Exploring the Learning in Service-Learning: A Case of a Community-Based Research Project in Web-Based Systems Development

Service-learning integrates coursed-based academic learning with community service. This form of experiential learning is becoming more prevalent in higher education as academic institutions strive to enhance student learning while providing meaningful service to the community. This study investigates the impacts of service-learning in a junior-level IS web development course on student learning outcomes. The study also explores the use of community-based research in web-based systems development. The study\u27s context is a project to develop a web-based system for an elementary school classroom. Our findings propose an integrated, multidimensional concept of student learning that links the academic with personal and interpersonal learning outcomes. The academic dimension of student learning includes domain-specific and general academic knowledge and skills. The interpersonal dimension of student learning encompasses communication, collaboration and leadership skills, and the personal dimension consists of self-knowledge and personal efficacy. The service-learning strategy of community-based research promotes student learning and transforms the student into an engaged and active learner. Furthermore, community-based research is an effective approach to supplement the software development methods of prototyping and joint application development in a web-based systems development project. The study\u27s findings provide a framework for structuring effective service-learning experiences in the systems development domain of an Information Systems curriculum

FLAX: Flexible and open corpus-based language collections development

In this case study we present innovative work in building open corpus-based language collections by focusing on a description of the opensource multilingual Flexible Language Acquisition (FLAX) language project, which is an ongoing example of open materials development practices for language teaching and learning. We present language-learning contexts from across formal and informal language learning in English for Academic Purposes (EAP). Our experience relates to Open Educational Resource (OER) options and Practices (OEP) which are available for developing and distributing online subject-specific language materials for uses in academic and professional settings. We are particularly concerned with closing the gap in language teacher training where competencies in materials development are still dominated by print-based proprietary course book publications. We are also concerned with the growing gap in language teaching practitioner competencies for understanding important issues of copyright and licencing that are changing rapidly in the context of digital and web literacy developments. These key issues are being largely ignored in the informal language teaching practitioner discussions and in the formal research into teaching and materials development practices

Virtual Collaboration in the Online Educational Setting: A Concept Analysis

This study was designed to explore the concept of virtual collaboration within the context of an online learning environment in an academic setting. Rodgers’ method of evolutionary concept analysis was used to provide a contextual view of the concept to identify attributes, antecedents, and consequences of virtual collaboration. Commonly used terms to describe virtual collaboration are collaborative and cooperative learning, group work, group interaction, group learning and teamwork. A constructivist pedagogy, group-based process with a shared purpose, support and web-based technology are required for virtual collaboration to take place. Consequences of virtual collaboration are higher order thinking and learning to work with others. A comprehensive definition of virtual collaboration is offered as an outcome of this analysis. Clarification of virtual collaboration prior to using it as a pedagogic tool in the online learning environment will enhance nursing education with the changes in nursing curriculum being implemented today. Further research is recommended to describe the developmental stages of the collaborative process among nursing students in online education and how virtual collaboration facilitates collaboration in practice

A mobile learning journey: Or "A tale of two academics' pedagogical partnership"

Today, less than a billion people have access to computers, whereas around four billion people have access to mobile phones. At the same time, the nature of the Internet has been undergoing a revolution labelled ‘web 2.0’. Most web 2.0 tools are also designed to be mobile friendly, allowing reading and updating of web 2.0 content from mobile phones, and also featuring enhanced mobile affordances such as photo and video blogging (from cameraphones), and geotagging (from GPS equipped smartphones). Hence mobile web 2.0 provides a platform for wider access than traditional computing that is context independent, facilitating ‘authentic’ learning environments (A. Herrington & Herrington, 2007, 2006; Jan Herrington, Herrington, Mantei, Olney, & Ferry, 2009) beyond the boundaries of the traditional tertiary classroom. Thus mobile learning (mlearning) presents vast potential for appropriation within tertiary education. This paper presents an academics journey into the use and appropriation of mlearning within their teaching practice. This journey is based upon a four year research project into the potential of mobile web 2.0 (Cochrane, Flitta, & Bateman, 2009). Critical incidents along this journey are identified and examples given of how mobile web 2.0 has been integrated into the academics lifestyles and pedagogical toolkits. The paper outlines the significant events in the pedagogical development of two academics over this period of four years. Critical Incident Analysis is used to identify significant ‘eureka’ moments for the participants in their mlearning (mobile learning) journeys. Several ‘lenses’ are used to bring into focus themes that emerge upon reflection over this period, including: Communities Of Practice, the Social Construction of Technology, Actor Network Theory, Activity Theory, and Social Constructivism. The symbiotic relationship developed between the academic advisor (technology steward) and the academic teaching staff has proven a rich environment for harnessing educational technology to design social constructivist learning environments for different groups of tertiary students. It is hoped the insights gained will be useful for other academic staff wanting to implement pedagogical innovation, and for professional development staff seeking insights for facilitating academics to integrate educational technology into their pedagogies

Academic continuity: Staying true to teaching values and objectives in the face of course interruptions

Academic continuity planning is an emerging tool for dealing with class cancellation associated with natural disasters, acts of violence and the threat of pandemics. However, academic continuity can also be an issue with respect to less dramatic events, such as power outages, inclement weather, or the temporary unavailability of an instructor, especially if the problem is recurring. Many of the proposed alternative forms of delivery involve some form of web-based learning, but the extent to which these approaches work when students expect face-to-face delivery has not previously been examined. In one such interruption, web-based conferencing from home was undertaken. Based on average test scores, learning was unimpeded by web-based conferencing for one week, but there were some small gender effects that warrant further investigation. Many student comments reflected reduced engagement. The professor noted that students were more likely to respond to questions when the students could see the professor instead of the slides, but in general there were fewer student responses to questions than in face-to-face lectures. A number of comments made unsolicited comparisons with the traditional lecture format, suggesting that the context for teaching and learning, and students’ previous experience of different teaching approaches may merit more discussion in online learning studies

Physiotherapy education 2.0: using collaborative web based tools in education and clinical practice

PURPOSE: In the recent years we have witnessed a rapid increase in the use of Web-based tools. These Web 2.0 applications, particularly wikis, blogs and podcasts, have been increasingly adopted by many online health-related professional and educational services. Because of their ease of use and rapidity of dissemination, they offer the opportunity for powerful information sharing and ease of collaboration that can be taken anywhere, providing the potential for "anytime, anywhere" learning experiences (mobile learning). RELEVANCE: Students are now more mobile than ever, and often find themselves located some distance from a parent institution on professional practice placement. The uses of such technologies to encourage learners' deeper engagement with learning materials, and the affordance of shared working spaces to improve collaboration between learners are desirable outcomes. It is generally held by many educators that students of all ages learn best when immersed within a culturally and socially rich environment in which scaffolding of learning can be achieved. DESCRIPTIONS: In the context of the Physiotherapy course in the Escola Superior de Saúde do Alcoitão we have used in the last 3 years a set of web based tools to promote collaborative teaching/learning in the academic and clinical setting. EVALUATION: The participation of academic staff, students and clinical educators as been very high. CONCLUSION: The latest generation of collaborative Web-based tools, namely wikis, blogs and podcasts, offer many unique and powerful information sharing and collaboration features. Careful thinking and research are still needed in order to find the best ways to leverage these emerging tools to promote the teaching and learning.N/

DEVELOPING WEB-BASED ONLINE TEST SYSTEM TO BOOST IELTS ACADEMIC READING SCORE

Abstract: Web technology provides rich resources for both educators and learners in English teaching and learning process. In this context, the study aims at developing web-based online test for IELTS academic reading test on the users need for learners and educator of Universitas Darussalam Gontor. Addressing the issue of online test developing, this study utilized Alessi and Trollip instructional system design model. The formative evaluation and the increase in the average score at the pre-test and post-test of the learning motivation included alpha testing validated by two material and media experts and beta testing on learners’ attitude toward the online test, while summative evaluation covered learning outcomes. Upon analysis, the finding demonstrated that: (1) the resulting website: https://gets.unida.gontor.ac.id/pertanyaan/quiz was able to provide online evaluation for assessing reading performance among learners; (2) the increase in the average score on the pre-test and post-test of the learning outcomes of all learners was 0.43 (moderate category) and learner motivation scale was 0.38 (Medium-g courses). Hence, web-based online test could optimize learners’ excitement to assess their IELTS proficiency

The Determinants of Web Based Instructional Systems\u27 Outcome: A Step-wise Regression Approach

Technology plays an important role in the everyday life of children born in the ‘digital’ era. The ability to use web technologies in the K-6 educational context opens up new opportunities for teaching and learning. This study investigates the adoption and integration of a web technology into a second grade classroom. The study utilizes a community-based research method to assess the technology adoption decision and the skills, knowledge, and resources needed to effectively utilize this digital medium in the classroom and beyond. The study’s context is a collaborative effort between the academic researchers and an elementary school teacher to develop and implement a classroom web site. This project is a pilot to the school-wide implementation of web sites in grades K-6. Our findings suggest that the factors for web site adoption and integration include the alignment of the site’s purpose with the teacher’s needs, the use of rapid application development strategy for web design, the development of a comprehensive teacher’s training program for web content management, and the use of collaborative tactics for web site implementation. Web technologies have a potential to enrich the students’ educational experience and home-to-school communication. However, there are social and technological challenges for planning, designing, and diffusing web technologies into the elementary schools. The findings of this study have implications for the elementary school educators interested in developing and integrating classroom web sites for teaching, learning, and communicating with their community