Author : Chatchada Akarasriworn
Publisher :
Page : 360 pages
File Size : 25,48 MB
Release : 2011
Category : Teleconferencing in education
ISBN :
Author : Khe Foon Hew
Publisher : Springer Science & Business Media
Page : 146 pages
File Size : 48,71 MB
Release : 2012-06-13
Category : Education
ISBN : 1461423708
The increasingly prevalent use of online- or blended-learning in schools universities has resulted in asynchronous online discussion forum becoming an increasingly common means to facilitate dialogue between instructors and students, as well as students and students beyond the boundaries of their physical classrooms. This proposed academic book contributes to the literature on asynchronous online discussions in the following three main ways: First, it reviews previous research studies in order to identify the factors leading to limited student contribution. Limited student contribution is defined as students making few or no postings, students exhibiting surface-level thinking or students demonstrating low-level knowledge construction in online discussions. It then identifies the various empirically-based guidelines to address the factors. Second, three potential guideline dilemmas that educators may encounter: (a) use of grades, (b) use of number of posting guideline, and (c) instructor-facilitation are introduced. These are guidelines where previous empirical research shows mixed results when they are implemented. Acknowledging the dilemmas is essential for educators and researchers to make informed decisions about the discussion guidelines they are considering implementing. Third, nine exploratory case studies related to student-facilitation and audio-based discussion are reported on and examined. Using students as facilitators may be an alternative solution to educators who wish to avoid the instructor-facilitation guideline dilemma. Using audio discussion would be useful for participants with poor typing skills or those who prefer talking to typing. The proposed book is distinctive in comparison to current competitor titles because all the findings and guidelines are empirically-based. Furthermore, the nine expanded case studies provided specifically address the issue of student/peer facilitation and audio-based discussion. Student/peer facilitation and audio discussion are two areas that hitherto received comparatively lesser attention compared to instructor facilitation and text-based discussion.
Author : Gulsun Kurubacak
Publisher :
Page : 16 pages
File Size : 42,48 MB
Release : 2006
Category :
ISBN :
The main purpose of this study is to investigate the College learners' attitudes toward Online Synchronous Communications (OSCs) to build knowledge networks. Also, this study focuses on how to improve these learners' critical thinking skills via synchronous communicational activities. Based on the main purpose of this study and the concerns, the key research inquiries are: (1) To what extent do online learner abilities continue to develop their critical thinking skills to become deeply engaged in OSCs? (2) What kinds of OSCs-based experiences are associated with their critical thinking developments to build knowledge networks?(3) What are online learner patterns in critical thinking developments to address complex problem solving activities in democratic and multicultural contexts in OSCs? and (4) What are the impacts of these learners' critical thinking developments on their learning outcomes to appreciate OSCs? This is a qualitative case study that utilizes both qualitative and quantitative data to provide detailed information to the researcher for the data collection. The research site was the Designing Online Learning Environments course at the Department of Distance Education of Social Sciences Institute in the large urban and government-based University in the Spring Semester 2004. There were totally eleven learners (three of them were men and the rest of them were women) in this course. The author hoped that learners' attitudes toward synchronous online activities were more clearly defined, and examined as well as analyzed to integrate and implement new communication technologies into the curriculum efficiently. (Contains 1 table.).
Author : Lynne F. Richard
Publisher :
Page : 157 pages
File Size : 21,97 MB
Release : 2012
Category : Distance education
ISBN :
Computer technology is used as a mediational tool to support collaborative instructional methods. Computer support offers a platform for collaboration with the goal of scaffolding students' understanding, providing increased agency to the student for their own learning, and motivating students, as participants in a PBL process. In online PBL, ideas are made visible in the online environment where students can create iterative processes over time to build problem solutions. Research on face-to-face collaborative discourse in education is fairly extensive. However, with the relatively new and growing use of online collaborative learning, collaborative learning in this context has been given only modest attention to date. The primary research question was: What are different patterns of knowledge construction as part of collaborative discourse? This qualitative case study examined data from 34 students enrolled in an undergraduate course in an educational psychology. The course used a blended instructional structure of in class face to face time and asynchronous online problem-based learning (PBL). Students were assigned to collaborative working groups (n=6 groups). Four online PBL cases were presented and each group was assigned a facilitator (the course professor and a graduate assistant). The students had to collaborate to develop and present a problem solution to each of four problems -- posting their dialogue online. The online dialogue was analyzed for characteristics of participation, interaction, and student learning. The goal of this case study was to illuminate and understand the characteristics of online knowledge construction. Examination of the collaborative problem-solving process revealed examples of discourse that showed evidence of both individual learning, social construction of knowledge, and the collaborative knowledge building of a group. Groups that demonstrated a more interactive style of interaction and worked to negotiate a shared understanding of the problem solution were able to integrate educational psychology at a more elaborated level. Through this descriptive process the findings add to a growing body of knowledge about computer supported collaborative learning and PBL and can help to support effective instructional designs and practices.
Author : Management Association, Information Resources
Publisher : IGI Global
Page : 797 pages
File Size : 25,73 MB
Release : 2022-12-19
Category : Computers
ISBN : 1668475987
With the advent of virtual environments and communities, the metaverse has been rapidly expanding in recent years as businesses and industries have begun to see the value and opportunities this technology provides. In order to ensure this technology is utilized to its full potential, further study on the best practices, challenges, and future directions is required. The Research Anthology on Virtual Environments and Building the Metaverse considers the latest research regarding the metaverse and discusses potential issues and benefits of the technology. The book also examines strategies and tactics businesses and companies can use when implementing the metaverse into their operations. Covering key topics such as immersion, augmented reality, and virtual worlds, this major reference work is ideal for computer scientists, business owners, managers, industry professionals, researchers, scholars, academicians, practitioners, instructors, and students.
Author : Russell, Donna
Publisher : IGI Global
Page : 400 pages
File Size : 37,57 MB
Release : 2009-10-31
Category : Education
ISBN : 1605668796
"Using a case study analysis, this book provides a unifying perspective for discussing the viability of collaborative virtual spaces as training programs for insurance brokers, forums to support at-risk university students, simulations of historical places, means to aid autistic children learn social skills, repositories for digital libraries, collaborative spaces designing new university programs and emergency response training"--Provided by publisher.
Author : Pozzi, Francesca
Publisher : IGI Global
Page : 424 pages
File Size : 14,86 MB
Release : 2010-09-30
Category : Education
ISBN : 1616929006
"This book provides a focused assessment of the peculiarities of online collaborative learning processes by looking at the strategies, methods, and techniques used to support and enhance debate and exchange among peers"--Provided by publisher.
Author : Howard S. Barrows
Publisher :
Page : 76 pages
File Size : 34,42 MB
Release : 1988
Category : Group work in education
ISBN :
Author : Maggi Savin-Baden
Publisher : McGraw-Hill Education (UK)
Page : 268 pages
File Size : 24,76 MB
Release : 2006-08-16
Category : Education
ISBN : 0335230229
“This book makes a great shot at disentangling the challenge of the diversity of learning technologies and their intricate association with pedagogical approaches. The terms used by the book – combining, uniting and interrelationships – in some ways underplay the major challenges it poses. Have a good read of it – and most importantly try out some ideas.” Gilly Salmon, Professor of E-learning & Learning Technologies, Beyond Distance Research Alliance “This [book] represents a significant collection of papers which, I am sure, will help inform the development of an online pedagogy for problem-based learning.” Michael Prosser, Director Research and Evaluation, Higher Education Academy “The studies presented in this book are evidence informed and theoretically framed in ways that promise to advance our understanding of these complex areas. This collection will be an invaluable read for anyone involved in PBL and/or e-learning in higher education. “ Glynis Cousin, Senior Adviser, Higher Education Academy Problem-based Learning Online is the first book to: Address the current issues and debates about problem-based learning (PBL) online together in one volume Present and explore the range and diversity of application of PBL online Examine questions such as how course design and issues of power influence learning in PBL The book provides research-based information about the realities of setting up and running problem-based programmes using technology in a variety of ways. It also captures the diversity of use of technology with PBL across disciplines and countries, providing vital input into the literature on the theory and practice of PBL online. Contributors: Chris Beaumont, Siân Bayne, Chew Swee Cheng, Frances Deepwell, Sharon J. Derry, Roisin Donnelly, Carolyn Gibbon, Cindy E. Hmelo-Silver, Per Grøttum, David Jennings, Ray Land, Karen Lee, Kirsten Hofgaard Lycke, Anandi Nagarajan, Remy Rikers, Frans Ronteltap, Maggi Savin-Baden, Henk Schmidt, Helge I. Strømsø, Andy Syson, Kay Wilkie, Wilco te Winkel.
Author : James Belanich
Publisher :
Page : 38 pages
File Size : 34,92 MB
Release : 2003
Category : Distance education
ISBN :
Students linked into a learning environment over the Internet may learn topics better by collaborating to create questions and answers. In research reported here, students used a learning aid for collaborative question generation called Army TEAMThink, a commercial program modified for Army use under a TRADOC Delivery Order contract Research was done at three US Army schools to assess the quality or doctrinal correctness of questions and answers generated by students and to measure any learning benefit. Students first completed a tutorial on how to write effective multiple-choice questions. Next, students wrote questions and reviewed questions written by other students. Based on the feedback from the reviews, authors were allowed to modify their own questions. Finally, students took a test of the questions that had been developed by students using the learning aid. Army subject matter experts judged that most of the questions developed were considered acceptable and could be repurposed for use in course exams. A majority of the question feedback was constructive, indicating that the collaborative process was helpful. Students who went through the process scored higher on a test of novel questions than those who did not use Army TEAMThink. They also scored higher than students who went through the process on a different topic from the test topic, demonstrating a moderate learning effect. The general finding of this research about a collaborative question-generation approach is that instructors can accumulate quality multiple-choice questions and monitor student comprehension, and students have an additional opportunity for better learning.
