The New "Space" of the University in the Digital Age

2011 ◽  
pp. 1334-1338
Author(s):  
Carl A. Raschke
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Styles ◽  
Digital Age ◽  
Traditional Schools ◽  
Mediated Learning ◽  
Face To Face ◽  
Computer Mediated ◽  
New Space ◽  
The University

While critics of the new computer-mediated learning styles utter jeremiads about the impending apocalypse of higher education in general, technophiles argue that the changes are all salutary. In fact, some see no difference between faculty cultures and online and traditional schools (Johnstone, 2001). In the same vein, the proliferation of digital classrooms across the instructional spectrum and online learning have touched off a firestorm of controversy concerning the “effectiveness” of new computer-mediated pedagogies versus traditional face-to-face, or “presential,” instruction. Various studies have been conducted and the findings circulated (Smith, Smith, & Boone, 2000).

The New "Space" of the University in the Digital Age

2011 ◽  
pp. 1477-1481
Author(s):  
Carl A. Raschke
Keyword(s):  
Learning Styles ◽  
Traditional Schools ◽  
Mediated Learning ◽  
Discussion Forums ◽  
Face To Face ◽  
Computer Mediated ◽  
New Space ◽  
Research Initiatives ◽  
The University ◽  
E Mail

While critics of the new computer-mediated learning styles utter jeremiads about the impending apocalypse of higher education in general, technophiles argue that the changes are all salutary. In fact, some see no difference between faculty cultures and online and traditional schools (Johnstone, 2001). In the same vein, the proliferation of digital classrooms across the instructional spectrum and online learning have touched off a firestorm of controversy concerning the “effectiveness” of new computer-mediated pedagogies versus traditional face-to-face, or “presential,” instruction. Various studies have been conducted and the findings circulated (Smith, Smith, & Boone, 2000). Each research project purports to demonstrate the degree to which educational outcomes are enhanced or diminished by distance learning formats, such as the replacement of lectures by interactive Web chats or discussion forums, the use of e-mail for office hours, and so forth. As with performance assessment models in general, so many of these research initiatives cancel each other out. At the same time, they conceal the investigator’s own biases or wishes without examining assumptions. They also betray notoriously imprecise general concepts of what the studies themselves are actually measuring.

The Unexpected Online Learning Pivot

2021 ◽  
pp. 19-38
Author(s):  
Caroline M. Crawford
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Digital Age ◽  
Higher Education Faculty ◽  
Face To Face ◽  
Spring Break ◽  
Instructional Environments ◽  
Seismic Impact ◽  
Principles Of Instruction

The COVID-19 pandemic that swelled into an economic maelstrom during the year 2020 also focused a direct hit on higher education. As faculty and students were heading into spring break, the seismic impact of impending changes were realized. Within the digital age, the technology has raised an ever-increasing recognition of differentiated styles of teaching and learning, yet so many faculty held tightly to the traditional face-to-face instructional environments. Yet faculty persistence won the day, reflecting the ability of higher education faculty to succeed through the swerving road of the unknown, the tightrope that they walked dangling daringly over the online chasm of understanding. This chapter focuses on the initial foray into the principles of instruction, followed by an understanding of the differentiation between optics and outcomes, developing strategic priorities, an understanding of nuanced teaching and learning, and the gratitude and understanding conceived through critically reflective pedagogy and journaling.

scholarly journals Computer-Mediated Communication and Culture: A Comparison of ‘Confucian-Heritage’ and ‘Western’ Learner Attitudes to Asynchronous E-Discussions Undertaken in an Australian Higher Educational Setting

2005 ◽  
Vol 2 (3) ◽  
pp. 263-275 ◽  
Author(s):  
Guy Ramsay
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Experience ◽  
Computer Mediated Communication ◽  
Practice Research ◽  
Cultural Learning ◽  
Pedagogical Practice ◽  
Mediated Learning ◽  
Mediated Communication ◽  
Computer Mediated

While the internationalisation of higher education has made learner diversity a key consideration in tertiary pedagogical practice, research into the application of computer-mediated technologies in this domain has rarely taken into account culture. This article responds to this gap in the research by comparing ‘Confucian-heritage’ and ‘Western’ learners' experience of computer-mediated discussions undertaken as part of an Australian university curriculum. Likert and open-ended question formats reveal that cultural learning styles and behaviours are salient to the computer-mediated learning experience and can inform how learners view its pedagogical applications. While appreciation of the utilitarian benefits is common to both cultural cohorts, Confucian-heritage learners place greater emphasis on the interpersonal benefits. By placing distinctions in learner cultural background at the centre of the study, a more nuanced understanding of computer-mediated communication and its attendant pedagogical applications in higher education emerges.

scholarly journals Evaluation of Student Experiences in a Developed Blended Learning Course in Engineering

2018 ◽  
Author(s):  
Mohammadali Sepehri ◽  
L. Francisco Vargas M. ◽  
Samer Adeeb
Keyword(s):  
Blended Learning ◽  
Student Experiences ◽  
Instructional Time ◽  
Mediated Learning ◽  
University Of Alberta ◽  
Face To Face ◽  
Student Demographics ◽  
Classroom Space ◽  
Computer Mediated ◽  
The University

Blended learning is an instructional approach where traditional face-to-face instructional time and computer-mediated learning are combined. Higher education institutions are progressively moving towards a blended learning model because of the opportunities that blended learning offers with respect to increasing engaged inquiry in the classroom, the need to use classroom space more efficiently, as well as the need for greater flexibility in scheduling with changing student demographics. The main motivation for implementing a blended learning approach in one of the key engineering undergraduate course in the Civil and Environmental Engineering program at the University of Alberta emerged from a need to improve student engagement and satisfaction.

scholarly journals Combined learning, a good solution for Vietnamese universities

2020 ◽  
Vol 9 (1) ◽  
pp. 78-85
Author(s):  
Pham Thi Thu Hoa
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Online Learning ◽  
South Australia ◽  
Traditional Classroom ◽  
Learning System ◽  
Face To Face ◽  
Online System ◽  
Advantages And Disadvantages ◽  
Pros And Cons

Information technology has created tremendous chances in higher education across the globe. With the availability and flexibility of learning online, there are increasing competitions between online learning and traditional, face-to-face classroom. These two types of learning both have their pros and cons. From the advantages and disadvantages of online learning, universities have recently changed the way of their teaching through combining online learning and traditional classroom. Therefore, it is necessary to investigate and understand the advancements of the combination of the two types of learning. In this paper, we will introduce the advantages and disadvantages of online learning and the combined learning. We also share our experience on teaching at Flinders University, South Australia through Flinders learning online system. From this knowledge, we will suggest some solutions about building a combined learning system which is suitable for Vietnamese universities.

scholarly journals A Skype-Buddy Model for Blended Learning

2018 ◽  
pp. 340-357
Author(s):  
Carmen E. Macharaschwili ◽  
Linda Skidmore Coggin
Keyword(s):  
Higher Education ◽  
Educational Experiences ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Communication Tools ◽  
Face To Face ◽  
Computer Mediated ◽  
Buddy System ◽  
Education Degree ◽  
Virtual Face

Universities are challenged with providing quality educational experiences that meet students' needs for engagement and collaboration. The availability of computer-mediated communication tools provides opportunities for such needs to be met as well as allows students the opportunity to complete higher education degree requirements in virtual environments This chapter discusses how Voice over Internet Protocol (VoIP) was used in a unique Skype-Buddy system to provide virtual face-to-face participation in traditional doctoral classrooms. Students' and professors' satisfaction, benefits, challenges, and surprises in this system are examined. Results and recommendations from this study are applicable in undergraduate and secondary level classrooms.

scholarly journals Characteristics of Online Learning in Higher Education During the COVID-19 Pandemic

2021 ◽  
Vol 66 (1) ◽  
pp. 135-155
Author(s):  
Diana-Crina Marin ◽  
Mușata Bocoș
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Educational Opportunities ◽  
Face To Face ◽  
Quality Of Teaching ◽  
Teaching Learning ◽  
Students Success

"In the context in which the teaching, learning, and assessment processes take place in the online environment, the question arises whether the currently organized learning situations are as effective as the learning situations carried out in the classroom, before the beginning of the pandemic. One of the disadvantages of online learning is related to the teacher’s low control over students’ activity. Factors such as initiative, creativity, efficient time management, intrinsic motivation, responsibility, and intellectual curiosity play an important role in students’ success in learning activities. Attendance at courses should not be formal and superficial and should be a process that involves the active and interactive participation of the students in the learning process. Providing high-quality educational opportunities to all students is a goal that is increasingly difficult to achieve in the context of the absence of face-to-face interactions. Also, applying a curriculum focused on the needs of the learner is becoming hard to achieve. Through this research, we aim to investigate issues related to how online learning takes place and to establish ways in which we can increase the efficiency of current teaching and learning processes. The study revealed that in the opinion of most of the students, the current epidemiological context has influenced in a negative way the quality of teaching and the student-teacher educational relationship. Keywords: Interactive learning, eLearning, independence in learning, higher education, efficient strategies "

scholarly journals A Skype-Buddy Model for Blended Learning

2014 ◽  
pp. 369-386
Author(s):  
Carmen E. Macharaschwili ◽  
Linda Skidmore Coggin
Keyword(s):  
Higher Education ◽  
Educational Experiences ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Communication Tools ◽  
Face To Face ◽  
Computer Mediated ◽  
Buddy System ◽  
Education Degree ◽  
Virtual Face

Universities are challenged with providing quality educational experiences that meet students’ needs for engagement and collaboration. The availability of computer-mediated communication tools provides opportunities for such needs to be met as well as allows students the opportunity to complete higher education degree requirements in virtual environments This chapter discusses how Voice over Internet Protocol (VoIP) was used in a unique Skype-Buddy system to provide virtual face-to-face participation in traditional doctoral classrooms. Students’ and professors’ satisfaction, benefits, challenges, and surprises in this system are examined. Results and recommendations from this study are applicable in undergraduate and secondary level classrooms.

Attrition in the Digital Age

2013 ◽  
pp. 279-293
Author(s):  
Kate Reed ◽  
Nathan Wise ◽  
Belinda Tynan ◽  
Carina Bossu
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Information Exchange ◽  
Digital Age ◽  
Drop Out ◽  
Attrition Rates ◽  
Learning And Teaching ◽  
Face To Face ◽  
Distance Learner ◽  
Holistic Understanding

Distance education (learning and teaching by distance modes of information exchange) is often characterised by having higher attrition rates (often labelled as “drop-out” or “withdrawal”) compared to traditional face-to-face (or “on-campus”) education. It has been claimed that no area of research in distance education has received more attention; such is the concern surrounding attrition. This chapter suggests that a holistic understanding of the numerous, complex, and interlinked factors that may contribute to a learner choosing to discontinue their studies continues to elude researchers. Furthermore, attrition may not always be a negative outcome; for example, a learner may have achieved the desired skill set from their studies. In the current higher education climate it is imperative for universities to maintain student enrolments. Attrition directly impacts upon wasted expenditure and loss of revenue for an institution. Additionally, withdrawing from tertiary studies can have consequences for the distance learner. This chapter explores underlying concerns and identify key questions and gaps regarding attrition in distance education for the digital age.

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