A New Generation Gap? Some thoughts on the consequences of increasingly early ICT first contact

One possible consequence of ICT’s rapid rise will be a new ‘generation gap’ arising from differing perceptions of the learning technologies. The nature, causes and consequences of this gap are of interest to educational practitioners and policymakers. This paper uses data from an ongoing project together with a synopsis of research to describe the ICT-based generation gap that currently exists between students and their teachers and parents. It is argued that this gap may exist between students differing in age by as little as five years. Results from a related project exploring Networked Information and Communication Literacy Skills (NICLS), are used to introduce a discussion on the nature of any skills gap that must be addressed in the light of this generation gap

Deconstructing Videotaped Instruction for Online Delivery: Instructional Design in Reverse

This paper examines a project in which videotaped face-to-face class sessions were converted into interactive instructional modules for Internet delivery. The development of the online class involved the challenge of teaching the advanced Microsoft Office Suite – normally skills learned hands-on – to distance learners. Sixteen interactive modules were eventually produced by using a process the authors describe as the instructional design in reverse. This paper discusses the importance of the proper application of instructional design theory, the actual production processes used for developing the modules, and important lessons learned in working with interactive multimedia course content for online delivery.This paper examines a project in which videotaped face-to-face class sessions were converted into interactive instructional modules for Internet delivery. The development of the online class involved the challenge of teaching the advanced Microsoft Office Suite – normally skills learned hands-on – to distance learners. Sixteen interactive modules were eventually produced by using a process the authors describe as the instructional design in reverse. This paper discusses the importance of the proper application of instructional design theory, the actual production processes used for developing the modules, and important lessons learned in working with interactive multimedia course content for online delivery

Deconstructing Videotaped Instruction for Online Delivery: Instructional Design in Reverse

This paper examines a project in which videotaped face-to-face class sessions were converted into interactive instructional modules for Internet delivery. The development of the online class involved the challenge of teaching the advanced Microsoft Office Suite – normally skills learned hands-on – to distance learners. Sixteen interactive modules were eventually produced by using a process the authors describe as the instructional design in reverse. This paper discusses the importance of the proper application of instructional design theory, the actual production processes used for developing the modules, and important lessons learned in working with interactive multimedia course content for online delivery.This paper examines a project in which videotaped face-to-face class sessions were converted into interactive instructional modules for Internet delivery. The development of the online class involved the challenge of teaching the advanced Microsoft Office Suite – normally skills learned hands-on – to distance learners. Sixteen interactive modules were eventually produced by using a process the authors describe as the instructional design in reverse. This paper discusses the importance of the proper application of instructional design theory, the actual production processes used for developing the modules, and important lessons learned in working with interactive multimedia course content for online delivery

Changing roles and competencies of academics

This article presents the findings of a small study in a single school of a post-1992 university. The study considered the roles of the online academic and ascertained perceived competencies in these roles. The findings suggest gender differences in perceptions of the importance of online roles and gaps between roles and perceived competencies in these roles, suggesting some academics feel ill-equipped to meet online demands. The study indicates that appropriate learning and development programmes underpinned by relevant competency development are required. Notwithstanding, when asked to identify differences in roles and competencies in online and traditional environments, respondents indicated that their roles were similar in both environments. This suggested that a new ‘generic’ framework for academic roles and competencies was needed. The study then moved to develop a generic role model for use in all learning and teaching environments

Virtual communities of practice: examining the motivations and constraints in their knowledge creation and knowledge transfer preocesses

Paper accepted for the OKLC 2009 - International Conference on Organizational Learning, Knowledge and Capabilities (26-28th, April 2009, Amsterdam, the Netherlands)

Assessing the Interaction and Interactivity in OUT MOODLE LMS:: The Outlook of Content Design Patterns, System Configurations and User’s Access Rates

Despite the wide spread adoption of MOODLE by Higher Learning Institutions (HLIs) in Tanzania, there is still lack of maximum utilization of the software by learners. This is due to lack of interactivity in the system caused by poor MOODLE customization and configuration, improper content design and integration with add-on multimedia files. On the other hand, instructors consider that uploading learning materials in MOODLE is enough without putting down the interactivity facilities. This paper assesses the interactivity in MOODLE from both design and usage. The paper discloses the extent of poor MOODLE customization that can likely hinder the inclusion of the multimedia facilities, extent of poor online course design and lack of virtual interactivity among learners. To undertake this study, a case study methodology was opted by investigating the MOODLE platform of the Open University of Tanzania. The respondents to this study were categorized as MOODLE Learners (MLs), MOODLE Instructors (MIs) and MOODLE Administrators (MA). In addition to interview, an intensive documentary review together with screening the design and configurations of MOODLE servers has been done. The study focused on four aspects of interactivity which are learner interaction to learner, instructor, content, and interface. The study reveals that there is a critical lack of interactivity between learners themselves enrolled in the same course, between learners and their respective tutors and between learners and system contents and interfaces. The synchronous interaction is less practiced compared to asynchronous interaction. This has been due to less insertion of real time multimedia and interactivity features. Generally, uncoordinated operations and ad hoc performance among key MOODLE stakeholders during interface design, software implementation, system configuration, and onsite content development form the basis of this

Implikasi penggunaan teknologi dalam proses pembelajaran Kimia terhadap pelajar tingkatan empat di sekolah menengah daerah Pontian

The purpose of this study is to investigate the implication of using technology especially computer or learning software in the chemistry class and its effect on students’ academic achievement. There are many findings from the previous study show that learning using technology can give a positive impact on students learning behavior in the class. It is because the nature of technology especially some learning softwares will give advantage to students in order to understand chemistry knowledge from three different level which is macroscopic level, microscopic level and also symbolic level in the simple way. However, the implication of using technology in class to student achievement is still unclear. By using descriptive survey study design, six schools in Pontian district were selected. One hundred and sixty students in form four who take chemistry were selected as the sample in the study. The findings of this study suggest, instructional strategies using computers in the classroom, learning software design and the student’s perception when learning chemistry using technology show very week relationship on their academic achievement in chemistry subject. However, the study show there is a strong significant relationship between these three variables. Although the findings of this study was only comes from the statistical analysis, the results that was obtain from study are expected to give effect on teachers, software designers and other stakeholders in order to consider an appropriate method or strategy when using or designing a learning software for the teaching purpose. It also hope that teacher can be more careful in choosing an appropriate software learning that are more suitable to their learning objective which will help in improving student’s academic achievement

The effects of online collaborative learning activities on student perception of level of engagement

textAs online learning becomes more popular, higher education is becoming more interested in this new medium of learning. However, attrition has become a developing problem for colleges and universities that offer online classes, as some students found it was difficult to stay engaged in their online courses. From the literature, it was hypothesized that instructional designs that incorporate collaborative activities will lead to higher perceived engagement levels than those that incorporate individualistic learning. An exploratory study used a self-report survey instrument to measure students' perception of level of engagement in six graduate-level online classes (n=66). Half of the courses in the study integrated formal collaborative activities as a significant component of the course and half represented learning environments characterized by whole group and individualistic learning. The results showed a significant positive relationship between classes that used collaborative activities and engagement levels. However, the coded responses of the participants showed that while classes that use such activities had higher levels of engagement, it is possible that this may be attributable to other factors external to the formal elements of collaboration in the course. Recommendations are offered for future research that may help identify the elements that contribute to engagement in online courses.Curriculum and Instructio

Measuring Student Satisfaction in Online Math Courses

Colleges and universities worldwide have struggled to find a way to measure student satisfaction in online courses. This study examined the growth of math courses that are delivered in the online format. This study aims to address many gaps in the research literature concerning distance education using technology. In particular, it is the intention of this study to investigate satisfaction and performance of students as a result of taking online courses. There has been an expanding concern over whether students are satisfied and can perform well in courses taken in an online environment. Satisfaction and performance in distance education have always been examined in comparison with traditional education that implements instruction through face-to-face interactions. A careful examination of the research literature also indicates that researchers apply vastly different ways to measure satisfaction and performance. This situation may well be responsible for the inconsistencies among empirical studies in the research literature. The first purpose was to develop and validate an instrument that measures satisfaction regarding taking online courses. The second purpose was to predict student satisfaction (measured through the developed instrument) from the learning characteristics of an online environment. The third purpose was to predict student performance from student satisfaction (measured through the developed instrument) in an online environment. A deductive approach was adopted for this research project and utilized a quantitative research design including surveys. Survey data was collected from adult students who were students in the online College Algebra course at a certain Community & Technical College. The instrument was developed and found to be reliable through confirmatory factor analysis. Using multiple regression for the second question, it was found that age (of students) demonstrated statistically significant absolute and relative effects on satisfaction with online mathematics courses. In other words, satisfaction with online mathematics courses depended on age both individually and collectively. Lastly, using multiple regression and ANCOVA to answer question three, it was found that gains from pretest to posttest did not depend on individual characteristics, learning preferences, and online (learning) environment. Meanwhile, gains from pretest to posttest did not depend on satisfaction with online mathematics courses

How do diverse groups of learners in the health sciences respond to a new virtual learning environment?

Funded by the Learning Teaching Support Network for Health SciencesEdinburghAims of the project In the original proposal, the stated aims of this research were to: 'Investigate learners' responses to their first exposure to a new learning experience in a VLE Examine learners' attitudes to the VLE as an effective learning environment through the project Compare and contrast attitudes to a VLE in two different physiotherapy programmes.' Objectives of the project The main objective of the research (as stated in the original proposal) was to provide a detailed analysis into the experience of two specific and differing physiotherapy student cohorts who were new to using VLEs in the learning experience. We aimed to: 'Provide an overview of the literature on the use and value of VLEs in the health sciences. This will focus specifically on initial learner attitudes to Information Technology in learning Conduct a study exploring students' reactions to, and participation in a VLE during the lifetime of the project Identify issues in preparing students in the use of a VLE drawn from diverse groups Evaluate the findings of the study which will: Review students attitudes to the use of a VLE in physiotherapy programmes Highlight individual, social and technical barriers for the meaningful implementation of the VLE from the student perspective Consider the potential for VLEs for the health science community as a whole as well as to the individual lecturer Raise awareness, throughout the duration of the project, of the potential roles of VLE in improving students learning.'CAPAlexander, S. 2001. E-learning developments and experiences. Education and Training, 43 (4/5), pp. 240 - 248. Aspden, L., Helm, P. and Thorpe, L. 2003. Capturing learners' experiences with e-learinng: preliminary findings. 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