Web 2.0 Visualization Tools to Stimulate Generative Learning

2012 ◽  
pp. 77-90 ◽  
Author(s):  
Jennifer R. Banas ◽  
Carol A. Brown
Keyword(s):  
Learning Environment ◽  
Web 2.0 ◽  
Instructional Practices ◽  
Interactive Technology ◽  
First Century ◽  
Generative Learning ◽  
Text Visualization ◽  
Rich Instruction ◽  
Visualization Tools ◽  
The Impact

Twenty-first century learners’ learning experiences require vastly different instructional opportunities than the generation before. These electronically bred learners have become “wired” to learn best from and to prefer instructional activities that allow them to manipulate their learning environment. With this understanding, educators should respond with instructional practices that not only support learners’ fundamental and preferred learning behaviors but also provide environments that foster creative and critical thinking experiences. New Web 2.0 educational technologies can help educators to deliver rich instruction that is relevant, appropriate, and that affords a “playground” in which generative learning can take place. This chapter introduces readers to a category of interactive technology instruments called visualization tools and how these tools can be used to stimulate generative learning. Examples are provided and criticisms of text visualization tools are also carefully considered. Readers are challenged to explore new uses for and the impact of visualization tools.

Managing Expectations

2013 ◽  
pp. 1-17 ◽  
Author(s):  
Jo Coldwell-Neilson
Keyword(s):  
Web 2.0 ◽  
First Century ◽  
Drivers Of Change ◽  
Web 2.0 Technologies ◽  
Student Expectations ◽  
Tertiary Student ◽  
The Future ◽  
Key Drivers ◽  
The Impact ◽  
The Web

Expectations of, and by, students and staff in the classroom have been well researched. Yet, still there is a gap between the expectations of students and what they experience in their studies. The classroom itself is changing with the introduction of Web 2.0 technologies into the mix. Further changes are being driven by the changing profile of a tertiary student in the twenty first century. Education will not fulfill its goal if the gap in expectations is not addressed. The discrepancy in expectations is explored from the perspective of students and staff and strategies for bridging the gap and enhancing eLearning in the Web 2.0 environment are offered. The chapter begins with a scenario that demonstrates the issues and concludes with suggestions to avoid them in the future. In doing so, the key drivers of change in the learning landscape in Australia are identified and the impact these may have on staff and student expectations is explored.

scholarly journals From e-Learning to e-Learning 2.0

2014 ◽  
Vol 5 (5Bis) ◽  
Author(s):  
Mounia ABIK
Keyword(s):  
Learning Environment ◽  
Web 2.0 ◽  
Generation Y ◽  
Lifestyle Habits ◽  
New Learning ◽  
E Learning ◽  
Technical Challenges ◽  
The Impact

Lately with the native generation also called generation Y one finds more and more difficulty in imposing on the learners to use the platforms at a distance. It is a generation that comes today with new lifestyle habits different from ours. They learned to communicate, collaborate and share at a distance by forming communities around centers of interest. At the same time, we are talking more and more about e-Learning 2.0 which is based on Web 2.0. The latter provides generation Y with personalized environments for living in a remote society. The objective of this paper is to answer the following questions: what is the motivation to switch to e-Learning 2.0? What is the impact of this new way of training on the quality of learning? What is the role of the teacher in this new learning environment? What are the educational and technical challenges to be met?

The Impact of BRICS in Reconstructing the International Order

2020 ◽  
pp. 87
Author(s):  
Tareq Mohammed Dhannoon AL Taie
Keyword(s):  
International System ◽  
Political Influence ◽  
Active Role ◽  
International Order ◽  
First Century ◽  
International Affairs ◽  
Strategic Action ◽  
Brics Countries ◽  
Future Work ◽  
The Impact

The BRICS countries have a historical aspiration for global leadership, especially Russia and China, and other countries trying to have a position in the pyramid of international powers in the twenty-first century, especially Brazil, India and South Africa, they worked to unify their efforts, in order to achieve integration in the strategic action, activate its role in International affairs, ending American domination , and restructuring an international system that have an active role in its interactions.       The research hypothesis is based on the idea that the BRICS group, despite the nature of its economic composition and its long-term goals, but its political influence as a bloc, is greater than the proportion of its economic influence in restructuring the new international order. The BRICS group has the capabilities to reshape the international order, but disputes among some of its members represent a challenge to its future work. Its goals will not be achieved without teamwork. Third world countries, especially those that reject unipolarism, have regarded one of the pillars supporting multi-polarity, aiming of giving them freedom of movement in international relations. The ultimate goal of the BRICS is a political nature, as economic mechanisms are used to achieve political goals.

An Exploratory Study of the Online Learning Environment

2013 ◽  
Vol 29 (1) ◽  
pp. 117-147 ◽  
Author(s):  
Cynthia J. Khanlarian ◽  
Rahul Singh
Keyword(s):  
Learning Environment ◽  
Student Performance ◽  
It Use ◽  
Environment Impact ◽  
Web Based ◽  
Improve Student Performance ◽  
Research Questions ◽  
The Impact ◽  
Relevant Factors ◽  
Significant Factors

ABSTRACT Web-based homework (WBH) is an increasingly important phenomenon. There is little research about its character, the nature of its impact on student performance, and how that impact evolves over an academic term. The primary research questions addressed in this study are: What relevant factors in a WBH learning environment impact students' performance? And how does the impact of these factors change over the course of an academic term? This paper examines and identifies significant factors in a WBH learning environment and how they impact student performance. We studied over 300 students using WBH extensively for their coursework, throughout a semester in an undergraduate class at a large public university. In this paper, we present factors in the WBH learning environment that were found to have a significant impact on student performance during the course of a semester. In addition to individual and technological factors, this study presents findings that demonstrate that frustration with IT use is a component of the learning environment, and as a construct, has a larger impact than usefulness on student performance at the end of a course. Our results indicate that educators may benefit from training students and engaging them in utility of co-operative learning assignments to mitigate the level of frustration with the software in the WBH learning environment and improve student performance.

Conclusion

2018 ◽  
Author(s):  
Emily Thomas
Keyword(s):  
Early Modern ◽  
First Century ◽  
Philosophical Theology ◽  
Time And Space ◽  
Modern Thought ◽  
Metaphysics Of Time ◽  
Twenty First Century ◽  
The Impact

This Conclusion draws the study to a close, and recounts its developmental theses. The first thesis is that the complexity of positions on time (and space) defended in early modern thought is hugely under-appreciated. An enormous variety of positions were defended during this period, going far beyond the well-known absolutism–relationism debate. The second thesis is that during this period three distinct kinds of absolutism can be found in British philosophy: Morean, Gassendist, and Newtonian. The chapter concludes with a few notes on the impact of absolutism within and beyond philosophy: on twenty-first-century metaphysics of time; and on art, geology, and philosophical theology.

scholarly journals Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Hyun Jin Cho ◽  
Michael R. Melloch ◽  
Chantal Levesque-Bristol
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Learning ◽  
Control Group ◽  
The Impact

Abstract Background Active learning pedagogy has recently received a great deal of attention, and many universities have attempted to create student-centered learning environments to improve students’ academic success. The purpose of this study is to explore the impact of concept-point-recovery (CPR) teaching sessions as an active learning strategy on students’ perceptions of the learning environment, motivation, and academic learning outcomes in an electrical engineering course. To investigate the effectiveness of CPR sessions, students’ perceptions of learning and their performance were compared to those of students in a control classroom. Finally, students’ written comments on the course and instructor were explored in further analysis. Results The quantitative findings revealed that there was a significant change in students’ perceptions of learning after the CPR teaching sessions, and there was an increase in students’ perceptions and learning outcomes compared with those of the control group. In addition, the qualitative findings from students’ written feedback demonstrated that students felt that the instructor cared about students’ learning and success and that they had a positive learning environment. Conclusions CPR teaching sessions can be an alternative model for instructors to connect with students and create supportive environments to help students achieve academic success, which in turn promotes the satisfaction of students’ basic psychological needs and self-determined motivation. Therefore, increasing students’ engagement in their learning processes and making connections with students through CPR teaching sessions can facilitate improvements in students’ motivation and academic success. How this new active learning technique can be applied to higher education is discussed.

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