Moving outside the box: Researching e-learning in disruptive times

Indexación: Scopus.The rise of technology’s influence in a cross-section of fields within formal education, not to mention in the broader social world, has given rise to new forms in the way we view learning, i.e. what constitutes valid knowledge and how we arrive at that knowledge. Some scholars have claimed that technology is but a tool to support the meaning-making that lies at the root of knowledge production while others argue that technology is increasingly and inextricably intertwined not just with knowledge construction but with changes to knowledge makers themselves. Regardless which side one stands in this growing debate, it is difficult to deny that the processes we use to research learning supported by technology in order to understand these growing intricacies, have profound implications. In this paper, my aim is to argue and defend a call in the research on ICT for a critical reflective approach to researching technology use. Using examples from qualitative research in e-learning I have conducted on three continents over 15 years, and in diverse educational contexts, I seek to unravel the means and justification for research approaches that can lead to closing the gap between research and practice. These studies combined with those from a cross-disciplinary array of fields support the promotion of a research paradigm that examines the socio-cultural contexts of learning with ICT, at a time that coincides with technology becoming a social networking facilitator. Beyond the examples and justification of the merits and power of qualitative research to uncover the stories that matter in these socially embodied e-learning contexts, I discuss the methodologically and ethically charged decisions using emerging affordances of technology for analyzing and representing results, including visual ethnography. The implications both for the consumers and producers of research of moving outside the box of established research practices are yet unfathomable but excitinghttp://www.ejel.org/volume15/issue1/p5

The interaction factor as a challenge for foreign language learning in the technology based education: a pedagogical reflection

The author carries out a pedagogical reflection on how the technology driven distance learning repeatedly neglects the scientific achievements of Second Language Acquisition and Language Pedagogy. Seeing communicative competence as a major goal of a language classroom, she presents the main challenges that the communicative approach poses to distance learning. To this end, a general distance learning theory by Moore is adapted to the needs of language education, through a distinction between three aspects of learner interaction – with the teacher, with other learners and with content. In this three-dimensional paradigm the learner is seen as the main actor of the process, the teacher as a facilitator, the text as a main source of communicative data and the learner autonomy as the fundament of the process

Making word-mathematical problem-solving accessible to students with dyslexia in Cyprus: a web-based approach

This study was designed to explore how the use of computers can facilitate and make accessible word-mathematical problem solving for students with dyslexia in Cyprus, given their learning difficulties; that the available ICT resources in Cyprus are restricted; and that the IT skills of the majority of students and teachers are limited, in two different settings: the wholeclassrooms of students with dyslexia and on an individual level. Web-based learning environments (WBLEs) were designed in collaboration with participating teachers with the use of simple tools that do not demand specialized IT knowledge. Several word-based mathematical problems were chosen. The WBLEs guided the students following five steps. The guidance was facilitated by navigation buttons, audio instructions, pictures, and diagrams, etc. Six whole-classroom implementations were conducted where the students (including a student with dyslexia) collaborated in groups with the use of a computer. Also, eight individual implementations were conducted with two other students with dyslexia; four implementations respectively. Data were collected through observations, interviews, tests, and computer screen capturing, and these were analysed by following thematic analysis. It was found that the computer-assisted environment can support students with dyslexia in WMPS to a great extent. The facilities provided by the WBLEs, the benefits of collaborative and individualized learning support with the use of WBLEs, the continuous guidance and feedback provided by teachers, peers and WBLEs, can support students with dyslexia in such tasks. The short-lasting impact is an indication of the need for more frequent use of the computer for this purpose. Also, despite the limited available ICT resources in Cypriot mainstream classrooms, as well as a lack of suitable software for WMPS for students with dyslexia, and limited IT skills of students and even teachers, ICT can be embedded in the instruction with additional learning value for students, by creating simple WBLEs

Applying New Technologies to Upgrade Non-English Speakers’ English Speaking Skills

As technologies are getting more and more advanced, modernized information technologies start to step into the field of education. The application of multimedia- assisted instruction is getting more and more popular. This can stimulate students’ interests as well as promote students’ development and improve teaching efficiency. Teachers’ work should be student centered, and teachers’ function is to provide help and guidance in students’ studies. With the introduction of new technologies, students start to be fond of having classes. They start to have interests in studies. This can create a positive learning environment to students, which meets the social requirements of this era. This project is to provide some ideas and methods of applying new technologies in English instruction to expose students in a more authentic learning environment and improve their speaking skills

THE PERCEPTION OF USING WEB BASED LEARNING BY UNDERGRADUATE STUDENTS IN THE KINGDOM OF SAUDI ARABIA

Recently, the Kingdom of Saudi Arabia implemented a policy to develop its educational infrastructure to reduce oil dependency. Saudi Higher Education (SHE) has come under increasing pressure to mobilise new technologies; however, pedagogical change has proven difficult. Web Based Learning (WBL) has recently emerged as a tool increasingly used within education for communicating and sharing information. A growing number of studies into WBL have largely ignored students’ perspective, a necessity to conceptualise the next generation of WBL. Therefore, this Thesis explores WBL’s nature and how it facilitates individual learning and knowledge sharing in Saudi Arabia. 48 SHE students participated in a user-oriented, process-based, exploratory and qualitative study. Research questions were conceptualised using theoretical sampling, in-depth interviewing, 3-step coding, and Constant Comparison Data Analysis methods. Investigative issues consisted of two perspectives. The technological perspective researched participants’ digital technologies constructs, perceived self-efficacy and awareness of technology importance and usefulness. The administration perspective investigated the roles of undergraduate students; importance of technology integration; infrastructure, training and support; and the importance of building a technology resource-base. The core findings highlight that effective integration of digital technologies currently appears challenging. All participant groups exhibited difficulties in conceptualising effective technology integration, however other results were optimistic. Participants reported a high degree of technology familiarity, expertise, awareness and self-efficacy. However, three major challenges were identified; domination of cultural-religious conservatism; traditionalism in curriculum design/associated pedagogical practices; the centralised process of implementing technology. The research sheds light on the role of Experiential Learning Theory and Narcissism Theory and how learning is conceptualised, tacit knowledge made explicit, and shared within different contexts of using WBL. Furthermore, this study provides educators and educational organisations with real data that defines good practice in WBL’s use

Net Generation Student Teachers: How Tech-Savvy Are They?

The present generation of young people is often touted as tech-savvy. They have been variously termed as the "Y Generation" and the "Net Generation" to reflect their technologically inclined nature and living environment. The thrust of this study is to assess student teachers' attitudes, knowledge of ICT (Information Communication Technology) and their context of ICT usage. These factors are important in assessing the tech worth or ICT profciency of this generation of student teachers in higher education. Information-seeking is a behaviour that is tempered by culture and education within the paradigms of a complex social context and not an intuitive behaviour as posited by the Net Generation Theorists. The fndings of this study point to a generation that is undoubtedly active in engaging with technology but not for the reasons cited by Net Generation Theorists. This study utilised a survey method, and data were collected through a self-reported survey questionnaire. Group interviews were conducted to further validate the data obtained. The respondents for this study are student teachers undertaking a bachelor's degree in education at a tertiary institution in Malaysia

An adaptive domain-independent agents-based tutor for Web-based supplemental learning environments

Thesis (Ph. D .)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 2003.Includes bibliographical references (p. 170-185).The Physics Interactive Video Tutor (PIVoT) is a Web-based multimedia resource for college-level Newtonian mechanics. The Personal Tutor (PT) is an intelligent tutoring system (ITS) integrated into PIVoT, assisting students and teachers in navigating through, understanding, and assessing PIVoT's educational media. PT is adaptive in that it personalizes its functionality to the preferences of its user. The combined PIVoT / PT system was designed to be domain-independent with respect to the style of pedagogy, models of user learning, and instructional algorithms. Thus, this design is easily adapted for use beyond the tested domain of introductory college physics. PT is designed in the object-oriented paradigm, building upon the recent work in multi-agent systems (MAS). This agents-based approach, along with innovations in negotiating student-agent control and communication, allow current and future competing pedagogical strategies and cognitive theories to coexist harmoniously. New efficient, domain-independent techniques for discovering, updating, and presenting students' contextual interests improve information retrieval and site navigation. Unlike other computer-based instruction systems used as a tool for primary learning and assessment, PIVoT is used as a supplementary resource focusing on providing formative assessment to both student and educator alike. The PIVoT / PT system leverages reusability and system independence, two often-overlooked strengths of agent-based approaches to intelligent tutoring systems. Combined, PIVoT and the Personal Tutor provide an effective proving ground for innovations in intelligent tutoring system design that also reduces the cost of making such software.by Steven Niemczyk.Ph.D

SWA-KMDLS: An Enhanced e-Learning Management System Using Semantic Web and Knowledge Management Technology

In this era of knowledge economy in which knowledge have become the most precious resource, surveys have shown that e-Learning has been on the increasing trend in various organizations including, among others, education and corporate. The use of e-Learning is not only aim to acquire knowledge but also to maintain competitiveness and advantages for individuals or organizations. However, the early promise of e-Learning has yet to be fully realized, as it has been no more than a handout being published online, coupled with simple multiple-choice quizzes. The emerging of e-Learning 2.0 that is empowered by Web 2.0 technology still hardly overcome common problem such as information overload and poor content aggregation in a highly increasing number of learning objects in an e-Learning Management System (LMS) environment. The aim of this research study is to exploit the Semantic Web (SW) and Knowledge Management (KM) technology; the two emerging and promising technology to enhance the existing LMS. The proposed system is named as Semantic Web Aware-Knowledge Management Driven e-Learning System (SWA-KMDLS). An Ontology approach that is the backbone of SW and KM is introduced for managing knowledge especially from learning object and developing automated question answering system (Aquas) with expert locator in SWA-KMDLS. The METHONTOLOGY methodology is selected to develop the Ontology in this research work. The potential of SW and KM technology is identified in this research finding which will benefit e-Learning developer to develop e-Learning system especially with social constructivist pedagogical approach from the point of view of KM framework and SW environment. The (semi-) automatic ontological knowledge base construction system (SAOKBCS) has contributed to knowledge extraction from learning object semiautomatically whilst the Aquas with expert locator has facilitated knowledge retrieval that encourages knowledge sharing in e-Learning environment. The experiment conducted has shown that the SAOKBCS can extract concept that is the main component of Ontology from text learning object with precision of 86.67%, thus saving the expert time and effort to build Ontology manually. Additionally the experiment on Aquas has shown that more than 80% of users are satisfied with answers provided by the system. The expert locator framework can also improve the performance of Aquas in the future usage. Keywords: semantic web aware – knowledge e-Learning Management System (SWAKMDLS), semi-automatic ontological knowledge base construction system (SAOKBCS), automated question answering system (Aquas), Ontology, expert locator