Effectiveness of distance Education Technology
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Compartive and non-compartive study
This document compares and contrasts a comparative study and a non-comparative study. The comparative study examined computer-based and text-based research writing, having students complete both formats and compare the advantages and disadvantages. The non-comparative study looked at how different navigation tools (linear, menu, search engine) influenced student achievement and attitudes without direct comparison between tools. It involved 146 students stratified by ability who used an online poetry module with different navigation conditions.
Compare
There were two viewpoints presented in the document. The first viewpoint found no significant difference in student performance between using online modules or a textbook to teach a course. The second viewpoint found significantly better student performance on exams when using educational technology compared to traditional methods. The author's view is that while the medium and strategies may differ, distance education and traditional education can be equally effective if the best environment and instruction are provided in both.
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(1) This study examined how the Makerere University eLearning Environment (MUELE) can be used to improve interaction among distance learners through an activity theory approach.
(2) The researchers found that MUELE has the potential to enhance interaction through its affordances like media, navigation, and accessibility features. However, tensions emerged within the activity system including a mismatch between instructors' constructivist approach and MUELE's social constructivist design, heavy workload for online facilitation, and lack of clear online policies.
(3) By analyzing contradictions using activity theory, the study provides insights into challenges that must be addressed like staff motivation, user skills development, and adapting institutional culture to better support
The effectiveness of technology in de
The document summarizes two studies on the effectiveness of technology in distance education. The first study found that technology significantly improved student performance, communication, and outcomes, especially for female students, without increasing costs. The second study found no significant difference in achievement between a hypertext-based approach and a structured approach, but the hypertext group showed greater performance variability, suggesting it may better suit more able students.
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Compartive and non-compartive study
This document compares and contrasts a comparative study and a non-comparative study. The comparative study examined computer-based and text-based research writing, having students complete both formats and compare the advantages and disadvantages. The non-comparative study looked at how different navigation tools (linear, menu, search engine) influenced student achievement and attitudes without direct comparison between tools. It involved 146 students stratified by ability who used an online poetry module with different navigation conditions.
Compare
There were two viewpoints presented in the document. The first viewpoint found no significant difference in student performance between using online modules or a textbook to teach a course. The second viewpoint found significantly better student performance on exams when using educational technology compared to traditional methods. The author's view is that while the medium and strategies may differ, distance education and traditional education can be equally effective if the best environment and instruction are provided in both.
Presentation Nabushawo Harriet Mutambo to EADTU conference OOFHEC2017
(1) This study examined how the Makerere University eLearning Environment (MUELE) can be used to improve interaction among distance learners through an activity theory approach.
(2) The researchers found that MUELE has the potential to enhance interaction through its affordances like media, navigation, and accessibility features. However, tensions emerged within the activity system including a mismatch between instructors' constructivist approach and MUELE's social constructivist design, heavy workload for online facilitation, and lack of clear online policies.
(3) By analyzing contradictions using activity theory, the study provides insights into challenges that must be addressed like staff motivation, user skills development, and adapting institutional culture to better support
The effectiveness of technology in de
The document summarizes two studies on the effectiveness of technology in distance education. The first study found that technology significantly improved student performance, communication, and outcomes, especially for female students, without increasing costs. The second study found no significant difference in achievement between a hypertext-based approach and a structured approach, but the hypertext group showed greater performance variability, suggesting it may better suit more able students.
Making the blend
This document discusses making the optimal blend for learning. It notes that most higher education institutions offer blended courses that are between 10-90% online and face-to-face. Blended learning provides benefits like increased connectedness, engagement, participation and mastery of concepts for learners. Core considerations for blended learning include fundamental decisions around instructional design with varied interactions like case studies, simulations, and field work. Resources are shifting towards blended course models with examples.
Comparing between two studies
This document compares two studies on the differences between online and traditional in-person courses. The first study found no significant difference in student grades but found that online students were less satisfied. The second study found statistically significant differences in final grades, failure rates, and course evaluations between the two formats, suggesting online students did not perform as well. However, the document concludes that learning outcomes ultimately depend more on individual student factors than the format alone, and both can provide effective education depending on student needs and learning styles.
TRA 2010: Identifying Effective Formative Assessment Practices and Feedback P...
TRA 2010: Identifying Effective Formative Assessment Practices and Feedback P...Centre for Distance Education
CDE-funded Teaching and Research Award project "Identifying Effective Formative Assessment Practices and Feedback Processes: Lecturer and Student Experiences", as displayed at RIDE 2010 conference.
Lead researcher Dr. Stylianos Hatzipanagos(stylianos.hatzipanagos@kcl.ac.uk, King's College London).Digital Literacy Practices in the University
Examining the role of cognitive processes and expertise in student information use.
Presented October 2010 at IR11 in Gothenburg, Sweden.
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Researches
The document summarizes two research studies that compare distance education to traditional face-to-face education. The first study found no significant difference in student outcomes between distance and traditional education, concluding that distance education is just as good as traditional. The second study found little difference in student performance between online and face-to-face courses. Both studies indicate that distance education is comparable to traditional education in terms of student learning outcomes and performance.
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This document discusses the possibilities and advantages of online training methods. It begins by providing examples of online training formats such as e-learning courses. The main advantages discussed are that online training can reach more people as it can be accessed anywhere and allows for learner autonomy. However, it also notes some disadvantages such as issues with new technology and lack of proven effectiveness. It then provides concepts to consider when creating online training such as using mixed methods. Finally, it outlines the steps to create online training such as getting approval, finding an audience, and addressing resistance to change.
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The presentation shows two different studies regarding the effectiveness of distance education comparing to traditional education.
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The document summarizes two studies on student learning. The first study found no significant differences in performance, expectations, perceptions of learning, or willingness to take another course between traditional and distance students. The second study found that mentor presence in online collaborative learning environments was related to increased interaction and cognitive engagement among participants, and that mentoring could take the form of communities rather than just dyads.
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This research study examines virtual collaborative learning for programming education in Hong Kong tertiary institutions. It aims to understand the roles of teachers, students, and synchronous and asynchronous communication services. Eight students will participate in pairs using communication technologies like VNC and instant messaging, along with face-to-face lessons over one semester. Data will be collected through video recordings of lessons, field notes, and student interviews. The data will then be analyzed by transcribing student interactions and summarizing interviews using analysis software.
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This document summarizes a study exploring the use of social media to engage education students in authentic discussions about educational issues. The researchers used self-study methodology and collected data from reflective journals, conversations with colleagues, a focus group, and observations of social media activity. They found that blogging and discussion threads on a faculty networking site engaged students in deep discussions and connected them to others outside their courses. However, some students raised privacy concerns. The researchers plan to continue experimenting with social media and addressing issues that arise to enhance learning conversations.
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This document discusses the flipped classroom model of education. It describes how the flipped classroom shifts instruction to a learner-centered approach by delivering content outside of class, such as through videos and online documents, to free up more class time for activities and exploration of topics. The teacher takes on more of a facilitator role to answer questions and help students build knowledge together. The flipped classroom is presented as an active method for both basic and higher education that better prepares students and adapts to the new student profile of being involved in control, context, and communication.
Comparative and non comparative
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M Tulloch Curriculum Renewal
The document discusses curriculum renewal through connections and collaboration at universities. It proposes designing curriculum collectively and managing it as a collective enterprise through deep reflection. Collaboration can help manage workload, with course directors helping develop curriculum themes. Learning and teaching services can support collaboration through educational designers, media development, and professional development resources. Federated models allow students to study common topics from different disciplinary perspectives. Interprofessional practice involves expert practitioners from different fields working together on shared problems and clients.
Summary of two studies
Reviewing and summarizing two evaluation studies in educational technology. The first summary should focus on the evaluation methodology used, in terms of purpose and instruments. The second one should focus on the evaluation of specific technology features.
Ed tech
The document discusses the effective use of technology in the classroom. It argues that technology increases student attention and interest, improves standardized test scores, fosters higher-order thinking skills, and increases the future success of students. It cites several studies that show students learn more when using computer-based instruction, develop more positive attitudes, and demonstrate stronger critical thinking. Technology integration can help engage today's students and better prepare them for future challenges.
Distance technology
Distance learning is a field of education that aims to deliver instruction to students who are not physically on-site through technologies like radio, television, and the internet. It allows students to study off-campus and submit assignments remotely. While it increases flexibility and access to education, distance learning also faces challenges related to instruction quality, costs, and limited interaction between students and instructors. Effective distance educators design their lessons around the technologies used and teach in a student-centered manner that respects adult learners' motivation and experience.
Researches
The document summarizes two research studies that compare distance education to traditional face-to-face education. The first study found no significant difference in student outcomes between distance and traditional education, concluding that distance education is just as good as traditional. The second study found little difference in student performance between online and face-to-face courses. Both studies indicate that distance education is comparable to traditional education in terms of student learning outcomes and performance.
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Martin, Kasey J.
Publisher
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Is Part Of
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Part 1: Theories of Instructional Design Chart
Standard and learning objective:
Theory #1 (Type the theory you choose in the box)
Theory #2 (Type the theory you choose in the box)
Description of the Theory
Key Concepts of the Theory
What is the role of the instructor?
What is the role of the student?
CONTENT: WHAT
(What do you want students to know through the learning objective?)
Traditional Setting:
Distance-Learning Environment:
Traditional Setting:
Distance-Learning Environment:
CRITERIA: HOW
(How the students will demonstrate their knowledge use the particular theory)
Traditional Setting:
Distance-Learning Environment:
Traditional Setting:
Distance-Learning Environment:
A recommendation for incorporating technology
(Technology recommendation based on the learning theory)
Traditional Setting:
Distance-Learning Environment:
Traditional Setting:
Distance-Learning Environment:
Part 2: Reflection
© 2017. Grand Canyon University. All Rights Reserved.
ISSN 1479-4403 107 ©ACPIL
Reference this paper as: Khan A et al, “Active Learning: Engaging Students To Maximize Learning In An Online Course” The
Electronic Journal of e-Learning Volume 15 Issue 2 2017, (pp107-115) available online at www.ejel.org
Active Learning: Engaging Students To Maximize Learning In An
Online Course
Arshia Khan1, Ona Egbue2, Brooke Palkie3 and Janna Madden4
1Associate Professor, Computer Science Department, University of Minnesota Duluth
2Assistant Professor, Mechanical and Industrial Engineering, University of Minnesota Duluth
3Associate Professor, Health Information management, College of St. Scholastica
4Student, Computer Science Department, University of Minnesota Duluth
[email protected]
Abstract: Student engagement is key to successful teaching and learning, irrespective of the content and
format of the content delivery mechanism. However, engaging students presents a particular challenge in
online learning environments. Unlike face-to-face courses, online courses present a unique challenge as the
only social presence between the faculty and the student is via the Internet. In a recent poll conducted by the
authors, 100% of the respondents considered student engagement a challenge regardless of the number of
years they have been teaching online. This paper explores various strategies that can be incorporated into the
design of online learning courses to foster a high level of student engagement based on multiple pedagogies.
In addition, the role of collaborative student engagement tools for the design and delivery of online courses is
discussed as well as the role these tools play in creating an atmosphere where students actively participate in
learning activities and are contributors to lively discussions. Perspectives on various mechanisms of student
engagement that are founded in classic active learning pedagogies and enhanced with new technologies are
pres ...
Prezentare finala sibiceanu
1) The document discusses the use of educational technology and other learning resources in language teaching. It presents an overview of modern teaching practices using computers and the Internet in the classroom.
2) A case study is described that examined the impact of an educational technology program called Intel Teach on students compared to a control group where traditional teaching methods were used. Assessment results showed students in the technology-integrated group performed better.
3) The case study found that the technology program improved students' computer skills and attitudes towards technology use, supporting theories that students learn in different ways and benefit from more hands-on, collaborative, project-based approaches.
Hughes final chapter iii
The document discusses project-based learning as an alternative teaching method to the traditional classroom. It argues that project-based learning engages students more actively in their learning, allows them to have input in the curriculum, and connects lessons to students' real-world experiences. Studies have shown higher test scores and retention rates for students taught with project-based learning. The chapter then discusses using digital storytelling technology in the social studies classroom as part of a project-based approach to help students learn in a more interactive way.
Research proposal
This document outlines a research proposal for a study on the impact of flipped classrooms and mobile learning. The study will take place at Sharjah Women's College in the UAE, which has about 2,000 female students between ages 17-25 from Sharjah and surrounding emirates. Through needs analysis including interviews and observations, the author identified flipped classroom and mobile learning using Moodle as an approach to potentially improve student English skills. The research will use a correlation study to examine relationships between variables like age, gender, language and students' use of reading articles or videos in Moodle discussions. Data will be collected through surveys and observations, following ethics guidelines to protect student privacy and confidentiality. The expected results could benefit education in
Blended learning and flipped classroom in nursing 2014
See how one nursing program has successfully developed a nursing program using the blended learning and flipped classroom models.
Blended learning - Online Learning and Traditional Learning
Blended learning can increase flexibility for learners in several ways:
- It allows learners to access course content and materials online, so they can learn anywhere at any time, not just during scheduled class meetings. This provides more flexibility over when and where they learn.
- The online components allow learners to review lectures, lessons, and materials at their own pace. They aren't constrained by the pace of the entire class.
- By moving some content online, it frees up class time that can then be used for more interactive, applied, and personalized learning activities like discussions, projects, labs, etc. This shifts the focus to applied, active learning during face-to-face meetings.
Blen
Blended and Hybrid Learning Methods
This article will attempt to convince the reader that a blended learning approach, where an online course is supplemented by one or more classroom sessions along with several other potential delivery methods, has the greatest potential for a strong learning outcome and student satisfaction. The artic|e's contents are largely based on this author’s experience teaching a hybrid class at California State University, the research he did for his doctoral dissertation, along with an article he wrote for the Wilberforce University Faculty Journal.
Report comparative & non-comparative studies
This document summarizes two studies comparing different learning formats:
1) A study comparing traditional and distance learning formats for a philosophy course, finding few differences in learning outcomes or satisfaction except that traditional students found lectures more interesting.
2) A study comparing online discussion formats where students replied to each other versus replying directly to the instructor, finding greater participation and deeper discussion when students replied to each other with minimal instructor involvement.
Developing Deep and Authentic Learning in Remote Teaching and Learning during...
This document discusses developing deep and authentic learning in remote teaching during the COVID-19 pandemic. It analyzes student experiences and challenges with the transition to online learning through interviews. Global design principles are proposed to guide instructional design, including creating engaging learning spaces, providing scaffolding and coaching, and encouraging collaboration. An intervention is proposed addressing access issues, reducing isolation, engaging teaching methods, and adopting varied activity types based on learning theories. The goal is to promote continued meaningful learning remotely.
Flipped classroom
The document discusses the use of flipped classroom technology in language learning. It defines flipped classroom as an approach where traditional classroom activities and homework are reversed, with students gaining initial exposure to new material outside of class, often via reading or video lectures, and using class time to do activities that would traditionally be homework. It notes that this approach allows students to learn at their own pace and encourages collaboration. However, it also acknowledges challenges like the initial workload for teachers in developing online content and ensuring all components of teaching and learning are well-connected.
Research proposal
This document provides an overview of a research proposal examining the successful implementation of a blended learning environment. The proposal discusses:
1) The shift to more flexible learning environments that integrate online and face-to-face learning through a learning management system.
2) Research questions that will examine the benefits of blended learning, elements of a thriving blended classroom, pedagogical considerations, and ensuring successful implementation of a new LMS.
3) A review of literature on topics like partnerships between home, school and community; the effectiveness of online versus blended learning; implementing constructivist pedagogy with technology; and critical factors for computer-mediated collaboration and LMS implementation.
Part 1 challenges presentation (josmar borg)
The document discusses the challenges of integrating online and face-to-face learning in blended learning environments (BLEs). It identifies several key challenges, including finding the right blend of online and in-person instruction, educator resistance to changing pedagogies, ensuring adequate support for students, and overcoming cultural barriers to more independent online learning. The document emphasizes that successful BLEs require a student-centered design and flexible approach to address these challenges.
Presentation1
The document discusses authentic learning tasks, which involve real-world activities that demonstrate meaningful application of skills, and authentic assessment, where students are evaluated on performing tasks using rubrics. Various benefits of authentic learning are provided, including increased engagement, collaboration, and development of complex skills, as well as examples of authentic tasks and their key elements.
Researches
This document summarizes and compares two research studies on the effectiveness of online versus traditional face-to-face learning. The first study found no significant difference in learning outcomes between online and face-to-face courses. The second meta-analysis found online learning was slightly more effective for teaching declarative knowledge, while both methods were equally effective for teaching procedural knowledge and learner satisfaction. The document concludes that while online learning may not be superior, it is generally as effective as face-to-face learning, and instructional methods have more impact than delivery medium.
Study evaluation
this presentation include the evaluation of two study in term of technology features and methodology used
White Paper: Engage Every Student with Personalized Learning
Recent research has found that K-12 schools that have implemented personalized, technology-supported learning programs known as "1-to-1" programs are seeing improved student outcomes. These schools have lower dropout rates, fewer disciplinary issues, higher test scores, and long-term financial benefits. Studies from seven states show students in 1-to-1 programs have greater engagement, improved achievement, and teachers make better use of technology for instruction. However, proper implementation is critical for success, including factors like strong leadership, quality teacher training, and robust technology infrastructure.
EL7001-8
This essay is North Central University course EL-7001-8 assignment 8: introduction to E-Learning. The aim is to introduce Ed.D students to principles and philosophies of e-learning as well as challenges of educators working in the field. The document is written in APA format, includes references, and has been graded by a facilitator.
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Effectiveness of distance Education Technology
- 1. EFFECTIVENESS OF DISTANCE EDUCATION TECHNOLOGY Done by : Safa Alsaadi (93973) Salma Alhajri(94542 )
- 2. VIEW POINT 1: NO SIGNIFICANT DIFFERENCE. Research Title: A Modular, Web based Introductory Course California State University Dominguez Hills. Author: Press, L 2005 Research. Research Result: no significant differences.
- 3. Research Statement: "None of the performance differences we observed were significant, indicating that performance is roughly the same using either the modules or a textbook.“ “… We taught the course for two semesters. The first semester, the modules were used to supplement a standard text, and the second only the modules were used. There were 41 students each term, and students using the modules had a higher mean and lower standard deviation on their final exam scores. The modules are as effective as the textbook, cheaper, and easier to access and modify". Research link: http://bpastudio.csudh.edu/fac/lpress/articles/drafts/mod ulepaper.htm
- 4. VIEW POINT 2: SIGNIFICANT DIFFERENCE. Research Title: Teaching with ALN Technology: Benefits and Costs Author: Kashy, D. A., Albertelli, G., Kashy, E. 2001 Research result: Significant Difference - Better Results with Technology
- 5. Research Statement : "Even with higher course standards for success, student performance on examinations has improved , a larger fraction of students achieve the goals of the class, and the proportion of students who excel has increased . Female students benefit even more than their male counterparts. The level of communication and interaction among students has also increased dramatically , with mostly positive (but some negative) effects. Data concerning cost effectiveness indicate that the technology can reduce costs, but perhaps more importantly, it can increase the quality without increasing costs". Research link: http://www.lon-capa.org/papers/jee_2001.pdf
- 6. OUR VIEW There are no significant difference between Distance education and traditional education. Sometimes, you can see that distance is more flexible, you can attend class any time and spend more time to doing the task rather than traditional education. However, traditional education can be good in other point that distance education cannot. For example, in traditional education , the face to face interaction with other learners or instructor is more effect in learning process and the instructor can monitor the learner and notice their performance and attitudes. The different between distance education and traditional education are appear in the methods, strategies and materials that used in each education but the most important is the outcomes of each education is similar and also the effectiveness of each education if the instructor prepare the best environment and best ability