The Panhellenic Project: assessing learning engagement using Web 2.0 technologies

High attrition rates have been a consistent occurrence among online learners, creating the challenge of how to design online instruction for the type of learning that encourages student engagement. With new technologies constantly evolving, the question becomes how educators can use these new web-based applications to engage students and possibly resolve the problem of high attrition among online learners? The purpose of this study was to assess the level of learning engagement through student participation in The Panhellenic Project, an instructional design model that integrated constructivist learning principles with Web 2.0 technologies. Additionally, the usefulness of structured orientations to the Web 2.0 technologies and the effectiveness of these technologies was also investigated. Using a mixed-methods case study design, The Panhellenic Project was framed around a collaborative group activity where undergraduate students worked in teams with the task of creating a three-dimensional virtual ancient Greek Parthenon and one ancient Olympic game event within the Second Life virtual world. A project wiki was established for student-participants to research sports history as well as share knowledge, information and resources. An informational blog with project resource information was developed as a Second Life learning reference. Multiple sources were used to capture data including the Survey of Student Engagement, pre- and post-project questionnaires, and electronic discourse analysis of wiki posts and Second Life chat transcripts. Research finding showed that the majority of the student-participants were engaged in The Panhellenic Project and that learning had occurred over the length of project implementation. The structured orientation and training sessions were perceived as effective in connecting theoretical and practical knowledge, though not effective for teaching students to use the Second Life virtual world. Overall, the level of difficulty experienced in learning the application influenced student-participant perceptions about the effectiveness of the Web 2.0 technologies used in this study. Further, analysis of the data revealed that the participants consistently demonstrated constructivist learning activities through interaction with other learners, collaborative teamwork and the sharing of multiple perspectives as they completed The Panhellenic Project

Bryn Mawr College Undergraduate College Catalogue and Calendar, 1998-1999

https://repository.brynmawr.edu/bmc_calendars/1055/thumbnail.jp

Bryn Mawr College Undergraduate College Catalogue and Calendar, 1998-1999

https://repository.brynmawr.edu/bmc_calendars/1055/thumbnail.jp

Coptic SCRIPTORIUM:A Corpus, Tools, and Methods for Corpus Linguistics and Computational Historical Research in Ancient Egypt

Coptic, having evolved from the language of the hieroglyphs of the pharaonic era, represents the last phase of the Egyptian language and is pivotal for a wide range of disciplines, such as linguistics, biblical studies, the history of Christianity, Egyptology, and ancient history. Coptic SCRIPTORIUM provides the first open-source technologies for computational and digital research across the disciplines as applied to Egyptian texts. The project is developing a digitized corpus of Coptic texts available in multiple formats and visualizations (including TEI XML), tools to analyze and process the language (e.g., the first Coptic part-of-speech tagger), a database with search and visualization capabilities, and a collaborative platform for scholars to contribute texts and annotations and to conduct research. The technologies and corpus will function as a collaborative environment for digital research by any scholars working in Coptic

Bryn Mawr College Undergraduate College Catalogue and Calendar, 1999-2000

https://repository.brynmawr.edu/bmc_calendars/1056/thumbnail.jp

Bryn Mawr College Undergraduate College Catalogue and Calendar, 2000-2001

https://repository.brynmawr.edu/bmc_calendars/1057/thumbnail.jp

1980-1981 Bulletin

Bulletin of LOMA LINDA UNIVERSITYDivision of Religion 1980-81 Volume 71, Number 5, August 30, 1980https://scholarsrepository.llu.edu/fr_bulletin/1007/thumbnail.jp

The Effects Of Differential Reinforcement Structures On Computer-Assisted Instructional Learning

The use of computer assisted instruction as a viable educational technology in our nation\u27s schools has presented educators with new dilemmas and decisions. To operate these devices in the manner in which they were intended, computer software or courseware, whose cost often rivals the original cost of the computers themselves, must be purchased before their potential benefit can be realized. The most widely used type of instructional design that is inherent in these programs can be categorized under the operant theory of learning comprising the styles such as tutorial, skills building, and drill and practice. These computer lessons can be described as question-response-reinforcement in organizational design. The purpose of this study was to determine the nature of the reinforcement and its effects upon certain learner behaviors. Four computer lessons of equal length, scope and difficulty were designed to teach symbolic number systems to high school students. The lessons were designed with four different types of reinforcement structures ranging from sound and color graphics animation to simple knowledge of correct response. The programs were coded so that the students could control the real times allowed to read instructional frames, compute their responses, or watch the rewards. It was clear from the study that reinforcement style had little to do with the effectiveness of the lesson. Students watched the reinforcements for a substantial time to begin with, but ultimately opted to continue the program with little attention to the rewards. Students spent significantly more time watching the frames that demonstrated the question and correct response when they answered incorrectly than they spent listening or watching an animation intended for their delight. The implications for software publishers and purchasers are threefold: 1) Effort needs to be given in examination and evaluation of educational software concerning its learning design. 2) Programs designed as instructional tutorials should be structured economically, without the extensive reinforcement frills. 3) Continued research should be aimed at identifying the most efficient reinforcement strategies in operant-style computer assisted instruction

1981 - 1982 Bulletin

Bulletin of LOMA LINDA UNIVERSITYDivision of Religion 1981-82 Volume 72, Number 1, April 10, 1981https://scholarsrepository.llu.edu/fr_bulletin/1012/thumbnail.jp

1979 - 1980 Bulletin

Bulletin of LOMA LINDA UNIVERSITYDivision of Religion 1979-80 Volume 70, Number 3, June 4,1979https://scholarsrepository.llu.edu/fr_bulletin/1008/thumbnail.jp