scholarly journals The Life and Times of a Learning Technology System

2013 ◽  
Vol 8 (3) ◽  
pp. 24-41 ◽  
Author(s):  
Claus Pahl
Keyword(s):  
Factor Model ◽  
High Impact ◽  
Learning Technology ◽  
Environmental Constraints ◽  
Web Based ◽  
Technology System ◽  
Web Based Learning ◽  
Change Factor ◽  
Long Life ◽  
The Impact

With the inception of the web now being more than 20 years ago, many web-based learning technology systems (LTS) have had a long life and have undergone many changes, both affecting content and infrastructure technologies. A change factor model can capture the various factors causing LTS to change. Methods for change-aware design of LTS have been suggested. The purpose of this investigation is, firstly, to add empirical results to aspects of these models and methods in order to show the relevance of such a change factor model by specifically looking at an LTS that has been developed, maintained and extended over a period of 20 years. Secondly, these results shall be used to develop a conceptual model capturing and assessing the impact of change. A key observation is an unexpectedly high impact of environmental constraints on the LTS, but also new opportunities emerging over time have had dramatic changes as their consequence.

scholarly journals E-Mail Usage in South Pacific Distance Education

2005 ◽  
pp. 1034-1039
Author(s):  
Jonathan Frank ◽  
Janet Toland ◽  
Karen D. Schenk
Keyword(s):  
Learning Styles ◽  
Research Area ◽  
Web Based ◽  
Group Interactions ◽  
Face To Face ◽  
Web Based Learning ◽  
Active Research ◽  
The Impact ◽  
E Mail ◽  
Active Research Area

The impact of cultural diversity on group interactions through technology is an active research area. Current research has found that a student’s culture appears to influence online interactions with teachers and other students (Freedman & Liu, 1996). Students from Asian and Western cultures have different Web-based learning styles (Liang & McQueen, 1999), and Scandinavian students demonstrate a more restrained online presence compared to their more expressive American counterparts (Bannon, 1995). Differences were also found across cultures in online compared to face-to-face discussions (Warschauer, 1996). Student engagement, discourse, and interaction are valued highly in “western” universities. With growing internationalization of western campuses, increasing use of educational technology both on and off campus, and rising distance learning enrollments, intercultural frictions are bound to increase.

scholarly journals E-Mail Usage in South Pacific Distance Education

2011 ◽  
pp. 2325-2332
Author(s):  
Jonathan Frank ◽  
Janet Toland ◽  
Karen D. Schenk
Keyword(s):  
Learning Styles ◽  
Research Area ◽  
Web Based ◽  
Group Interactions ◽  
Face To Face ◽  
Web Based Learning ◽  
Active Research ◽  
The Impact ◽  
E Mail ◽  
Active Research Area

The impact of cultural diversity on group interactions through technology is an active research area. Current research has found that a student’s culture appears to influence online interactions with teachers and other students (Freedman & Liu, 1996). Students from Asian and Western cultures have different Web-based learning styles (Liang & McQueen, 1999), and Scandinavian students demonstrate a more restrained online presence compared to their more expressive American counterparts (Bannon, 1995). Differences were also found across cultures in online compared to face-to-face discussions (Warschauer, 1996). Student engagement, discourse, and interaction are valued highly in “western” universities. With growing internationalization of western campuses, increasing use of educational technology both on and off campus, and rising distance learning enrollments, intercultural frictions are bound to increase.

scholarly journals Indian Educational Technology under a Learning Sciences Lens

10.29007/t2kt ◽  
2020 ◽  
Author(s):  
Nilanjana Saxena
Keyword(s):  
Cognitive Engagement ◽  
Higher Learning ◽  
Education For All ◽  
Learning Needs ◽  
Learning Technology ◽  
Traditional Teaching ◽  
Web Based ◽  
Web Based Learning ◽  
Education Delivery ◽  
Differentiated Learning

Education delivery and design is being continuously recast by application of learning technology. Several web-based learning applications are contributing to accessibility, enabling differentiated learning needs at scale. No doubt this is an important first step towards education for all, however since learning is a complex socio-psychological experience, are current EdTech products simply replicating traditional teaching? This paper presents a Learning Science (LS) perspective on EdTech solutions emerging in India, aimed at examining their pedagogical efficacy and proposing recommendations for greater cognitive engagement. Results reveal that while teacher centred approaches are visible in the Indian EdTech products, designing products aimed at constructive and interactive learner tasks will likely pave the way for higher learning gains.

scholarly journals Teaching geriatrics during the COVID-19 pandemic: experience of a brazilian medical school

2020 ◽  
Vol 14 (3) ◽  
pp. 203-206
Author(s):  
Marcos Daniel Saraiva ◽  
Milton Luiz Gorzoni
Keyword(s):  
Geriatric Medicine ◽  
Practical Experience ◽  
Sao Paulo ◽  
São Paulo ◽  
Learning Tool ◽  
Web Based ◽  
Social Distancing ◽  
Course Content ◽  
Web Based Learning ◽  
The Impact

INTRODUCTION: During the COVID-19 pandemic, the discipline of geriatrics at the Santa Casa de Sao Paulo School of Medical Sciences of São Paulo was adapted to a web-based learning environment due to social distancing measures. OBJECTIVE: To describe the full adaptation of the discipline of geriatrics to a web-based learning tool, of two activities that were developed including the current COVID-19 to illustrate some of the main concepts of geriatric medicine. METHODS: The course was fully adapted to the open-source course management system called MOODLE. The first activity was a COVID-19 clinical case discussion, whose main objective was to include COVID-19 in the content of our course, illustrating some of the main concepts of geriatrics. The second activity was a Comprehensive Geriatric Assessment (CGA) experience, done via videoconference, which also assessed the impact of social distancing measures on the health of older adults. RESULTS: A total of 43 medical students performed both activities, and 95% of the students considered the inclusion of the COVID-19 into the discipline of geriatrics useful, 88% approved the practical experience of CGA, and 84% felt that they contributed to the health of the interviewees after contact. CONCLUSION: Adapting our discipline to a web-based learning tool, while including the current COVID-19 in our course content and a practical experience of CGA via videoconference was possible and approved by students. The adoption of this initiative may not only be an academic strategy, but also a possible way to improve the quality of life of older people during the COVID-19 pandemic.

ENHANCING STUDENT PERFORMANCE IN FIRST YEAR CHEMISTRY THROUGH WEB -BASED LEARNING IN AN OPEN DISTANCE UNIVERSITY CONTEXT

2016 ◽  
Vol 38 (1) ◽  
pp. 74-86
Author(s):  
Hadley S Clayton ◽  
Mark G Smith
Keyword(s):  
Student Performance ◽  
Academic Staff ◽  
Assessment System ◽  
Pass Rate ◽  
Diagnostic Tools ◽  
Individual Student ◽  
First Year ◽  
Web Based ◽  
Web Based Learning ◽  
The Impact

This paper reports the results of a study to assess the impact of MasteringChemistry® on student performance in chemistry. The proprietary MasteringChemistry® is a web-based tutoring application and assessment system currently used in first year chemistry modules at the University of South Africa (Unisa). This web-based programme provides supplementary work, giving students practice with instructor-assigned problems. The system is able to coach students with feedback specific to their needs and with simpler problems upon request. The application also provides the individual student with immediate and specific feedback on incorrect or partially incorrect answers. There is great potential for web-based learning in an open distance-learning environment. In particular, in subjects such as chemistry where problem-solving strategies are intrinsic to the learning process, the internet could be an effective medium for teaching and learning. The rationale for this study was to explore new teaching strategies to increase the pass rate in chemistry. A profile of the student demographic, with data gathered from registration records, is presented. Data collection on student assessment occurred through the instructor diagnostic tools in the MasteringChemistry® application or with the assistance of the Unisa Examination Administration. Here we present preliminary results that indicate that most students who regularly accessed the material achieved better examination results than those who did not. This pilot study has led to improved and innovative formative assessment practices by the academic staff in the Chemistry Department at Unisa. It further formed an interesting and challenging learning experience for staff investigating web-based approaches directed at improvement of their assessment activities. 

Web-Based Distance Learning Technology: Does Appearance Matter?

2005 ◽  
Vol 49 (7) ◽  
pp. 755-758 ◽  
Author(s):  
Cristina Pomales-García ◽  
Yili Liu ◽  
David Mendez
Keyword(s):  
Distance Learning ◽  
Learning Environments ◽  
Performance Measures ◽  
Learning Technology ◽  
Web Based ◽  
Information Recall ◽  
Aesthetic Appearance ◽  
Traditional Performance ◽  
The Impact ◽  
Aesthetic Judgments

This research examines the impact of several aesthetic/appearance characteristics of web-based distance learning environments on information recall and perceived content difficulty. Six webbased instructional modules were used, which consisted of fragments of different lectures, each containing a different topic and ranging between three to six minutes in length. The results show that appearance/aesthetic judgments do matter and they offer additional insights into the effectiveness of instructional methods beyond traditional performance measures. In this study the appearance/aesthetic judgments changed as participants were exposed to a series of modules over time in a way that is different from the corresponding performance changes. The integration of aesthetic/appearance judgments in the evaluation of web-based distance learning technology gives us valuable insights to deepen our understanding of what characteristics of the technology make it more appealing and successful.

scholarly journals Pelatihan Pembuatan Bahan Ajar Online Berbasis Web Pada Sekolah Menengah Kejuruan Negeri 1 Tanah Miring

2021 ◽  
Vol 9 (2) ◽  
pp. 248-259
Author(s):  
Syamsul Bahri ◽  
Merta Simbolon ◽  
Abraham Laurens Rettob
Keyword(s):  
Online Teaching ◽  
Teaching Materials ◽  
Web Based ◽  
Face To Face ◽  
Web Based Learning ◽  
The Subject ◽  
Website Content ◽  
The Impact ◽  
And Training ◽  
The Web

Abstract. SMK Negeri 1 Tanah Miring is one of the schools whose lessons have been affected by the Covid-19 pandemic. The main problem faced by teachers at SMKN 1 Tanah Miring is the lack of accessible teaching materials in the learning process, especially online teaching materials during the Covid-19 pandemic. The purpose of this training is to provide knowledge and training to teachers on various types of online teaching materials that can be developed with the web. This training and mentoring are carried out in the form of presentations, training, and mentoring, both through face-to-face and online activities so that at the end of the activity it is hoped that you will know about online learning and various online teaching materials. The results of the evaluation of the activities showed that the majority of the participants, who were all teachers of SMK Negeri 1 Tanah Miring, were very satisfied with the implementation of this activity. However, the results of the evaluation of the impact of these activities indicate that the activities that have been implemented have been ineffective. Even though 88% of teachers managed to have their website address, only 10% of them managed to develop their website content according to the subject they were teaching.Keywords: Online Teaching Materials, Web-Based learning, Learning During the Covid-19 PandemicAbstrak. SMK Negeri 1 Tanah Miring merupakan salah satu sekolah yang pembelajarannya terdampak pandemi Covid-19. Masalah utama yang dihadapi oleh guru di SMKN 1 Tanah Miring adalah minimnya bahan ajar yang dapat diakses dalam proses pembelajaran, khususnya bahan ajar online pada masa pandemi Covid-19 ini. Tujuan pelatihan ini adalah memberikan pengetahuan dan pelatihan kepada guru tentang berbagai jenis bahan ajar online yang dapat dikembangkan dengan web. Pelatihan dan pendampingan ini dilaksanakan dalam bentuk presentasi, pelatihan, dan pendampingan, baik melalui kegiatan tatap muka maupun secara online sehingga pada akhir kegiatan diharapkan sudah memiliki pengetahuan tentang pembelajaran online serta berbagai bahan ajar online. Hasil evaluasi kegiatan menunjukkan bahwa mayoritas peserta kegiatan yang seluruhnya terdiri atas guru SMK Negeri 1 Tanah Miring sangat puas terhadap pelaksanaan kegiatan ini. Hal ini dapat dilihat dari 88% guru yang berhasil memiliki alamat website sendiri. Namun, jika dilakukan evaluasi terhadap dampak kegiatan ini bagi peserta di dalam melaksanakan aktivitasnya di sekolah, hanya 10% dari mereka yang berhasil mengembangkan konten websitenya sesuai dengan mata pelajaran yang diajarkannya. Oleh karena itu, dapat disimpulkan bahwa kegiatan yang telah dilaksanakan tidak efektif.Kata Kunci: Bahan Ajar Online, Pembelajaran Berbasis Web, Pembelajaran Masa Pandemi Covid-19

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