Improving instructional effectiveness with computer‐mediated communication

This study explores the use of asynchronous Computer‐Mediated Communication (CMC) in the delivery of instructional content, and points up the interaction among learners, as well as between learners and instructors. The instructional content in the project described was available to learners online as Microsoft Word documents, with email being used for communicating within the student group. Many students, as well as some of the instructors, felt uncomfortable with the flexibility and openness that a CMC environment allowed. However, once familiar with this process of instruction and interaction, learners were able to work consistently at their own pace, and understand that instructors are interested in every individual learner's opinion and in the collective views of the group. It was evident that a CMC‐based instructional delivery system, when carefully planned, has the potential to facilitate that outcome, and to improve instructional effectiveness

Student Satisfaction and Performance in an Online Teacher Certification Program

The article presents a study which demonstrates the effectiveness of an online post baccalaureate teacher certification program developed by a Wisconsin university. The case method approach employing multiple methods and multiple data sources were used to investigate the degree to which pre-service teachers were prepared to teach. It was concluded that the study supports online delivery as an effective means of teacher preparation, but it was limited in the number of students followed into their first year of teaching

Examining Mobile Technology in Higher Education: Handheld Devices In and Out of the Classroom

This study followed an innovative introduction of mobile technology (i.e., BlackBerry® devices) to a graduate level business program and documented students’ use of the technology from the time students received the devices to the end of their first term of study. Students found the BlackBerry® device easy to use, and were optimistic regarding its potential role as an instructional tool. Students were self-directed in their use of the devices and found ways to use them within and outside of their classroom even when specific uses were not provided by instructors. Students used their devices most frequently for communication purposes outside the classroom through applications such as BlackBerry Messenger. Overall, although supporting a modest positive view toward this initial introduction to mobile technology as a learning tool, classroom instructional use was more limited than student-directed use in and outside the classroom. A comprehensive examination of the instructional pedagogy that best supports the potential of mobile technology as a self-directed learning tool is necessary to address the limitations seen in this implementation

Use and Perceived Value of Class Forums

Numerous studies have illustrated the ability of online class discussion forums to support college-level student learning and performance. Yet few instructors incorporate forums into their courses. Many believe that students will fail to find value in or even use class forums or they are concerned about increasing their instructional workloads. Herein we address these concerns via a mixed-methods study of our own students\u27 experiences with class forums

Models of technology and change in higher education: an international comparative survey on the current and future use of ICT in higher education

The aim of this study is to investigate which scenarios are emerging with respect to the use of ICT in higher education and how future developments can be predicted and strategic choices can be based on that. It seeks to answer the following questions:\ud What strategic responses do institutions make with respect to the use of ICT; Which external conditions and developments influence these choices; Which external and internal conditions and measures are taken in order to achievestrategic targets; What are the implications for technology use, teaching and learning processes and staff? \ud The study applies an international comparative methodology and is carried out in the Netherlands, Germany, Norway, the United Kingdom, Australia, Finland and the USA. Data were collected through Web-based questionnaires tailored to three different response groups: decision makers, support staff and instructors. In total 693 persons responded to the questionnaire. This implies that between 20 and 50 percent of the institutions in the various countries responded (institutional data were also gathered), with the exception of the USA where the response was much lower

Examining Occupational Therapy Students’ Responses to Integrative Seminars

The integrative seminar is an innovative teaching-learning approach that focuses on active learning and peer collaboration, characteristics that align with millennial learners’ preferences. The use of integrative seminars has been reported by various health professions with positive outcomes. Course feedback survey data from the first cohort of occupational therapy students who participated in a new four-course integrative seminar series were analyzed. Findings suggest that the format of the courses was engaging for the learners. The students particularly valued the small class; the opportunities for peer collaboration; and the variety of active learning opportunities, including simulations. The students also indicated that the seminars helped them to integrate and apply their learning across the curriculum. In another survey completed near the end of their Level II fieldwork rotations, the students indicated that the seminars contributed to their readiness for fieldwork as well as to the development of their critical thinking, interpersonal skills, and professional identity. The findings from this analysis support the potential value of integrative seminars in occupational therapy education

A blended approach in teaching an EAP course: Malaysian instructors’ perceptions of the new course materials

This paper reports on a study which examines instructors’ perceptions of the new commercial course materials that comprises a course book and online practice reinforcement activities. The materials were used to teach undergraduate English for Academic Purposes (EAP) course for Social Sciences at a Malaysian public university. This represents the main facet of the blended approach introduced when the course was redesigned. The sample comprises ten instructors who taught the course for one semester. Three qualitative instruments were utilized to elicit data namely, instructor-researcher reflective notes, focus group discussion and one-to-one interviews. The results of the study were generally positive, however, two main concerns were raised. The first was regarding the difficulty level of the reading comprehension activities in the course book which majority of the instructors felt were too simple and not challenging enough for their students. The second was on internet connectivity to the online practice website which the instructors felt was too slow and was unable to support the students efficiently. The paper concludes by discussing the implications of the findings and provides suggestions for the next cycle of the researc