Computer-based library or computer-based learning?

Traditionally, libraries have played the role of repository of published information resources and, more recently, gateway to online subscription databases. The library online catalog and digital library interface serve an intermediary function to help users locate information resources available through the library. With competition from Web search engines and Web portals of various kinds available for free, the library has to step up to play a more active role as guide and coach to help users make use of information resources for learning or to accomplish particular tasks. It is no longer sufficient for computer-based library systems to provide just search and access functions. They must provide the functionality and environment to support learning and become computer-based learning systems. This paper examines the kind of learning support that can be incorporated in library online catalogs and digital libraries, including 1) enhanced support for information browsing and synthesis through linking by shared meta-data, references and concepts; 2) visualization of related information; 3) adoption of Library 2.0 and social technologies; 4) adoption of Library 3.0 technologies including intelligent processing and text mining

Why do we teach the way we do? : the relationship between tutors' conceptions of teaching and learning, the design/teaching of their online courses and effecive online teaching principles : a thesis presented in partial fulfilment of the requirements for degree of Master of Education at Massey University, Manawatu, New Zealand

There is an increase in the use of e-learning within tertiary institutions and many courses are moving to online learning as the means to deliver all or part of courses that were previously delivered face-to-face. Online delivery, primarily through the internet, provides new challenges for tutors in delivering courses that demonstrate effective teaching principles. This study researched the perspectives and practice of twelve tutors from three different New Zealand polytechnics via a multiple case study. It investigated how tutors’ conceptions of teaching and learning aligned with the design and teaching of their online courses, and with effective online teaching principles. Enablers and barriers to tutors using effective online teaching principles were also examined. Interaction between students, between tutor and student and between tutor and content were all found to be important conceptions of teaching and learning shared by the participants. It appeared that an understanding of learning theory was related to tutors’ conceptions of teaching and learning aligning with the design of their courses. In addition, this understanding influenced tutors’ use of effective online teaching principles. The research identified that all tutors’ courses aligned with the effective online teaching principles of constructive alignment, the chunking of content and tasks into appropriate sizes, and scaffolding of information. The principles related to student interactivity with content, between students and with the tutor were evidenced on two of the polytechnics’ courses with limited evidence on the third polytechnics’ site. The effective online teaching principles of promoting student ownership of the learning process, and interaction with a larger learning environment was demonstrated on few of the tutors’ online courses in this study. The enablers and barriers experienced by tutors played a key role in the extent to which tutors implemented effective online teaching principles in their courses. Institutional processes related to course design, and tutor professional learning and support played a critical role in providing tutors with the knowledge and time they needed to effectively teach online

Analysis of the Role of Information Systems Technology in Lecture Learning during the Corona Virus Pandemic

Abstract— At this time the spread of the Corona Covid-19 Virus was sweeping the world, Indonesia was also affected, especially in the world of education where the teaching and learning process was usually carried out face-to-face in the classroom. So as a result of this pendemi the teaching and learning process must be done online. The role of information systems technology is very meaningful in lecture learning. This study aims to analyze a model of campus learning conditions and the role of information system technology in college learning amid the COVID-19 corona virus pandemic at STMIK Sinar Nusantara Surakarta. The research method is to make observations and literature studies to obtain data and information used in research. The results of this study indicate the use of information technology has a very important role in the implementation of online distance learning in the midst of the corona covid 19 virus pandemic, among online online media such as: google classroom, whatsapp, zoom. Of the online learning media, it is proven that Google Classroom: 55.9% is widely used as media for sharing materials and assignments, while video conferences lectures are the most users of Google Meet as much as: 70.6%. The results of the analysi s of the online learning value are: 44.1%. Based on this data, it shows that the role of information system technology plays an important role and helps in the teaching and learning process amid the Covid-19 corona virus pandemic

Are Social Networking Sites (SNS) effective platforms for political engagement?

Based on a dataset by Pew Internet and American life project on the 2008 Post election results in the United States, this research aims to determine whether the frequency of SNS usage, the amount of SNS profiles, the number of SNS platforms and the use of SNS platforms for political purposes, especially through the 'friend' function, positively predict online political engagement and online political information seeking. The findings show that while the number of SNS profiles have no impact on either dependent variable, the number of SNS platforms plays a role in online political engagement while the frequency of use plays a strong role in both online political engagement and online political information seeking. The findings also indicate a strong relationship between using SNSs for political purposes, especially for finding campaign or candidate information on the site and for learning friends' political interests or affiliation, and online political engagement and online political information seeking, as well as for starting or joining a cause and becoming a 'friend' of a political candidate. --

Information Technology and Learning Methodology Amid the COVID-19 Pandemic

The impact of the COVID-19 pandemic on the education sector caused schools and universities are closed. Then, teaching and learning are delivered by an online method through information and communication technology. Some issues have emerged, especially on delivering materials and the minimum requirements of online learning. The study aims to review learning methodologies and the role of information and communication technology for future learning. Heutagogy and Computational Thinking have been selected as the learning methodology for approaching digital native generation. It is no doubt that the significant role in undertaking online education is information and communication technology. Therefore, we suggested some tools to enhance learning systems, such as gamification learning, virtual labs, and social media. We also discussed new learning media using information and communication technology in education. The study's contribution is to describe technology's role in the future learning system to be used by decision-makers in implementing e-learning better

Peran Orang Tua dalam Proses Pembelajaran Daring

The learning process is a social interaction that is carried out by students and teaching staff in sharing information and knowledge. During the process, learning activities are more likely to be carried out online, either using social media, teleconferencing devices, or other applications that can be used to convey messages/information, record material, or face-to-face virtual. For this reason, the learning process does not only need to be supervised by teaching staff, but also the role of parents in the online learning process. This research is a qualitative research with a descriptive approach that will provide an overview of the role of parents in the online learning process. The role of parents who become aspects of observation include: the facilities provided and the motivation provided. The sample in this study were all students of the Faculty of Teacher Training and Education, Islamic University of North Sumatra. The existing sample was chosen randomly with a total sample of 32 students. Analysis of the data used is using interpretation analysis based on the opinions and perceptions of students in terms of parental support for the online learning process. Based on the information collected from students regarding the role of parents, it is concluded that providing facilities to support the online learning process and providing motivation is a form of parental participation in the success of online learning

ICT in Higher Education: a case-study of mediated blended-learning

Teaching in on-line and collaborative situations requires a variety of responses including changes in pedagogy as instructors taking the role of facilitators of information while guiding students toward solutions. In order for online learning to be successful, therefore, teachers as well as learners will need to explore new roles in the teaching-learning relationship. In this paper, the authors propose to examine how educators can mediate instruction by first designing their course goals and objectives and then consider how the on-line environment can best serve the instructional objectives and plan appropriate activities and assessment. We seek to explore the use of online environments as the bridge between real world and reflective knowledge

Developing downloadable TUIs for online pedagogic activities

The Web has changed how we interact with the World’s information and knowledge. As a result there have been several changes to the education sector, especially in online distance learning. Nevertheless, most of the e-Learning activities struggle to break the GUI paradigm. The HCI community has focused on the use of Tangible User Interfaces (TUI) for pedagogic purposes thus producing some evidence of the potential that embodied cognition might bring to constructivist learning. New education movements such as the Edupunk movement argue for an empowerment of independent learners, following the constructivist perspective where learners have to have a more active role by experimenting and discovering concepts on their own. However, we think that accessing TUI systems via Web can lead to pedagogic activities that break the GUI paradigm in education on the Web. This paper presents a case study: three prototypes of TUIs for online learning and exploration were developed and tested, investigating the usability and engagement provided by this kind of interactive tools. <br/