2,202 research outputs found
Supervising undergraduate research using online and peer supervision
This paper will review the role of the undergraduate dissertation as an essential element in the preparation of undergraduate students for research both at postgraduate level and in the wider community. The role and responsibilities of the research supervisor varies between universities, and there are many different styles of supervision. There is a need to strike a balance between the support for the novice researcher, and the development of autonomy and independence. Students studying at a distance from the campus present particular challenges with regard to supervision of research. The paper will outline the approach to research supervision adopted in a distance education psychology module, which combines online supervision, face-to-face meetings, and peer supervision. The paper will conclude with an evaluation of the outcomes
Using video tutorials as a carrot-and-stick approach to learning
Traditional teaching styles practiced at universities do not generally suit all students\u27 learning styles. For a variety of reasons, students do not always engage in learning in the courses in which they are enrolled. New methods to create and deliver educational material are available, but these do not always improve learning outcomes. Acknowledging these truths and developing and delivering educational material that provides diverse ways for students to learn is a constant challenge. This study examines the use of video tutorials within a university environment in an attempt to provide a teaching model that is valuable to all students, and in particular to those students who are not engaging in learning. The results of a three-year study have demonstrated that the use of well-designed, assessment-focused, and readily available video tutorials have the potential to improve student satisfaction and grades by enabling and encouraging students to learn how they want, when they want, and at a pace that suits their needs
Incorporating Andragogy and Cognitive Theory Of Multimedia Learning Into Self-Paced Training and Development Programs
In the modern higher educational system, technology permeated almost all the provisions of educational processes and transformed individual learning transactions. Empirical evidence reveals studentsâ skill gaps in the digitized campus and the real-world work environment driven by technology. Technical training is of high value and in high demand in helping students to develop the skills necessary to carry out schoolwork and be prepared for the real-world work environment. The purpose of this study was to investigate the effectiveness of the combined method of Andragogy and Cognitive Theory of Multimedia Learning (CTML) in enhancing learning results and optimizing studentsâ learning experience in an asynchronous Excel training program designed on Storyline 360. This study utilized a mixed-method design and was conducted in a private religiously affiliated university on the west coast of the U.S. Quantitative data (i.e., control group n=22; Treatment group n=22) were collected through quiz and survey to measure learning results and learning motivation, autonomy, and satisfaction respectively. Qualitative data (n=4) were collected through semi-structured individual interviews to obtain a deeper insight into the different learning experiences between conventional instruction and the Andragogy and CTML-enhanced instruction. The first finding of this study was the effectiveness of the interventional training designed with a combined method of Andragogy and CTML in improving studentsâ learning outcomes in the post-test (i.e., t (42) = 2.65, p-value = 0.01\u3c0.05, Cohenâs D = 0.80)) and maximizing gained scores (i.e., (t (42) = 2.23, p-value = 0.03), Cohenâs D = 0.67). iii The second finding of the research was that the interventional training designed with a combined method of Andragogy and CTML had a significant effect on improving studentsâ learning motivation (t (42) = 2.71, p-value = 0.0096 \u3c 0.05, Cohenâs d = 0.82,), but no effect on improving learning autonomy (t (42) = -0.17, p-value = 0.87 \u3e 0.05, Cohenâs d = -0.05,) and learning satisfaction (t (42) = 1.43 p-value = 0.16 \u3e 0.05, Cohenâs d = 0.42). The third finding of this research revealed: (1) learners found both the conventional and the Andragogy and CTML-enhanced training beneficial as it met their current or future needs; (2) learners in both groups were engaged in the micro-learning experience multimedia-based (i.e., simulations and mind maps); (3) Project-based assessment and brief course navigation instructions are preferred in the self-paced training. This study formulated an evidence-based framework to design effective online technical capability-building solutions that are centered on the needs of learners. Educational leaders should enable instructional technologies and define governance and processes to support the integration of the combined andragogy and CTML method. Additional research implementing the andragogy and CTML approach with learners in different educational settings and subject matters would further expand the findings and drive teaching innovations
Towards a user oriented analytical approach to learning design
The London Pedagogy Planner (LPP) is a prototype for a collaborative online planning and design tool that supports lecturers in developing, analysing and sharing learning designs. The tool is based on a developing model of the components involved in learning design and the critical relationships between them. As a decision tool it makes the pedagogical design explicit as an output from the process, capturing it for testing, redesign, reuse and adaptation by the originator, or by others. The aim is to test the extent to which we can engage lecturers in reflecting on learning design, and make them part of the educational community that discovers how best to use technologyâenhanced learning. This paper describes the development of LPP, presents pedagogical benefits of visual representations of learning designs and proposes an analytical approach to learning design based on these visual representations. The analytical approach is illustrated based on an initial evaluation with a small group of lecturers from two partner institutions
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Offline eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction
Background: The world is short of 7.2 million healthâcare workers and this figure is growing. The shortage of teachers is even greater, which limits traditional education modes. eLearning may help overcome this training need. Offline eLearning is useful in remote and resourceâlimited settings with poor internet access. To inform investments in offline eLearning, we need to establish its effectiveness in terms of gaining knowledge and skills, studentsâ satisfaction and attitudes towards eLearning. Methods: We conducted a systematic review of offline eLearning for students enrolled in undergraduate, healthârelated university degrees. We included randomised controlled trials that compared offline eLearning to traditional learning or an alternative eLearning method. We searched the major bibliographic databases in August 2013 to identify articles that focused primarily on studentsâ knowledge, skills, satisfaction and attitudes toward eLearning, and health economic information and adverse effects as secondary outcomes. We also searched reference lists of relevant studies. Two reviewers independently extracted data from the included studies. We synthesized the findings using a thematic summary approach. Findings: Fortyânine studies, including 4955 students enrolled in undergraduate medical, dentistry, nursing, psychology, or physical therapy studies, met the inclusion criteria. Eleven of the 33 studies testing knowledge gains found significantly higher gains in the eLearning intervention groups compared to traditional learning, whereas 21 did not detect significant differences or found mixed results. One study did not test for differences. Eight studies detected significantly higher skill gains in the eLearning intervention groups, whilst the other 5 testing skill gains did not detect differences between groups. No study found offline eLearning as inferior. Generally no differences in attitudes or preference of eLearning over traditional learning were observed. No clear trends were found in the comparison of different modes of eLearning. Most of the studies were small and subject to several biases. Conclusions: Our results suggest that offline eLearning is equivalent and possibly superior to traditional learning regarding knowledge, skills, attitudes and satisfaction. Although a robust conclusion cannot be drawn due to variable quality of the evidence, these results justify further investment into offline eLearning to address the global health care workforce shortage
Evaluation of student support services at the Namibia University of Science and Technology Centre for Open and Lifelong Learning
Quality and effective student support service (SSS) is a critical demand in the ever-changing landscape of distance education. It is common knowledge that distance education students need continuous support during their studies in order to cope with academic demands while attending to other key activities. This study set out to evaluate the implementation of SSS at the Namibia University of Science and Technology Centre for Open and Lifelong Learning (NUST COLL) at different regional centres across Namibia. The objectives of the study were to: identify problems and challenges experienced with the current implementation of SSS, determine the needs of the distance students and propose recommendations for the improvement of SSS at the regional centres.
In an attempt to realise the objectives of the study, the study incorporated both quantitative and qualitative research design to collect data, by making use of questionnaires, open-ended questions and interviews. The participants included 8 regional coordinators (RC) who were purposively selected and 109 distance students who were selected through stratified and convenience sampling techniques from seven COLL regional centres.
It was evident from the findings that most students opted for distance education as it allows them to work and study. Furthermore, many students have been studying for many years without getting any qualification. While NUST was providing different SSS, the findings brought to light some challenges such as the shortage of technological tools, understaffed regional centres, and unavailability of support services on weekends and public holidays and lack of collaboration between marker-tutors, lecturers and regional face-to-face tutors. It is proposed that the current model of SSS should be redesigned to respond to challenges facing distance education students at the regional centres. A model for implementation of SSS was developed to pave the way for effective implementation geared towards reducing the dropout rates and increase success rates.
Key terms: Implementation of student support services, technological tools, model for implementation, regional coordinators, academic demands, increase success rates, regional centres, distance education, regional centres, and dropout rates.Educational Leadership and ManagementD. Ed. (Education Management
Engaging students with learning technologies
Curtin University initiated its eScholar program in 2009 making funds available for academic staff to implement innovative teaching using Curtinâs extensive suite of learning technologies. The program is based on the philosophy of engaging students with learning technologies that support their growing understanding through authentic and assessable activities.This publication presents the research findings of each of the eScholar projects conducted in 2010 and 2011. Each chapter has undergone a process of double-blind review resulting in high quality descriptions of learning using current and emerging technologies. The publication is divided into 6 sections based on these technologies.University teaching and learning is faced with many challenges. A major one is recognising appropriate learning technologies and their use that support ways in which adults learn. Rapid advances in technologies can easily seduce those with limited understanding of adult learning. This publication offers clear directions founded on teacher and learner experiences grounded in real classroom activity
Toward a user-oriented analytical approach to learning design
The London Pedagogy Planner (LPP) is a prototype for a collaborative online planning and design tool that supports lecturers in developing, analysing and sharing learning designs. The tool is based on a developing model of the components involved in learning design, and the critical relationships between them. As a decision tool, it makes the pedagogical design explicit as an output from the process, capturing it for testing, redesign, reuse and adaptation by the originator, or by others. The aim is to test the extent to which we can engage lecturers in reflecting on learning design, and make them part of the educational community that discovers how best to use Technology Enhanced Learning (TEL). This paper describes the development of LPP, presents pedagogical benefits of visual representations of learning designs, and proposes an analytical approach to learning design based on these visual representations. The analytical approach is illustrated based on an initial evaluation with the lecturers
Transformative Potential of Constructivist Blended Problem-Based Learning in Higher Education
This chapter critically explores the design and implementation of a blended problem-based learning (PBL) module for academic professional development in higher education. A core aspect of the chapter is the overview of the design framework used for the application and specific use of learning technologies in the PBL module. As it would appear that e-learning courses are often lauded on the basis of their constructivist approach to learning, but in reality sustained interstudent contact and discussion can be difficult, an underlying purpose of the chapter is to show how interactional analysis helps in understanding the potential of transformative pedagogy within blended PBL. This chapter aims to highlight how emerging constructivist theories of learning may be applied to the blend of PBL and e-learning. It addresses the need for an analysis of the interactions taking place in blended PBL with a specific focus on academic staff who are engaged in professional development in higher education in Ireland. It applies the relevant constructivist theories to the face-to-face PBL tutorials, online discussions, focus group interview texts and reflective papers generated over two years in a professional development module involving 17 academic staff. The chapter concludes with an analysis of the difference that the blended delivery made to both tutors and participants and discusses the design implications of a blended PBL model for the practice of academic development
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