scholarly journals Reflections in cyberspace: Web conferencing for language teacher education

2001 ◽  
Vol 17 (2) ◽  
Author(s):  
E. Marcia Johnson ◽  
Ann Bishop ◽  
Anna Holt ◽  
Jennifer A. Stirling ◽  
Janice Zane
Keyword(s):  
Learning Environments ◽  
Collaborative Group ◽  
Task Structure ◽  
Web Conferencing ◽  
Student Knowledge ◽  
Language Teacher Education ◽  
Web Based ◽  
Personal Learning ◽  
E Learning

This paper reports on an in depth evaluation of a distance format Applied Linguistics course in which web based computer conferencing was used as a tool to support student knowledge construction and collaborative group work. Students and their teacher reflected on what they expected from the course, whether or not computer supported discussion was effective for personal learning, and how e-learning environments could be improved. The findings are reported within categories of social cohesion and the role of online discussion to support meaningful experiential learning. More generally, the paper discusses how situated evaluation can help educators gain a better understanding of the roles of task, structure, and language use in e-learning environments.

Understanding Web 2.0 and its Implications for E-Learning

2010 ◽  
pp. 21-42 ◽  
Author(s):  
Tony Bates
Keyword(s):  
Learning Environments ◽  
New Technologies ◽  
Digital Learning ◽  
Workplace Training ◽  
Learning Materials ◽  
Web Based ◽  
Personal Learning ◽  
Knowledge Based ◽  
E Learning ◽  
And Training

A whole new range of web-based tools and services now provides learners with the opportunity to create their own digital learning materials, personal learning environments, and social networks. What are the implications for the design of learning materials, workplace training, and accreditation of learners? This chapter focuses on integrating educational principles of virtual learning with the application of these new technologies. The argument is made that these tools provide an opportunity for new design models for education and training that will better prepare citizens and workers for a knowledge-based society. It rejects, though, the notion that these tools of themselves will revolutionize education and make formal institutions redundant.

Gender Differences in E-Learning

2012 ◽  
pp. 175-191
Author(s):  
Richard D. Johnson
Keyword(s):  
Gender Differences ◽  
Learning Environments ◽  
Social Presence ◽  
Peer Communication ◽  
Web Based ◽  
Communication Processes ◽  
E Learning ◽  
Communication Differences ◽  
Using Data ◽  
Course Outcomes

Although previous research has suggested that women may be at a learning disadvantage in e-learning environments, this study examines communication differences between women and men, arguing that women’s communication patterns may provide them with a learning advantage. Using data from 303 males and 252 females, this paper discusses gender differences in course communication processes and course outcomes in a web-based introductory information systems course. Results indicate that women communicated more, perceived the environment to have greater social presence, were more satisfied with the course, found the course to be of greater value, and had marginally better performance than men. Despite the challenges facing women in e-learning environments, the results of this study suggest that e-learning environments that allow for peer to peer communication and connectedness can help females overcome some of these disadvantages. Implications for research and practice are also discussed.

e-Learning in the Cloud

2012 ◽  
pp. 10-19 ◽  
Author(s):  
Niall Sclater
Keyword(s):  
Learning Environments ◽  
Virtual Learning Environment ◽  
Educational Institutions ◽  
Learning Tools ◽  
It Services ◽  
Institutional Policies ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
E Learning ◽  
Levels Of Service

Elearning has grown rapidly in importance for institutions and has been largely facilitated through the “walled garden” of the virtual learning environment. Meanwhile many students are creating their own personal learning environments by combining the various Web 2.0 services they find most useful. Cloud computing offers new opportunities for institutions to provide dynamic and up-to-date Internet-based, e-learning applications while ensuring high levels of service, and compliance with institutional policies and legislation. The cloud is rapidly evolving in its architecture, the services offered and the logistics of deployment. It brings with it risks but also possibilities for learners and for educational institutions to reduce costs and enhance services. It is likely to severely disrupt the business model developed by existing vendors of VLEs who provide an integrated suite of e-learning tools, installed and maintained by the institution’s IT services department.

Evolving Learning in the Stuff Swamp

2003 ◽  
pp. 211-228 ◽  
Author(s):  
Jon Dron ◽  
Chris Boyne ◽  
Richard Mitchell
Keyword(s):  
Learning Environments ◽  
Cold Start ◽  
Learning Resources ◽  
Future Directions ◽  
Web Based ◽  
Natural Systems ◽  
Self Organisation ◽  
Emergent Structure ◽  
Cold Start Problem

This chapter describes the theory, background and some uses of CoFIND (Collaborative Filter in N Dimensions), a Web-based database of learning resources which is created by and for learners. CoFIND is designed to exploit principles of evolution and self-organisation to create an emergent structure to learning resources. Through the manipulation of learner-supplied metadata such as classifications and ratings, this structure shapes itself to the needs of the learners who create it, providing something akin to guidance traditionally supplied by a teacher. The chapter starts with a discussion of the weaknesses of existing means for groups of learners to discover learning resources including search engines, directories, seals of approval, and collaborative filters. It considers a range of methods by which self-organisation is achieved in natural systems (notably evolution and stigmergy) and which underpin the CoFIND system. CoFIND is described and examples are given of some of its uses. The authors discuss some issues which arise, especially its cold-start problem, influences of surrounding systems and the role of motivation. The chapter concludes with a discussion of potential future directions for CoFIND and identifies some other aspects of learning environments which may benefit from such a self-organising system.

Designing Web-Based Educational Virtual Reality Environments

2010 ◽  
pp. 157-178 ◽  
Author(s):  
Kosmas Dimitropoulos ◽  
Athanasios Manitsaris
Keyword(s):  
Distance Education ◽  
Virtual Reality ◽  
Learning Environments ◽  
World Wide ◽  
Virtual Learning Environments ◽  
Virtual Reality Technology ◽  
Web Based ◽  
Learning Content ◽  
The Web

This chapter aims to study the benefits that arise from the use of virtual reality technology and World Wide Web in the field of distance education, as well as to further explore the role of instructors and learners in such a network-centric mode of education. Within this framework, special emphasis is given on the design and development of web-based virtual learning environments so as to successfully fulfil their educational objectives. In particular, the chapter includes research on distance education on the Web and the role of virtual reality, as well as study on basic pedagogical methods focusing mainly on the efficient preparation, approach and presentation of the learning content. Moreover, specific designing rules are presented considering the hypermedia, virtual and educational nature of this kind of applications. Finally, an innovative virtual reality environment for distance education in medicine, which reproduces conditions of the real learning process and enhances learning through a real-time interactive simulator, is demonstrated.

eLearning in the Cloud

2010 ◽  
pp. 661-670
Author(s):  
Niall Sclater
Keyword(s):  
Learning Environments ◽  
Virtual Learning Environment ◽  
Educational Institutions ◽  
Learning Tools ◽  
It Services ◽  
Institutional Policies ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
E Learning ◽  
Levels Of Service

Elearning has grown rapidly in importance for institutions and has been largely facilitated through the “walled garden” of the virtual learning environment. Meanwhile many students are creating their own personal learning environments by combining the various Web 2.0 servicesthey find most useful. Cloud computing offers new opportunities for institutions to provide dynamic and up-to-date Internet-based, e-learning applications while ensuring high levels of service, and compliance with institutional policies and legislation. The cloud is rapidly evolving in its architecture, the services offered and the logistics of deployment. It brings with it risks but also possibilities for learners and for educational institutions to reduce costs and enhance services. It is likely to severely disrupt thebusiness model developed by existing vendors of VLEs who provide an integrated suite of e-learning tools, installed and maintained by the institution’s IT services department.

Applying E-Portfolio Evaluation Criteria to the Blackboard LMS E-Portfolio

2015 ◽  
pp. 157-185
Author(s):  
Gary F. McKenna ◽  
Gavin J. Baxter ◽  
Thomas Hainey
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Evaluation Criteria ◽  
Education Institution ◽  
Portfolio Evaluation ◽  
Personal Learning ◽  
Need To Evaluate ◽  
E Learning ◽  
Uk Higher Education ◽  
Intended Effect

An important part of educational effective practice is performing evaluations to optimise learning. Applying evaluation criteria to virtual and personal learning environments enables educators to assess whether the technologies used are producing the intended effect. As online educational technologies become more sophisticated so does the need to evaluate them. This chapter suggests that traditional educational evaluation frameworks for evaluating e-Learning are insufficient for application to LMS e-portfolios. To address this problem we have developed evaluation criteria designed to assess the usability of LMS e-portfolios used within higher education. One of the main problems with evaluating the usability of LMS e-portfolio is that there is a distinct lack of empirical evidence of evaluation criteria designed and developed for evaluating e-portfolios. This chapter describes the results of applying newly developed LMS e-portfolio evaluation criteria within one UK higher education institution.

Students’ Use of Technology in Learning Course Material

2014 ◽  
Vol 10 (1) ◽  
pp. 35-48 ◽  
Author(s):  
Michele T. Cole ◽  
Louis B. Swartz ◽  
Daniel J. Shelley
Keyword(s):  
Learning Environments ◽  
Real World ◽  
Academic Integrity ◽  
Business Students ◽  
Age Group ◽  
Online Environment ◽  
Use Of Technology ◽  
E Learning ◽  
Course Material

This paper presents the results of a four-year study examining business students’ perceptions of academic integrity and the role of technology in e-learning. This study is an extension of previous research on academic integrity in the online environment (Cole, Shelley & Swartz, 2013; Cole & Swartz, 2013; Shelley, Cole & Swartz, 2010). Of the 553 students who participated in the study, more than a third did not believe that academic integrity applied equally online and in the classroom. Independent-samples t-tests showed statistically significant differences based on gender, but not by age group or level of study. There were 200 responses to what made the two learning environments different. Students pointed to the “real world” where accessing all available resources to solve a problem was the norm, suggesting that instructors should recognize that and adapt their expectations of what is and is not acceptable behavior in the courses they teach.

Strategic Design for Web-Based Teaching and Learning

2011 ◽  
pp. 280-302
Author(s):  
Brian Corbitt ◽  
Dale M Holt ◽  
Stephen Segrave
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Technology Infrastructure ◽  
Web Based ◽  
Strategic Design ◽  
New Concepts ◽  
E Learning ◽  
Education Design ◽  
And Function ◽  
Academic Teacher

Deakin University has established and integrated a major, corporate technology infrastructure to unify and enhance its on campus and distance education. This environment is called Deakin Online. Efforts to realise its potential for creating enduring teaching and learning benefits are understood in the context of the University’s commitment to ’relevance, responsiveness and innovation’. How are these values and benefits realised in an evolving, educational enterprise using the new digital, corporate technologies and new concepts of organisational structure and function? We argue for the transforming influence of a new academic teacher role, new forms of academic development and open collegiality. Moreover, changes in role and process need to be grounded in systemic, organisation wide and program wide approaches to designing and working within comprehensively conceived, contemporary learning environments. We argue for system wide education design, situating e learning within broader curricular and pedagogical concerns to create enduring benefits in the learning environments of higher education.

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