-based infrastructures that are capable of addressing the core requirements of rich media educational services in remote areas. The paper proceeds to examine a set of services that will realise such satellite-based distance learning systems and to assess the targeted usersâ interest in such services. The presented work is undertaken within the framework of the EU-funded Broadband Access Satellite Enabled Education (BASE2) project. Furthermore, requirements analysis, based on the Volere template (Robertson) and on user feedback, is undertaken
- âŠ