Faculty and Student Experiences With Web-based Discussion Groups in a Large Lecture Setting. Harden JK. Nurse Educ. 2003;28:26-30.

2003 ◽  
Vol 17 (2) ◽  
pp. 77 ◽  
Author(s):  
LeAnne Lacey
Keyword(s):  
Discussion Groups ◽  
Student Experiences ◽  
Web Based ◽  
Large Lecture

scholarly journals Hybrid Dialog

2010 ◽  
pp. 314-331 ◽  
Author(s):  
Tobias Zimmermann ◽  
Karen-Lynn Bucher ◽  
Daniel Hurtado
Keyword(s):  
Online Learning ◽  
Behavioral Skills ◽  
Web Based ◽  
Hybrid Course ◽  
Learning Platform ◽  
Large Lecture ◽  
Learning Success ◽  
University Of Zurich ◽  
The University ◽  
And Training

Attendance at classical lectures usually leads to rather poor learning success. A wide variety of studies show that while lectures are as effective as any other method for transmitting information, they are inferior in many other dimensions. Lectures are not as effective as discussion methods in promoting thought and they are ineffective at teaching behavioral skills and subject-related values as well as at awakening interest in a subject. Still ex-cathedra teaching is a favored way to cope with a high student-to-teacher ratio. To solve this conflict between organizational and pedagogical requirements, a group of researchers at the Institute of Teacher Education at the University of Zurich has developed a hybrid course setting using an online learning platform. Their setting incorporates a dialog among students within a large lecture class. Furthermore a feedback loop enables the lecturer to continuously adjust the content of the lecture to the learning process of the students. In this article, the authors first present the structure of this setting and then illustrate how to implement it by the web-based open source learning management system OLAT (Online Learning and Training). Based on their research, they focus on key components for the success of their hybrid dialog. They show how individual and group learning can be fostered with corresponding assignments, assessments, and assigned roles such as moderators. Thus, the authors will define their position that the challenge of a large lecture class can be met while successfully implementing social learning and process-oriented assessments of academic achievement.

scholarly journals SISTEM INFORMASI BERBASIS WEB PEMANTAUAN KEGIATAN PRAKTIKUM DI LABORATORIUM TEKNIK INDUSTRI

Telematika ◽  
2019 ◽  
Vol 16 (1) ◽  
pp. 27
Author(s):  
Hanindhiya Ika Septiana
Keyword(s):  
Information System ◽  
Input Data ◽  
Student Experiences ◽  
Research Methodologies ◽  
Web Based ◽  
Laboratory Environment ◽  
Value Assignment ◽  
Final Grades ◽  
Student Grades ◽  
Web Based System

AbstractIn practicum activities, laboratory assistants input data in the form of minutes, input values, input presences, and report preparation in an excel form. When the assistant wants to see the development of a student, then the assistant must open excel data one by one and look for the student's name or number and then collect the scores from previous meetings starting from the quiz value, assignment value, report value, project value, and response then check whether the student experiences an increase or decrease in the lab. With a large number of students, of course, the assistant will encounter difficulties if you have to find students one by one while the excel data is not small. The solution provided is to create a web-based system as the application of smart labs to monitor the development of student grades in the campus laboratory environment. By using a web-based system, laboratory assistants and lecturers will be facilitated to recapitulate student grades and monitor students as well as input values or calculate the final grades of students. The study uses the Waterfall method as a method of developing systems and research methodologies by conducting observations, interviews, and literature. The results obtained are that the system can display values in the form of a practicum value report that has been calculated using assessment weights and graphs that show the development of values at each meeting with different value categories.Keywords: Information System, Practicum, Smart LabAbstrakPada kegiatan praktikum, asisten laboratorium melakukan penginputan data berupa berita acara, input nilai, input presensi dan pembuatan laporan ke dalam dokumen berupa excel. Ketika asisten ingin melihat perkembangan seorang mahasiswa, maka asisten harus membuka data excel satu persatu dan mencari nama atau nomor mahasiswa tersebut lalu mengumpulkan nilai dari berbagai pertemuan sebelumnya mulai dari nilai kuis, nilai tugas, nilai laporan, nilai projek dan responsi lalu mengecek apakah mahasiswa tersebut mengalami penaikan atau penurunan pada praktikum tersebut. Dengan jumlah mahasiswa yang banyak tentunya asisten akan mengalami kesulitan jika harus mencari mahasiswa satu persatu sementara data excel tidaklah sedikit. Solusi yang diberikan adalah dengan membuat sistem berbasis web sebagai penerapan smart lab untuk memantau perkembangan nilai mahasiswa di lingkungan laboratorium kampus. Dengan menggunakan sistem berbasis web, maka asisten laboratorium dan dosen pengampu akan dimudahkan dalam merekap nilai mahasiswa dan memantau mahasiswa praktikan serta menginput nilai ataupun menghitung nilai akhir dari mahasiswa praktikan. Penelitian menggunakan metode Waterfall sebagai metode pengembangan sistem dan metodologi penelitian dengan melakukan observasi, wawancara dan studi pustaka. Hasil yang didapatkan adalah sistem dapat menampilkan nilai dalam bentuk laporan nilai praktikum yang sudah dihitung menggunakan bobot penilaian dan grafik yang menampilkan perkembangan nilai di setiap pertemuan dengan kategori nilai yang berbeda – beda.Kata Kunci : Sistem Informasi, Praktikum, Smart Lab

Using Web-Based Databases in Large-Lecture Chemistry Courses

2000 ◽  
Vol 5 (5) ◽  
pp. 269-276 ◽  
Author(s):  
Luke Fisher ◽  
Thomas Holme
Keyword(s):  
Web Based ◽  
Large Lecture

scholarly journals Older Student Experiences: A Critical Examination of Aging on Campus

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 524-525
Author(s):  
Cassandra Barragan ◽  
Sarah Walsh
Keyword(s):  
Student Organizations ◽  
College Campuses ◽  
Student Experiences ◽  
Critical Examination ◽  
Older Students ◽  
Older Learners ◽  
Web Based ◽  
Campus Environment ◽  
Diversity And Inclusion ◽  
Overwhelming Evidence

Abstract There is overwhelming evidence that the number of older learners on college campuses has been steadily increasing since the 1970s. The needs of older learners differ from traditional students, and many services and resources available at higher education institutions are geared towards students aged 18-25 (Silverstein, Choi, & Bulot, 2001). Age Friendly University (AFU) principles highlight the need to consider older learners at a university and provide structure to evaluate programs and practices and to enhance inclusion and diversity based upon age. This study examined how an AFU designated university is working to better understand their older students. Methods A web-based pilot survey of older learners (N=248) asked all students ages 40 and older a series of questions regarding motivation to attend school, barriers and supports, campus environment, and connection with AFU principles. Analysis: A regression analysis found that older learners who felt more welcomed by faculty (p=.001), administration (p=.002),and student organizations (p=.026) were more likely to feel connected to campus, and younger-older students (p=.031) and those who did not feel their job was a barrier to attending school (p=.037) were more likely to feel satisfied with their level of engagement on campus. Additionally, older learners felt the AFU principles were demonstrated by their university. Discussion The experiences of older learners are important as we continue to see higher numbers of students over the age of 40. Our results demonstrate the need to engage older learners as part of diversity and inclusion efforts to facilitate connection to the campus community.

scholarly journals Sharing, Evaluating and Organizing E-mail: The KM-Mail Approach Towards a Platform for Enterprise-Wide Knowledge Management

2017 ◽  
Vol 1 (1) ◽  
pp. 69-83
Author(s):  
K.G. Lim ◽  
Y.N. Cheah
Keyword(s):  
Knowledge Management ◽  
Knowledge Sharing ◽  
Significant Role ◽  
Knowledge Economy ◽  
Discussion Groups ◽  
The Internet ◽  
Alternative Strategies ◽  
Web Based ◽  
Management Platform ◽  
E Mail

Knowledge is gaining importance in the world's economy, and the Internet is playing a significant role in the knowledge economy especially with knowledge sharing tools such as web-based and e-mail discussion groups. Present discussion groups have weaknesses in their effectiveness in knowledge sharing and reuse in many enterprises. To address these weaknesses, alternative strategies can be employed to enhance the knowledge menagement capabilities of the Internet in general and e-mail in particular. We present a novel knowledge management-based e-mail (KM-Mail) framework that capitalizes on the ubiquitous utilization of e-mail for knowledge sharing and reuse. We will also outline a mechanism to allow the evaluation and organization of knowledge shared via e-mail. Finally, we discuss the incorporation of KM-Mail into a wider enterprise-wide knowledge management platform.

scholarly journals The Online Student: Lurking, Chatting, Flaming and Joking

2008 ◽  
Vol 12 (6) ◽  
pp. 21-31 ◽  
Author(s):  
Kate Orton-Johnson
Keyword(s):  
Educational Technology ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Student Experiences ◽  
Online Learning Environment ◽  
Learning Needs ◽  
Web Based ◽  
Online Student ◽  
Ethnographic Fieldwork

This paper looks at the use of online conference interaction as a part of a web-based distance-learning course. There has been much debate surrounding the potential of educational technology, particularly online conference interaction, to support teaching and learning yet little attention has been paid to student experiences and understandings of the online learning environment. Drawing on data from auto-ethnographic fieldwork the paper identifies 5 categories of participation in asynchronous online conferences: lurker participation, member participation, expert/experienced participation, flamer participation and joker participation. Through an exploration of these forms of participation the paper attempts to understand and illustrate the complexities and contradictions of situating conference interaction alongside the demands of study. The analysis highlights the role of online conferencing as a space for ‘interaction work’ distinct and separated from existing repertoires of formal study. The paper concludes by suggesting that pedagogically successful use of conferences as part of distance learning needs to understand the challenges and demands of remediating existing practices.

Sign in / Sign up

Export Citation Format

Share Document