i-manager Publications

i-manager's Journal of Educational Technology (JET)

Current Issue Vol. 21 Issue 2

Preventing Teacher and Counselor Burnout: Self-Care in Training Programs
A Study of Intervention Math Labs and STAAR Math Growth Scores in a South Texas Rural Middle School
Turkish EFL Teachers' Perceptions of their Pedagogical Digital Competence in an EFL Setting
Brief Report: Targeting the Social Communication Skills of an Autistic Adolescent with a Co-Occurring ADHD Diagnosis using Two Formats of a Social Story
The Effectiveness of GeoGebra Assisted Learning on Students' Mathematical Representation: A Meta-Analysis Study

Most Cited

Volume 9 Issue 4 January - March 2013

Article

Photographic Inquiry and Educational Technologies: Generating Meaningful Narratives

Dr. Raji Swaminathan* , Thalia M. Mulvihill**

* Director, Urban Education Doctoral Program & Associate Professor, Educational Policy and Community Studies, .

** Professor of Social Foundations of Education and Higher Education, Director of the Adult, Higher and Community Education Doctoral, Program, Ball State University, Muncie.

Swaminathan , R., and Mulvihill T. M. (2013). Photographic Inquiry And Educational Technologies:Generating Meaningful Narratives. i-manager’s Journal of Educational Technology, 9(4), 1-7. https://doi.org/10.26634/jet.9.4.2127

Abstract

This article examines the possibilities of photography as a tool for Qualitative Research data collection, data analysis, and display. The authors argue that the new vanguard of educational technologies (ETs) further illuminates the analytical possibilities of photographic data and ETs can serve as an engaging way to interact with meaning-making related to the increasingly more visual socio-cultural context of qualitative inquiry. ETs related to creating and displaying photographs combined with engaging multimodal pedagogies can produce endless possibilities for arranging data and generating meaningful narratives.

References

[1]. Becker, H. (1986). Doing Things Together. Evanston, Il: Northwestern University Press.

[2]. Ball, M.S., & Smith, G.W.H. (1992). Analyzing Visual Data. Newbury Park, CA: Sage.

[3]. Barthes, R. (1981). Camera Lucida: Reflections on Photography. New York, NY: Hill and Wang.

[4]. Burke, D., and Evans, J. (2011). Embracing the Creative: The Role of Photo Novella in Qualitative Nursing Research. International Journal of Qualitative Methods 10 (2), 164-177.

[5]. Bruns, Axel (2008). Blogs, Wikipedia, Second Life, and Beyond: From Production to Produsage. New York: Peter Lang.

[6]. Byers, P. (1966). Cameras Don't Take Pictures. Columbia University Forum, 9, 27-31.

[7]. Chaplin, E. (2006). The convention of captioning: W.G. Sebald and the release of the captive image. Visual Studies 21, (1), 42–53.

[8]. Clark, C.D. (1999). The autodriven interview: A photographic viewfinder into children's experiences. Visual Sociology, 14, (1), 39-50.

[9]. Collier, J. (1957). Photography in anthropology: a report on two experiments, American Anthropologist 59, 843–859.

[10]. Denzin, N., & Lincoln, Y. (2008). Strategies of Qualitative Inquiry. Thousand Oaks, CA: Sage.

[11]. Dicks, B., Soyinka, B., and Coffey, A. (2006). Multimodal ethnography. Qualitative Research 6, (1), 77-96.

[12]. Grosvenor, I. (2007). From the 'eye of history' to a 'second gaze': The visual archive and the marginalized in the history of education. History of Education, 36, (4-5), 607-22.

[13]. Hall, E.T. (1966). The Hidden Dimension. New York, NY: Doubleday.

[14]. Harper, D. (1988). Visual sociology: Expanding sociological vision. American Sociologist, 19, (1), 54-70.

[15]. Harper, D. (1994). On the authority of the image: Visual methods at the crossroads. In N.K. Denzin& Y. Lincoln (Eds.) Handbook of Qualitative Research.(pp. 403-412). London: Sage.

[16]. Harper, D., & Faccioli, P. (2000). Small, silly insults, mutual seduction and misogyny: The interpretation of Italian advertising signs. Visual Sociology, 15, (1), 23-49.

[17]. Harrington, C., & Schibik, T. (2003). Reflexive photography as an alternative method for the study of the freshman year experience. NASPA Journal, 41, (1), 23-40.

[18]. Hurworth, R. (2003). Photo-interviewing for research. Social Research Update, 40. Retrieved February 15, 2013, from http://sru.soc.surrey.ac.uk/SRU40.html.

[19]. Kenney, Keith. (2009). Visual Communication Research Designs. New York: Routledge.

[20]. Mitchell, C. (2009). Geographies of danger: School toilets in sub-Saharan Africa. In O. Gershenson& B. Penner (Eds.) Ladies and Gents. Philadelphia, PA: Temple University Press.

[21]. Mulvihill, T., and Swaminathan, R. (2012a). Nurturing the Imagination: Creativity Processes and Innovative Qualitative Research Projects. i-manager’s Journal of Educational Psychology, 5, (4), 1-8.

[22]. Mulvihill, T., and Swaminathan, R. (2012b). Creative Qualitative Inquiry: Innovative Graduate Level Pedagogies Shaped by Educational Technologies. i-manager’s Journal of Educational Technology, Vol. 8., No. 3., pp. 21-26.

[23]. Mulvihill, T., and Swaminathan, R. (2013) Creativity and Learning in the Virtual Sphere: Perspectives from Doctoral Students, special issue of i-manager’s Journal of Educational Technology, Vol. 9, No. 3, pp. 41-48.

[24]. Mulvihill, T. (2013). Mentoring, Talking Sticks, and Academic Spiritwalking. The Learning Teacher Magazine, No. 4/2012, p. 12.

[25]. Pedersen, C.H. (2008). Anchors of meaning – helpers of dialogue: The use of images in production of relations and meaning. International Journal of Qualitative Studies in Education 21, (1), 35–47.

[26]. Pink, S. (2006). Doing Visual Ethnography. London: Sage Publications.

[27]. Riis, J. (1890). How the other half lives. New York: Scribner's.

[28]. Rose, D.G. (2006). Visual Methodologies. An Introduction to the Interpretation of Visual Materials. London: Sage Publications.

[29.] Schwartz, D. (1989). Visual ethnography: Using photography in qualitative research. Qualitative Sociology, 12, (2), 119-154.

[30]. Somlai-Fischer, A., Halacsy, P., Arvai, P. (2009). Prezi presentation software.

[31]. Stott, W. (1973). Documentary expression and thirties America.New York: Oxford University Press.

[32]. Sturken, M., & Cartwright, L. (2001). Practices of looking: An introduction to visual culture. London: Oxford University Press.

[33]. Tagg, J. (1988). The Burden of Representation: Essays on Photographies and Histories. Boston, MA: The University of Massachusetts Press.

[34]. Thomson, J., & Smith, A. (1877). Street life in London.London: Sampson, Low, Murston, Searle & Rurington.

[35]. Wang, C. (1999). Photovoice: A participatory action research strategy applied to women's health. Journal of Women's Health, 8 (2), 185-192.

[36]. Wang, C. (2001). Photovoice Ethics, Health Education and Behavior, 28 (5), 560-572.

[37]. Whyte, W.F. (1991). Participatory Action Research. Newbury Park, CA: Sage.

Full Article (HTML)

Pdf

Research Paper

Student Perceptions of Asynchronous and Synchronous Web Based Tools and Perceived Attainment of Academic Outcomes

Melissa A. Parenti*

Assistant Professor, St. John's University.

Parenti , M. A. (2013). Student Perceptions of Asynchronous and Synchronous Web Based Tools and Perceived Attainment Of Academic Outcomes. i-manager’s Journal of Educational Technology, 9(4), 8-14. https://doi.org/10.26634/jet.9.4.2128

Abstract

With an increasing presence and continual adaptations related to distance learning, there is a recognized need for up to date research in the area of effectiveness of online education programs. More specifically, assessing the capacity to attain academic goals by use of asynchronous and synchronous web based tools within learning management systems (LMS) requires further evaluation. Research within this study was designed to assess student perceptions of the abilities of the various asynchronous and synchronous web-based tools to assist in the perceived attainment of academic outcomes. The mixed method study included 33 participants (n=33) enrolled in a Master of Arts in Teaching distance learning program. A post-only Likert scale survey was employed to collect quantitative data linked to perceptions of the ability of various web-based instructional tools to assist in the perceived attainment of learning outcomes. Descriptive statistics revealed preference for the live synchronous Class Time sessions, live synchronous Chat Pod messaging, and asynchronous ongoing email communication. Additionally, qualitative feedback was gathered via open-ended response and observation of twenty-one recorded Class Time sessions. The qualitative findings within this study were consistent with the research detailing the benefits of varied ongoing interactions and immediacy of feedback in the online learning setting.

References

[1]. Allen, I.E., & Seaman, J. (2011). Going the Distance: Online Education in the United States. Wellesley, MA: Babson Survey Research Group.

[2]. Arbaugh, J.B. (2001). How instructor immediacy behaviors affect student satisfaction and learning in web-based courses. Business Communication Quarterly, 64, 42–54.

[3]. Checkering, A., & Ehrmann, S. E. (1996, October). Implementing the seven principles: Technology as lever [Electronic version]. American Association for Higher Education, p. 1-8.

[4]. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87–105.

[5]. Gibbons, H. S., & Wentworth, G. P. (2001, July). Andrological and pedagogical training differences for online instructors. The Online Journal of Distance Learning Administration, 4(3).

[6]. Hillman, D. C., Willis, D. J., & Gunawardena, C. N. (1994). Learner-interface interaction in distance education: An extension of contemporary models and strategies for practitioners. The American Journal of Distance Education, 8(2), 30–44.

[7]. Moore, M. G. (1993a). Distance education: New perspectives. In K. Harry, M. John, & D. Keegan (Eds.) Three types of interaction (pp. 19–24). New York: Routledge.

[8]. Moore, M. G. (1993b). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22–38). New York: Routledge.

[9]. Park, Y. J., & Bonk, C. J. (2007). Is online life a breeze? A case study for promoting synchronous learning in a blended graduate course. MERLOT Journal of Online Learning and Teaching, 3(3), 307–323.

[10]. Swan, K. (2001). Virtual Interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(2), 306–331.

[11].Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education, Communication & Information, 2(1), 23–49.

[12]. Zhang, D., & Nunamaker, J. F. (2003). Powering e-learning in the new millennium: An overview of e-learning and enabling technology. Information Systems Frontiers, 5(2), 207–218.

Full Article (HTML)

Pdf

Research Paper

A Proposed Multimedia Cone of Abstraction: Updating a Classic Instructional Design Theory

Charles E. Baukal* , Floyd B. Ausburn, Lynna J. Ausburn*

-- Occupational Education, Oklahoma State University, Stillwater, Oklahoma

Baukal, C. E., Ausburn , F. B., and Ausburn , L. J. (2013). A Proposed Multimedia Cone of Abstraction: updating a Classic Instructional Design Theory. i-manager’s Journal of Educational Technology, 9(4), 15-24. https://doi.org/10.26634/jet.9.4.2129

Abstract

Advanced multimedia techniques offer significant learning potential for students. Dale (1946, 1954, 1969) developed a Cone of Experience (CoE) which is a hierarchy of learning experiences ranging from direct participation to abstract symbolic expression. This paper updates the CoE for today’s technology and learning context, specifically focused on the use of multimedia in education. The new hierarchy, called the Multimedia Cone of Abstraction (MCoA), has fewer primary levels than the CoE but many more total levels because of multiple potentialsublevels. The purpose of the MCoA is to help instructional designers of educational content to select appropriate multimedia for each learning context.

References

[1]. Ausburn, F. B., & Ausburn, L. J. (2008a). Sending students anywhere without leaving the classroom: Virtual reality in CTE. Techniques: Connecting Education & Careers, 83(7), 43-46.

[2]. Ausburn, L. J., & Ausburn, F. B. (2008b). Effects of desktop virtual reality on learner performance and confidence in environment mastery: Opening a line of inquiry. Journal of Industrial Teacher Education, 45(1), 54-87.

[3]. Baddeley, A. D. (2007). Working memory, thought, and action. Oxford, UK: Oxford University Press.

[4]. Baddeley, A. D., & Hitch, G.J. (1974). Working memory. In G. A. Bower (ed.), Recent Advances in Learning and Motivation (Vol. 8, pp. 47-89). New York, NY: Academic Press.

[5]. Butcher, K. R. (2006). Learning from text with diagrams: Promoting mental model development and inference generation. Journal of Educational Psychology, 98(1), 182-197.

[6]. Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293-332.

[7]. Clark, R. C., & Lyons, C. (2011). Graphics for learning. San Francisco: Pfeiffer.

[8]. Counts, Jr., E. L. (2004). Multimedia Design and Production for Students and Teachers. Boston: Pearson.

[9]. Dale, E. (1946). Audiovisual methods in teaching. New York: Dryden Press.

[10]. Dale, E. (1954). Audiovisual methods in teaching (Rev. ed.). New York: Holt, Rinehart & Winston.

[11]. Dale, E. (1969). Audiovisual methods in teaching. New York: Dryden Press.

[12]. Fletcher, J. D., & Tobias, S. (2005). The multimedia principles. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 117-133). Cambridge, UK: Cambridge University Press.

[13]. Hegarty, M. (2004). Dynamic visualizations and learning: Getting to the difficult questions. Learning and Instruction, 14(3), 343-351.

[14]. Höffler, T. N. (2010). Spatial ability: Its influence on learning with visualizations – a meta-analytic review, Educational Psychology Review, 22(3), 245-269.

[15]. Höffler, T.N., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17(6), 722-738.

[16]. Höffler, T.N., Prechtl, H., & Nerdel, C. (2010). The influence of visual cognitive style when learning from instructional animations and static pictures. Learning and Individual Differences, 20(5), 479-483.

[17]. Kalyuga, S. (2005). Prior knowledge principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 325-337). Cambridge, UK: Cambridge University Press.

[18]. Kalyuga, S., Chandler, P., and Sweller, J. (2004). When redundant on-screen text in multimedia technical instruction can interfere with learning. Human Factors, 46(3), 567-581.

[19]. Kozma, R.B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211.

[20]. Lewalter, D. (2003). Cognitive strategies for learning from static and dynamic visuals. Learning and Instruction, 13, 177-189.

[21]. Lin, H. & Dwyer, F.M. (2010). The effect of static and animated visualization: A perspective of instructional effectiveness and efficiency. Educational Technology Research and Development, 58(2), 155-174.

[22]. Lohr, L. L. (2008). Creating Graphics for Learning and Performance: Lessons in Visual Literacy. (2nd Ed.). Upper Saddle River, NJ and Columbus, OH: Pearson, Merrill Prentice Hall.

[23]. Lowe, R.K. (1999). Extracting information from an animation during complex visual learning. European Journal of Psychology of Education, 14(2), 225-244.

[24]. Lowe, R.K. (2003). Animation and learning: Selective processing of information in dynamic graphics. Learning and Instruction, 13, 157-176.

[25]. Mayer, R.E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13, 125-139.

[26]. Mayer, R.E. (2009). Multimedia learning (2nd ed.). New York: Cambridge University Press.

[27]. Mayer, R.E., Hegarty, M. Mayer, S., & Campbell, J. (2005). When static media promote active learning: Annotated illustrations versus narrated animations in multimedia instruction. Journal of Experimental Psychology: Applied, 11(4), 256-265.

[28]. Mayer, R.E., & Moreno, R. (2002). Animation as an aid to multimedia learning. Educational Psychology Review, 14(1), 87-99.

[29]. Paivio, A. (1971). Imagery and verbal processes. New York: Rinehart and Winston.

[30]. Paivio, A. (1986). Mental representations: A dual coding approach. New York: Oxford University Press.

[31]. Paivio, A. (2007). Mind and its evolution: A duel coding theoretical approach. New York: Psychology Press.

[32]. Pett, D., & Wilson, T. (1996). Color research and its application to the design of instructional materials. Educational Technology Research and Development, 44(3), 19-35.

[33]. Richey, R., Klein, J. D., & Tracey, M. W. (2011). The instructional design knowledge base: Theory, research, and practice. New York: Routledge.

[34]. Rieber, L.P. (1991). Animation, incidental learning, and continuing motivation. Journal of Educational Psychology, 83(3), 318-328.

[35]. Schnotz, W., Böckheler, J., & Grzondziel, H. (1999). Individual and co-operative learning with interactive animated pictures. European Journal of Psychology of Education, 14(2), 245-265.

[36]. Seels, B. (1997). The relationship of media and ISD theory: The unrealized promise of Dale's Cone of Experience. Proceedings of Selected Research and Development Presentations at the 1997 National Convention of the Association for Educational Communications and Technology, Albuquerque, NM, February 14-18, 1997.

[37]. Smith, S.M., & Woody, P.C. (2000). Interactive effect of multimedia instruction and learning styles. Teaching of Psychology, 27(3), 220-223.

[38]. Subramony, D. P. (2003). Dale's Cone revisited: Critically examining the misapplication of a nebulous theory to guide practice. Educational Technology, 43(4), 25-30.

[39]. Sweller, J. (1999). Instructional design in technical areas. Camberwell, Victoria, Australia: ACER Press.

[40]. Sweller, J., Ayres, P. & Kalyuga, S. (2011). Cognitive load theory. New York: Springer.

[41]. Tufte, E. (1990). Envisioning information. Cheshire, CT: Graphics Press.

[42]. Tversky, B., Morrison, J.B., & Betrancourt, M. (2002). Animation: Can it facilitate? International Journal of Human-Computer Studies, 57(4), 247-262.

Full Article (HTML)

Pdf

Research Paper

Embedding Mixed-Reality Laboratories into E-Learning Systems for Engineering Education

Munther N. Al-Tikriti* , 0**

* Faculty of Engineering, Philadelphia University, Jordan.,

** Dean, Faculty of Engineering, Philadelphia University, Jordan.

Al-Tikriti, M. N., and Al-Aubidy, K. M. (2013). Embedding Mixed-Reality Laboratories Into E-Learning Systems For Engineering Education. i-manager’s Journal of Educational Technology, 9(4), 25-35. https://doi.org/10.26634/jet.9.4.2130

Abstract

E-learning, virtual learning and mixed reality techniques are now a global integral part of the academic and educational systems. They provide easier access to educational opportunities to a very wide spectrum of individuals to pursue their educational and qualification objectives. These modern techniques have the potentials to improve the quality of the teaching and learning process and elevate its performance to higher standards. Furthermore, e-learning in conjunction with mixed reality techniques can reduce the cost of higher education at both institutional and individual learner levels. In this paper, the focus will be on teaching-learning of applied science such as engineering. These studies demand special requirements, such as acquiring specific technical skills and practices through training. Our objective in this paper is the explanation and design of remote laboratories in mixed-reality mode. Decision making and evaluation of performance using fuzzy logic will be embedded in the proposed design.

References

[1]. Al-Aubidy, K. M. (2005). Applying fuzzy logic for learner modeling and decision support in online learning systems. i-manager's Journal of Educational Technology, pp:76-85.

[2]. Aleksandrov, S., Jovanovic, Z., Cajetinac, S. and Mijatovic, M. (2012). Real-time WEB access to the mechatronics laboratory in the process of e-learning. Automatic Control & Robotics, pp. 45-56, Vol.11, No.1.

[3]. Curran, C. (2004). Strategies for e-learning in universities. Research & Occasional paper series: CSHE.7.04, Center for Studies in Higher Education, University of California, Berkeley. September 2004.

[4]. Farah, S., Benachenhou, A., Neveux, G. and Barataud, D. (2012). Design of a flexible hardware interface for multiple remote electronic practical experiments of virtual laboratory. Intr. Journal of Online Engineering, pp. 7-12, Vol. 8, No. 2.

[5]. Gomes, L., and Gracia-Zubia, J. (Editor). (2007). Advances on remote laboratories and e-learning experiences. Deusto Publications, University of Deusto, Spain.

[6]. Gupta, T., Madhuri, S., Prach, A., Akhtar, M. J., and Srivastava, K. V. (2012). Development of the virtual lab module for understanding the concepts of electric and magnetic field patterns in rectangular waveguides and cavities. International Journal of Online Engineering, pp. 12-21, Vol. 8, No. 3.

[7]. Ma, J., and Nickerson, J. (2006). Hands-on, simulated, and remote laboratories: A comparative literature review. ACM Computing Surveys, Vol. 38, No.3.

[8]. Millar, R. (2009). Analysis practical activities to asses and improve effectiveness. Center of Innovation & Research in Science Education, University of York, England.

[9]. Müller, D., and Ferreira, J.M. (2004). MARVEL: a mixed-reality learning environment for vocational training in mechatronics. Proceedings of the Technology Enhanced Learning International Conference, pp.65–72, Milano, Italy.

[10]. Pereira, C.E., Paladini, S., and Schaf, F. M. (2012). Control and automation engineering education: combining physical, remote and virtual labs. 9th Intr. Multi-conference on Systems, Signals & Devices, IEEE-SSD2012, Germany.

[11]. Ponta, D., and Donzellini, G. (2007). A simulation environment for e-learning in digital design. IEEE Trans. Ind. Electron., pp. 3078–3085, Vol. 54, No. 6.

[12]. Ponta, D., and Donzellini, G. (2008). A virtual laboratory for digital design. Intr. Journal of Online Engineering, Vol.4, No.2.

[13]. Saleem, A. I., and Al-Aubidy, K. M. (2008). Mixed reality environment for web-based laboratory interactive learning. Intr. Journal of Online Engineering, pp.40-45, Vol.4, No.1.

[14]. Schaf, F. M., and Pereira, C. E. (2009). Integrating mixed reality remote experiments into virtual learning environments using interchangeable components. IEEE Transactions on Industrial Electronics, pp. 4776-4783, Vol. 56, No. 12.

[15]. Schaf, F. M., and Pereira, C. E. (2007). Automation and control learning environment with mixed reality remote experiments architecture. International Journal of Online Engineering.

[16]. Thubaasini, P., Rusnida, R., and Rohani, S. M. (2010). Efficient comparison between Windows and Linux platform applicable in a virtual architectural walkthrough application. Innovations in Computing Sciences & Software Engineering (Editors: T. Sobh & K. Elleithy), pp:337-342, Springer.

[17]. Watanbe, K. (2005). A study on needs for e-learning through the analysis of national survey and case studies. Progress in informatics, pp.77-86, No.2, Japan.

[18]. Young, J. E., Sharlin, E., and Igarashi, T. (2011). What is mixed reality, anyway? Considering the boundaries of mixed reality in the context of robots. Mixed Reality and Human-Robot Interaction (Editor: X. Wang), pp:1-9, Springer.

[19]. Http://searchcio-midmarket.techtarget.com.

Full Article (HTML)

Pdf

Research Paper

Towards Quality Higher Education in the Arab World: Challenges of the Present and Aspirations of the Future

Mohammad Amin Awwad*

Vice President for Academic Affairs, Philadelphia University, Jordan.

Awwad , M. A. (2013). Towards Quality Higher Education In The Arab World: Challenges of the Present and Aspirations of the Future. i-manager’s Journal of Educational Technology, 9(4), 36-45. https://doi.org/10.26634/jet.9.4.2131

Abstract

This paper aims at providing an objective evaluation and transformation of Higher Education in the Arab World with a focus on its contribution to knowledge and human development. It argues that despite the great expansion in the number of higher education institutions and the great increase in the number of students enrolled in them, the needs and aspirations of Arab societies have not been fulfilled as the contribution of these institutions to human development and applied science and technology does not measure up to international standards. In order to improve the quality of higher education provision, outcomes, and economic feasibility, the paper provides a survey of e-learning and blended education and argues that blended education should be adopted as the backbone of higher education in the Arab World due to its excellent content, methodology, outcomes, and economic feasibility.

References

[1]. Allen, I.E., and Seaman, J. (2003). Seizing the Opportunity: The Quality and Extent of Online Education in the United States, 2002 and 2003, the Sloan Consortium.

[2]. Allen, I.E., and Seaman, J. (2011). Going the Distance: Online Education in the United States. Babson Survey Research Group.

[3]. BizEd. (2007). More Students Choosing Online, Education. Vol. 6, Issue 2:59.

[4]. Clark, B. (2011). Moving the Technology into the Au/LBS Classroom Project, College sector Committee, Ontario, Canada.

[5]. DeSantis, N. (2012). After Leadership Crisis Fueled by Distance-Ed Debate, UVa will put Free classes online. Retrieved from; www.chronicle.com/article after Leadership Crisis Fueled/132917/.

[6]. Dziuban, C. D., Joel, L. H. and Patsy D. M. (2004). Blended Learning. Educause Center for Applied Research Bulletin. Volume 2004, issue 7.

[7]. Dziuban, C. D., Patsy, M. and Joel L. H. (2004). Higher Education, Blended Learning, and the Generations: Knowledge is Power-No more. Retrieved from; www.sc.edu/cte/dziuban/doc/blendedlearning.pdf

[8]. European Commission (2011). Strategic framework for education and training. Education and Training 2010 work programme.

[9]. European Commission (2012). The Bologna Process-Towards the European Higher Education Areas.

[10]. Friedman, T. L. (2012). Come the Revolution. NY Times, May, 15. USA.

[11]. Garrison, D. G., and Vaughan, N.D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. J. Wiley and Son, USA.

[12]. Means, B., Toyama, Y., Murphy, R., Bakia, M. and Jones, K. (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, U.S. Department of Education, office of planning, Evaluation and policy Development, Washington .D.C, USA.

[13]. MIT. (2011). MIT Open Courseware 2011 Program Evaluation Findings Summary.

[14]. Nagel, D. (2009). Meta-Analysis: Is Blended Learning Most Effective?.

[15]. NTU Ranking. (2012). The National Taiwan University Ranking 2012.

[16]. Pereira, E. (2012). Coursera: Opening Ivy League Universities to the Masses. .

[17]. Sasson, A. (2007). Research and Development in the Arab States: the Impact of Globalization, facts and Perspectives. UNESCO Forum of Higher Education, Knowledge and Research UNESCO Headquarters, Paris.

[18]. Savage, C. (2012). Online Learning Is Just beginning.

[19]. Shanghai. (2012). Academic ranking of world universities.

[20]. Romani, V. (2009). The politics of Higher Education in the Middle East: Problems and Prospects. in Middle East Brief, Brandeis University Crown Center for Middle East studies.

[21]. Staker, H. (2011). The Rise of K-12 Blended Learning: profiles of Emerging Models. Innosight Institute Inc, USA.

[22]. UNISCO. (2011). UNESCO Institute Fact sheet, August, NO.15.

[23]. U.S. Patent and Trademark Office Patent Technology Monitoring Team Report. (2011).

[24]. WIPO. (2009). World Intellectual Property Indicators. The World Intellectual Property Organization.

Full Article (HTML)

Pdf

Research Paper

A Rotational Blended Learning Model: Enhancement and Quality Assurance

Said Ghoul*

Philadelphia University, Jordan, Faculty of Information Technology, Department of Computer Science..

Ghoul, S. (2013). A Rotational Blended Learning Model: Enhancement And Quality Assurance. i-manager’s Journal of Educational Technology, 9(4), 46-50. https://doi.org/10.26634/jet.9.4.2132

Abstract

Research on blended learning theory and practice is growing nowadays with a focus on the development, evaluation, and quality assurance of case studies. However, the enhancement of blended learning existing models, the specification of their online parts, and the quality assurance related specifically to them have not received enough attention. This paper presents in detail an enhancement, implementation, and evaluation of a rotational blended learning model. This model was adopted by the UNISCO Avicenna Virtual University. Also, its impact on some quality assurance criteria of the rotational blended learning model was presented. This research is unique in the sense that it specifies clearly the online part of the rotational blended learning model with its impact on the main quality assurance criteria.

References

[1]. Dziuban, C. (2012). How to Successfully Evaluate Blended Learning. 9th Annual SLOAN Consortium, Blended Learning Conference & Workshop.

[2]. Harding, A., Kaczynski, D., & Wood, L. (2005). Evaluation of Blended Learning: Analysis of Quantitative Data. Uni Serve Science Blended Learning Symposium Proceedings: 56–72.

[3]. Horn, M., and Staker, H. (2011). The Rise of K–12 Blended Learning. Innosight Institute.

[4]. Joosten, T., and Barth, D. (2013). Impact of blended faculty development. In Research perspectives in blended learning (Eds . Anthony G. Picciano, Charles D. Dziuban, and Charles R. Graham).

[5]. Joosten, T. (2009). Evaluating Blended Learning: Practical Considerations in Planning the valuation of Blended Learning. University of Wisconsin-Milwaukee.

[6]. Kidney, G., Cummings, L., and Boehm, A. (2007). Toward a Quality Assurance Approach to E-Learning Courses. International Journal on E-Learning, 6(1), 17-30.

[7]. Magdalena, J., and Harvey, M. (2010). Quality Enhancement for E-Learning Courses: The Role of Student Feedback. Computers & Education.

[8]. Sharpe, R., Benfield, G., Roberts, G., and Francis, R. (2006). The undergraduate experience of blended e-learning: a review of UK literature and practice. The Higher Education Academy.

[9]. Young, P., Margaret Glogowska, M., Lockyer, L., and Moule, P. (2010). An evaluation of the introduction of blended learning to Continuing Professional Development (CPD). University of the West England.

Full Article (HTML)

Pdf

Research Paper

Blended Learning Environments in Arab Universities: Probing Current Status and Projecting Future Directions

Isam Najib Al-Fuqaha*

Philadelphia University, Jordan.

Alfuqaha, I. N. (2013). Blended Learning Environments In Arab Universities: Probing Current Status And Projecting Future Directions. i-manager’s Journal of Educational Technology, 9(4), 51-59. https://doi.org/10.26634/jet.9.4.2133

Abstract

This paper is a review of blended learning as a catalyst of optimizing the achievement of learning objectives. Blended learning forms an attempt to apply the right learning technologies to match the right personal learning styles to transfer the right skills to the right persons at the right times. The paper is about rethinking the teaching and learning processes through reconsidering the traditional concepts of university pedagogy, student attendance patterns and methods of learning. The paper uses three questionnaires to examine the environment of educational practices at Philadelphia University-Jordan as a model of Arab universities. It outlines the pros and cons of new technological devices currently used, or are projected to be used within the coming five years from the point of view of a stratified random sample of around (%42) of the faculty at Philadelphia University. It demarcates the challenges and risks waiting ahead from using such devices, and tries to describe some future directions in the field of blended learning. The paper also delineates the structure-map of a model of the teaching process of an e-learning module. Responses to the questionnaires indicate that online courses, social networks and text messaging notification will certainly be in use in university pedagogy within five years, while mashups and sensor networks have meager opportunity to prevail. Results show that the semester university system is expected to become obsolete due to the varied lengths of modules, and that university requirements will vary. Feasibility of tailoring programs according to student preferences has low opportunity of adoption. The responses indicate a high risk of students graduating without obtaining the basic knowledge of certain subjects due to easy access to information and research. Results also reveal an increased possibility of plagiarism, and that there is no expected increase in students engaging in unacceptable behavior towards faculty as a result of using new technological devices. The paper concludes that Arab universities are still lagging in adopting blended learning due to the inadequacy of organizational readiness, unqualified faculty, high cost of module production, and the unavailability of the infrastructure needed especially in rural areas. Collaborative work among universities seems essential to achieve positive change in the modes of education based on interactivity. Recommendations at university and governmental levels are highlighted to promote the implementation of blended learning at Arab universities.

References

[1]. Allen, I.E., Seaman, J., & Garrett, R. (2007). Blending in: The Extent and Promise of Blended Education in the United States, Needham, MA: Sloan-C.

[2]. Anderson, T. D., & Garrison, R. D. (2003). Learning in a networked world: New roles and responsibilities. In C. C. Gibson (Ed.), Distance Learners in Higher Education (pp. 97-112). Madison, Wisconsin: Atwood Publishing.

[3]. Dziuban, C., Hartman J., and Moskal, P. (2004). Blended Learning. Educause Center for Applied Research Bulletin 7: 1–12.

[4]. Graham, C.R. (2006). Blended learning systems: Definition, Current trends and future directions. In C.J. Bonk & C.R. Graham (Eds.), Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco, CA: Pfeiffer.

[5]. Kose, U., & Deperlioglu, O. (2012). Intelligent Learning Environments Within Blended Learning For Ensuring Effective C Programming Course, International Journal of Artificial Intelligence & Applications (IJAIA), Vol.3, No.1, pp. 105-124.

[6]. Lin, H. (2007). Blending Online Components into Traditional Instruction: A Case of Using Technologies to Support Good Practices in Pre-Service Teacher Education. Journal of Instructional Delivery Systems 21(1): 7-16.

[7]. Miniwatts Marketing Group (2011).

[8]. Oliver, M., & Trigwell, K. (2005). Can 'blended learning' be redeemed? E-Learning, 2(1), pp. 17–26.

[9]. Rosenberg, M. J. (2008). Technology Euphoria, T&D Magazine, 6, 24-27.

[10]. Ross, B., & Gage, K. (2006). Global Perspectives on Blending Learning: Insight from Web CT and Our Customers in Higher Education. In: Bonk, C., and Graham, C. (Eds.). The Handbook of Blended Learning: Global Perspectives, Local Designs, San Francisco, CA: John Wiley & Sons, Inc., 155- 168.

[11]. Shea, P. (2007). Towards a Conceptual Framework for Learning in Blended Environments. In: Picciano, A., and Dziuban, C. (Eds.), Blended Learning: Research Perspectives, Needham, MA: Sloan Center for Online Education (SCOLE), 19-35.

[12]. Singh, H., & Reed, C. (2001). A White Paper: Achieving Success with Blended Learning. Lexington, MA: Centra Corp.

[13]. Verkroost M., Meijerink L., Lintsen H., & Veen W. (2008). Finding a balance of dimensions in blended learning. International Journal on E-Learning, 7(3), 499–522.

i-manager's Journal of Educational Technology (JET)

Current Issue Vol. 21 Issue 2

Most Read

Most Cited

Volume 9 Issue 4 January - March 2013

Photographic Inquiry and Educational Technologies: Generating Meaningful Narratives

Dr. Raji Swaminathan* , Thalia M. Mulvihill**

* Director, Urban Education Doctoral Program & Associate Professor, Educational Policy and Community Studies, . ** Professor of Social Foundations of Education and Higher Education, Director of the Adult, Higher and Community Education Doctoral, Program, Ball State University, Muncie.

Swaminathan , R., and Mulvihill T. M. (2013). Photographic Inquiry And Educational Technologies:Generating Meaningful Narratives. i-manager’s Journal of Educational Technology, 9(4), 1-7. https://doi.org/10.26634/jet.9.4.2127

Abstract

References

Full Article (HTML)

Pdf

Student Perceptions of Asynchronous and Synchronous Web Based Tools and Perceived Attainment of Academic Outcomes

Melissa A. Parenti*

Assistant Professor, St. John's University.

Parenti , M. A. (2013). Student Perceptions of Asynchronous and Synchronous Web Based Tools and Perceived Attainment Of Academic Outcomes. i-manager’s Journal of Educational Technology, 9(4), 8-14. https://doi.org/10.26634/jet.9.4.2128

Abstract

References

Full Article (HTML)

Pdf

A Proposed Multimedia Cone of Abstraction: Updating a Classic Instructional Design Theory

Charles E. Baukal* , Floyd B. Ausburn**, Lynna J. Ausburn***

*-**-*** Occupational Education, Oklahoma State University, Stillwater, Oklahoma

Baukal, C. E., Ausburn , F. B., and Ausburn , L. J. (2013). A Proposed Multimedia Cone of Abstraction: updating a Classic Instructional Design Theory. i-manager’s Journal of Educational Technology, 9(4), 15-24. https://doi.org/10.26634/jet.9.4.2129

Abstract

References

Full Article (HTML)

Pdf

Embedding Mixed-Reality Laboratories into E-Learning Systems for Engineering Education

Munther N. Al-Tikriti* , 0**

* Faculty of Engineering, Philadelphia University, Jordan., ** Dean, Faculty of Engineering, Philadelphia University, Jordan.

Al-Tikriti, M. N., and Al-Aubidy, K. M. (2013). Embedding Mixed-Reality Laboratories Into E-Learning Systems For Engineering Education. i-manager’s Journal of Educational Technology, 9(4), 25-35. https://doi.org/10.26634/jet.9.4.2130

Abstract

References

Full Article (HTML)

Pdf

Towards Quality Higher Education in the Arab World: Challenges of the Present and Aspirations of the Future

Mohammad Amin Awwad*

Vice President for Academic Affairs, Philadelphia University, Jordan.

Awwad , M. A. (2013). Towards Quality Higher Education In The Arab World: Challenges of the Present and Aspirations of the Future. i-manager’s Journal of Educational Technology, 9(4), 36-45. https://doi.org/10.26634/jet.9.4.2131

Abstract

References

Full Article (HTML)

Pdf

A Rotational Blended Learning Model: Enhancement and Quality Assurance

Said Ghoul*

Philadelphia University, Jordan, Faculty of Information Technology, Department of Computer Science..

Ghoul, S. (2013). A Rotational Blended Learning Model: Enhancement And Quality Assurance. i-manager’s Journal of Educational Technology, 9(4), 46-50. https://doi.org/10.26634/jet.9.4.2132

Abstract

References

Full Article (HTML)

Pdf

Blended Learning Environments in Arab Universities: Probing Current Status and Projecting Future Directions

Isam Najib Al-Fuqaha*

Philadelphia University, Jordan.

Alfuqaha, I. N. (2013). Blended Learning Environments In Arab Universities: Probing Current Status And Projecting Future Directions. i-manager’s Journal of Educational Technology, 9(4), 51-59. https://doi.org/10.26634/jet.9.4.2133

Abstract

References

Full Article (HTML)

Pdf

* Director, Urban Education Doctoral Program & Associate Professor, Educational Policy and Community Studies, .

** Professor of Social Foundations of Education and Higher Education, Director of the Adult, Higher and Community Education Doctoral, Program, Ball State University, Muncie.

Charles E. Baukal* , Floyd B. Ausburn, Lynna J. Ausburn*

-- Occupational Education, Oklahoma State University, Stillwater, Oklahoma

* Faculty of Engineering, Philadelphia University, Jordan.,

** Dean, Faculty of Engineering, Philadelphia University, Jordan.