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
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
This article examines how sociological imagination of the individuals living in southeastern Turkey is constructed through Movie, The Bliss. Traditional and modern forms of life are symbolically constructed in this movie. The framework of “honor killing,” “masculinity in southeastern Turkey," “cultural deficiency,” and “othering” will be analyzed to explicate how stereotypical southeastern characters are reproduced. Content analysis technique is applied to interpret apparent and latent contents, contexts, aspects and so forth. Developed categories are revisited through Ibn Khaldun's Typology, cultural deficiency theory, Tonnies’ theory, Durkheim’s view on society, and Goffman’s framing process.
William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982)
Gamification Strategies in a Hybrid Exemplary College CourseSzymon Machajewski
Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
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
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
This article examines how sociological imagination of the individuals living in southeastern Turkey is constructed through Movie, The Bliss. Traditional and modern forms of life are symbolically constructed in this movie. The framework of “honor killing,” “masculinity in southeastern Turkey," “cultural deficiency,” and “othering” will be analyzed to explicate how stereotypical southeastern characters are reproduced. Content analysis technique is applied to interpret apparent and latent contents, contexts, aspects and so forth. Developed categories are revisited through Ibn Khaldun's Typology, cultural deficiency theory, Tonnies’ theory, Durkheim’s view on society, and Goffman’s framing process.
William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982)
Gamification Strategies in a Hybrid Exemplary College CourseSzymon Machajewski
Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
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.
Thinking Differently: A Visual Note Recording Strategy to Improve LearningDr. Almodaires
The use of visuals in the learning environment is increasing every day. The idea of connecting images with existing knowledge is one way to effectively learn and remember........
This paper represents an investigation into teachers barriers towards the use of E-curricula in teaching Arabic language. It explores questions about the approaches to teaching and the motivations of using E-curricula. The main research method used was semi structured interviews. Many factors were found to influence the use of E-curricula, some of them were surprising and revealing. An unwillingness to challenge or change traditional teaching methods can be assured. These findings contribute to a better-informed appreciation of the state of teaching as well as E-curricula in basic stage schools in Jordan.
CHALLENGES OF DISTANCE, BLENDED, AND ONLINE LEARNING: A LITERATUREBASED APPROACHIJITE
The objectives of the study were to show the basic differences between Distance, Blended and Online
learning, and establish their common challenges from literature. Approximately 35 categories/sets of
research results or findings from more than 65 publications were reviewed and used for this work. Articles
were obtained from sources such as Google Scholar, ResearchGate, Academia.edu, Google Search Engine,
and Elsevier. The key themes used for the search are Distance education, Distance learning, Online
learning, Blended learning, Differences between face-to-face and online learning, and the use of the
internet for learning. The differences between Distance, Blended, and Online Learning (DBOL) modes
were summarized, and 11 challenges of DBOL were realized. These 11 challenges were summarized into
six themes namely, lack of infrastructure, low or no IT skills, self-disciplinary problems, content issues,
policy issues, and social issues. It was strongly advised that, for effective DBOL implementation and
operation, there must be in place a solid DBOL policy, adequate infrastructure, and constant training of
stakeholders on the use of learning management systems and the development of related IT skills in
general.
THE EFFECTS OF COMMUNICATION NETWORKS ON STUDENTS’ ACADEMIC PERFORMANCE: THE ...IJITE
Social networks, as the most important communication tools, have had a profound impact on social aspects of community user interactions and they are used widely in various fields, such as education. Student interaction through different communication networks can affect individual learning and leads to improved academic performance. In this study, a combined approach of social network analysis and educational data mining (decision tree method) was used to study the impact of communication networks, behavior networks
and the combination of these two networks on students’ academic performance considering the role of factors such as computer self-efficacy, age, gender and university. The results of this study, which included 139 students, indicate gender is highly prioritised in all three models. Moreover, according to the results all three models had enough confidence level that among them communication networks with higher
confidence, accuracy and precision had significant impacts on the prediction of academic performance.
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.
Mobile learning initiatives in nursing educationHelen Farley
Mobile learning is a very exciting approach to learning that has the possibility of changing nursing education, providing learning to nurses when and where they need it and in a manner that will achieve positive learning outcomes. Coming from an apprenticeship model in the military, nurses have traditionally learnt by seeing and then doing. Mobile learning through means such as You Tube and augmented reality offer the best of this traditional way of learning combined with time and cost efficient means of technology use and greater theoretical knowledge. Reaching nurses in rural and isolated communities is also possible through these means. This is achieved through the use of SMS and online learning, that is able to be used at a time and place suitable for the nurse, enabling them to include learning within their lives in a way that suits them. Many isolated trials have occurred in nursing education over the years, starting with the use of PDA’s and although many have shown success there is not a great deal of research been conducted in the use of mobile education in nursing. Considering this research was conducted using a grounded theory approach that investigated nurse’s current use of mobile technology and their beliefs around mobile learning. The study also explored how and when nurses are undertaking continuing education, with the discovery of how they personally resource their learning. When looking at trials of mobile learning within nursing education, it is apparent from these trials and the study that nurses are ready for mobile learning and that mobile learning shows great potential as a method for education within the nursing profession.
Moving towards the effective evaluation of mobile learning initiatives in hig...Helen Farley
Mobile learning is viewed by many institutional leaders as the solution for a student cohort that is demanding an increasingly flexibility in study options. These students are fitting study around other aspects of their lives including work and caring responsibilities, or they are studying at a geographical location far removed from the university campus. With ubiquitous connectivity available in many parts of the world and with the incremental improvements in design and affordability of mobile devices, many students are using mobile technologies to access course materials and activities. Even so, there are relatively few formal mobile learning initiatives underway and even fewer evaluations of those initiatives. This is significant because without a rigorous evaluation of mobile learning, it is impossible to determine whether it provides a viable and cost-effective way of accessing courses for both the student and the institution. This chapter examines the broad groupings of uses for mobile devices for learning, before considering the evaluation frameworks that are currently in use. The characteristics, affordances and issues of these frameworks are briefly discussed. A project to develop a Mobile Learning Evaluation Framework is introduced, which will consider evaluation from four aspects: 1) Pedagogical (Learning); 2) Pedagogical (Teaching); 3) Technical; and 4) Organizational.
Manal Hasan Hasan Ebrahim Alkandari
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: In many learning places, online learning has become the new normal with the major aim of averting the
Covid-19 pandemic effects. Besides, the e-learning benefits can help mitigate the effects of conventionalism and
deferment in education institutions and foster the development of student's critical thinking skills as would be
anticipated in traditional residential practices if exploited effectively. Even though research myriads have proved
that it is a student-and-action-based model that has the potential to accomplish optimal education and learning
outcomes when applied successfully, online learning more often than not has been criticized for being unable to
engage learners amply. Understandably, in residential systems, teaching learners to develop critical thinking skills
has been challenging because it needs the physical presence of students and faculty to participate in the analyses
and syntheses of complex concepts for applications, clarity and better assimilations. To successfully apply the same
in an e-learning setting will need augmented knowledge in the subject matters as well as knowledge in the elearning dynamics, including applications of germane instructional strategies, contexts and influential theories.
Keywords: online learning, Covid-19 pandemic effects, e-learning benefits, education institutions.
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.
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.
Thinking Differently: A Visual Note Recording Strategy to Improve LearningDr. Almodaires
The use of visuals in the learning environment is increasing every day. The idea of connecting images with existing knowledge is one way to effectively learn and remember........
This paper represents an investigation into teachers barriers towards the use of E-curricula in teaching Arabic language. It explores questions about the approaches to teaching and the motivations of using E-curricula. The main research method used was semi structured interviews. Many factors were found to influence the use of E-curricula, some of them were surprising and revealing. An unwillingness to challenge or change traditional teaching methods can be assured. These findings contribute to a better-informed appreciation of the state of teaching as well as E-curricula in basic stage schools in Jordan.
CHALLENGES OF DISTANCE, BLENDED, AND ONLINE LEARNING: A LITERATUREBASED APPROACHIJITE
The objectives of the study were to show the basic differences between Distance, Blended and Online
learning, and establish their common challenges from literature. Approximately 35 categories/sets of
research results or findings from more than 65 publications were reviewed and used for this work. Articles
were obtained from sources such as Google Scholar, ResearchGate, Academia.edu, Google Search Engine,
and Elsevier. The key themes used for the search are Distance education, Distance learning, Online
learning, Blended learning, Differences between face-to-face and online learning, and the use of the
internet for learning. The differences between Distance, Blended, and Online Learning (DBOL) modes
were summarized, and 11 challenges of DBOL were realized. These 11 challenges were summarized into
six themes namely, lack of infrastructure, low or no IT skills, self-disciplinary problems, content issues,
policy issues, and social issues. It was strongly advised that, for effective DBOL implementation and
operation, there must be in place a solid DBOL policy, adequate infrastructure, and constant training of
stakeholders on the use of learning management systems and the development of related IT skills in
general.
THE EFFECTS OF COMMUNICATION NETWORKS ON STUDENTS’ ACADEMIC PERFORMANCE: THE ...IJITE
Social networks, as the most important communication tools, have had a profound impact on social aspects of community user interactions and they are used widely in various fields, such as education. Student interaction through different communication networks can affect individual learning and leads to improved academic performance. In this study, a combined approach of social network analysis and educational data mining (decision tree method) was used to study the impact of communication networks, behavior networks
and the combination of these two networks on students’ academic performance considering the role of factors such as computer self-efficacy, age, gender and university. The results of this study, which included 139 students, indicate gender is highly prioritised in all three models. Moreover, according to the results all three models had enough confidence level that among them communication networks with higher
confidence, accuracy and precision had significant impacts on the prediction of academic performance.
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.
Mobile learning initiatives in nursing educationHelen Farley
Mobile learning is a very exciting approach to learning that has the possibility of changing nursing education, providing learning to nurses when and where they need it and in a manner that will achieve positive learning outcomes. Coming from an apprenticeship model in the military, nurses have traditionally learnt by seeing and then doing. Mobile learning through means such as You Tube and augmented reality offer the best of this traditional way of learning combined with time and cost efficient means of technology use and greater theoretical knowledge. Reaching nurses in rural and isolated communities is also possible through these means. This is achieved through the use of SMS and online learning, that is able to be used at a time and place suitable for the nurse, enabling them to include learning within their lives in a way that suits them. Many isolated trials have occurred in nursing education over the years, starting with the use of PDA’s and although many have shown success there is not a great deal of research been conducted in the use of mobile education in nursing. Considering this research was conducted using a grounded theory approach that investigated nurse’s current use of mobile technology and their beliefs around mobile learning. The study also explored how and when nurses are undertaking continuing education, with the discovery of how they personally resource their learning. When looking at trials of mobile learning within nursing education, it is apparent from these trials and the study that nurses are ready for mobile learning and that mobile learning shows great potential as a method for education within the nursing profession.
Moving towards the effective evaluation of mobile learning initiatives in hig...Helen Farley
Mobile learning is viewed by many institutional leaders as the solution for a student cohort that is demanding an increasingly flexibility in study options. These students are fitting study around other aspects of their lives including work and caring responsibilities, or they are studying at a geographical location far removed from the university campus. With ubiquitous connectivity available in many parts of the world and with the incremental improvements in design and affordability of mobile devices, many students are using mobile technologies to access course materials and activities. Even so, there are relatively few formal mobile learning initiatives underway and even fewer evaluations of those initiatives. This is significant because without a rigorous evaluation of mobile learning, it is impossible to determine whether it provides a viable and cost-effective way of accessing courses for both the student and the institution. This chapter examines the broad groupings of uses for mobile devices for learning, before considering the evaluation frameworks that are currently in use. The characteristics, affordances and issues of these frameworks are briefly discussed. A project to develop a Mobile Learning Evaluation Framework is introduced, which will consider evaluation from four aspects: 1) Pedagogical (Learning); 2) Pedagogical (Teaching); 3) Technical; and 4) Organizational.
Manal Hasan Hasan Ebrahim Alkandari
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: In many learning places, online learning has become the new normal with the major aim of averting the
Covid-19 pandemic effects. Besides, the e-learning benefits can help mitigate the effects of conventionalism and
deferment in education institutions and foster the development of student's critical thinking skills as would be
anticipated in traditional residential practices if exploited effectively. Even though research myriads have proved
that it is a student-and-action-based model that has the potential to accomplish optimal education and learning
outcomes when applied successfully, online learning more often than not has been criticized for being unable to
engage learners amply. Understandably, in residential systems, teaching learners to develop critical thinking skills
has been challenging because it needs the physical presence of students and faculty to participate in the analyses
and syntheses of complex concepts for applications, clarity and better assimilations. To successfully apply the same
in an e-learning setting will need augmented knowledge in the subject matters as well as knowledge in the elearning dynamics, including applications of germane instructional strategies, contexts and influential theories.
Keywords: online learning, Covid-19 pandemic effects, e-learning benefits, education institutions.
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.
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
Blended learning strategies vary according to the discipline, the year level, student characteristics and learning outcomes, and have a student-centred approach to the learning design. Blended learning can increase access and flexibility for learners, increase level of active learning, and achieve better student experiences and outcomes.
Students’ perceptions and experiences towards the educational value of online...James Cook University
Hajhashemi, K., Caltabiano, N., & Anderson, N. (2016). Students’ perceptions and experiences towards the educational value of online videos. Australian Educational Computing, 31(2), 1-17.
Is online education an effective replacement for traditional classroom teaching?Dam Frank
The proliferation of information and communication technology (ICT) has created significant advancements in the way both teaching and learning take place. Among these advancements is the emergence of online learning, also known as e-learning, which is defined as the distribution of learning materials and resources online via the use of information and communication technology to facilitate the learning experience (Chitra & Raj, 2018, p. 2).
Is online education an effective replacement for traditional classroom teaching?DamaineFranklinMScBE
The proliferation of information and communication technology (ICT) has created significant advancements in the way both teaching and learning take place. Among these advancements is the emergence of online learning, also known as e-learning, which is defined as the distribution of learning materials and resources online via the use of information and communication technology to facilitate the learning experience (Chitra & Raj, 2018, p. 2). This implies that there is no face-to-face interaction with online learning, unlike traditional education. Due to its flexibility and convenience, online education has become one of the most popular teaching and learning methods. However, there appears to be substantial debate among researchers regarding the relevance and effectiveness of both online education and traditional classroom teaching. Some researchers argue that traditional classroom teaching is still relevant and, as such, is the most effective teaching and learning method, whereas others support online learning as the most effective method of teaching and learning in
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
Dr. Sebahattin Ziyanaki is Assistant Professor of Sociology at The University of Texas of the Permian Basin. Dr. Ziyanak has established a reputation as a researcher and professor. Published by NATIONAL FORUM JOURNALS. - National FORUM of Applied Educational Research Journal. Dr. William Allan Kritsonis is Editor-in-Chief (Since 1982). See: www.nationalforum.com
International Journal of Engineering Research and Applications (IJERA) aims to cover the latest outstanding developments in the field of all Engineering Technologies & science.
International Journal of Engineering Research and Applications (IJERA) is a team of researchers not publication services or private publications running the journals for monetary benefits, we are association of scientists and academia who focus only on supporting authors who want to publish their work. The articles published in our journal can be accessed online, all the articles will be archived for real time access.
Our journal system primarily aims to bring out the research talent and the works done by sciaentists, academia, engineers, practitioners, scholars, post graduate students of engineering and science. This journal aims to cover the scientific research in a broader sense and not publishing a niche area of research facilitating researchers from various verticals to publish their papers. It is also aimed to provide a platform for the researchers to publish in a shorter of time, enabling them to continue further All articles published are freely available to scientific researchers in the Government agencies,educators and the general public. We are taking serious efforts to promote our journal across the globe in various ways, we are sure that our journal will act as a scientific platform for all researchers to publish their works online.
Similar to Reconstructing classroom routines through on line instructional delivery technique (20)
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
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.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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!
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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Reconstructing classroom routines through on line instructional delivery technique
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No.9, 2012
Reconstructing Classroom Routines through On-line Instructional
Delivery Technique
Romiro G. Bautista
AMA INTERNATIONAL UNIVERSITY – BAHRAIN
PO Box 18041, Manama, Kingdom of Bahrain
bautista.romer@yahoo.com
Abstract
This study investigated the impact of leveraging and harnessing students’ a-priori experiences in on-line discussion
as basis of integrating new ideas and information in constructing a body of knowledge cognizant to enhancing the
over-all students learning. This was done in a collegial, constructive and democratic learning towards classroom
efficacy through on-line instruction delivery technique. A total of 34 students enrolled in Fundamentals of Statistics
was used in this study. Learning segments through virtual instruction were included in the process of developing
classroom tasks vis-à-vis with the lessons’ goals and objectives. A questionnaire was adopted in determining the
perceived relative magnitude of advantages of the on-line instructional delivery technique. Using Pearson-r
correlation, a very-strong positive relationship was found between the students’ a-priori experiences in on-line
discussion and their success in OIDT; a moderate to strong positive correlation were established between OIDT and
students’ performance in formative evaluations, classroom interaction and academic performance.
Key Terms: A-priori On-line Learning Experiences, Academic Performance, On-line Discussion, On-line
Instructional Delivery Technique, Virtual Learning Environment.
1. Introduction
The eve of the 21st century is the threshold that leads educationists to divert from the traditional classroom initiatives
to contemporary initiatives that make the classroom learning situations more dynamic. One of these initiatives is the
introduction of on-line instructional delivery technique in promoting classroom efficacy.
On-line instructional delivery technique is the introduction of on-line communication and multi-media tools as key
modalities of instruction. This includes LMS, on-line mentoring, chat room/bulletin group discussion, e-mail
exchange, among others.
Advanced technologies enhance the spirit of the virtual world in any learning environment. These modalities enforce
the learners to improve his own-paced independent learning, and enjoying greater academic freedom in the context
of life-long learning.
Apparently, advanced technologies and communication facilities is imperative to interactive learning experiences in
optimizing competencies in education at all levels. This culture will be prevalent in the future as it is one of the
thrusts of the World Declaration on Higher Education for the 21st Century. The exciting challenge among
educationists is to shift some of the modalities of the conventional teaching-and-learning routines that will help
improve learning efficacy leading to the development of their active-uncovering techniques of cause-effect probing
skills both in theory and in practice.
This practice in educational technology has been prevalent in higher education as most institutions of higher learning
introduce some courses and programs using on-line technologies as a potent tool in their instruction (Beller & Or,
1998; Schmidt & Brown, 2004). This modality enhances student learning in the advancement of educational
technology in the higher education institutions as it further enhances students’ skills in constructing a body of
knowledge through computer technologies (Beller & Or, 1998; LaRose, Gregg & Eastin: 1998, Kandies & Stern,
1999; Sanders & Morrison-Shetlar, 2001; Schmidt & Brown, 2004)
The dynamic features of the success of on-line instructional delivery techniques, as infrastructure in course
development, has led to the development of valid bases on the establishment of on-line learning environment as an
alternative to traditional instructional delivery which is practiced in most of the universities worldwide. However,
there is no sufficient exploration on the effects of this on-line instructional delivery technique in the context of
reconstructing classroom routines in a traditional instructional environment.
Findings show that there is synergy on on-line instructional delivery technique as student-learners can control their
pacing with enjoyment. This became a concomitant factor in sustaining their interest as they develop better attitudes
towards learning. They also find that technology familiarity is positively related to receptivity for on-line instruction,
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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No.9, 2012
and that technology accessibility is not significantly related to receptivity for on-line instruction (Fitzelle & Trochim,
1996; Chester & Gwynee, 1998; Kandies & Stern, 1999; Christensen & Kessler, 2001; Schmidt & Brown, 2004;
Sanchez, 2009).
Studies examining student attitudes and learning related to on-line instructional delivery technique found that
students participating in an on-line class had mixed levels of interaction and satisfaction with the teacher and with
reactions to their ability to create learning communities through on-line tools (Potter, 1998; Benbunan-Fich & Hiltz,
1999; Sanders & Morrison-Shetlar, 2001; Schmidt & Brown, 2004; Anderson & Elloumi, 2004; Sanchez, 2009).
2. On-line Learning Model
Figure 1. On-line Learning Model Showing the Types of Interactions. Anderson & Elloumi (2004). Theory and
Practice of On-line Learning. Athabasca University.
Presented in the model are the two main actors of the educative processes, the teacher and the student-learners,
interacting in a constructive learning environment of different modalities. It further presents the difference between
independent and paced collaborative learning modalities.
In independent learning modality, learning happens in a sequenced and a directed or structured learning environment
putting the content as the heart of the process. The teacher controls the content where the student-learner interacts.
On the contrary, learning happens in a community of inquiry in a self-paced cooperative learning. Learners interact
with varied learning modalities of synchronous and asynchronous activities of rich learning environment. This
environment allows cooperative attainment of the learning contents’ objectives and the development of personal
relationship among the student-learner participants.
Examples of the synergy developed in these sequences, but not limited to the following, pave for more success
towards the students’ tasks towards independent learning: creativity through association, drill and exercises,
behaviors through simulation, feedback and practice, sound judgment from received feedbacks and coaching among
their peers, analysis, deconstruction and practice to both synchronous and asynchronous learning activities.
3. Objectives of the Study
This study is designed to determine the learning impact of on-line instructional delivery technique with embedded
on-line learning experiences in the attainment of the select portions of the course materials in Fundamentals of
Statistics.
Specifically, it sought to determine the following:
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Vol 3, No.9, 2012
3.1 What are the a-priori learning experiences of the student-learners in on-line instructional delivery technique?
3.2 Is there a significant relationship between the students’ a priori experiences and the characteristics of their
success in participating on-line learning experiences?
3.3 What is the impact of the on-line instructional delivery technique on the students’ success in achieving the
course’ learning goals and objectives?
3.4 How do the student-learners perceive the relative magnitude of advantages of the on-line instructional delivery
technique?
4. Delimitation of the Study
This study is delimited to the utilization of LMS, on-line mentoring, group-chat room discussion and e-mail
exchange as part of the on-line instructional delivery technique in the attainment of select portions of the course
materials in Fundamentals of Statistics. It further employed the time and place dimensions of educational delivery
systems (Duderstadt (1997) in O’Malley & McCraw (2000) both the synchronous and the asynchronous activities.
5. Significance of the Study
Reconstructing classroom routines through on-line instructional delivery technique is imperative to enhancing the
positive transfer of learning. In Mathematics instruction, the students are supposed to be exposed in varied
quantifiable experiments, problems and exercises in order to master the necessary skills. In order to achieve the
mastery of these skills, formative intervention activities are to be executed in a constructive on-line learning
environment.
This study is mostly significant to the development of constructive approaches to assist students in developing better
academic achievement. It shall also provide bases for elaborating the communication approach responsive to the
need for “more penetrating theories of mathematical thinking and learning” since the cognitively oriented science of
thinking and the dynamic learning need to be harmonized with various theories of interactions and discourses of the
teaching-learning process.
6. Research Paradigm
Figure 2. Research Paradigm
This study introduced the on-line instructional delivery technique as a way of reconstructing the traditional
classroom routines. The segmentations used were the LMS, on-line mentoring, chat-room group discussion and e-
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mail exchange in a community of inquiry in a self-paced cooperative learning environment.
These instructional modalities are expected to reshape the students’ characteristics on on-line learning experiences,
their a priori learning experiences in on-line learning experiences and their perceived characteristics of on-line
learning modalities towards satisfaction and success in achieving learning outcomes of select course materials in
Statistics.
7. Methodology
The Descriptive-Correlation Research Design was used in this study. The result provided bases for the causal
relationship of the independent variables to the dependent variables. The impact of the embedded on-line
instructional segment to the conventional classroom routines as part of the on-line learning experiences of the
student-learners to the students’ satisfaction and success in achieving learning objectives through this modality was
also elucidated. The online instructional segments used in this study were LMS, on-line mentoring, chat
room/bulletin group discussion and e-mail exchange; all were done in the e-learning facility of the university,
together with the personal e-mail of the researcher.
This study was conducted among thirty-four students enrolled in Fundamentals of Statistics at the Mathematics
Department, Center for General Education of AMA International University – Bahrain during the SY 2011 – 2012.
Data were collected through an observation guide, rubrics, formative examinations (developed and validated by the
researcher) and a questionnaire formulated by Towel (2007), and Moore & Benbasat (1991) in O'Malley & McCraw
(2000). Data were treated in terms of frequency counts, mean, percentage and Pearson-r through SPSS.
8. Results and Discussion
Table 1. A-Priori Experiences of Students in On-line Learning
Descriptive
Criteria Mean
Equivalent
1 I am a social butterfly and use social networks (e.g. MySpace, 4.57 Very Often
Flicker, Facebook, among others)
2 I use synchronous chat tools (e.g. Instant messaging, chat rooms, IP 4.57 Very Often
telephony, among others)
3 I use messaging and discussion tools (e.g. E-mail, forums, phone 4.57 Very Often
texting like BBM, Tango)
4 I play online games or use virtual worlds and talk to other players 4.86 Very Often
(e.g. World of War Craft, Battlefront 2, Sims On-line, Second Life)
5 I have an on-line personal space other than a social network (e.g. 4.29 Often
Web pages, blogs, triond team, among others)
6 I use other social and communication tools on-line (e.g. On-line 4.57 Very Often
dating, Friends Reunited, among others)
Average 4.57 Very Often
Presented in table 1 are the a-priori experiences of students in on-line learning. It presents that the respondents are
extensive users of on-line discussion with a general mean of 5.57 and interpreted as Very Often. This means that their
a-priori on-line experiences are rich.
It further presents that they are social butterflies in most of the leading social networks that uses synchronous chat
tools, messaging and discussion tools although they seldom use personal space like web pages, blogs, triond team,
among others that also use social and communication tools on-line.
When interviewed, the students admitted that they participate in on-line discussion very often as they could freely
express their insights without inhibitions or coercion of being wrong. Using sound judgment to the transcripts of
their discussion, the respondents mentioned that they learned from each other’s ideas and knowledge to a particular
topic.
The foregoing outcomes were also observed in the studies conducted by Sanchez (2009) in on-line mentoring as she
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concluded that learning became direct and immediate. Hence, learning was enhanced.
Table 2. Students’ Satisfaction on the Benefits of On-line Instructional Delivery Technique (OIDT)
Descriptive
Criteria Mean
Equivalent
1 I am free to participate in the discussion more frequently than 4.71 Very
traditional courses. Satisfied
2 It enables me to take more researches than the traditional classroom 4.14 Satisfied
routine.
3 It develops my critical thinking abilities more than the traditional 4.29 Satisfied
classroom routine.
4 I am satisfied on the use of on-line instructional delivery technique. 4.43 Satisfied
5 I would like to have more courses taught using on-line instructional 4.43 Satisfied
delivery technique.
Average 4.40 Satisfied
Presented in the foregoing table is the general satisfaction of the respondents on the benefits of on-line instructional
delivery technique in Statistics. It presents that the respondents are generally satisfied with a mean of 4.40 and
interpreted as satisfied.
They zeroed their high satisfaction in the provision that they could freely participate in on-line discussion more
frequently than traditional courses with a mean of 4.71. In this regard, it was construed that learning took place from
direct and indirect discussion with proper use of questioning, from acceptance, clarification, reflections of feelings,
reassurances, suggestions, persuasion, and advice giving to the active-uncovering techniques of cause-effect probing
(Anderson & Elloumi, 2004; Towel, 2007; and Sanchez, 2009).
Table 3. Relationship of the Students’ a-Priori On-line Learning Experiences and their Participation and Success to
OIDT
Participation and Success to the
On-line Instructional Delivery
Technique (OIDT)
A-priori learning experiences Pearson Correlation .881**
in on-line discussion
Sig. (2-tailed) .000
N 34
**. Correlation is significant at the 0.01 level (2-tailed).
Presented in the table is the relationship of the students’ a-priori learning experiences in on-line discussion and their
success in OIDT.
It presents that the two variables have a correlation value of 0.881 and a p-value of < 0.001. This means that there is
a strong significant positive relationship between the students’ exposure to on- line discussion and to their
participation and success to on-line instructional delivery technique. It can be construed then that their knowledge
and exposure to on-line discussion, where they can freely communicate without the inhibition of coercion when their
answer or comprehension is wrong, is significantly correlated to their success in on-line instructional delivery
technique. It was observed that students who are exposed to on-line discussion, like blogs, facebook, chatbooks,
among others, are more receptive and participative to on-line instructional delivery technique. They further enjoyed
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the value of interpersonal communications aided by technologies in a collegial learning environment.
This result is in conformity with the findings of Webster & Martocchlo (1992), Potter (1998), Benbunan-Fich &
Hiltz (1999), Moore and Benbasat (1991) in O'Malley & McCraw (2000), Stilles (2000), Sanders & Morrison-
Shetlar (2001), Schmidt & Brown (2004), Anderson & Elloumi (2004), Towel (2007) and Sanchez (2009) when they
concluded in their studies that high cognitive computer playfulness and active participation to on-line discussion
provides synergy towards collegial learning. These create a wagon of positive motivation and highly related to
positive learning in a virtual learning environment towards classroom efficacy.
Table 4. Relationship of the Independent Variable to the Dependent Variables of the Study
Dependent Variables
Performance to
Independent Variables
Formative Classroom Academic
Evaluations Interaction Performance
Exposure to On-line Pearson Correlation .336 .575** .476**
Discussion Sites/Networks
Sig. (2-tailed) .052 .000 .004
N 34 34 34
E-mail Exchange Pearson Correlation .293 .595** .488**
Sig. (2-tailed) .093 .000 .003
N 34 34 34
Participation to the On-line Pearson Correlation .364* .702** .540**
Instructional Delivery
Technique Sig. (2-tailed) .034 .000 .001
N 34 34 34
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
Presented in the foregoing table is the relationship of the students’ characteristics in OIDT to the dependent variables
which is tested with Pearson correlation using alpha-levels of 0.05 and 0.01.
It presents that there is a significant positive correlation between their participation to OIDT and their performance to
formative evaluations, r-value 0f 0.364 and p-value of 0.034 at 0.05 level of significance. However, significant
relationship is not identified with their exposure to on-line discussion sites and the e-mail exchange to their
performance in formative evaluations. Although the students who were exposed to on-line discussion develops
competencies on interpersonal communication and become superior to classroom interaction and on-line discussion,
there are insufficient grounds of establishing relationship in performing mathematical tasks through problem
manipulation during formative evaluation. This can be attributed to other variables of teaching and learning to task-
models of mathematical skills and competencies.
On the other hand, an average to strong positive correlation is discerned between the independent variables (exposure
to on-line discussion, e-mail exchange and participation to the OIDT segment) and classroom interaction: r-value of
0.476, 0.488 and 0.540 respectively, and p-value of < 0 .001 at 0.01 level of significance.
It can be pointed out that a strong to very-strong positive correlation is discerned between the independent variables
(exposure to on-line discussion, e-mail exchange and participation to the OIDT segments) and their academic
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performance: r-value of 0.575, 0.595 and 0.702, and p-value of 0 .004, 0.003 and 0.001, respectively, at 0.01 level of
significance.
This can be interpreted that a-priori learning experiences of the students towards on-line discussion through sites or
networks are associated to the students’ success to on-line instructional delivery technique. Consequently, it
correlates with their success in communicating their understanding in a collegial classroom discussion. This will
affect their success in their academic pursuit in the subject. However, it can also be interpreted that their a-priori
experiences in on-line discussion is not related to initial evaluations like drill, problem sets and quizzes. Cognition of
mathematical skills and model schema, therefore, is associated after a collegial learning environment is posted in the
teaching-learning process.
These findings post similar conclusion with the studies conducted by O'Malley & McCraw (2000), Stiles (2000),
Sanders & Morrison-Shetlar (2001), Schmidt & Brown (2004), Anderson & Elloumi (2004), Towel (2007) and
Sanchez (2009). They articulated in their studies the involvement of leveraging and harnessing students’ prior
experiences in integrating new ideas and information in constructing a body of knowledge cognizant to enhancing
the over-all students learning in a collegial, constructive and democratic learning environment.
The interaction models of on-line Learning of Anderson and Elloumi (2004) and the time and place dimensions of
on-line delivery systems of Duderstadt (1997) in O’Malley & McCraw (200) can be theorized as bases behind this
cognition process where learning takes place in a community of inquiry. Learners learn in varied modalities of
creativity through simulation together with deconstruction and the practice of sound judgment to feedback among
their peers during on-line discussion. Hence, learning is enforced. (Stiles, 2000; Johnson, Aragon, Shaikh & Rivas,
2001; Clements, 2003; Weyers, 2004; and Sanchez, 2009).
Table 5. Students’ Perception on the Benefits of On-line Delivery Technique (OIDT)
Descriptive
Criteria Mean Equivalent
1 On-line instructional delivery technique enables me to participate in 4.43 Advantageous
the discussion more frequently than traditional courses.
2 On-line instructional delivery technique enables me to take more 4.57 Very
researches than the traditional classroom routine. Advantageous
3 On-line instructional delivery technique develops my critical 4.14 Advantageous
thinking abilities more than the traditional classroom routine.
4 I benefit in on-line instructional delivery technique. 4.14 Advantageous
5 I would like to have more courses taught using on-line instructional 4.00 Advantageous
delivery technique.
Average 4.26 Advantageous
The foregoing table presents the general perception of the respondents on the benefits of OIDT in attaining the
course’ learning goals and objectives in Statistics. It shows that OIDT is generally advantageous with a mean of 4.26.
It can be explained then that OIDT develops esteem among learners in improving their own-pace towards
independent learning. This poses enjoyment to greater academic freedom in the content of the course and other
related learning tasks as the experiences encourage them to articulate and replicate their insights through reflective
thinking and reasoning. It further probes their needs, confusions and progress to their background knowledge
towards the subject matter in dialogical learning environment with their peers (Clements, 2003; Weyers, 2004;
Schmidt & Brown, 2004; Beatty, 2004, and Sanchez, 2009).
This technique makes the students active participants in the learning process as it leads them in more learning
focused on understanding and reasoning.
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10. References
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instruction. Retrieved August 1, 2002, from http://www.hre.uiuc.edu/online/comparison.pdf
Kandies, J., & Stern, M. B. (1999). Weaving the Web into the classroom: An evolution of Web enhanced instruction.
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Sanders, D. W., & Morrison-Shetlar, A. (2001). Student attitudes toward web-enhanced instruction in an introductory
biology course. Journal of Research on Computing in Education, 33(3), 251-261.
Schmidt, Klaus and Dan Brown (2004). Considerations for Embedding On-Line Components into Traditional
Classroom Environments. Journal of Industrial Teacher Education from
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Stiles, MJ (2000). Effective Learning and the Virtual Learning Environment. Paper presented at the 2000 European
Universities Information Systems Congress - EUNIS 2000. Instytut Informatyki Politechniki Poznanskiej, Poznan
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