Administrative Support of Faculty Preparation and Interactivity in Online Tea...William Kritsonis
Administrative Support of Faculty Preparation and Interactivity in Online Teaching: Factors in Student Success by Dr. Jon E. Travis and Grace Rutherford - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
The seven principles of online learning: Feedback from faculty and alumni on ...eraser Juan José Calderón
The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Cynthia Janet Tanis,
ABSTRACT
Effective online teaching and learning requires a carefully designed classroom that promotes student engagement with faculty, peers and course content. This research included an investigation of the importance of faculty–student communication and collaboration; student–student communication and collaboration; active learning techniques; prompt feedback; appropriate time for tasks; high performance expectations; and respect for diverse learning styles (preferences) (Chickering and Ehrmann 1996) to faculty in their online teaching and to alumni in their online learning.
Turning up critical thinking in discussion boardseLearning Papers
This paper adopts a constructivist view of learning. It seeks to explore the mechanisms behind knowledge construction and higher-order thinking in discussion board usage amongst a less traditional, increasingly growing student population of work-based, distance learners.
Authors: Susan Wilkinson, Amy Barlow
Educational and Technological Standards of Educational Software Based on Inte...iosrjce
This research aims This research aimed to provide good standards for the design and development of
educational software based on the Internet, which could benefit the organizers of the design and development of
educational software, from the point of view of educational technology lecturers, and educational software
designers at Al-Aqsa University Gaza-Palestine. The researcher used the descriptive analytical method during
the application of research on a sample of specialized lecturers in education technology. The researchers
designed the study tool in the form of a questionnaire. Its validity and reliability has been verified. Researchers
have achieved a list of educational and technological standards of educational software based on internet.
Administrative Support of Faculty Preparation and Interactivity in Online Tea...William Kritsonis
Administrative Support of Faculty Preparation and Interactivity in Online Teaching: Factors in Student Success by Dr. Jon E. Travis and Grace Rutherford - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
The seven principles of online learning: Feedback from faculty and alumni on ...eraser Juan José Calderón
The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Cynthia Janet Tanis,
ABSTRACT
Effective online teaching and learning requires a carefully designed classroom that promotes student engagement with faculty, peers and course content. This research included an investigation of the importance of faculty–student communication and collaboration; student–student communication and collaboration; active learning techniques; prompt feedback; appropriate time for tasks; high performance expectations; and respect for diverse learning styles (preferences) (Chickering and Ehrmann 1996) to faculty in their online teaching and to alumni in their online learning.
Turning up critical thinking in discussion boardseLearning Papers
This paper adopts a constructivist view of learning. It seeks to explore the mechanisms behind knowledge construction and higher-order thinking in discussion board usage amongst a less traditional, increasingly growing student population of work-based, distance learners.
Authors: Susan Wilkinson, Amy Barlow
Educational and Technological Standards of Educational Software Based on Inte...iosrjce
This research aims This research aimed to provide good standards for the design and development of
educational software based on the Internet, which could benefit the organizers of the design and development of
educational software, from the point of view of educational technology lecturers, and educational software
designers at Al-Aqsa University Gaza-Palestine. The researcher used the descriptive analytical method during
the application of research on a sample of specialized lecturers in education technology. The researchers
designed the study tool in the form of a questionnaire. Its validity and reliability has been verified. Researchers
have achieved a list of educational and technological standards of educational software based on internet.
The way adults pursue their education through life is changing as the technology around us
relentlessly continues to enhance our quality of life and further enhances every aspect of the
different tasks we set out to perform. This exploratory paper looks into how every adult can
embody a comprehensive set of academic services, platforms and systems to assist every
individual in the educational goals that one sets. A combination of three distinct technologies
are presented together with how they not only come together but complement each other around
a person in what is usually referred to as a personal area network. The network in this case
incorporates an intelligent personal learning environment providing personalised content,
intelligent wearables closer to the user to provide additional contextual customisation, and a
surrounding ambient intelligent environment to close a trio of technologies around every
individual. Each of the three research domains will be presented to uncover how each
contributes to the personal network that embodies what one usually expects from an educational
institution. Three distinct prototype systems have been developed, tested and deployed within a
functional system that will be presented in this paper.
Online learning from a specialized distance education paradigm to a ubiquitou...James Cook University
Anderson, N., & Hajhashemi, K. (2013). Online Learning: From a specialized distance education paradigm to a ubiquitous element of contemporary education. IEEE, 2(13), 91-94.
Abstract: This paper provides a literature overview of the increasing importance of online learning across all modes of instruction, whether they take place in higher education, school-based or informal education. It then moves to discussing the current situation regarding the Australian university sector and then provides an example of the same subject offered in a School of Education across four different modes – two being face to face and two by distance. The modes are reviewed to examine the use of online learning with the common subject and assessment being the control.
The primary objective of our empirical research project was the assessment of the
efficiency of the heretofore delivered courses in light of the new learning options. Presently
the respective research results are being processed and following a more sophisticated
statistical analysis the information will be used as starting points for other scholarly
inquiries. Our long term goals also include a comparison of the respective research results
with similar scholarly programs performed in Hungary and in other countries as well.
Finally, we can conclude that the integration of the new methods into the
methodological components of teacher training programs is expected to obtain a strategic
significance. The Eszterházy Károly College adopting such initiatives has proven to be a
pioneer in this field as teaching programs supported by network-based learning are being
continually offered and delivered in order to assure the highest possible standards and
potential perfection of the respective teaching efforts.
Constructivist, Instructivist and Socio-Constructivist views of teaching tech...Olufemi Jeremiah Olubodun
This is a comparison of Instructivist and constructivist pedagogical approaches and their applications in different situations, which make clear the comparative advantages of both approaches. Instructivist learning, places the teacher in authority while the constructivist shifted authority to no one in particular but shared responsibilities between learner and teacher in such a manner that the teacher no longer assumes the responsibilities of the passage of information/knowledge to the learner but only guides him to discover the ‘objective truth’ out there and in the attainment of learning objectives. Teaching and Learning process was redefined in the light of ‘new’ understanding in teaching and learning and practical applications of these pedagogical approaches were considered. I presented a study guide (Appendix 1) as an example of socio-constructivist pedagogy where emphasis in on learning rather than on teaching.
Encouraging knowledge sharing using webIJMIT JOURNAL
As the technology continuous to advance, new technologies have emerged with the capability to
revolutionize knowledge sharing practices. Web 2.0 exemplifies such new technologies, which provides
dynamic way of interactions of people and businesses. In learning environment, Web 2.0 technologies
support and enhance teaching and learning of students. Therefore, the main aim of this study focuses on the
determining the ways to encourage knowledge sharing through web 2.0 technologies from students’ point
of views. A total of 287 students responded to the online questionnaire in International Islamic University
Malaysia (IIUM). Descriptive statistics was used in data analysis. The results show that students used web
2.0 technologies in learning and sharing knowledge among them. In addition, the study found eight items
on ways to encourage and enhance knowledge sharing among students in the University. These items
include Create Awareness, Provide facilities, Internet Accessibility, Ease of use, Encourage Teamwork,
Materials Availability, Improved and Response, and Motivation.
Over the past decades, information technology has had a disruptive effect on adult education. Today, learners can access libraries from their pocket and shape their thoughts while socializing on networks. The position of educators as ‘knowledgeable others’ has been challenged as experts can be found online and learners can control their own learning. Social media are changing adult education, because they offer tremendous potential to enhance learning processes. But do they really?
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
The utilization of virtual learning environment (vle) to improve mathematics ...STEPHEN ONUH OLA
TITLE PAGE
THE UTILIZATION OF VIRTUAL LEARNING ENVIRONMENT (VLE) TO IMPROVE MATHEMATICS EDUCATION STUDENTS’ ACHIEVEMENT AND INTEREST IN MATHEMATICS IN FEDERAL UNIVERSITY OF AGRICULTURE, MAKURDI
BY
OLA STEPHEN ONUH
(UE/24294/12)
A RESEARCHWORK PRESENTED TO THE DEPARTMENT OF SCIENCE EDUCATION, FEDERAL UNIVERSITY OF AGRICULTURE, MAKURDI, BENUE STATE.
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF BACHELOR OF SCIENCE EDUCATION DEREEIN BSC(ED) MATHEMATICS/STATISTICS.
The way adults pursue their education through life is changing as the technology around us
relentlessly continues to enhance our quality of life and further enhances every aspect of the
different tasks we set out to perform. This exploratory paper looks into how every adult can
embody a comprehensive set of academic services, platforms and systems to assist every
individual in the educational goals that one sets. A combination of three distinct technologies
are presented together with how they not only come together but complement each other around
a person in what is usually referred to as a personal area network. The network in this case
incorporates an intelligent personal learning environment providing personalised content,
intelligent wearables closer to the user to provide additional contextual customisation, and a
surrounding ambient intelligent environment to close a trio of technologies around every
individual. Each of the three research domains will be presented to uncover how each
contributes to the personal network that embodies what one usually expects from an educational
institution. Three distinct prototype systems have been developed, tested and deployed within a
functional system that will be presented in this paper.
Online learning from a specialized distance education paradigm to a ubiquitou...James Cook University
Anderson, N., & Hajhashemi, K. (2013). Online Learning: From a specialized distance education paradigm to a ubiquitous element of contemporary education. IEEE, 2(13), 91-94.
Abstract: This paper provides a literature overview of the increasing importance of online learning across all modes of instruction, whether they take place in higher education, school-based or informal education. It then moves to discussing the current situation regarding the Australian university sector and then provides an example of the same subject offered in a School of Education across four different modes – two being face to face and two by distance. The modes are reviewed to examine the use of online learning with the common subject and assessment being the control.
The primary objective of our empirical research project was the assessment of the
efficiency of the heretofore delivered courses in light of the new learning options. Presently
the respective research results are being processed and following a more sophisticated
statistical analysis the information will be used as starting points for other scholarly
inquiries. Our long term goals also include a comparison of the respective research results
with similar scholarly programs performed in Hungary and in other countries as well.
Finally, we can conclude that the integration of the new methods into the
methodological components of teacher training programs is expected to obtain a strategic
significance. The Eszterházy Károly College adopting such initiatives has proven to be a
pioneer in this field as teaching programs supported by network-based learning are being
continually offered and delivered in order to assure the highest possible standards and
potential perfection of the respective teaching efforts.
Constructivist, Instructivist and Socio-Constructivist views of teaching tech...Olufemi Jeremiah Olubodun
This is a comparison of Instructivist and constructivist pedagogical approaches and their applications in different situations, which make clear the comparative advantages of both approaches. Instructivist learning, places the teacher in authority while the constructivist shifted authority to no one in particular but shared responsibilities between learner and teacher in such a manner that the teacher no longer assumes the responsibilities of the passage of information/knowledge to the learner but only guides him to discover the ‘objective truth’ out there and in the attainment of learning objectives. Teaching and Learning process was redefined in the light of ‘new’ understanding in teaching and learning and practical applications of these pedagogical approaches were considered. I presented a study guide (Appendix 1) as an example of socio-constructivist pedagogy where emphasis in on learning rather than on teaching.
Encouraging knowledge sharing using webIJMIT JOURNAL
As the technology continuous to advance, new technologies have emerged with the capability to
revolutionize knowledge sharing practices. Web 2.0 exemplifies such new technologies, which provides
dynamic way of interactions of people and businesses. In learning environment, Web 2.0 technologies
support and enhance teaching and learning of students. Therefore, the main aim of this study focuses on the
determining the ways to encourage knowledge sharing through web 2.0 technologies from students’ point
of views. A total of 287 students responded to the online questionnaire in International Islamic University
Malaysia (IIUM). Descriptive statistics was used in data analysis. The results show that students used web
2.0 technologies in learning and sharing knowledge among them. In addition, the study found eight items
on ways to encourage and enhance knowledge sharing among students in the University. These items
include Create Awareness, Provide facilities, Internet Accessibility, Ease of use, Encourage Teamwork,
Materials Availability, Improved and Response, and Motivation.
Over the past decades, information technology has had a disruptive effect on adult education. Today, learners can access libraries from their pocket and shape their thoughts while socializing on networks. The position of educators as ‘knowledgeable others’ has been challenged as experts can be found online and learners can control their own learning. Social media are changing adult education, because they offer tremendous potential to enhance learning processes. But do they really?
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
The utilization of virtual learning environment (vle) to improve mathematics ...STEPHEN ONUH OLA
TITLE PAGE
THE UTILIZATION OF VIRTUAL LEARNING ENVIRONMENT (VLE) TO IMPROVE MATHEMATICS EDUCATION STUDENTS’ ACHIEVEMENT AND INTEREST IN MATHEMATICS IN FEDERAL UNIVERSITY OF AGRICULTURE, MAKURDI
BY
OLA STEPHEN ONUH
(UE/24294/12)
A RESEARCHWORK PRESENTED TO THE DEPARTMENT OF SCIENCE EDUCATION, FEDERAL UNIVERSITY OF AGRICULTURE, MAKURDI, BENUE STATE.
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF BACHELOR OF SCIENCE EDUCATION DEREEIN BSC(ED) MATHEMATICS/STATISTICS.
Neurological differences between attention deficit hyperactivity disorder and...William Kritsonis
Dr. Kritsonis is Tenured Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired and graduated the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. Since then, Dr. Kritsonis has chaired 22 doctoral dissertations along with serving as a committee member on many others.
Satisfaction and good morale within
the workforce is interdependent with
feeling successful. Success for the
workers in the Women’s Center of
Rhode Island is connected to the
self suffi ciency and attitude of the
residents they serve.
The mission of this project is to
create an experience that aids
the success of the residents of the Women’s Center of RI, refl ect this
success to the workers, and in turn lead to a higher quality of service
and perpetuate a tradition of achievement, dialogue and empowerment.
Dr. Fred C. Luenburg, Published in SCHOOLING, NATIONAL FORUM JOURNALS, www.na...William Kritsonis
Dr. Fred C. Luenburg, Published in SCHOOLING, NATIONAL FORUM JOURNALS, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
ADMN 5083 p01ADMN 5083 Special Topics in Educational LeadershipWilliam Kritsonis
Dr. Kritsonis Honored as Professor, Scholar & Pioneer Publisher
The Texas National Association for Multicultural Education honored Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was on April 28th 2012 at Texas A&M University, College Station, Texas.
In Australia, the Government 2.0 Taskforce have made some recommendations associated with the use of Creative Commons. These slides formed the backbone of a short presentation to the Seamless Council Connect Conference
Technology Utilization among Graduate Assistants and FacultyMsRyals
Poster presented at the South Alabama Conference on Technology and Leadership on May 13, 2013. Authors: Lindsay Ann Parvin, Ashley Ryals, Dr. Paige Vitulli, and Dr. John Strange
Recent Trends in E-Learning and Technologies IIJSRJournal
This work centers around the various advances accessible to help instructing and learning in e-Learning frameworks whose significance for schooling educators and framework designers is obvious. It is important to decide the most fitting e-learning advances to help the individual necessities in instructing, which make it conceivable to give the best learning freedoms to understudies, considering the current circumstance where instructive frameworks have quick requests got from the Covid 19 pandemic, which makes homeroom based instructive practices offer way to far off exercises. There are as of now drifts in the improvement of an assortment of accessible advances which might be outlined in Web environments and Virtual Reality among other arising advances; subsequently, the choice to utilize a specific innovation should be founded on strong exploration and obvious proof. This article audits a considerable lot of these e-Learning framework innovations and gives data, about their utilization, openings and patterns being developed.
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
E-learning has established a critical presence in the 21st century learning environment. With the rise
of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and
space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel
interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution.
Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive
Remediation Solutions Framework to e-tutoring. The e-tutoring Adaptive Remediation Solutions Framework
deals with improvement of the overall learning experience by identifying the gap and adopting Learning to
learn driven remedial interventions with the specific cognitive requirements of the learner traditionally not
catered to in a standard (conventional) e-learning environment. The paper ascertains the improvement in the
student success rate by early identification of learners at-risk followed by timely, continuous and multi-tiered
teaching-learning interventions. Convergence Technology (CT) enabled Educational Technology (ET) has been
leveraged to offer innovative pedagogies by matching learning model in Adaptive Remediation Solutions
Framework with learners abilities & differentiated assessment. This has been evaluated through data obtained
from an e-learning course offered by a leading e-learning institute. The results clearly demonstrate that the
Adaptive Remediation Solutions Framework assists in creating an effective learning environment resulting in
improved student success rate.
Abstract: Blended learning is an educational model offered through traditional learning methods and digital
networks to share knowledge and education resources between instructors and learners. Besides, blended learning
provides learning courses accessed through digital platforms and gadgets utilizing online technologies such as
smartphones, tablets, laptops, and personal computers. Denoted as e-learning, these platforms are important in
teaching and training students through the internet and wireless technologies. In any course, offering online
learning plays a great role because e-learning provides the students the opportunities of developing their
capabilities, specifically in information science courses. In modern education, digital learning is becoming a
gradually popular option. The classroom settings moved online from full digital courses to classes held remotely.
However, effective communication in a digital learning environment may be hard, particularly when digital
learning transition is unplanned or has been sudden. Making such massive overhauls are confusing and frustrating
for the teachers, learners, and parents.
Nevertheless, digital learning communication can be made easier with the right resource. This research explores
the blended learning environment effectiveness by evaluating the relationships between design features, student
backgrounds or attributes, and learning outcomes. The paper's objective is to determine the important blended
learning effectiveness indicators, taking learning outcomes as dependent variables and design features and learner
background or attributes as independent variables. Results of multiple regression analyses indicated learner
attributes such as self-regulation and attitudes and traits of blended learning designs such as one-on-one support,
technology quality, and online tools forecasted students' satisfaction as an outcome. The findings show that design
characteristics and student traits are important indicators for student learning outcomes in blended learning.
Present day showing techniques request imaginative and powerful utilization of innovation at most extreme level. Consolidating a virtual group outside classroom instructing has turned out to be inescapable in computerized age training. This exploration was planned to discover how this can be utilized as a part of terms of intuitive instructing and how it can encourage understudies to recuperate the absences of learning in classroom. A web group of a college called Learning Feedback System (LFS) has been utilized here as the strategy to break down five example cases. Impacts of
A critical level of connection in LFS showed that it decreased the correspondence hole between understudies and educators that obviously prompting appropriate learning.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Normal Labour/ Stages of Labour/ Mechanism of Labour
2 yoon
1. NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
VOLUME 21, NUMBER 1, 2007-2008
ONLINE EDUCATION SUCCESS
FACTORS: ALIGING TECHNOLOGIES
WITH INSTRUCTION
Seung Won Yoon
Western Illinois University
ABSTRACT
This article presents two conceptual frameworks, one for course instructors to balance
instructional events, learner interactions, and technologies, and the other for
administrators to create a simple, stable, sustainable, and scalable technology
infrastructure that enables important learner interactions identified from the first
framework. Discussion is also presented regarding how these two frameworks can
facilitate constructive and supportive dialogues between instructors and administrators.
H aving worn numerous hats for distance learning and having
taught courses using numerous delivery technologies in the
field of corporate training and instructional technology, I can
strongly agree with the literature stating that distance learning in the
U.S. higher education, especially online education which uses the
Internet as a delivery tool is not only here to stay and grow (Allen &
Seaman, 2003), but is viewed among more than half of the university
professors as a very effective instructional medium that is capable of
pulling an equal or greater quality course compared to their
counterpart onsite courses (Allen & Seaman, 2004). The traditional
distance education before the age of the Internet was characterized by
the physical and temporal distance between the students and the
instructor. And the nature of delayed or technology-mediated
communication was not regarded as effective as that of the face-to-
face. However, online education that utilizes modern communication
and multimedia technologies at affordable cost has been rapidly
30
2. 31 NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
adopted to reach approximately 3.2 million college students in 2005.
Our daily instructional practices on campus seem to indicate a further
growth of online education in that more online courses are being
proposed to be developed and some onsite courses are continuously
being converted to online in order to reach more or new groups of
students, especially those who work. If not a full-pledged online
course, very interesting trends are also happening for onsite courses to
integrate more of online components, such as resources and cyber
communities on the Internet or discussion forums on a Course
Management System (CMS).
New educational practices caused by changing technologies
are challenging the higher education system in the U.S. Leaders must
make prudent technology-related decisions in multiple areas, such as
cyber security, information systems and services, reliable network,
policy, quality distance education, IT funding and human resource
management in the middle of limited budget (Gandel, 2000). My
experiences in the area of online education, as a programmer, student,
CMS consultant, development project manager, technology staff
member, and an instructor support that tools of the trade will come and
go, change, and advance, but a quality course is one that has been
designed and implemented well regardless of technologies used. It is
almost impossible to repeat a success unless the whole efforts to
distance learning are the blend of pedagogy, technology, and
organizational support which involve active feedback loops among
key participants: instructional and technology staff members, leaders,
and the learners (Yoon, 2003). Having these elements at hand will
help the institution better prepare and manage their technological
resources and also respond to the changing and growing demands of
the users. Whether it is about migrating onto a new CMS (which has
been reported as a time consuming and resource intensive task),
assisting with the faculty members develop and deliver an online
course, or adjusting course scheduling and enrollment policies,
cooperation among multiple groups is crucial. The literature points out
the particular importance of collaboration among administrators and
faculty members (Milheim, 2001). Expecting instructors to be versatile
3. Seung Won Yoon 32
and adaptive to technological changes is a risky and imposing solution
that is not likely to succeed. Milheim (2001) states that a high-level of
interactivity should be ingrained into any distance learning programs
and faculty members who deliver the educational experiences directly
to the students need to be advised to know the needs for time and
resources that administrators should put forth to ensure constructive
policies and support. This paper aims to provide a framework through
which dialogues can take place among those two parties to align
technology-related decisions to support high interactivity in online
courses.
Distance Learning Success Factors
Studies reported major factors contributing to the success or
hindrance of distance learning at a program level. Phipps and
Merisotis (2000) reported that institutional support, teaching and
learning, course structure, student support, faculty support, and
evaluation as important for successful distance learning, while the
teaching and learning category was recognized as most critical. In
contrast, factors such as ineffective administrative structure,
organizational change, lack of technical expertise, poor social
interaction and quality, lack of faculty compensation and time, threat
of changing technologies, legal issues, ineffective evaluation, and
poor student-support services were found as common distance
learning barriers (Muilenburg & Berge, 2001).
Although individuals’ learning styles and backgrounds can
affect the student’s course experiences and how they learn from it,
major success or barrier factors identified above commonly lead to the
primary importance of interaction experiences enjoyed by the learners
with various stakeholders, such as instructional, technology, and
student-support service staff members, course contents, and resources
on the Internet. Students’ course experiences will be largely shaped by
their interactions with those and they in turn will affect their learning.
4. 33 NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
In online education, all the students’ interactions are facilitated
through the students’ interacting with and via technologies.
Interactivity: Responsibilities of the Instructors
An online course that does not balance the quantity, variety,
and quality of student interactions runs a risk of becoming a busy,
boring, or superficial course. With all good intentions, a course in the
U.S. Civil war, marketing, or geography can be designed to utilize
authoritative readings, video or audio recordings from the instructor,
and diagnostic quizzes followed by peer discussions or a terminal
examination. Hearing the benefit of reflecting and sharing of thoughts,
instructors may want to add more activities or assessments hoping to
promote collaboration among the learners. In onsite courses, with a
little more planning and preparation, instructors can utilize various
activities and resources on the Internet (probably at the speed of their
thoughts and acts). However, in distance learning, they would soon
find that not a single technology, even a very powerful and feature-
rich CMS comes up very short to accommodate the instructor’s
familiar course events and activities. The Internet provides numerous
tutorials and if lucky, computing support on campus provides
occasional workshops and laboratory visits for the instructor to better
implement technologies to support their instructional practices.
Unfortunately, my experiences indicate that this pattern is reactive and
less than effective, particularly when technological features change. A
more scalable and sustainable approach is necessary.
Given that instructors are primarily responsible for designing
the structure of a course and by teaching the course over time, know
the most about the goal and contents of the course, utilizing
technologies can be planned and determined around their familiar
instructional events and expertise. The following template has been
designed adopting Hirumi’s (2002) proposed framework for designing
and sequencing online interactions. The first column lists instructional
activities or assessments and the item can be drawn from established
5. Seung Won Yoon 34
instructional methods, such as Gagne’s nine event of instruction,
guided discovery, or problem-based learning. Hirumi (2002) states
that the online learners’ interactions can be classified as learner-human
(instructor, peers, and others, such as workplace managers) or learner-
non-human (content, interface, and environment) entities. He
challenges that distance learning can encompass off-line activities,
such as visits to a local library or field experts. The last two columns
identify available technologies and the type of technologies being used
as a real-time (synchronous) or different time (asynchronous) delivery
tool or an information resource or community. I would like to note that
the same technology can be used in more than one delivery type and a
type of technology can utilize more than one tool. For instance, email
(asynchronous) can evolve as a mailing list (community), while a
community can be created among class members only or on the
Internet (to interact with others outside the course) and utilize a chat or
asynchronous discussion forums. Given the upsurge of numerous
online communities and resources, and the fact that our next
generation students spend more time on the Internet than books (for
gaining knowledge and information), the last two columns will
stimulate instructors to make better use of various technologies
converging on the Internet. A sketch plan to teach a course in online
marketing may look like the following (using the nine events of
instruction strategy):
6. 35 NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
Table 1
Interactions Table
Activity Interaction Technology Delivery Type
Gain attention L.C Images on the Asynchronous
(Examples: Email Internet
and banner ads )
Inform objectives L.C CMS, Chat Asynchronous,
(launching an e- synchronous
commerce site)
Relate to prior L.P Discussion Asynchronous
knowledge
(catalogue sales or
fundraising, sharing)
Present stimulus L.C,P Internet, Resource, asynchronous
(case study: Google discussion
– scavenger hunt)
Provide guidance L.C,O Internet, Asynchronous, resource,
(viral marketing – wikipedia community
resource /
professional
organizations /
interview experts)
Elicit performance L.T,P Chat, Synchronous,
(brainstorming / whiteboard, asynchronous
group report) email
Provide feedback L.IS,P Conferencing, Synchronous,
(instructor or group) email, asynchronous
discussion
Assess performance L.C CMS Synchronous
(online quiz)
Memory aid and L.C.O Internet, blog Asynchronous
transfer (manager
feedback, subscribe
to famous bloggers)
L: Learner, C: Contents, IS: Instructional Staff, P: Peers, O: Others, T: Technology
Experiences, technical expertise, trials and errors, and feedback
from colleagues will lead to the refinement of this approach. Here,
technologies are selected for the purpose of facilitating crucial learner
7. Seung Won Yoon 36
interactions. A balance among quantity, variety, and quality can be
also made in determining the sequence and type of learner interactions
and the types and frequency of technologies used for contents,
communications, and assessments.
Technology Alignments
In an onsite classroom, when technological failures occur,
there is at least a teacher present to carry out the course. In online
education, however, a glitch in technology may mean a helpless
teacher or a learner with frustration from failed systems or inability to
participate. Quality learner interactions identified as important for
meaningful course experiences are only feasible when technologies are
simple to use for the instructor and the students, stable, sustainable,
scalable (in view of desired growth or changes), and most of all are
capable of enabling social interactions for the learner (4S+1S, Vaccare
& Sherman, 2001). Other technology selection frameworks also exist.
Reiser and Gagne (1982) show how different media, such as papers,
video, and computers compare in terms of capacity to produce,
disseminate, and replicate information. The ASSURE model (Analyze
needs, State objectives, Select methods, media, and materials, Utilize
media and materials, Require participation, and Evaluate and revise)
can help an instructor to consider major instructional factors in
selecting technologies. However, unlike the 4S+1S model, these seem
to be more appropriate for the course instructor to choose technologies
within a single course. The strength of the 4S+1S model is that it
applies a standardized methodology for planning and selecting
technologies addressing the needs of both instructors and
administrators. These frameworks are not mutually exclusive though.
The 4S+1S model can be used alone or in conjunction with the other
models in assessing whether technological arrangements are consistent
across multiple course environments or at a program level.
8. 37 NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
Expectations and Responsibilities of the Leaders
Leaders may feel comfortable in seeing that their institution
has a faculty development center, provides online student-support
services, and offers workshops or monetary incentives for online
course development. However, if little feedback or dialogue is taking
place related to how the distance learning infrastructure promotes or
interferes with the students’ interacting with rich content materials,
instructional, technology, and student-support service staff members,
and various resources over the Internet, constructive and cooperative
collaborations can take place by centering dialogues around how
interactions are managed across different distance learning courses and
how technologies are effective or efficient in accomplishing those
interactions. Unless the structure of the course has been established,
instructors feel comfortable in using various delivery technologies, or
proper arrangements be made to assist with online course development
or delivery, faculty development initiatives can run into strong
resistance due to the fact that enabling important learner interactions in
distance learning course take greater amount of time and efforts on the
part of the instructors and require a strong interaction-supporting
technological infrastructure. Given that advancements and innovations
seem to better describe the current and future direction of technologies
and distance learning, leaders are in a position to ensure that
administrative, technology, and policy infrastructures are established
and supported to help the instructors implement various learner
interactions required for quality course experiences. Two perspectives
presented here, the conceptual framework of online interaction and the
4S+1S technology selection model should be helpful for dialogues to
happen for both the administrators and the instructors who are equally
charged to provide quality educational experiences for the students
and whose roles are mutually affecting and improving the practices of
the other.
9. Seung Won Yoon 38
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