164,908 research outputs found

    Investigating the use of the e-mail in the teaching and learning of a technical subject among Polytechnic Ungku Omar Students

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    Through the use of technology in education, effectiveness in the teaching and learning process can be achieved. In this project, the researcher wants to identify whether the usage of the electronic mail in the teaching and learning of a technical subject will benefit the teaching and learning process or not. Other than that, researcher wants to identify problems faced in applying the electronic mail in the teaching and learning of a technical subject among Polytechnic Ungku Omar students. Respondents of the project were one class of Polytechnic Ungku Omar students who were taking Data Communication subject. There were two research approaches used in getting the data which are qualitative approaches and quantitative approach. Qualitative data includes data collected through observations, interview and content analysis. Quantitative data includes data collected through questionnaires. Data collected reveals that participants used the e-mail in different ways which brought them various benefits. E-mail was used as a pedagogy of teaching and learning, medium of communication and tool for different purposes like academic purposes, general query and query for personal development, socializing, complaining and suggesting ideas. The use of e-mail was influenced by factors like gender, personality, experience in using e-mail and the features of the e-mail itself. However, the problem faced by the students such as slow downloading or server problems, limited number of computers for use, limited number of computer labs, many of the computers in the polytechnic were not working properly, crowded computer lab, compact personal time table, lecturer to students ratio was too high, difficult to understand the description, do not have enough money to surf at Cyber Cafe and no free or confirmed access to Internet in Polytechnic have influenced the use of the electronic mail in the teaching and learning of a technical subject among Polytechnic Ungku Omar student

    Integration of course management system communication tools in instruction

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    A major thrust of education is integration of technology in to teaching. In the face-to-face classroom, computer mediated communication tools such as electronic mail, discussion forums and chat are currently being integrated into instruction at a rapid pace. This is especially true in courses that use course management systems to deliver content. Are the current integration practices leading students to higher levels of cognitive engagement? Faculty members that choose to use technology in their teaching practice need to use a sound pedagogical framework to structure course tasks that use the technologies. The purpose of the study was to identify which Blackboard computer mediated communication tools faculty members chose to integrate in their teaching practices, with particular interest in the cognitive levels at which tools were integrated. Data were gathered via a web-based survey that answered the following research questions: 1. What communication tools are faculty members using to support instruction, based on Blackboard\u27s communication tools, i.e., electronic mail, discussion forum, and virtual classroom (chat)? 2. At what cognitive level(s) can use be categorized based on Bloom\u27s hierarchy of cognitive levels: 1) knowledge 2) comprehension 3) application 4) analysis 5) synthesis and 6) evaluation? Data were gathered using a survey instrument that was completed by 91 faculty members at UTK who were using CMC tools in their teaching. In summary, electronic mail (e-mail) is the most widely used tool, followed by the discussion forum. Chat is being used at a very low frequency. The tools are mainly being used to as a convenience to communicate course management issues. Additionally, when the tools are being used to support instructional tasks, the middle to upper levels of cognitive engagement are rarely reached. Recommendations based on the findings included a reexamination of what is intended by integration and suggestions to increase faculty development in pedagogical uses of technology in instruction in relation to discipline

    Review of Technological University of Dublin\u27s E-Learning Platform for Effective Teaching Fromative Assessment and Feedback

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    This paper investigates Technological University of Dublin’s (DIT) ‘webcourses.dit.ie’ created for DIT with Blackboard Learning System software as an effective e-learning tool on a module in the School of Real Estate and Construction Economics in DIT. Webcourses.dit.ie is an e-learning platform providing support and assistance to both lecturers and students as part of their daily teaching and learning experience. Webcourses as it is known in DIT is both a course management system for lecturers and a computer assisted learning and assessment tool for students. Prior to using the system class content was delivered by presenting electronic slides in class and subsequently presentations and related reading material were e-mailed to the students. Assignments including project submission dates were also handed out in class and then e-mailed. Problems existed with this type of course delivery. Some students did not receive course notes as they did not check college e-mail or were not registered on the e-mail system. Occasionally students did not receive notes and assignments due to non attendance, improper record keeping and poor transcription. This research demonstrates the application of the system and how to harvest e-learning technologies such as Webcourses for effective teaching, quality management, formative assessment and feedback. The paper outlines the findings of the study and compares the use of the system to the original approach on the module. The findings of this paper reveal that Webcourses has helped the lecturer in course management, assessment and support in enhancing interactions for learning. In delivering the module the study suggests the system’s best use is not as a substitute to traditional lecturers and tutorials but rather an aid to the student and teacher for effective communication, administration and delivery

    E-portfolio in education. Practices and reflections

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    The main activities of the digiFolio Project include: Building a common knowledge base supported by research work on the theory of portfolio usage; Paper and online publication of the results of the research work; Establishment of the pedagogical model for the training course; Analysis of the existing technological infrastructures for digital portfolio usage; Adjustment of the best tools and training course setup; Piloting and evidencing of the training course; Monitoring of the trainees' work by using a specific online teachers' support structure; International seminar. Website: http://digifolioseminar.org/?The present publication addresses the use of digital portfolios in educational context and it is one of the latest dissemination activities of the Digifolio project – Digital Portfolio as a strategy for teachers’ professional development, a COMENIUS 2.1 project which was carried out between 2005 and 2008. It involved several universities and teacher training institutions from five different European countries. The project, which main focus was the reflection on the potentialities of portfolios and digital technologies in the perspective of teachers’ professional development, came to its end with an international seminar which aimed at disseminating the work produced in the frame of a previous teachers training course, as well as allowing and welcoming the contribution of other education professionals with their practices and reflections on the above-mentioned thematic.Europeen Comissio

    ImpaCT2: pupils' and teachers' perceptions of ICT in the home, school and community

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    The Strand 2 report of the ImpaCT 2 research describes the results of applying a range of research methods to explore, how pupils use ICT, in particular out of school and what had been gained from this use. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 8 - 16 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of ICT

    Network-Based Classrooms

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    Computer-mediated communication is an increasingly familiar part of the educational experiences of students from elementary school through graduate school. This is not surprising, because electronic mail, bulletin boards, gopher servers, and other forms of telecommunication offer conveniences and exciting new possibilities for learning. The rapid expansion of the Internet, the availability of low-cost modems and high-speed data lines, and a growing awareness of the educational possibilities are leading to major changes in classrooms. The many ways in which network-based classrooms are used highlights questions about the goals and means of education that are too often pushed aside. By affording new ways of communicating, these classrooms ask us to rethink questions such as: What role should the teacher have in the classroom? How can students support each other???s learning? What kinds of writing should students learn to do? How should we accommodate, or balance, student interests with other curricular concerns? What is needed to make a classroom become a true learning community? In addition to raising these questions, they provide us with new possibilities for answering them.published or submitted for publicationis peer reviewe
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