Academic Experiences of Using VLEs

2011 ◽  
pp. 34-50 ◽  
Author(s):  
Barbara Newland ◽  
Martin Jenkins ◽  
Neil Ringan
Keyword(s):  
Case Studies ◽  
Academic Staff ◽  
Learning Experience ◽  
Academic Experiences ◽  
Diverse Range ◽  
Academic Practice ◽  
Effective Implementation ◽  
E Learning ◽  
The Uk

This chapter describes the drivers which have influenced the adoption of e-learning within the UK HE sector and consequently resulted in the increasing adoption of VLEs within institutions. It identifies a range of issues at the institutional and individual academic staff levels which need to be considered and addressed when designing and implementing a VLE within an HE institution. The authors draw on their personal experience in supporting a diverse range of academic staff to integrate e-learning and VLEs within their academic practice and their experience in implementing VLEs in a range of institutions to develop a series of guidelines and lessons for institutions to consider. Evidence from a range of case studies undertaken by the authors is utilised to provide examples from academic practice, which illustrate how effective implementation of these guidelines and lessons can enhance the student learning experience and support the role of academic staff within the HE sector.

scholarly journals Can Indicators Bridge the Gap between Science and Policy? An Exploration into the (Non)Use and (Non)Influence of Indicators in EU and UK Policy Making

2014 ◽  
Vol 9 (3) ◽  
pp. 316-343 ◽  
Author(s):  
Léa Sébastien ◽  
Tom Bauler ◽  
Markku Lehtonen
Keyword(s):  
Sustainable Development ◽  
Case Studies ◽  
Policy Making ◽  
Science And Policy ◽  
Development Indicators ◽  
Energy Indicators ◽  
The Uk ◽  
Evidence For Policy ◽  
The Eu

This article examines the various roles that indicators, as boundary objects, can play as a science-based evidence for policy processes. It presents two case studies from the EU-funded POINT project that analyzed the use and influence of two highly different types of indicators: composite indicators of sustainable development at the EU level and energy indicators in the UK. In both cases indicators failed as direct input to policy making, yet they generated various types of conceptual and political use and influence. The composite sustainable development indicators served as “framework indicators”, helping to advocate a specific vision of sustainable development, whereas the energy indicators produced various types of indirect influence, including through the process of indicator elaboration. Our case studies demonstrate the relatively limited importance of the characteristics and quality of indicators in determining the role of indicators, as compared with the crucial importance of “user factors” (characteristics of policy actors) and “policy factors” (policy context).

Modeling Best Practices in Web-Based Academic Development

2011 ◽  
pp. 1578-1595 ◽  
Author(s):  
Diana K. Kelly
Keyword(s):  
Best Practice ◽  
Academic Staff ◽  
Learning Experience ◽  
Academic Development ◽  
Future Research ◽  
Web Based ◽  
Teaching Preparation ◽  
American Perspective ◽  
E Learning ◽  
Future Research Directions

This chapter makes a case for the importance of preparing e-teachers by requiring them to have an experience as an e-learner. The chapter begins with a review of the challenges and criticisms of e-learning. Some of the literature indicates that e-learners have been dissatisfied with their learning experiences. Some academics have concerns about the rigour of courses offered through e-learning. The literature of academic development and e-learning is used to link theory with practice. The chapter provides examples of best practice in the preparation of academic staff for e-teaching. Two case studies of lived examples of e-teaching preparation are provided from a North American perspective. Future research directions are outlined, with research questions to be explored regarding the link between the preparation of eteachers through e-learning and the quality of the e-learning experience for students.

Modeling Best Practices in Web-Based Academic Development

2009 ◽  
pp. 35-55 ◽  
Author(s):  
Diana Kelly
Keyword(s):  
Best Practice ◽  
Academic Staff ◽  
Learning Experience ◽  
Academic Development ◽  
Future Research ◽  
Web Based ◽  
Teaching Preparation ◽  
American Perspective ◽  
E Learning ◽  
Future Research Directions

This chapter makes a case for the importance of preparing e-teachers by requiring them to have an experience as an e-learner. The chapter begins with a review of the challenges and criticisms of e-learning. Some of the literature indicates that e-learners have been dissatisfied with their learning experiences. Some academics have concerns about the rigour of courses offered through e-learning. The literature of academic development and e-learning is used to link theory with practice. The chapter provides examples of best practice in the preparation of academic staff for e-teaching. Two case studies of lived examples of e-teaching preparation are provided from a North American perspective. Future research directions are outlined, with research questions to be explored regarding the link between the preparation of eteachers through e-learning and the quality of the e-learning experience for students.

Examining the mediating role of learning engagement, learning process and learning experience on the learning outcomes through localized real case studies

2014 ◽  
Vol 56 (4) ◽  
pp. 287-302 ◽  
Author(s):  
Mathews Nkhoma ◽  
Narumon Sriratanaviriyakul ◽  
Hiep Pham Cong ◽  
Tri Khai Lam
Keyword(s):  
Learning Outcomes ◽  
Case Studies ◽  
Undergraduate Students ◽  
Learning Process ◽  
Learning Experience ◽  
Learning Engagement ◽  
Content Type ◽  
Mediating Role

Purpose – The purpose of this paper is to understand the impact of real, localized case studies on students’ learning engagement, the learning process and learning experience and the role of such case studies in influencing students’ learning outcomes. Design/methodology/approach – Data were collected from 400 undergraduate students through an online questionnaire immediately after discussion of the case in Business Information Systems classes. Student learning from the case study was measured by two components consisting of case knowledge and case perceptions. The student course engagement questionnaire was used to examine engagement in skills, emotions, participation and performance while the study process questionnaire was administered to assess students’ learning approaches. Additionally, the seven predominant roles of the feedback were used to analyse students’ learning experience. Finally, students’ learning outcomes were assessed both in group performance and individual performance. Structure equation modelling was applied to test the causal model. Findings – The results revealed that the case study had a positive influence on students’ engagement in skills and emotions. Moreover, case perceptions led students to surface approach in their learning. Furthermore, case knowledge had a positive impact on the learning experience. Research limitations/implications – The study suggests that localized case studies should be designed cautiously. Furthermore the method of instruction regarding the method must be clearly explained for undergraduate students. Future research should consider a way of evaluating academic achievement as a result of using localized cases. Originality/value – The findings reported in the paper contributed to an area of educational research by emphasizing on the mediating role of learning engagement, the learning process and the learning experience.

scholarly journals Assessing the Process of Knowledge Transfer — An Empirical Study

2009 ◽  
Vol 08 (03) ◽  
pp. 251-265 ◽  
Author(s):  
Champika Liyanage ◽  
Tabarak Ballal ◽  
Taha Elhag
Keyword(s):  
Knowledge Transfer ◽  
Case Studies ◽  
Construction Projects ◽  
Private Finance Initiative ◽  
Business Environments ◽  
Organisational Knowledge ◽  
The Uk ◽  
Competitive Nature

This paper investigates and evaluates the process of knowledge transfer in construction projects. Due to the highly competitive nature of business environments, knowledge transfer between organisations has become increasingly popular in recent years. However, although organisations can realise remarkable benefits by transferring knowledge from one unit to another, successful knowledge transfer can be difficult to achieve. The discussions presented in the paper are mainly based on findings of two case studies. The two cases were selected from Private Finance Initiative (PFI) projects in the UK. According to the case study findings, different stages of a knowledge transfer process can be overlapped, omitted, repeated as well as intermitted and then restarted. One of the significant findings of the case studies was the role of the "knowledge mediator". In selected case studies, there were external consultants and expert staff in the form of knowledge mediators. The importance of their roles was frequently highlighted by the interview participants. They were not only facilitating the close liaison between the knowledge source and the receiver, but also their role was strongly associated with practices of translation and interpretation. This combined role of mediator/translator, therefore, appears to be particularly significant for inter-organisational knowledge transfer in PFI projects.

Extraction of compounds associated with water repellency in sandy soils of different origin

Soil Research ◽  
2005 ◽  
Vol 43 (3) ◽  
pp. 225 ◽  
Author(s):  
S. H. Doerr ◽  
C. T. Llewellyn ◽  
P. Douglas ◽  
C. P. Morley ◽  
K. A. Mainwaring ◽  
...  
Keyword(s):  
Organic Carbon ◽  
Carbon Content ◽  
Sandy Soils ◽  
Water Repellency ◽  
Organic Carbon Content ◽  
Soil Water Repellency ◽  
Diverse Range ◽  
Additional Information ◽  
The Uk

After an initial evaluation of several solvents, the efficiency of Soxhlet extractions with isopropanol/ammonia (s.g. 0.88) (70 : 30 v : v; 24 h) in extracting compounds associated with water repellency in sandy soils was examined using a range of repellent and wettable control soils (n = 15 and 4) from Australia, Greece, Portugal, The Netherlands, and the UK. Extraction efficiency and the role of the extracts in causing soil water repellency was examined by determining extract mass, sample organic carbon content and water repellency (after drying at 20°C and 105°C) pre- and post-extraction, and amounts of aliphatic C–H removed using DRIFT, and by assessing the ability of extracts to cause repellency in acid-washed sand (AWS). Key findings are: (i) none of organic carbon content, amount of aliphatic C–H, or amount of material extracted give any significant correlation with repellency for this diverse range of soils; (ii) sample drying at 105°C is not necessarily useful before extraction, but may provide additional information on extraction effectiveness when used after extraction; (iii) the extraction removed repellency completely from 13 of the 15 repellent samples; (iv) extracts from all repellent and wettable control soils were capable of inducing repellency in AWS. The findings suggest that compounds responsible for repellency represent only a fraction of the extract composition and that their presence does not necessarily always cause repellency.

scholarly journals The Making of Democratic Actors: Counting the Costs of Public Cuts in the UK on Young People’s Steps Towards Citizenship

2018 ◽  
Author(s):  
Darren Sharpe
Keyword(s):  
Young People ◽  
Case Studies ◽  
Qualitative Studies ◽  
Behaviour Pattern ◽  
Youth Empowerment ◽  
Youth Services ◽  
Political Debates ◽  
The Uk ◽  
Challenging Question

This paper provides a synthesis of qualitative studies, examining youth empowerment projects and initiatives which have encouraged young people to have a voice in local, regional and national political debates. Specifically, the article examines the role of UK youth services in building the spirit of citizenship in young people against the challenging question of the changing behaviour pattern and profiles of young British electorates. To do this, the paper draws on four case studies to help rethink the critical moments for disadvantaged and vulnerable young people in their journeys towards citizenship. The article, presents the advantages and limitations of the youth sector to enrich and furnish the spirit of citizenship in today’s youth and argues for a more innovative role in the part played by the state in an era of austerity.

scholarly journals The Role of Cohousing In Building Sustainable Communities: Case studies from the UK

2018 ◽  
Vol 3 (13) ◽  
pp. 187-197
Author(s):  
Jingjing Wang ◽  
Karim Hadjri
Keyword(s):  
Case Studies ◽  
Environmental Sustainability ◽  
Publishing House ◽  
Age Groups ◽  
Sustainable Communities ◽  
Structured Interviews ◽  
Sustainable Living ◽  
International Publishing ◽  
The Uk

This paper explored the role of cohousing models in the UK and discussed the benefits and limitations of cohousing models by exploring residents’ motivation and daily living. Through case studies in the UK, semi-structured interviews were carried out to establish the environmental and social sustainability of cohousing and to understand residents thinking and behaviour. This study found that cohousing could benefit various age groups, and promote residents’ thinking and behaviour change towards sustainable living. The findings of this research will establish a better understanding of UK cohousing and highlight the potentials and possibilities of cohousing communities.Keywords: sustainable communities, cohousing, environmental sustainability, social sustainability.eISSN 2398-4279 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ajqol.v3i13.176

scholarly journals PENDEKATAN FACILITATED E-LEARNING DENGAN METODE 5E TERHADAP KEAKTIFAN SISWA DALAM PEMBELAJARAN DARING [USING A FACILITATED E-LEARNING APPROACH AND THE 5E METHOD TO INCREASE STUDENT ACTIVENESS DURING ONLINE LEARNING]

2021 ◽  
Vol 5 (2) ◽  
pp. 241
Author(s):  
Julius Eldorado Antupenka Sulis Omega Putra ◽  
Tanti Listiani
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Activities ◽  
Learning Approach ◽  
Teacher Needs ◽  
E Learning ◽  
The Right ◽  
Bahasa Indonesia

<p>During the Covid-19 pandemic, learning was carried out online. It takes student activeness with the right approach and method to provide maximal learning experiences and learning outcomes. The purpose of this paper is to describe the application of the facilitated e-learning approach combined with the 5E method on student activeness in learning. This paper used the descriptive qualitative research method. Students are imagebearers of God so a teacher should view students as special and valuable. Students have reason and ability so it can be said that they are active individuals. Therefore, a teacher should always encourage their activiteness during the learning process. Implementing the facilitated e-learning approach with the 5E method is the right solution because the students carry out learning activities independently with the teacher in the role of facilitator.  This has the potential to encourage student activeness in online learning so that students can get the maximum learning experience and learning outcomes and teachers can provide God-centered learning. In applying these approaches and methods, a teacher needs careful and measured preparation in order to provide the maximum learning experience even though it is carried out online.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Selama pandemi covid-19, pembelajaran dilaksanakan secara daring. Dibutuhkan keaktifan siswa dengan pendekatan dan metode yang tepat untuk tetap memberikan pengalaman belajar dan hasil belajar yang maksimal. Tujuan penulisan dari penelitian ini untuk memaparkan penerapan pendekatan <em>facilitated e-learning</em> dikolaborasikan dengan metode 5E terhadap keaktifan siswa dalam pembelajaran. Penelitian ini disusun dengan metode penelitian kualitatif deskriptif. Hasil pembahasan dari penelitian, siswa merupakan gambar dan rupa Allah sehingga seorang guru hendaknya memandang siswa istimewa dan berharga. Siswa memiliki akal dan kemampuan sehingga siswa dapat dikatakan sebagai pribadi yang aktif. Maka dari itu, seorang guru hendaknya dapat selalu mendorong keaktifan siswa dalam proses pembelajaran. Kesimpulannya, menerapkan pendekatan <em>facilitated e-learning </em>dengan metode 5E merupakan solusi yang tepat karena siswa melakukan aktivitas pembelajaran secara mandiri dengan guru memiliki peran sebagai fasilitator yang berpotensi mendorong keaktifan siswa dalam pembelajaran daring sehingga siswa dapat mendapatkan pengalaman belajar dan hasil belajar yang maksimal serta guru dapat memberikan pembelajaran yang berpusat pada Allah. Disarankan seorang guru dalam menerapkan pendekatan dan metode tersebut perlu memberikan persiapan yang matang dan terukur agar dapat memberikan pengalaman belajar yang maksimal meskipun dilaksanakan secara daring.</p>

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