Media Usage in Post-Secondary Education and Implications for Teaching and Learning

The Web 2.0 has permeated academic life. The use of online information services in post-secondary education has led to dramatic changes in faculty teaching methods as well as in the learning and study behavior of students. At the same time, traditional information media, such as textbooks and printed handouts, still form the basic pillars of teaching and learning. This paper reports the results of a survey about media usage in teaching and learning conducted with Western University students and instructors, highlighting trends in the usage of new and traditional media in higher education by instructors and students. In addition, the survey comprises part of an international research program in which 20 universities from 10 countries are currently participating. Further, the study will hopefully become a part of the ongoing discussion of practices and policies that purport to advance the effective use of media in teaching and learning

Adoption of innovative e-learning support for teaching: A multiple case study at the University of Waikato

In response to recent social, economic, and pedagogical challenges to tertiary-level teaching and learning, universities are increasingly investigating and adopting elearning as a way to engage and motivate students. This paper reports on the first year of a two-year (2009-2010) qualitative multiple case study research project in New Zealand. Using perspectives from activity theory and the scholarship of teaching, the research has the overall goal of documenting, developing, and disseminating effective and innovative practice in which e-learning plays an important role in tertiary teaching. A “snapshot” of each of the four 2009 cases and focused findings within and across cases are provided. This is followed by an overall discussion of the context, “within” and “across” case themes, and implications of the research

Innovating Pedagogy 2015: Open University Innovation Report 4

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation

Essential Design Elements for Successful Online Courses

This article describes a study of how students perceive and interact with web-based education, with the intent of improving the experience. In particular, the study aimed to understand how undergraduate students learn classical geological laboratory ideas and skills through activity-based instruction via the internet. The focus of this case study was an embryonic web-based course in introductory geology. Over the 2-year study the website expanded and improved iteratively based on feedback from students each term. The study was descriptive in nature and was intended to discover the basic nature of an effective website, regardless of its complexity. The authors suggest several basic rules for pedagogical design of online courses. Educational levels: Graduate or professional

Developing Next-Generation Engineers -. IMPACTS

In the development of remote labs and virtual engineering tools the focus has rightly been on the technical challenges to be overcome to provide useful and usable tools and experimentation. However, the utilization of such facilities in educational settings is not simply a case of making students and faculty aware of their existence. In fact, there are significant pedagogical issues in the blending of remote and virtual facilities with cohort and location-based teaching and learning, and a number of research findings have highlighted student issues with both traditional teaching methods and the use of predominantly on-line materials. The authors have considerable experience in the development, production and use of eLearning materials in academic and industrial environments, and in tool virtualization and remote labs, and here propose a model for a distributed Masters program that supports students on a location-neutral basis utilizing online eLearning materials, virtual tools and remote lab facilities, combined with location-specific specialist teaching and learning facilities. The program described is already in operation between three European Universities, with the intention to expand both within Europe and beyond, utilizing the Erasmus Mundus scheme. The program is based on a constructivist pedagogic model that demands considerable independence of study and research on the part of the students, within a rich environment of high-quality specialist materials offered in a wide variety of modes. The authors believe that this approach optimizes the benefits of individual academic specialization in research and teaching, combined with effective use of eLearning materials, remote labs and virtual tools in a distributed environment, and thereby addresses a number of the issues identified from the research while also offering a high quality program to educate and develop next generation Engineers

Opinion piece: non-traditional practical work for traditional campuses

Traditional practical work for higher education in STEM subjects is under pressure from rising student numbers and adesired increase in active learning. Investing in more buildings and staff is financially challenging, while stretching existing resources affects outcomes, health, and participation. A more pragmatic approach is to embrace a less instrumentalist view of practical work in physical spaces and instead adopt a critical post-humanist approach which mixes both humanity and technology to achieve a sum greater than the parts, not bound by the limits of either. We share the experiences of leading UK exponents of non-traditional laboratories in the four main categories of simulation, virtual laboratories, real-asynchronous, and real- synchronous activities, as well as experts in scaling digital education initiatives for university-wide adoption. We foreshadow opportunities, challenges and potential solutions to increasing the opportunity for active learning by students studying at traditional campuses, via the complementary addition of non-traditional practical work

Implementation and Assessment of a Virtual Reality Experiment in the Undergraduate Themo-Fluids Laboratory

Results are presented from an NSF supported project that is geared towards advancing the development and use of virtual reality (VR) laboratories, designed to emulate the learning environment of physical laboratories. As part of this project, an experiment in the undergraduate thermo-fluids laboratory course titled Jet Impact Force was transformed into a 3-D virtual reality experiment using the widely used MAYA R and VIRTOOLS R software. In order to facilitate students\u27 interactions with the newly created 3-D interactive, immersive and stereoscopic virtual laboratory environment, the human computer interfaces (HCI) were programmed and incorporated in the simulation software. Two immersion levels were included in the VR experiment to assess their impact on student learning. The first one namely the desktop virtual reality (DTVR) used a computer and a 3-D TV for display while the CAVE virtual reality (CVR) employed a computer in conjunction with a three-wall CAVE (acronym for Cave Automatic Virtual Environment) for visualizing the simulation. The above said VR experiment was embedded in the thermo-fluids laboratory course in the mechanical engineering curriculum at Old Dominion University (ODU) so that it could be used in the supplementation mode for the pre-lab practice sessions prior to the physical experiment sessions. To test the efficacy of this supplementation pedagogy for enhancement of student learning, both quantitative (quiz) as well as qualitative (direct observation and student survey) assessment instruments were used. Of the three objectives set for this study two, namely the development and implementation of VR experiment and the assessment of impact of immersion levels on student learning were fully achieved. Assessment results also showed that the CVR module resulted in a higher level of student learning when compared with the DTVR module. The third objective, namely the assessment of the VR experiment in enhancing student learning in the supplementation mode was met only partially since the quantitative and qualitative assessments produced divergent results. The statistical analysis of the quiz scores of the experimental group, consisting of students who used the VR experiment for supplementation, and the control group (without supplementation) showed that the supplementation produced improvements in student learning that were statistically insignificant. In contrast the direct observation of both the experimental and the control groups during the physical experiment pointed to student learning gains for the experimental group. Student surveys showed generally positive disposition of students towards the newly introduced VR experiment

Moving hands-on mechanical engineering experiences online: Course redesigns and student perspectives

Hands-on lab experiences are essential for enabling students to be successful engineers, especially those who identify as kinesthetic learners. This case study describes how a Mechanical Engineering Practice course sequence was redesigned during the COVID-19 emergency transition to remote learning and examines how students responded to these changes. The remote course included videos of Graduate Teaching Assistants conducting data acquisition phases of the practice session to replace hands-on experiments. To understand student perspectives and performance, researchers reviewed approximately 400 reflective essays from Spring 2020 and compared assignment submissions between Fall 2019 and Spring 2020. Results suggest that some students perceived the loss of hands-on activities as detrimental to their learning and it was not comparable to face-to-face counterparts. Furthermore, students felt forced to develop self-directed learning skills. However, in contrast to student comments in reflective essays, comparisons of assignment submissions suggested that students in Spring 2020 did not receive lower grades or have a reduced demonstration of conceptual knowledge obtained in the course