Perceived value of faculty-developed course websites: A student-faculty comparison

This study is a case-study examination of faculty-developed course websites and their usage within a single mid-western community college environment. Its purpose is to develop an understanding of the perceived value of selected course websites from both student and faculty perspectives based on website design and use. The study analyzes course websites from instructional and technological theoretical perspectives, drawing from literature in the fields of education and technology studies. To understand course websites within the context of their usage, three selected course websites were paired with the instructor and a subset of students to form a case study unit. The case study methodology offered an opportunity for in-depth qualitative data collection through theory-driven examination of website features, observation of website use, and in-depth interviews with students and faculty. Study findings indicate that perceived value is strengthened by the amount and quality of course-specific content while lessened by irrelevant content and/or lack of significant content. Because constructivist strategies embody interactive learning styles, web-enabling interactive content on course websites has the potential to create constructivist learning opportunities. Several factors influence course websites design and perceived value perspectives. Included among these are student involvement in the design process, professional development opportunities that support faculty development of course websites, faculty members technical abilities, and institutional support

Analysing trade-offs and synergies between SDGs for urban development, food security and poverty alleviation in rapidly changing peri-urban areas: a tool to support inclusive urban planning

Transitional peri-urban contexts are frontiers for sustainable development where land-use change involves negotiation and contestation between diverse interest groups. Multiple, complex trade-offs between outcomes emerge which have both negative and positive impacts on progress towards achieving Sustainable Development Goals (SDGs). These trade-offs are often overlooked in policy and planning processes which depend on top-down expert perspectives and rely on course grain aggregate data which does not reflect complex peri-urban dynamics or the rapid pace of change. Tools are required to address this gap, integrate data from diverse perspectives and inform more inclusive planning processes. In this paper, we draw on a reinterpretation of empirical data concerned with land-use change and multiple dimensions of food security from the city of Wuhan in China to illustrate some of the complex trade-offs between SDG goals that tend to be overlooked with current planning approaches. We then describe the development of an interactive web-based tool that implements deep learning methods for fine-grained land-use classification of high-resolution remote sensing imagery and integrates this with a flexible method for rapid trade-off analysis of land-use change scenarios. The development and potential use of the tool are illustrated using data from the Wuhan case study example. This tool has the potential to support participatory planning processes by providing a platform for multiple stakeholders to explore the implications of planning decisions and land-use policies. Used alongside other planning, engagement and ecosystem service mapping tools it can help to reveal invisible trade-offs and foreground the perspectives of diverse stakeholders. This is vital for building approaches which recognise how trade-offs between the achievement of SDGs can be influenced by development interventions

Toward the development of analysis of students' cognitive processes in an online course

This study examined a web-based undergraduate course structured around social learning theories through the lens of social construction as a theoretical framework and a case study research method. The purpose of the study was to investigate students' learning experiences from a cognitively guided research framework. Instructional strategies practiced in the course, instructional design developed, and demonstrated students' learning outcomes were examined to help characterize students' learning experiences. The study proceeded from a social constructivist framework, employing a qualitative case study approach. Data collected to support the description of students' learning experiences included early course survey, in-depth interviews, course documents, students' artifacts, online class interactions, email correspondences among participants, and the researcher's journals based on online observations. The results of the study reveal that students' learning experiences and learning outcomes were greatly affected by the instructor's belief about teaching a distance course. Her belief that students should be fully responsible for their own learning in the web-based course resulted in minimal facilitation of the class in all aspects, including moderating students' online discussions, fostering learning communities within the class, and providing elaborate, critical feedback to elicit students' cognitive processes. As a result, the engaged cognitive processes and knowledge domains students demonstrated over the term were not significantly improved. Furthermore, the course goal of establishing a collaborative, interactive, and social learning environment for distance students was not met. The results of this study contribute to the picture of the facilitation skills and moderating practices that support more fully the goal of the development of a cognitively rich learning community

Design, Development and Evaluation of VirtualAlps 2.0: A Semantic Web Based Virtual Field Guide for teaching Level 6 Geoscience

This paper draws on experiences of designing, developing, using and evaluating a semantic web-based Virtual Field Guide (VFG), VirtualAlps 2.0, for teaching geosciences. The paper briefly reviews the previous use of VFGs to support students’ learning by fieldwork, highlighting some benefits. VFGs are considered to supplement real fieldwork, but not to become a substitute for it. We then outline the design considerations, development and staff and student evaluation of the Virtual Alps 2.0 VFG developed for level 6 undergraduates. The design and development of Virtual Alps 2.0 was undertaken by experts who were part of the Ensemble Project at Liverpool John Moores University. This paper describes the development of a pilot VFG which employs ‘linked data’ and ‘semantic web’ approaches to allow students to access diverse web-based resources, to explore the relations between them, and to then draw on these in the course of more authentic assessment activities than has hitherto been the case. The new assessment for which the VFG was developed, required students to assess the social, environmental and economic costs and benefits of a proposed hydro-electric reservoir in a Swiss Alpine Valley. The VFG provided students with real environmental data, maps, photographs, video and links to relevant research papers which students used to make interpretations and draw their conclusions about the feasibility of such a scheme. Their answers were then subjected to analysis and students’ work from the assessment task based on VirtualAlps 2.0 demonstrated a wider range of skills (performing calculations, drawing graphs & diagrams themselves, creating more tabulations and making more opinions/decisions) than in a traditional essay which had been the assessment task set in previous years. This study shows the potential to use specifically designed interactive ‘Web 2.0' innovations to enhance students’ decision making skills in an assessment which we argue prepares them better for employment. Geoscience and the world of employment for geoscientists is in a state of flux at present, and the ability to work using linked data and semantic web approaches is now an important skill for graduates to be able to offer

Managing evolution and change in web-based teaching and learning environments

The state of the art in information technology and educational technologies is evolving constantly. Courses taught are subject to constant change from organisational and subject-specific reasons. Evolution and change affect educators and developers of computer-based teaching and learning environments alike – both often being unprepared to respond effectively. A large number of educational systems are designed and developed without change and evolution in mind. We will present our approach to the design and maintenance of these systems in rapidly evolving environments and illustrate the consequences of evolution and change for these systems and for the educators and developers responsible for their implementation and deployment. We discuss various factors of change, illustrated by a Web-based virtual course, with the objective of raising an awareness of this issue of evolution and change in computer-supported teaching and learning environments. This discussion leads towards the establishment of a development and management framework for teaching and learning systems

An active learning and training environment for database programming

Active learning facilitated through interactive, self-controlled learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a tool for database programming that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. Therefore, we discuss analysis and evaluation of these Web-based environments focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the learning approach, learning organisation and actual tool usage are aspects of behaviour that require different techniques to be used

An Interactive Web-based Application as Educational Tool for SCM Course by Using FOSS

This paper presents the application of free/open source software (FOSS) for teaching and learning one specific topic in Supply Chain Management (SCM) course. In the last few years, there is abundant FOSS for educational tools. However, educator still faces problems to implement such an education FOSS for improving the quality of education i.e. customizing of software function, developing of a specific educational media, and illustrating of a course content. The purpose of this research is to design an educational tool for increasing efficiency in conveying subject matter especially distribution problem. It has a module of real distribution problem in commodity paddy was captured. We crated an interactive Web-based application by using WSDL, PHP and My SQL, and SOAP. The result of the research will be able to improve the pedagogic approach for learning of SCM course. Keywords: Educational tool, FOSS, interactive media, SCM course

A case study of campus‐based flexible learning using the World Wide Web and computer conferencing

This paper explores the use of the World Wide Web (WWW) integrated with computer conferencing as a teaching and learning tool. The aim of the study described was to evaluate the effectiveness of the use of online materials designed in a flexible learning format and integrated with a computer conference. It was hoped that this would create additional opportunity for group discourse between campus‐based students. The paper is divided in the following way: a discussion of the context to new developments in teaching and learning is followed by an introduction to the case study. Finally the findings of the case study are discussed with reference to research from the field of collaborative systems (Orlikowski, 1992; Grudin, 1994) as a framework for reflection. Some tentative conclusions are made for future work