Strategies for Enhancing and Evaluating Interactivity in Web-Based Learning and Teaching

2012 ◽  
pp. 46-72
Author(s):  
Adams B. Bodomo
Keyword(s):  
Learning Community ◽  
Course Delivery ◽  
Web Based ◽  
Student Activities ◽  
Learning And Teaching ◽  
Face To Face ◽  
Conversational Learning ◽  
New Ideas ◽  
Constructivist Approaches ◽  
Theoretical Issues

Interactivity is often discussed in constructivist approaches to education, which enable the student to evolve, understand, or construct new ideas from existing concepts. Constructivist approaches rely on active participation in the learning situation. Interaction and participation are crucial ingredients in the learning process. But interactivity, as a specific learning concept that underlies the general notions of interaction and participation, is not easily tracked and evaluated. This paper examines how to evaluate interactivity. It outlines a number of criteria and student activities to evaluate success in interactive web-based teaching. These theoretical issues are illustrated in the context of two linguistics courses that involve both web-based course delivery and face-to-face course delivery. Measures taken to achieve interactivity in these courses are discussed before proposing qualitative and quantitative criteria for evaluating interactivity. Teachers in higher education can encourage students to have a more positive attitude through effective ways of increasing interaction, such as structuring the learning environment in such a way achieve a ’conversational learning community’, a learning model that promotes informal, relaxed, and interactive communities of learners and teachers.

Strategies for Enhancing and Evaluating Interactivity in Web-Based Learning and Teaching

2010 ◽  
Vol 5 (4) ◽  
pp. 18-43 ◽  
Author(s):  
Adams B. Bodomo
Keyword(s):  
Learning Community ◽  
Course Delivery ◽  
Web Based ◽  
Student Activities ◽  
Learning And Teaching ◽  
Face To Face ◽  
Conversational Learning ◽  
New Ideas ◽  
Constructivist Approaches ◽  
Theoretical Issues

Interactivity is often discussed in constructivist approaches to education, which enable the student to evolve, understand, or construct new ideas from existing concepts. Constructivist approaches rely on active participation in the learning situation. Interaction and participation are crucial ingredients in the learning process. But interactivity, as a specific learning concept that underlies the general notions of interaction and participation, is not easily tracked and evaluated. This paper examines how to evaluate interactivity. It outlines a number of criteria and student activities to evaluate success in interactive web-based teaching. These theoretical issues are illustrated in the context of two linguistics courses that involve both web-based course delivery and face-to-face course delivery. Measures taken to achieve interactivity in these courses are discussed before proposing qualitative and quantitative criteria for evaluating interactivity. Teachers in higher education can encourage students to have a more positive attitude through effective ways of increasing interaction, such as structuring the learning environment in such a way as to achieve a ‘conversational learning community’, a learning model that promotes informal, relaxed, and interactive communities of learners and teachers.

Instructional Interactivity in a Web-Based Learning Community

2010 ◽  
pp. 121-136 ◽  
Author(s):  
Adams Bodomo
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Practical Implementation ◽  
Constructivist Learning Environment ◽  
Web Based ◽  
Learning And Teaching ◽  
Course Materials ◽  
Web Based Learning ◽  
Conversational Learning ◽  
Active Communication

It is demonstrated in this chapter that enhanced interactivity is the single most important reason why teachers should practise web-based teaching and why students should be encouraged to construct web-based learning communities. The notion of conversational learning community (CLC) as a kind of constructivist learning environment is introduced. It is shown that instructional interactivity, defined as active communication in a conversational learning community between instructor(s), learners, course materials, and links to remote experts and resources, is a central aspect of the learning situation. A practical implementation of the CLC model is presented through describing the interactive features of a web-based course using WebCT. It is concluded that web-based learning and teaching actually enhances interactivity both within and beyond the classroom setting.

scholarly journals New Ideas on the Design of the Web-Based Learning System Oriented to Problem Solving From the Perspective of Question Chain and Learning Community

2016 ◽  
Vol 17 (3) ◽  
Author(s):  
Yin Zhang ◽  
Samuel Chu
Keyword(s):  
Problem Solving ◽  
Learning Community ◽  
Rapid Development ◽  
Learning System ◽  
Web Based ◽  
Learning Mechanism ◽  
Web Based Learning ◽  
New Ideas ◽  
Problem Solving Process ◽  
The Web

<p class="2">In recent years, a number of models concerning problem solving systems have been put forward. However, many of them stress on technology and neglect the research of problem solving itself, especially the learning mechanism related to problem solving. In this paper, we analyze the learning mechanism of problem solving, and propose that when designing Web-based problem solving systems, more attention should be paid to the learning mechanism involved in the problem solving process than to the technology itself. On the basis of that, some new ideas on the design of the problem solving systems are put forward in order to promote the rapid development of the Web-based problem solving systems.</p>

The Case of e-Tutorials for Test Preparation for New Teachers Transitioning and Transforming into the Education Profession

2010 ◽  
pp. 131-148
Author(s):  
Maria Hruby Moore ◽  
Belinda G. Gimbert
Keyword(s):  
Learning Community ◽  
Test Preparation ◽  
Virtual Collaboration ◽  
Online Learning Community ◽  
Learning And Teaching ◽  
Face To Face ◽  
Praxis Ii ◽  
Nontraditional Teachers ◽  
Education Profession ◽  
Principles Of Learning

This chapter describes the Ohio Transition to Teaching Project, which assisted adult learners pursuing an alternative license to teaching in Ohio with preparation support for the Praxis II: Principles of Learning and Teaching test. It addresses the challenges these nontraditional teachers face in becoming both “content” and “pedagogically qualified.” The case describes the rationale and process for the development of an interactive online learning community that provided electronic test preparation, virtual collaboration with peers, e-coaching, and resources. The authors present the advantages of a hybrid or blended approach to instructional design, which combines the best features of both face-to-face and online formats to enable self-paced learning and appropriate levels of interaction. The case concludes with discussion of a new initiative, Project KNOTtT, which is expanding the Ohio Transition to Teaching model to Kansas, Nevada, and Texas.

APEC Cyber Academy

2011 ◽  
pp. 43-48
Author(s):  
Mark van ‘t Hooft ◽  
Yimei Lin ◽  
Candace Chou ◽  
Chi-Syan Lin
Keyword(s):  
Online Education ◽  
Content Management ◽  
Course Delivery ◽  
Course Management Systems ◽  
Discussion Boards ◽  
Web Based ◽  
Face To Face ◽  
Computer Interfaces ◽  
Web Based Learning ◽  
Human Computer Interfaces

Web-based learning environments have become an integral part of both traditional face-to-face and online education (Bonk & Graham, 2006; Moore, 2005). Over the past decade, the boom of online learning has contributed to the creation of course management systems that are designed to provide better accessibility to students. Many of the systems claim to support pedagogical visions with good human-computer interfaces (HCI) that encourage peer collaboration, knowledge construction, mentoring, and community building, using such basic tools as content management, course delivery, discussion boards, and assessment modules. The functionalities of a Web-based learning environment can either dictate or extend the instructional activities that a teacher can apply in the classroom.

Inquisitivism

2011 ◽  
pp. 125-154
Author(s):  
Dwayne Harapnuik
Keyword(s):  
Experimental Design ◽  
Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Final Project ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Based Instruction ◽  
University Course ◽  
Constructivist Approaches

This chapter introduces inquisitivism as an approach for designing and delivering Web-based instruction that shares many of the same principles of minimalism and other constructivist approaches. Inquisitivism is unique in that its two primary or first principles are the removal of fear and the stimulation of an inquisitive nature. The approach evolved during the design and delivery of an online full-credit university course. The results of a quasi-experimental design-based study revealed that online students in the inquisitivism-based course scored significantly higher on their final project scores, showed no significant difference in their satisfaction with their learning experiences from their face-to-face (F2F) counterparts, and had a reduction in fear or anxiety toward technology. Finally, the results revealed that there was no significant difference in final project scores across the personality types tested. The author hopes that inquisitivism will provide a foundation for creating effective constructivist-based online learning environments.

Inquisitivism

2011 ◽  
pp. 3047-3068
Author(s):  
Dwayne Harapnuik
Keyword(s):  
Experimental Design ◽  
Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Final Project ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Based Instruction ◽  
University Course ◽  
Constructivist Approaches

This chapter introduces inquisitivism as an approach for designing and delivering Web-based instruction that shares many of the same principles of minimalism and other constructivist approaches. Inquisitivism is unique in that its two primary or first principles are the removal of fear and the stimulation of an inquisitive nature. The approach evolved during the design and delivery of an online full-credit university course. The results of a quasi-experimental design-based study revealed that online students in the inquisitivism-based course scored significantly higher on their final project scores, showed no significant difference in their satisfaction with their learning experiences from their face-to-face (F2F) counterparts, and had a reduction in fear or anxiety toward technology. Finally, the results revealed that there was no significant difference in final project scores across the personality types tested. The author hopes that inquisitivism will provide a foundation for creating effective constructivist-based online learning environments.

Interactivity in Web-Based Learning

2011 ◽  
pp. 693-703
Author(s):  
Adams Bodomo
Keyword(s):  
Learning Community ◽  
Course Design ◽  
Practical Implementation ◽  
Constructivist Learning Environment ◽  
Web Based ◽  
Course Materials ◽  
Web Based Learning ◽  
Conversational Learning ◽  
Active Communication ◽  
The University

This article discusses one of the main features of ICT—interactivity. Drawing from many years of Web-based course design and delivery at the University of Hong Kong, it is argued that enhanced interactivity is the single most important reason why teachers should practice Web-based teaching. The notion of conversational learning community (CLC) as a kind of constructivist learning environment is introduced. It is shown that instructional interactivity, defined as active communication in a conversational learning community between instructor(s), learners, course materials, and links to remote experts and resources, is a central aspect of the learning situation. A practical implementation of the CLC model is presented through describing the interactive features of a Web-based course using WebCT. It is concluded that Web-based teaching actually enhances interactivity both within and beyond the classroom setting.

Faculty Perspectives of Technology-Enhanced Course Redesign

2016 ◽  
pp. 150-176 ◽  
Author(s):  
Yolanda L. Dunston ◽  
Gerrelyn C. Patterson ◽  
Prince Hycy Bull
Keyword(s):  
Online Learning ◽  
Course Design ◽  
Faculty Members ◽  
Course Delivery ◽  
Online Delivery ◽  
Learning And Teaching ◽  
Face To Face ◽  
Delivery Modes ◽  
Course Redesign ◽  
Course Rigor

This chapter will discuss how one team of faculty members used technology enhancements to transform the delivery of their own existing courses into new and improved courses which could be delivered consistently over time and in a variety of delivery modes (i.e., face-to-face, online, or hybrid), while maintaining course rigor. Previously, the selected courses had been redesigned for online delivery, but with limited technology enhancements. As faculty members progressed through the steps of the redesign process, many opportunities for reflection and introspection emerged. This chapter provides their perceptions of features of online learning, including course design, course delivery, assessment of learning and teaching, and student and instructor roles. The chapter concludes with implications for working with faculty from a variety of levels of willingness and technological proficiency for developing effective online learning environments.

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