4,516 research outputs found

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    Usage, attitudes and workload implications for a Web-based learning environment

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    At the University of Twente, a locally developed Web-based learning environment called the TeleTOP system is being implemented throughout the university after being first developed and used in the Faculty of Educational Science and Technology, followed by use in the Department of Telematics. Studying the usage choices of instructors with regard to tools offered by the system, as well as the instructors' workload implications and attitudes, is valuable not only for the implementation activities in the rest of the university, but more generally for those studying the impact on educational practice of Web-based learning environments containing course-management tools. This paper reports on a study of thirty-three TeleTOP using instructors from the two faculties at the end of the 1999–2000 academic year. The results show that instructors feel that a major benefit of using the system is that it is a catalyst for a re-evaluation of one's own teaching; many instructors do not make use of the tailoring options; decisions about use of the system and the provision of feedback are based on the current instructional practices of the instructor; and instructors perceive increases in their workload to be a problem (whenin fact the actual amounts of time spent vary considerably and include instructors with minimal investments)

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    Researching into Teaching Methods in Colleges and Universities by Clinton Bennett, Lorraine Foreman‐Peck and Chris Higgins, London: Kogan Page, 1996. ISBN: 0–7494–1768–4, 136 (+ vii) pages, paperback. £14.99

    The design, implementation and evaluation of mass conferencing

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    There have been attempts to classify and analyse the approaches and techniques of using videoconferencing for teaching and learning. Most classifications include the use of videoconferencing techniques to support lecture‐style delivery to large audiences, or what might be referred to as ‘mass conferencing’. This is often dismissed by sceptics as another gimmick: the real thing is better, or it may be viewed as simply just another didactic approach with little to commend it either in the form of communication or in pedagogical terms. However, the key element in its use is the context within which the mass conferencing is being applied Whatever videoconferencing approaches are employed, it is our view that their successful implementation implies both a clearly defined structure and an operational template. Thus, this paper underlines some of the processes which we have used in mass conferencing. We then evaluate the outcomes, and identify, some themes to be incorporated in successful mass conferencing, including the key factors involved in successful delivery, namely in the preparation, activity, and evaluation stages. In operational terms, the introduction of an external element, beyond the control of course tutors, has highlighted many organizational, pedagogical and technical questions, some of which we address

    The design, implementation and evaluation of mass conferencing

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    There have been attempts to classify and analyse the approaches and techniques of using videoconferencing for teaching and learning. Most classifications include the use of videoconferencing techniques to support lecture‐style delivery to large audiences, or what might be referred to as ‘mass conferencing’. This is often dismissed by sceptics as another gimmick: the real thing is better, or it may be viewed as simply just another didactic approach with little to commend it either in the form of communication or in pedagogical terms. However, the key element in its use is the context within which the mass conferencing is being applied Whatever videoconferencing approaches are employed, it is our view that their successful implementation implies both a clearly defined structure and an operational template. Thus, this paper underlines some of the processes which we have used in mass conferencing. We then evaluate the outcomes, and identify, some themes to be incorporated in successful mass conferencing, including the key factors involved in successful delivery, namely in the preparation, activity, and evaluation stages. In operational terms, the introduction of an external element, beyond the control of course tutors, has highlighted many organizational, pedagogical and technical questions, some of which we address

    Phantom Classmates : A Case Study Of Talented Mathematics Students Learning Via Telematics

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    The main advantages and disadvantages of the Telematics environment for talented mathematics students were investigated through a case study. The case study considered the interaction of, and opinions of 11 Year 9 students and the teacher/researcher. Participants were from nine schools in regional Western Australia, and were withdrawn from face-to-face classes to attend mathematics transmissions. Qualitative data were collected through student interviews, an anonymous questionnaire, tape recording of lessons, and teacher field notes. Students all agreed the main disadvantage occurred if timetabling for Telematics transmissions did not align with their local school class times for the same subject. The teacher perceived the main disadvantage was that during lessons, for various reasons, students chose not to contribute, making it difficult to gain responses from students and create productive class discussions. Many students felt intimidated to contribute during class discussions. Allowing time during lessons for social interaction and encouraging students to reply directly to each other\u27s contributions led to many students feeling more at ease to talk during lessons. The researcher perceived the greatest advantage of learning through Telematics was that with the small classes she was able to work more on an individual basis with students and to check that students understood individual concepts. Towards the end of the data collection period, some students were offering comments on other students\u27 work and their thoughts on the material being developed, without prompting. The research concluded that for a particular issue, student responses were often in opposition. Consequently although some students found one aspect of his/her learning environment a distinct advantage, others found this a disadvantage; and for others, the same issue was unimportant. As such, it is not possible to categorise most aspects of the Telematics learning environment as either an advantage or disadvantage. Therefore rather than the teacher concentrating on eliminating or utilising certain aspects of the Telematics environment, the teacher needs to consider what individual students perceive as advantages and disadvantages and cater for those individual needs

    A didactical design perspective on teacher presence in an international online learning community

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    This paper is based on a study of the student learning experience in a particular module of an international Masters programme that included a large element of online learning. It builds on earlier work which highlighted the importance of design and development of social infrastructure for supporting the development of an online learning community by revisiting the data from the perspective of a didactical design framework. The overall aims of this study are to consider how, as teachers, we designed and developed teacher presence and how this was achieved in practice from the design of teaching-studying-learning processes through development to interaction in the online learning community

    Restructuring Higher Education institutions in Europe: The case of virtual learning environments

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    Research has been carried out into the educational and training innovations resulting from the current implementation of Virtual Learning Environments (VLEs) in institutions of higher education in order to understand how these innovations interrelate with teaching and learning; the implications at the institutional level; and the cross-cultural diversity within virtual learning environments, with an emphasis on those that combine face-to-face and virtual learning. In an attempt at innovating public educational institutions through the restructuring and promotion of educational co-operation at the European level, a study was made of nine institutions that provide tertiary education and postgraduate training in six European countries.Research has been carried out into the educational and training innovations resulting from the current implementation of Virtual Learning Environments (VLEs) in institutions of higher education in order to understand how these innovations interrelate with teaching and learning; the implications at the institutional level; and the cross-cultural diversity within virtual learning environments, with an emphasis on those that combine face-to-face and virtual learning. In an attempt at innovating public educational institutions through the restructuring and promotion of educational co-operation at the European level, a study was made of nine institutions that provide tertiary education and postgraduate training in six European countries

    Investigating conditions for higher order thinking in telematics environments

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    Telematics, or audiographic conferencing, enables synchronous communication via telecommunications. A telephone link and computer communications allow students in distributed classrooms to participate in an extended, or virtual classroom. Telematics is widely used as an instructional medium for the delivery of curricula to students in rural and remote parts of Western Australia. Previous studies of learning meditated by this technology have shown limitations on the forms of interactivity, tasks and learner engagement. Students typically have been found to assume a passive role, often listening to a distant and invisible teacher, but not engaging in cognitively demanding tasks. The tendency for teachers to display didactic forms of teaching has been noted in a number of studies
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