Distance Education- Emerging Technologies and Opportunities in AfricaTerry Anderson
This slides are from my keynote at the Inaugural symposium of the Global African Diaspora Development Network seminar at the University of Oklahoma. Oct 16, 2015
Issues of using ICTs in higher educationPaul Oliver
Presentation slides for "issues of using information communication technologies in higher education" presented by Paul Oliver and Emma Clayes (Perth College UHI) at the European Conference of Social Media (ECSM 2014).
BLHW 3403 English for Professional Communication (EPC)
Title: Introduction of the online teaching and learning system that allows for better student learning
Distance Education- Emerging Technologies and Opportunities in AfricaTerry Anderson
This slides are from my keynote at the Inaugural symposium of the Global African Diaspora Development Network seminar at the University of Oklahoma. Oct 16, 2015
Issues of using ICTs in higher educationPaul Oliver
Presentation slides for "issues of using information communication technologies in higher education" presented by Paul Oliver and Emma Clayes (Perth College UHI) at the European Conference of Social Media (ECSM 2014).
BLHW 3403 English for Professional Communication (EPC)
Title: Introduction of the online teaching and learning system that allows for better student learning
CADE 2003 - Usage of instant Messaging as a Means of Community Building in eL...Michael Barbour
Cooze, M., & Barbour, M. K. (2003, June). Usage of instant messaging as a means of community building in eLearning environments. Paper presented at the annual Canadian Association for Distance Education conference, St. John's, NL.
VoiceThread as a Way to Create Community Among Online Learners
Peggy Delmas, Leadership and Teacher Education, University of South Alabama
A sense of community has been identified as one of the factors contributing to greater student satisfaction and persistence in online programs (Park & Choi, 2009). VoiceThread is a web-based platform that allows users to upload images, documents, or videos into a slideshow, to add video, audio, or text comments, and also to invite other users to comment on the slideshow. This presentation examines the use of VoiceThread as a way to encourage a sense of community among online learners. Specifically, the presentation will focus on the experiences of graduate students using VoiceThread in blended and fully online courses. Resources will be provided for attendees interested in incorporating VoiceThread into their classes.
Conclusions:
Social media is ubiquitous and here to stay.
Although professors are reluctant to use social media in classes, students are passionate about that.
Using social media enhance students’ access, participation, collaboration, self-expectation, and performance.
Teach students to protect privacy when using social media. Digital world is also the world.
CADE 2003 - Usage of instant Messaging as a Means of Community Building in eL...Michael Barbour
Cooze, M., & Barbour, M. K. (2003, June). Usage of instant messaging as a means of community building in eLearning environments. Paper presented at the annual Canadian Association for Distance Education conference, St. John's, NL.
VoiceThread as a Way to Create Community Among Online Learners
Peggy Delmas, Leadership and Teacher Education, University of South Alabama
A sense of community has been identified as one of the factors contributing to greater student satisfaction and persistence in online programs (Park & Choi, 2009). VoiceThread is a web-based platform that allows users to upload images, documents, or videos into a slideshow, to add video, audio, or text comments, and also to invite other users to comment on the slideshow. This presentation examines the use of VoiceThread as a way to encourage a sense of community among online learners. Specifically, the presentation will focus on the experiences of graduate students using VoiceThread in blended and fully online courses. Resources will be provided for attendees interested in incorporating VoiceThread into their classes.
Conclusions:
Social media is ubiquitous and here to stay.
Although professors are reluctant to use social media in classes, students are passionate about that.
Using social media enhance students’ access, participation, collaboration, self-expectation, and performance.
Teach students to protect privacy when using social media. Digital world is also the world.
Die positive Gestaltung von Kundenerlebnissen wird immer mehr zur Kernkompetenz erfolgreicher Unternehmen.
Die verschiedenen Kundenkonktaktpunkte müssen aufeinander abgestimmt sein und entsprechend positive Erlebnisse bewirken.
by Arthur W. Chickering and Stephen C. Ehrmann
In March 1987, the AAHE Bulletin first published “Seven Principles for Good Practice
in Undergraduate Education.” With support from Lilly Endowment, that document was
followed by a Seven Principles Faculty Inventory and an Institutional Inventory (Johnson
Foundation, 1989) and by a Student Inventory (1990). The Principles, created by Art
Chickering and Zelda Gamson with help from higher education colleagues, AAHE, and
the Education Commission of the States, with support from the Johnson Foundation,
distilled findings from decades of research on the undergraduate experience
Internet and Higher Education 7 (2004) 59–70Improving online.docxmariuse18nolet
Internet and Higher Education 7 (2004) 59–70
Improving online learning: Student perceptions of useful
and challenging characteristics
Liyan Song*, Ernise S. Singleton, Janette R. Hill, Myung Hwa Koh
University of Georgia, 604 Aderhold Hall, Athens, GA 30602, USA
Received 4 September 2003; received in revised form 3 November 2003; accepted 4 November 2003
Abstract
Online courses and programs continue to grow in higher education settings. Students are increasingly
demanding online access, and universities and colleges are working to meet the demands. Yet many questions
remain re: the viability and veracity of online learning, particularly from the learner perspective. The purpose of
this study was to gain insights into learners’ perceptions of online learning. Seventy-six (76) graduate students
were surveyed to identify helpful components and perceived challenges based on their online learning experiences.
Results of the study indicated that most learners agreed that course design, learner motivation, time management,
and comfortableness with online technologies impact the success of an online learning experience. Participants
indicated that technical problems, a perceived lack of sense of community, time constraints, and the difficulty in
understanding the objectives of the online courses as challenges. Suggestions for addressing the challenges are
provided.
D 2004 Elsevier Inc. All rights reserved.
Keywords: Student perceptions; Online learning; Implication strategies
1. Introduction
What makes a learner successful in an online environment? What creates barriers or challenges?
Answers to these questions, among others, gain increasing importance as Internet technologies become
more readily available and accessible, in formal and informal contexts (Hofmann, 2002). By the year
1997, there were more than 762 institutions in the United States alone that offered courses at a distance
(Gubernick and Ebeling, 1997, as cited in Cereijo, Young, & Wilhelm, 1999). The Making the Virtual
1096-7516/$ - see front matter D 2004 Elsevier Inc. All rights reserved.
doi:10.1016/j.iheduc.2003.11.003
* Corresponding author. Tel.: +1-706-542-3810; fax: +1-706-542-4032.
E-mail address: [email protected] (L. Song).
L. Song et al. / Internet and Higher Education 7 (2004) 59–7060
Classroom a Reality (MVCR) online program at the University of Illinois alone had admitted over
1000 individuals from various states and foreign countries by December 2002 (Santovec, 2003). Some
of the top institutions in the United States (e.g., MIT, Indiana University, Pennsylvania State
University) are offering entire degree programs on line, ranging from business to education, criminal
justice to nursing.
In addition to programs and courses, most universities now require access to basic course information
on line (Leonard & Guha, 2001). This includes information such as the syllabus, resource lists, and
office hours for the instructor. At University of Ca.
Beef up your backchat: using audience response systems to assess student lear...Elizabeth Yates
Presentation at WILU 2014 at Western University. Describes use of web-based audience response systems for formative assessment during information literacy sessions.
Transformation and distance education todayTony Mays
Part 1 of a 2-part presentation and workshop on Curriculum transformation: taking time to design presented at the first North West University Teaching and Learning Festival, May 2018
Being Human Today: Transcontental Border Crossing in the Times of Facebook an...Daniela Gachago
Presentation at the Emerging Technologies and Authentic Learning in Vocational Education conference, 31st August - 3rd of September 2015, Cape Town, South Africa
2. Kay, H. K. & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education, 53 (2009), 819-827. Simpson V. & Oliver M. (2007).Electronic voting systems for lectures then and now: A comparison of research and practice. Australasian Journal of Educational Technology, 2007, 23(2), 187-208. Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE—Life Sciences Education. Vol. 6, Spring 2007. More stuff on clickers: http://cft.vanderbilt.edu/docs/classroom-response-system-clickers-bibliography/#reviews
5. Assumptions* Content transmission is not the most effective way of learning Students activeengagement with ideas and applications support learning Quality feedback should be provided to students * Simpson V. & Oliver M. (2007). Electronic voting systems for lectures then and now: A comparison of research and practice. Australasion Journal of Educational Technology 2007, 23(2), 187-208.
6. Main research areas* * Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE Life Sciences Education, Vol. 6, Spring 2007.
7. A boat carrying a large boulder is floating on a lake. The boulder is thrown overboard and sinks. The water in the lake with respect to the shore Rises Drops Remains the same 0 of 30
8. The figure below presents three corridors to be used for traversing a road connecting two termini Mbazwana and Sodwana Bay
9. Quickly gathering information How many semesters of calculus have you had? How many countries outside South Africa have you visited? Icebreaking questions: how are you feeling today? How was your weekend? Who am I?
10. Recall questions: Beginning of class Who has read the assigned material? Source: visual.dichotomy, www.flickr.com
12. Q2: The earth is flat. It is not flat, I can convince someone who says it is flat It is flat, and I can convince someone who says it is not flat It is not flat, although I do not know how to convince someone who says it is flat It is flat, although I do not know how to convince someone who says it is not flat
13. Lecturer’s feedback… Generally most students got all the questions right- which really surprised me, as I thought they had no idea of the concepts I was gonna teach. I had got this impression from the lecturer whom I took this topic from, and who has taught it for over 20 years. She said was certain, from her experience, that the students know nothing, hence my surprise at the consistently correct answers. …. This also made me re-think my teaching approach, and I have been able to spend less time on the basics, go faster in class (I gave the students typed notes), and I've had time to include videos for teaching (which the students have loved very much!).
14. Comparing class survey with survey results from published studies Source: Dr R James, UGA, http://www.slideshare.net/rnja8c/using-clickers-in-the-classroom-posted
15. How many Grade 11 students in Cape Town’s most deprived areas regularly access the Internet through their mobile phones* Less than 20% 20-40% 40-60% 60-80% Nearly everyone 0 of 30 Kreutzer T. (2009). Generation Mobile: Online and Digital Media Usage on Mobile Phones among Low-Income Urban Youth in South Africa
16. Study results… …majority of respondents (68%) have used a mobile phone on the previous day to access the Internet, while half of all respondents (49%) used the mobile Internet to access the Web on the previous day. Interpersonal communication remained the most common use of phones, with 87% of respondents making calls or sending SMS messages on a typical day.
17. Predict the outcome of an experiment Source: Dr R James, UGA, http://www.slideshare.net/rnja8c/using-clickers-in-the-classroom-posted
18. Steve Draper, University of Glasgow “Possibly the most productive application, however, and the one with the largest body of existing research, is in using the equipment to initiate a discussion.* ” * Draper S. (n.d.) Electronically enhanced classroom interaction.
19. 5. We read (in par. 5) that Sonto enjoyed working in groups and did not enjoy the competitive spirit in some of his classes. This suggests that Sonto: believes that power is distributed unevenly in society has a collectivist orientation to society is task-orientated is from a culture that supports individualism
20. According to the poet, what is the main benefit of the World Cup: Improved infrastructure Improved stadia Creation of permanent jobs Boosting the economy sustainably 5
21. Mazur Sequence “You can forget facts but you cannot forget understanding” Prof. Eric Mazur, Harvard
27. Benefits: studies on... * Classroom environment benefits: increasing attendance, attention, anonymity and participation, engagement Learning benefits: interaction, discussion, contingent teaching, learning performance, quality of learning Assessment benefits: feedback, formative assessment, comparing responses with others Kay, H. K. & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education, 53 (2009), 819-827.
30. Challenges from staff perspective Technological challenges Responding to student feedback Coverage Development of questions
31. Students perception* Overall trend in literature: most students like using clickers More consistent when asked about enjoyments than helpfulness Main benefit: instructor has improved awareness of students’ needs and teaching style is viewed as more “immediate” Features liked best: anonymity, potential to reinforcelearningand possibility to compare your answer with rest of the class * Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE Life Sciences Education, Vol. 6, Spring 2007.
34. Clickers help me most… To keep my attention To keep me entertained To help me understand concepts To show me whether I understood a question or not To give the lecturer feedback on what I know 0 of 30
41. However: students are also critical Clickers require cognitive energy and cooperation from students “stop messing around with technology and get back to good basic teaching” (d’inverno, 2003) Less content is covered when using clickers Increased confusion in discussions When used in a non-anonymous way: resistance to being monitored
43. Potential: extensive change of teaching practice Towards a more discursive, segmented, tutorial style approach (Nicol & Boyle, 2003) Contingent teaching (Draper & Brown, 2004) Re-design of physical teaching spaces which allow collaboration / debate between students
44.
45. References Bates S., Howie K. & Murphy A. (2006), Electronic voting systems; from one way transmission to two-way conversation, the Journal of the Higher Education Academy Physical Sciences Centre (ISSN 1740-9888) - Issue 2 Dec 2006. Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE—Life Sciences Education. Vol. 6, Spring 2007. Draper, S. W. & Brown, M. I. (2004). Increasing interactivity in lectures using an electronic voting system. Journal of Computer Assisted Learning, 20, 81-94. Kay, H. K. & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education, 53 (2009), 819-827. Nicol, D. & Boyle, J. T. (2003). Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom. Studies in Higher Education 28(4), 457-473. Simpson V. & Oliver M. (2007).Electronic voting systems for lectures then and now: A comparison of research and practice. Australasian Journal of Educational Technology, 2007, 23(2), 187-208. Huge resource database: http://cft.vanderbilt.edu/docs/classroom-response-system-clickers-bibliography
Ad 1: teaching is not just organising and transmitting content and learning is not just accurate recall of factual information, but it should promote active learning (Dearn cited by Jones)Ad 2: Laurillard’s conversational framework: learning results from the process of ongoing and adaptive dialogue between teacher and learner. Encouraging all students not just one (anonymity), constructivismAd3: National Student Survey: call for feedback in all forms. Timely feedback and reinforcement vital to synthesis and integration process (Cue, 1998) – comparison with peers, scaffolded learning