Faculty Workshop on Using Instructional Technologies and Satellite Data for College-Level Education in the Atmospheric and Earth Sciences

1998 ◽  
Vol 79 (10) ◽  
pp. 2153-2160 ◽  
Author(s):  
Melanie Wetzel ◽  
David Dempsey ◽  
Sandra Nilsson ◽  
Mohan Ramamurthy ◽  
Steve Koch ◽  
...  
Keyword(s):  
Satellite Remote Sensing ◽  
College Level ◽  
Instructional Technologies ◽  
Web Based ◽  
Hands On ◽  
Computer Based ◽  
Subject Areas ◽  
Based Instruction ◽  
The University ◽  
Faculty Workshop

An education-oriented workshop for college faculty in the atmospheric and related sciences was held in Boulder, Colorado, during June 1997 by three programs of the University Corporation for Atmospheric Research. The objective of this workshop was to provide faculty with hands-on training in the use of Web-based instructional methods for specific application to the teaching of satellite remote sensing in their subject areas. More than 150 faculty and associated scientists participated, and postworkshop evaluation showed it to have been a very successful integration of information and activities related to computer-based instruction, educational principles, and scientific lectures.

Factors Affecting Computer-Mediated Instruction in Medical Education

1989 ◽  
Vol 28 (04) ◽  
pp. 215-222 ◽  
Author(s):  
A. Levy
Keyword(s):  
Medical Education ◽  
Computer Technology ◽  
Information Technologies ◽  
University Of Illinois ◽  
Factors Affecting ◽  
Computer Mediated ◽  
Computer Based ◽  
Based Instruction ◽  
Major Factors ◽  
The University

Abstract:Although computer technology has progressed rapidly in the last decade, the use of computer mediated instruction as an adjunct to medical education has made only limited progress. This paper will attempt to analyze some of the major factors bearing on this limitation, will review those areas where computer based´instruction is potentially of greatest use, and will suggest means by which medical education can make greater use of the rapidly evolving information technologies. The Medical PLATO project at the University of Illinois will be used as an example to illustrate many of the points relating to the development of this field.

University of Ilorin Undergraduate Students’ Perceptions of the Usefulness and Challenges regarding Computer-Based Testing

Mousaion ◽  
2020 ◽  
Vol 37 (4) ◽  
Author(s):  
Nafisa Rabiu ◽  
Adetola Kehinde ◽  
Halimah Odunayo Amuda ◽  
Kehinde Kadijat Kadiri
Keyword(s):  
Undergraduate Students ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Assessment System ◽  
University Management ◽  
Web Based ◽  
Computer Based ◽  
Computer Based Testing ◽  
High Level ◽  
The University

This study investigated the perceptions of undergraduate students at the University of Ilorin, Nigeria, of the usefulness and challenges associated with computer-based testing. The population for the study consisted of undergraduate students at the University of Ilorin. According to the data collected from the Directorate of Academic Planning at the University of Ilorin, Nigeria, the population of undergraduate students for the 2017/2018 academic session was 43 983. A simple random sampling technique was used to select the sample. A questionnaire was used as data collection instrument. The findings from the study showed that using a web-based assessment system contributed positively to the undergraduate students’ academic achievements while the majority of them preferred taking all their exams with the web-based assessment system. The findings further revealed that to the undergraduate students, CBT is an interesting technique in examinations and makes the taking of examinations easier. Also, there is high level of competence among undergraduate students with regard to possession of the required skills for CBT examinations. Delays in the commencement of the exams, power failures at the CBT centre and overcrowding are major challenges encountered by the students taking CBT examinations. One of the study recommendations was that the university management should endeavour to eliminate the delays in the commencement of tests by providing assessment timetables which should be strictly adhered to.

Using animated graphics as a teaching tool in patternmaking: a comparison of delivery methods

2005 ◽  
Author(s):  
◽  
Lynn M. (Lynn Marie) Boorady
Keyword(s):  
Undergraduate Students ◽  
Educational Level ◽  
Delivery Methods ◽  
University Of Missouri ◽  
Web Based ◽  
Traditional Lecture ◽  
Web Based Learning ◽  
Computer Based ◽  
The Subject ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study concerns itself with evaluating the effectiveness of teaching a visual topic, such as patternmaking, via a computer. The visual topic being explored, patternmaking, was taught to three levels of undergraduate students at different universities in the Midwest. This paper discusses the outcomes of patternmaking being taught in a traditional lecture style and compares it to the same instruction received through a computer-based animation program. It was found that the most difference in learning outcomes was within the subject groups in the lowest educational level. There was no difference found in the outcomes between the two higher educational level groups. Attributes of the subject groups which may account for the success of this style of learning include prior experience in sewing complete garments and overall GPA. Additional research and improvements to the animation is discussed. Suggestions are made on how to utilize web-based learning in the design curriculum.

scholarly journals Physware: A Collaborative Initiative for Strengthening Physics Education and Promoting Active Learning in the Developing World

2017 ◽  
Vol 8 ◽  
Author(s):  
Pratibha Jolly
Keyword(s):  
Physics Education ◽  
New Physics ◽  
Work Place ◽  
Physics Teaching ◽  
High Quality Education ◽  
Economic Progress ◽  
Hands On ◽  
Computer Based ◽  
Regional Leaders ◽  
The University

Project Physware emanates from globally shared concerns on the lack of high-quality education in physics with detrimental consequences on scientific research and socio-economic progress. A significant milestone in international cooperation, Physware aims to provide a sustainable collaborative model for capacity building of physics educators through a series of Educate the Educator workshops for those in the developing countries. The workshops are carefully designed to promote activity based pedagogic methods proven to be effective through rigorous educational research. They propagate curriculum and resource materials that are easily adapted to the needs of any region. While the emphasis is on using lowcost equipment and appropriate technologies that are locally accessible, participants are also introduced to ways of integrating emerging computer-based technologies for physics teaching, contemporary research, and applications of relevance to the work place. They explore ways of teaching fundamental new physics within the context of contemporary pedagogy that is both, hands-on and minds-on. After the success of a pilot workshop held at Trieste in 2009, the Physware series was launched in 2012 from the University of Delhi. Both workshops brought together a vibrant and eclectic group of participants who contributed actively to creation of innovative resource materials. It is hoped that many participants will emerge as regional leaders. Feedback shows that going beyond the constraints of its workshop format, Physware has the potential to emerge as a professionally networked community of practice.

scholarly journals Title Lecturers' Conception of Learning and Use of Methods in Blended Learning Courses at Three Swedish Universities

Seminar.net ◽  
2011 ◽  
Vol 7 (1) ◽  
Author(s):  
Ulf Olsson
Keyword(s):  
Blended Learning ◽  
Teaching Methods ◽  
Conceptions Of Learning ◽  
Web Based ◽  
Web Tools ◽  
Frequency Of Use ◽  
Subject Areas ◽  
The University ◽  
The Relationship ◽  
Survey Questionnaires

This study examines the extent to which 387 lecturers at Karlstad University, Mälardalen University and the University of Gävle use certain methods in their blended learning/web-based courses. The teaching methods are compared to the lecturers' conceptions of learning as indicated in the survey. Questionnaires have been used for the survey and responses from lecturers in 10 subjects are compared to each other. The main aims are to compare chosen teaching forms to conceptions of learning, and to compare subject areas with each other according to lecturers' use of methods. In the order of frequency of use, the main stated purposes of using the web tools are: Distribution of materials, communication, administration, evaluation, examination. Three out of four lecturers use a learning management system in their teaching, while only a few use e-meeting tools. The results show similarities at both the department and faculty level, though there are large differences between how lecturers of various subjects report the frequency of use. The relationship between the lecturers' conceptions of learning and the teaching methods used reveal some inconsistencies.

scholarly journals The Effectiveness of Web-Based Instruction: An Initial Inquiry

2002 ◽  
Vol 3 (2) ◽  
Author(s):  
Tatana Olson ◽  
Robert A. Wisher
Keyword(s):  
Classroom Instruction ◽  
Learning Performance ◽  
Web Based ◽  
Instructional Content ◽  
Web Based Instruction ◽  
Computer Based ◽  
Based Instruction ◽  
Conventional Classroom ◽  
And Training ◽  
True Relationship

<p> As the use of Web-based instruction increases in the educational and training domains, many people have recognized the importance of evaluating its effects on student outcomes such as learning, performance, and satisfaction. Often, these results are compared to those of conventional classroom instruction in order to determine which method is “better.” However, major differences in technology and presentation rather than instructional content can obscure the true relationship between Web-based instruction and these outcomes. Computer-based instruction (CBI), with more features similar to Web-based instruction, may be a more appropriate benchmark than conventional classroom instruction. Furthermore, there is little consensus as to what variables should be examined or what measures of learning are the most appropriate, making comparisons between studies difficult and inconclusive. In this article, we review the historical findings of CBI as an appropriate benchmark to Web-based instruction. In addition, we review 47 reports of evaluations of Web-based courses in higher education published between 1996 and 2002. A tabulation of the documented findings into eight characteristics is offered, along with our assessments of the experimental designs, effect sizes, and the degree to which the evaluations incorporated features unique to Web-based instruction. </P>

Taking University Science Education Online

2008 ◽  
pp. 49-72
Author(s):  
Kevin F. Downing ◽  
Jennifer K. Holtz
Keyword(s):  
Classroom Environment ◽  
Instructional Designers ◽  
Instructional Technologies ◽  
Web Based ◽  
Learning Modules ◽  
Effective Learning ◽  
Classroom Activities ◽  
Computer Based ◽  
And Mathematics ◽  
University Science

While distance education in various forms has existed for many years, the exponential growth of computer-based, especially web-based, education has presented a challenge for instructors who learned to operate in a traditional classroom environment. Not only must they design engaging, effective learning modules with authentic assessments, promote interaction and gauge understanding throughout the term, they must now do so without being able to see their students and without the students’ ability to participate in typical classroom activities (Edelson, 2001). This is especially problematic for subject areas such as science and mathematics, where demonstration and experiential activities are essential. Despite these complexities, there is tremendous potential for effective, engaging science instruction through distance learning, but also a pronounced, crippling disconnect between the technology being used in other disciplines—computer modeling, for example—and instructional design. Online faculty and instructional designers typically do not collaborate with computer science colleagues who have the equipment required to design sophisticated learning modules. Such sophisticated modules would move beyond the context and resource focused modules that are common—and acceptable, while not ideal, for citizen science-level learning—to those that provide tools and scaffolds that meet the needs of all science learners. A wide range of relevant technologies exist, including games, simulations, modeling, virtual instrumentation and animation (Elgamal, Fraser & McMartin, 2005; Kin, 2004; Young-Suk, 2004). This chapter presents original research that investigates current uses of these web-based instructional technologies.

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