The Use of Interactive Television in a BSW Program: Comparing Experiences of Distance and Campus-Based Learners

2007 ◽  
Vol 13 (1) ◽  
pp. 52-66 ◽  
Author(s):  
Mary E. Hylton ◽  
Eric Albers
Keyword(s):  
Distance Education ◽  
Classroom Management ◽  
Focus Groups ◽  
Educational Experiences ◽  
Interactive Television ◽  
Community Building ◽  
Class Discussions ◽  
Physical Environments ◽  
Management Techniques ◽  
Building Activities

The purpose of this study was to examine the effects of interactive television (ITV) on the educational experiences of both distance and campus-based BSW students. Data were collected through questionnaires and semistructured focus groups with students on campus and at distant sites. The study found distinct differences between the experiences of distance and campus-based students in ITV courses. Distance students evaluated the ITV technology significantly more positively than did campus-based students. In particular, campus-based students believed that the technology interfered with the flow of class discussions, and both groups reported a lack of a cohesive community among students from different sites. The article suggests improvements in ITV distance education, including incorporating better classroom management techniques, creating community-building activities, and providing physical environments more conducive to learning.

The Politics of Distance Edcucation

Public Voices ◽  
2017 ◽  
Vol 5 (3) ◽  
pp. 3
Author(s):  
Mark Peterson
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Interactive Television ◽  
Small Population ◽  
The Internet ◽  
Instructional Software ◽  
College Level ◽  
Web Based ◽  
Political Perceptions ◽  
Fiscal Efficiency

"Distance education" at the college level is well over a century old.  It has served the needs of a numerically large, but proportionately small population of learners who have eschewed the campus classroom.  These correspondence school enrollees, educational TV watchers, and audiocassette listeners have had only modest impact on the structure, mission, and strategy of the institutions serving them.  But that is now changing, and changing very dramatically.  The advent of the Internet, interactive television technology, and web-based instructional software, coupled with administrative and political perceptions of educational reformation and fiscal efficiency, may be causing nothing less than a revolution in higher education.  By applying a feminist model of assessment called "unthinking technology," that is to say, exploring the potential, but unthought of socio-political aspects of this technological revolution, this paper raises significant questions about the security of the traditional academic enterprise.  "The Politics of Distance Education" urges a pro-active embrace of these technologies by the academy in order to enable a legitimate "competency for grievance" so that the protection of the validity of higher education, and legitimacy of the academic profession can be ethically defended and publicly respected, rather than being viewed as mulish resistance to the inevitable.

scholarly journals Group Dynamics and Student Participation in a Chinese Setting: Teacher and Observer Perspectives

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
John Harper ◽  
Hui-ju Chen
Keyword(s):  
Classroom Management ◽  
Group Dynamics ◽  
Student Participation ◽  
Chinese Students ◽  
Effective Teacher ◽  
Teacher Student ◽  
Starting Point ◽  
Language Classroom ◽  
Institutional Contexts ◽  
Management Techniques

This article addresses the frequently discussed notion of Chinese students’ supposed reticence and passivity in the English as a Foreign Language classroom. Using the concept of group dynamics as a starting point, it examines teachers’ classroom-management techniques in terms of promoting (or not promoting) active student participation. The study, using a grounded theory of research, analyzed classroom data obtained from class observations and from class filmings and supplemented these data with post-lesson interviews with the four involved teachers. Findings suggested that Chinese students were not necessarily reticent or passive but rather engaged actively when given a learning environment conducive to active engagement. The study pointed to three practical implications for classroom teachers: (1) promoting participation by working toward group cohesion, (2) promoting participation by providing effective teacher-student scaffolding and by providing opportunities for student-student scaffolding, (3) promoting participation by actively replacing textbook materials in order more effectively to offer students adequate support in terms of both language and affect. Acknowledging the fact that different institutional contexts may require different classroom-management techniques, the study calls for further testing of the present findings in other Chinese settings.

scholarly journals Effective ways for the Classroom Management

2018 ◽  
Vol 214 (2) ◽  
pp. 67-84
Author(s):  
Mohammed Mizel Tahir
Keyword(s):  
High School ◽  
Classroom Management ◽  
High School Teachers ◽  
English Language ◽  
Central Question ◽  
School Teachers ◽  
Effective Learning ◽  
Task Behavior ◽  
Management Techniques ◽  
Difficult Part

       This study was conducted in order to determine the effective techniques of classroom management that can be used to minimize classroom misbehavior and maximize effective learning. Classroom management is probably the most difficult part of teaching .High school teachers in Iraq, like in all countries, face instances of misbehavior in the form of off-task behavior or more serious disruptions. When a teacher is forced to deal with constant disruptions or a teacher cannot control his or her classroom then learning is not taking place. Thus, the objective of this study is to determine what methods of classroom management are available for teachers. This study used different methods to gather information on the best ways of classroom management. There have been many studies that serve to support universal classroom methods of classroom management techniques. Throughout my humble experience as teacher in college of police I found many Iraqi universities professors and high school teachers are still sticking with traditional (outdated) ways and techniques of teaching English regardless of their learner's needs and motivations. Thus the teachers have to think with the central question being “what do these students need and how can I meet those needs.” The significance of this study is that Iraqi and Arab teachers (who use English language as a second language as a means of communication) who are having problems coping with misbehavior in their classroom can use the techniques recommended by this study in order to improve their classroom management. This study found that there are varieties of techniques taken from the classroom management theories that aid in improving classroom management.

Planning for and Managing iPads in a PreK-4th Grade Independent, Co-Educational Elementary School

2015 ◽  
pp. 156-174
Author(s):  
Natalie B. Milman ◽  
Angela Carlson-Bancroft ◽  
Amy E. Vanden Boogart
Keyword(s):  
United States ◽  
Elementary School ◽  
Classroom Management ◽  
Management Practices ◽  
Planning Process ◽  
The United States ◽  
First Year ◽  
Management Techniques ◽  
Effective Integration

This chapter chronicles the planning and classroom management practices of the first-year implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, PreK-4th grade elementary school in the United States that was examined through a mixed methods QUAL ? QUAN case study. Findings demonstrate that the school's administrators and teachers engaged in pre-planning activities prior to the implementation of the iPad initiative, teachers viewed the iPads as tools in the planning process (iPads were not perceived as the content or subject to be taught/learned), and teachers flexibly employed different classroom management techniques and rules as they learned to integrate iPads in their classrooms. Additionally, the findings reveal the need for continuous formal and informal professional development that offers teachers multiple and varied opportunities to share their planning and classroom management practices, build their confidence and expertise in effective integration of iPads, and learn with and from one another.

Planning for and Managing iPads in a PreK-4th Grade Independent, Co-Educational Elementary School

2016 ◽  
pp. 683-701
Author(s):  
Natalie B. Milman ◽  
Angela Carlson-Bancroft ◽  
Amy E. Vanden Boogart
Keyword(s):  
United States ◽  
Elementary School ◽  
Classroom Management ◽  
Management Practices ◽  
Planning Process ◽  
The United States ◽  
First Year ◽  
Management Techniques ◽  
Effective Integration

This chapter chronicles the planning and classroom management practices of the first-year implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, PreK-4th grade elementary school in the United States that was examined through a mixed methods QUAL ? QUAN case study. Findings demonstrate that the school's administrators and teachers engaged in pre-planning activities prior to the implementation of the iPad initiative, teachers viewed the iPads as tools in the planning process (iPads were not perceived as the content or subject to be taught/learned), and teachers flexibly employed different classroom management techniques and rules as they learned to integrate iPads in their classrooms. Additionally, the findings reveal the need for continuous formal and informal professional development that offers teachers multiple and varied opportunities to share their planning and classroom management practices, build their confidence and expertise in effective integration of iPads, and learn with and from one another.

Mobile Devices and Advertising

2019 ◽  
pp. 923-943
Author(s):  
Patricia Dias ◽  
Inês Teixeira-Botelho
Keyword(s):  
Qualitative Study ◽  
Literature Review ◽  
Focus Groups ◽  
Mobile Devices ◽  
Community Building ◽  
Empirical Results ◽  
Perceptions And Attitudes ◽  
Advertising Models ◽  
Negative Perceptions

This chapter discusses ways of rethinking and reconfiguring advertising models and tools, in order to explore all the potential of mobile devices. The chapter presents a literature review on perceptions and opportunities related to mobile devices and advertising, focusing themes such as branded content, branded apps, advergames, second screening and m-commerce. It also presents results from an exploratory qualitative study conducted in Portugal on perceptions about mobile devices and advertising, based on 4 focus groups with users of mobile devices aged between 18 and 35 years old. The empirical results show that users have negative perceptions and attitudes towards traditional advertising models, such as banners, pop-ups and pre-videos on YouTube. On the contrary, they use some branded apps and value both engagement and community building and providing useful services and information. Thus, opportunities, possibilities, preferences and dislikes were discussed.

Mobile Devices and Advertising

2018 ◽  
pp. 118-144
Author(s):  
Patricia Dias ◽  
Inês Teixeira-Botelho
Keyword(s):  
Qualitative Study ◽  
Literature Review ◽  
Focus Groups ◽  
Mobile Devices ◽  
Community Building ◽  
Empirical Results ◽  
Perceptions And Attitudes ◽  
Advertising Models ◽  
Negative Perceptions

This chapter discusses ways of rethinking and reconfiguring advertising models and tools, in order to explore all the potential of mobile devices. The chapter presents a literature review on perceptions and opportunities related to mobile devices and advertising, focusing themes such as branded content, branded apps, advergames, second screening and m-commerce. It also presents results from an exploratory qualitative study conducted in Portugal on perceptions about mobile devices and advertising, based on 4 focus groups with users of mobile devices aged between 18 and 35 years old. The empirical results show that users have negative perceptions and attitudes towards traditional advertising models, such as banners, pop-ups and pre-videos on YouTube. On the contrary, they use some branded apps and value both engagement and community building and providing useful services and information. Thus, opportunities, possibilities, preferences and dislikes were discussed.

Mobile Devices and Advertising

2019 ◽  
pp. 472-492
Author(s):  
Patricia Dias ◽  
Inês Teixeira-Botelho
Keyword(s):  
Qualitative Study ◽  
Literature Review ◽  
Focus Groups ◽  
Mobile Devices ◽  
Community Building ◽  
Empirical Results ◽  
Perceptions And Attitudes ◽  
Advertising Models ◽  
Negative Perceptions

This chapter discusses ways of rethinking and reconfiguring advertising models and tools, in order to explore all the potential of mobile devices. The chapter presents a literature review on perceptions and opportunities related to mobile devices and advertising, focusing themes such as branded content, branded apps, advergames, second screening and m-commerce. It also presents results from an exploratory qualitative study conducted in Portugal on perceptions about mobile devices and advertising, based on 4 focus groups with users of mobile devices aged between 18 and 35 years old. The empirical results show that users have negative perceptions and attitudes towards traditional advertising models, such as banners, pop-ups and pre-videos on YouTube. On the contrary, they use some branded apps and value both engagement and community building and providing useful services and information. Thus, opportunities, possibilities, preferences and dislikes were discussed.

Strategies to Enhance the Most Effective Classroom Management Techniques and Practices

2020 ◽  
pp. 252-269
Author(s):  
Masello Hellen Phajane
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
Management Plan ◽  
Social And Emotional ◽  
Whole School ◽  
Grade Levels ◽  
The Social ◽  
Management Techniques ◽  
Whole School Approach ◽  
Management Approaches

The purpose of this chapter is to explore and determine the most effective classroom management techniques and practices. This chapter includes a full review and critical analysis of research and literature associated with classroom discipline and ongoing management to promote positive learning. Owing to the diverse population of learners, changes in cultural behaviours, and the social and emotional pressure children experience, the classroom environment has become disorderly. Teachers need an effective classroom management plan that would help bring order and productive learning back into the classroom. As teachers learn more about a variety of classroom management approaches, they can sample techniques that would fit their needs. Not all classroom management programmes are geared to the same grade levels. Therefore, teachers can choose programmes that will best satisfy the needs of their own classroom's grade level. Teachers can choose between an approach for individual classrooms and a whole school approach to enhance learner behaviour.

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