Methods for Analyzing Collaboration in Online Communications

2004 ◽  
pp. 215-241 ◽  
Author(s):  
Albert L. Ingram ◽  
Lesley G. Hathorn
Keyword(s):  
Teaching And Learning ◽  
Group Learning ◽  
Cooperative Work ◽  
Educational Institutions ◽  
The Internet ◽  
Online Environment ◽  
Research Results ◽  
Online Communications ◽  
Use Of The Internet ◽  
Online Group

With many educational institutions now making use of the Internet for the delivery of courses, many educators are showing interest in non-standard methodologies for teaching and learning — methodologies such as the use of online group collaborative or cooperative work. It is clearly beneficial for educators keen to introduce group learning into a tertiary environment to first familiarize themselves with the existing literature. However, much of the literature conflates the two terms, hence implementation methods and research results are hard to assess. This chapter attempts to clearly distinguish the two terms “collaborative” and “cooperative” so that they can be used appropriately and unambiguously, briefly describes the advantages and shortcomings of each, and concludes with some remarks as to the application of such methods in an online environment.

Collaborative or Cooperative Learning?

2004 ◽  
pp. 203-214 ◽  
Author(s):  
Joanne M. McInnerney ◽  
Tim S. Roberts
Keyword(s):  
Cooperative Learning ◽  
Teaching And Learning ◽  
Group Learning ◽  
Cooperative Work ◽  
Educational Institutions ◽  
The Internet ◽  
Online Environment ◽  
Research Results ◽  
Use Of The Internet ◽  
Online Group

With many educational institutions now making use of the Internet for the delivery of courses, many educators are showing interest in non-standard methodologies for teaching and learning — methodologies such as the use of online group collaborative or cooperative work. It is clearly beneficial for educators keen to introduce group learning into a tertiary environment to first familiarize themselves with the existing literature. However, much of the literature conflates the two terms, hence implementation methods and research results are hard to assess. This chapter attempts to clearly distinguish the two terms “collaborative” and “cooperative” so that they can be used appropriately and unambiguously, briefly describes the advantages and shortcomings of each, and concludes with some remarks as to the application of such methods in an online environment.

Mobile Phones for Teaching and Learning

2017 ◽  
Vol 45 (3) ◽  
pp. 436-451 ◽  
Author(s):  
Farooq AlTameemy
Keyword(s):  
Faculty Member ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
The Internet ◽  
Teaching Tools ◽  
Significant Difference ◽  
Smart Technologies

Mobile phones have become so ubiquitous that they turned into an important part of our life. According to Parsons, mobile subscriptions exceed 6 billion subscriptions globally. Similarly, Ipsos and Verizon (as cited in Tan & El-Bendary) found out that adopting mobile phones with smart technologies has increased fast which also coincided with a more utilization of their Internet capabilities. With the abundance of knowledge the Internet provides, mobile phones become an invaluable pathway for that knowledge. The fact that these gadgets are well-liked by students make them one of the best tools to be adopted by educational institutions. This study will investigate the actual academic use of mobile phones among students and teachers, their attitudes toward using them as learning or teaching tools, and if there is a significant difference in attitudes of the participants toward using mobile as learning or teaching tools based on the job criteria (Student vs. Faculty Member).

scholarly journals A vignette model for distributed teaching and learning

2011 ◽  
Vol 6 (1) ◽  
Author(s):  
Marcel Chaloupka ◽  
Tony Koppi
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Best Practice ◽  
Distributed Learning ◽  
The Internet ◽  
Legacy Systems ◽  
Full Potential ◽  
Use Of The Internet ◽  
Good Learning ◽  
Business Sectors

The notion of convergence of disparate technologies has become popular with governments, computing and business sectors in the 1990s; but how has the convergence been implemented in the educational sector? One evident area of convergence in education has been the use of the Internet. But according to Gosper et al (1996), the most likely strategies for implementation are to use the Internet as a repository of reference, lecture materials and the presentation of the lectures. This could imply that the full potential of distributed learning through convergence might never be achieved. How can we implement good learning strategies following sound educational methodologies today, while not producing legacy systems or piecemeal content that could constrain future developments? In making it possible for distributed learning to occur, there are best-practice considerations applicable to most educational environments.DOI:10.1080/0968776980060107

Calling on Constructivist Theory to Support Internet-Based, Information-Rich Learning

2011 ◽  
pp. 196-203
Author(s):  
Alan Pritchard
Keyword(s):  
Computer Technology ◽  
Teaching And Learning ◽  
Constructivist Theory ◽  
The Internet ◽  
Technology In Teaching ◽  
Wide Range ◽  
Use Of The Internet ◽  
Source Of Information

As a society we are turning increasingly to the Internet as a source of information concerning a very wide range of topics. There is, at the very least, an expectation that use will be made of computer technology in teaching and learning. Naturally this includes use of the Internet.

scholarly journals Padrões de Uso da Tecnologia Digital no Aprendizado de um Curso de Medicina

2017 ◽  
Vol 25 (01) ◽  
pp. 1
Author(s):  
Giovanna Truyts Biscardi ◽  
João Marcelo Rondina
Keyword(s):  
Young People ◽  
Teaching And Learning ◽  
New Technologies ◽  
Digital Technologies ◽  
Digital Natives ◽  
Educational Institutions ◽  
The Internet ◽  
Know How ◽  
The Impact ◽  
De Medicina

The Y generation is understood as that born under the influence of the digital technologies. Now it’s represented by the young university students that created such a tight bond with the internet and its tools that uses them easily and frequently. Many works say that this generation of immediate young people accustomed to multitasking has developed a new kind of neuroplasticity entirely different of their antecessors and therefore possess peculiar habits and mechanisms of learning that should be respected and considered in the dynamics of teaching and learning, creating a pressure in the educational institutions to adequate in this reality. However, there are a few studies evaluating the real existence of these characteristics. Thus, we preset the conclusions of this descriptive qualitative project fulfilled with medicine students at Faculdade de Medicina de São José Rio Preto that aim to know how these students use digital technologies and the impact of their habits and behaviors regarding the involvement with technologies in their studies. The conclusion was that technologies are an important influence on student’s lifes, however continues to be one among several others, which allows the teachers to keep a fundamental role in the formation of these digital natives, especially helping and guiding them in the correct and full use of new technologies developed for learning.

STUDY ON SEARCHING FOR ONLINE DOCUMENTATION OF HUE UNVERSITY OF MEDECINE AND PHARMACY STUDENTS

2015 ◽  
pp. 93-101
Author(s):  
Thi Bach Yen Hoang ◽  
Thi Hai Pham ◽  
Dinh Tuyen Hoang ◽  
Thi Huong Le ◽  
Van Thang Vo
Keyword(s):  
Medical Students ◽  
Teaching And Learning ◽  
Cross Sectional Study ◽  
Limiting Factors ◽  
The Internet ◽  
Cross Sectional ◽  
Know How ◽  
Online Documentation ◽  
Use Of The Internet ◽  
Family Condition

Background: In undergraduate education, the exploitation of information and use of the Internet in teaching and learning is an indispensable requirement to serve requests renewal of teaching methods of teachers, help students actively in research , seek knowledge, and the means can be used to examine and evaluate the learning outcomes of students. Objectives: 1. Survey on the use of the internet for searching and learning of students; 2. Study the training, guidance for digital resource for students; 3. Understand the factors that affect online documentation of students. Methodology: A cross-sectional study was implemented on 346 students of general doctor from 1st to 6th year. Results: 96.2% of students using internet; 91,6% using internet at home. 79.2% of students owning mobile phones can access the internet. 15.9% of students had been guided, trained for searching online documentation. The limiting factors in finding online materials for students was that did not know how to search online documentation (49.7%), family condition (45.7%), the computer was not connected to the internet (43.4). Conclusion: Searching for online documentation is one of the most essential skills to help medical students get high results. Key words: Internet, online documentation, medical students.

Implementation Considerations for Instructional Design of Web-Based Learning Environments

2000 ◽  
pp. 78-101 ◽  
Author(s):  
Mercedes M. Fisher
Keyword(s):  
Teaching And Learning ◽  
Great Majority ◽  
The Internet ◽  
Technological Advancement ◽  
Web Based ◽  
Face To Face ◽  
Instructional Use ◽  
Use Of The Internet ◽  
Worldwide Network ◽  
Effective Use

Today’s technology is delivering greater access of current information and knowledge for instructional use. The introduction of the Internet has brought forth a wide variety of educational possibilities for teaching and learning; however, experience with these opportunities has yet to occur for the great majority of teachers. In order to prepare students for success in the next century, all teachers must have the motivation, knowledge, and skills needed to use Web-based resources for improved teaching and learning in both face-to-face and on-line settings. Planning for effective use of the Internet can impact students’ ability to communicate and interpret information in and out of the classroom. Understanding and supporting teachers as they begin this journey is an important area that requires further exploration. As Kurshan and Dawson (1992) acknowledge, the growth of the Internet and telecommunications is changing the nature of today’s classroom. As new communications technologies link more computers into a worldwide network, the walls of the classroom are, metaphorically speaking, coming down. In effect, teachers are finding that with relatively modest investment of time and money, they can create “global classrooms” in which the world and its peoples become an integral part of a student’s learning environment. Teachers of the 21st century will, therefore, have to anticipate the impact that technological advancement may have on school systems and be prepared to implement solutions that maximize learning while minimizing complexity (Kurshan & Dawson, 1992).

The Internet—Changing the Way Horticulturists Communicate

HortScience ◽  
1998 ◽  
Vol 33 (3) ◽  
pp. 552f-552
Author(s):  
Tim Rhodus
Keyword(s):  
Visual Information ◽  
Undergraduate Curriculum ◽  
The Internet ◽  
Plant Identification ◽  
Research Results ◽  
Strong Incentive ◽  
Visual Component ◽  
Efficiency And Effectiveness ◽  
Use Of The Internet ◽  
Program Information

Four key elements in the discipline of horticulture provide a strong incentive to use the Internet for communicating programatic information. First, a strong visual component characterizes horticultural knowledge and study. Second, the technical and practical element contained in the undergraduate curriculum, which, similar to plant identification, requires that students are presented highly visual information. Third, use of the Internet increases the efficiency and effectiveness of communicating program information and research results. Finally, the issue of content format for some applications precludes the use of any other media. Taken together, the Internet is significantly changing the environment in which horticulturists communicate.

scholarly journals The Use Of Internet By Educational Institutions: The Case Of Greece

2005 ◽  
Vol 2 (10) ◽  
Author(s):  
Panopoulos Anastasios ◽  
Ventoura Neokosmidi Zoe
Keyword(s):  
Public Relations ◽  
Web Sites ◽  
New Technologies ◽  
Educational Institutions ◽  
The Internet ◽  
Return Visits ◽  
Use Of The Internet ◽  
Use Of Internet ◽  
Of Greece ◽  
The Web

The purpose of this study is, to investigate the use of the Internet by Greek educational institutions (universities and polytechnics) in the field of public relations. A study of one hundred web sites, randomly selected from a list of four hundred sixteen web addresses found in the web site of Gunet (www.gunet.gr), reveals how new technologies help universities to build relationships with publics. All the selected web sites were examined in terms of: (1) ease of interface, (2) usefulness of information, (3) generation of return visits, (4) conservation of visitors and (5) dialogic loop. Content analysis was used for the gathering of the data.  

scholarly journals The use of internet in management sciences: Evidence from higher educational institutions

2021 ◽  
Vol 8 (2) ◽  
pp. 60-63
Author(s):  
Saeed Omer Ali Bahaj ◽  
Keyword(s):  
Positive Attitude ◽  
Educational Institutions ◽  
The Internet ◽  
Higher Educational ◽  
Students Attitudes ◽  
Use Of The Internet ◽  
Using Data ◽  
College Of Business ◽  
The University ◽  
Use Of Internet

The purpose of this study was to explore the students' attitudes towards the use of the internet among students in the College of Business Administration at Prince Sattam bin Abdulaziz University for the academic year 2019-2020. Using data from a self-administered survey that was adopted and adapted from previous studies, the results of this study indicate that the respondents have a positive attitude toward using the internet, which is reflected in the high percentages of using the internet. The results of this study should be useful to policymakers at the university level and the classroom level as there is a positive attitude in disseminating knowledge in the higher educational setting.

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