ePortfolios and the Communicative Intellect in Online Education

2013 ◽  
pp. 62-73
Author(s):  
Rich Rice
Keyword(s):  
Online Education ◽  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Online Teaching And Learning ◽  
Computer Mediated

According to Nielsen Internet ratings, YouTube totaled over 100 million unique users the month this chapter was written. What are those ratings today? Moreover, the number of times-per-day many individuals compose Facebook news feeds and profile content is equally staggering. Students inhabit these media-rich spaces, and if educators do not construct online teaching and learning environments, such as ePortfolios, in ways that effectively capitalize on students’ literacies in computer-mediated communication, those educators are in danger of limiting students’ communicative intellect. More to the point, educators are in danger of graduating functionally illiterate students according to what constitutes literacy in today’s interactive age.

VIRTUAL LEARNING ENVIRONMENTS FOR ESL COURSES

2021 ◽  
Vol 17 (1) ◽  
pp. 239-243
Author(s):  
Ana-Maria CHISEGA-NEGRILĂ
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Foreign Languages ◽  
Esl Students ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face

Abstract: As the time in which online teaching and learning was still an element of novelty has long been gone, virtual learning environments have to be studied thoroughly so that they will provide students not only with the necessary knowledge, but also with the proper tools to meet their learning objectives. The advancement in information technology and the access to an almost inordinate number of learning and teaching tools should have already been fructified and, as a result, not only teachers, but also learners should have already picked up the fruit of knowledge grown in the vast virtual environment of the Internet. However, as education has recently moved almost entirely online, some questions have arisen. Are the Virtual Learning Environments (VLEs) enough to offer ESL students both motivation and knowledge? Will foreign languages benefit from this growing trend or will traditional, face-to-face interaction, prove to have been more efficient? The present article will look into some of these questions and into the benefits of VLEs in the context of the Covid-19 pandemic.

Computer Mediated Learning

2011 ◽  
pp. 73-86
Author(s):  
Alison Ruth
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Learning Theory ◽  
Computer Mediated Communication ◽  
Online Learning Environment ◽  
Mediated Learning ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Communication Needs

This chapter proposes that Burke’s (1969) dramatistic analysis using the Pentad (act, scene, agent, agency, purpose) is a valuable methodological tool for investigating how learning theory offers a better understanding of mediated learning environments. It is argued that this framework provides a coherent and comprehensive consideration of learning and communication mediated by electronic means. Research into computer mediated communication needs to acknowledge the intertwining notion of the agents, acts and agency (mediation) within a specific scene, particularly in an online learning environment. Burke’s (1969) work provides a useful framework for discussing and describing a mediated environment and appears to be a valid framework within which to analyze different learning and communicative environments.

Strategies for Blended Approaches in Teacher Education

2011 ◽  
pp. 39-61 ◽  
Author(s):  
Ruth Geer
Keyword(s):  
Teacher Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Warning Signs ◽  
First Year ◽  
Mediated Communication ◽  
Study Approach ◽  
Computer Mediated ◽  
First Year Teacher

This chapter describes an investigation of strategies for fostering higher order cognition in a blended learning environment. The exploration, which utilised a qualitative case study approach, highlights the critical nature of effective instructional design. The study extends the educator’s understanding of the complexities of online and blended learning environments through an analysis of the discourse of computer-mediated communication in a first year teacher education course. The investigation resulted in the development of a pedagogical framework which outlines the relationship between pedagogies, technologies and their related learning outcomes. Critical indicators, which are potentially important as strategies and early warning signs of “students at risk”, become evident in the analysis. This research had led to notions of imprinting and cognitive tracks which can be used to inform strategies for teaching and learning using a blended approach.

scholarly journals Courseware And Small Group Development: A Comparative Analysis

2011 ◽  
Vol 3 (12) ◽  
Author(s):  
Barbara Mihm ◽  
Karlene Ferrante
Keyword(s):  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Group Development ◽  
State University ◽  
Mediated Communication ◽  
Scholarship Of Teaching ◽  
Face To Face ◽  
Education Class ◽  
Computer Mediated ◽  
Technology Tool

The scholarship of teaching and learning is the basis for this research, which investigated the use of the information technology tool- courseware or software that facilitates collaboration in classroom settings. The study focuses on the use of computer-mediated communication as a tool for group decision-making. The study compared a distance education class in the Collaborative Degree Program at regional mid-size state university to a face-to-face course taught at the same university. The purpose of this work is to better understand group interaction in computer-mediated situations. The results of this study contribute to a growing body of research on the ways evolving technologies impact group collaboration.

scholarly journals Capacities and Obstacles of Kuwait Medical Educational Sector in Transitioning Education System to Online Form: A Paradigm Shift

2021 ◽  
Vol 16 (12) ◽  
pp. 88
Author(s):  
Shafi AlDousari
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Online Education ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Online Teaching And Learning ◽  
E Mail ◽  
Online Form

Background: During this coronavirus outbreak, online teaching and learning have become highly common in medical education. The majority of students and professors have transitioned to this comparatively modern online learning model. While faculty members found the transition to online education to be overwhelming, they persevered. Aim: study aims to investigate the Kuwait Medical educational sector's capacities and obstacles in transitioning the education system to the online form. Method: This study used a close-ended survey questionnaire constructed on Google Forms and distributed to the participants via e-mail. The study used an online Google form for formulating the questionnaire survey, which was later sent to the participants via e-mail. Results: The results showed that most of the faculty members (53%) were satisfied with online learning. The most prominent difficulty emphasized by the faculty members (35%) was network vulnerability n online teaching. The majority of the faculty members (45%) agreed that transitioning to remote teaching is a big challenge and that there is inequality for different technology uses (56%). Conclusion: Online learning has been increasingly relevant in medical education in recent months. It has its own set of benefits for improving students' knowledge and skills, and it may be used as an instructional tool in medical school.

scholarly journals Patterns of Interactions in a Synchronous Computer Mediated Communication (CMC) Collaborative Activity in the Saudi EFL Context

2017 ◽  
Vol 5 (2) ◽  
pp. 307 ◽  
Author(s):  
Muna Al-Mutairy ◽  
Nadia Shukri
Keyword(s):  
High School Students ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Internet Technology ◽  
Learning Collaborative ◽  
Mediated Communication ◽  
School Students ◽  
Collaborative Activity ◽  
Instructional Content ◽  
Computer Mediated

<p><em>This study explored patterns of interaction in a synchronous Computer Mediated Communication (CMC) collaborative activity in an English as a Foreign Language (EFL) setting in the Saudi Arabian context. The study focused on the use of synchronous Chat in teaching and learning. Collaborative learning is considered to lead to a deeper level of learning, enhanced critical thinking, shared understanding and long-term recognition of the learned material.</em><em> A qualitative approach was used in the data collection process. </em><em>Participants were 20 high school students, native speakers of Arabic, in Jeddah, Saudi Arabia. The study examined participants’ English usage in conversation, a quiz, and a discussion, all of which took place online, in a CMC format. There was also a paired work presentation of 25 minutes’ duration. Results revealed that CMC enabled learners to further their understanding of instructional content and to better apply what they had learned when they were placed in a group. The results from the online discussion showed that participants’ linguistic performance improved, including better utilization of words. Although grammatical usages lack certain accuracy, the use of CMC to a larger extent contributed to enhanced communication skills and autonomy. </em><em>Based on the findings some suggestions and recommendations were provided</em><em> as to aid teachers as well as students in implementing the Internet technology in EFL classrooms.</em><em></em></p>

Informal Communication in Virtual Learning Environments

2011 ◽  
pp. 1164-1168 ◽  
Author(s):  
Werner Beuschel ◽  
Birgit Gaiser ◽  
Susanne Draheim
Keyword(s):  
Information Technology ◽  
Learning Environments ◽  
Computer Mediated Communication ◽  
Learning Processes ◽  
Virtual Space ◽  
Virtual Learning Environments ◽  
Informal Communication ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated

Learning environments increasingly become more diverse by the use of information technology. Thereby, the share of face-to-face situations between students as well as between students and mentors becomes smaller, while the share of encounters in virtual space is growing larger. Thus, computer mediated communication (CMC) is growing in importance in all learning environments. Since standard learning environments involve both formal and informal communication, it seems reasonable to claim that without informal communication students and faculty would have difficulties in sustaining the learning processes. Beyond the ever-growing exchange of formal content, the opportunity of informal communication appears increasingly essential for the successful pursuit of online studies.

The Use of the CMC Tool AMANDA in the Teaching of English

2011 ◽  
pp. 307-321
Author(s):  
Esrom Adriano Irala ◽  
Patrica Lupion Torres
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Communication Method ◽  
Teaching Learning ◽  
Language Teaching And Learning

This chapter belongs to the context of the computer-mediated communication (CMC) for language teaching and learning. Since the introduction of this new communication method, new paths for the teaching and learning of languages have been opened. In this research, virtual discussions in the English language about polemical topics were carried out through the use of the AMANDA program. This program features artificial intelligence principles in the discussion coordination, diminishing the tutor’s workload in the task of coordinating the discussions. The goal of this research was to observe the contributions of the CMC tool for the learning of English by the participating students. In total, 83 upper-intermediate English level students took part. The analyses and final considerations concentrate on the evaluation of the program used as well as the positive and negative aspects observed during this research for the teaching/learning of the English language.

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