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Implementing And Evaluating E Learning Environments
Implementing And Evaluating E Learning Environments
Implementing And Evaluating E Learning Environments
Implementing And Evaluating E Learning Environments
Implementing And Evaluating E Learning Environments
Implementing And Evaluating E Learning Environments
Implementing And Evaluating E Learning Environments
Implementing And Evaluating E Learning Environments
Implementing And Evaluating E Learning Environments
Implementing And Evaluating E Learning Environments
Implementing And Evaluating E Learning Environments
Implementing And Evaluating E Learning Environments
Implementing And Evaluating E Learning Environments
Implementing And Evaluating E Learning Environments
Implementing And Evaluating E Learning Environments
Implementing And Evaluating E Learning Environments
Implementing And Evaluating E Learning Environments
Implementing And Evaluating E Learning Environments
Implementing And Evaluating E Learning Environments
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Implementing And Evaluating E Learning Environments

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  • 1. Implementing & evaluating e-learning environments Sue Trinidad John Pearson
  • 2. Factors influencing the learning experience
    • Infrastructure
    • Quality of content and assessment
    • Quality of learner support systems
    • Assumptions made by learners & educators about the learning experience
    • Peer support networks for learners & educators
  • 3. Research findings
    • Students’ outcomes are likely to be better when the actual learning environment more closely matches their preferred learning environment
    • (Aldridge, Fraser, Fisher, Trinidad & Wood, 2003; Fraser, 1998b, 1999a; Fraser & Fisher, 1983)
  • 4. Online Learning Environment Survey (OLES)
    • Dual format instrument
    • Students asked to rate the ‘actual’ learning environment experienced in a module (subject) with their ‘preferred’ learning environment
    • Five point rating (Almost Never, Seldom, Sometimes, Often, Almost Always) for actual & preferred items
  • 5. Purpose of Online Learning Environment Survey (OLES)
    • Provide educators using e-learning with a mechanism to reflect on the learning environment provided based on the results gained
  • 6. Composition of OLES
    • 7 primary scales from What is happening in this classroom (WIHIC)
    • 2 scales from Distance education learning environments survey (DELES)
  • 7. Study methodology
    • Quantitative data – administrated online at or soon after final class in module
    • Qualitative data collection – gathered from email interviews, online reflective journals, online forum discussions
  • 8. Case study groups
    • University of Hong Kong – Masters of Science in Information Technology (MSc[ITE])
    • Teaching and learning with IT (n = 33)
    • Information Technology and educational leadership (n = 29)
    • Postgraduate Certificate in Education
    • Use of Computers in Education (n = 12)
  • 9. Teaching and learning with IT
    • ‘Rich assessment tasks’
    • Students completed group and individual tasks to construct their own knowledge
    • Taught by 2 lecturers
    • 12 sessions (10 face to face, 2 online)
  • 10.  
  • 11.  
  • 12. Information Technology and educational leadership
    • Issues / concerns related to leadership in ICT
    • 6 presentations by lecturer in charge
    • Student discussions in class
    • Posting of ideas / recommendations to ILN online forum
  • 13.  
  • 14.  
  • 15. Use of Computers in Education
    • Students use ILN online learning environment to access resource materials, presentation on set readings, discussion of issues raised in students’ presentations
  • 16.  
  • 17.  
  • 18. Conclusions
    • Educators need not only knowledge of learning theories and models of best practice to design and implement e-learning environments but also information (feedback) on how specific attempts to do so have matched the preferred learning environment of students
    • Charting of data using OLES provides a practical strategy by which information can be presented
    • Charts can be used to inform discussions about changes to the design of actual e-learning environments = improved learning outcomes
  • 19. Further research
    • Whether OLES is also valuable to a wider range of teachers working in e-learning environments

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