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


Volume 12 Issue 2 July - September 2015

Article

Virtual Learning and Instructional Tools: Perfecting the Weekly Roadmap

Gina Cicco*
Associate Professor of Counselor Education, St. John's University, Queens, New York.
Cicco, G.(2015). Virtual Learning and Instructional Tools: Perfecting the Weekly Roadmap. i-manager’s Journal of Educational Technology,12(2), 1-6. https://doi.org/10.26634/jet.12.2.3610

Abstract

This article will provide details on the importance of providing structure within an online graduate counseling course in the form of a weekly roadmap tool. There are various instructional tools that may be useful in providing students with differing levels of structure, to meet their learning style preferences for structural stimuli (Cicco, 2013). The Dunn and Dunn Learning-Style Model lists structure as an element of learning style within the emotional domain of an individual's learning style profile (Dunn & Griggs, 2003; Rundle, 2006). Recent research indicates that student satisfaction in virtual classrooms is often related to faculty-student interactions, levels of available support for students, and course structure, among other variables (Yukselturk & Yildirim, 2008). Effective online instructors will be cognizant of their roles and available tools in creating increased or decreased levels of structure in virtual classrooms. The weekly roadmap tool, though sometimes pre-crafted and embedded in course management systems, may be customized by a faculty instructor to provide improved faculty-student interactions, assignment clarifications and resource support, and structure that marks and guides student achievement of sequential course learning objectives (Kasworm, Rose, & Ross- Gordon, 2010). This article will outline clear methods of creating and perfecting a weekly roadmap tool in online counseling and other graduate education courses and point to the need for further formal study of its academic impact.

Research Paper

Moblogging Type and its Relation with Usability and Development of Knowledge Management Skills for Blind Students

Akram Fathy Mostafa*
Associate Professor in Instructional Technology, South Valley University (Qena) & King Abdulaziz University (Jeddah).
Mostafa, A. F. (2015). Moblogging Type and its Relation with Usability and Development of Knowledge Management Skills for Blind Students. i-manager’s Journal of Educational Technology,12(2), 7-18. https://doi.org/10.26634/jet.12.2.3611

Abstract

The aim of the research is to explore the relation of mobile Blogging (Moblogging -MB) on the usability and development of Knowledge Management skills for Blind Students. The research followed a pretest and posttest quasi experimental design .Participants were 17 blind students from the third semester of the academic year 2015 in the course of Computer Applications in Special Education. (SPED 507) - the High Diploma in Special Education ( Visual Impairment branch) at the Program of Educational Graduate Studies at King Abdel Aziz University. The independent variable was MB type on two different levels: The first level independent variable is Text moblogging (TMB) and the second level independent variable is Audio Moblogging (AMB). Both quantitative and qualitative data were collected, including Knowledge Management skills test and usability measurement scores. Findings indicated that AMB participants performed significantly better than TMB in Knowledge Management skills and there are no significant difference between the medium range degrees of student average scores for the first experimental group (TMB) and second experimental group (AMB) in the usability measurement for blind students related to MB type.

Research Paper

Using Mendeley to Support Collaborative Learning in the Classroom

Tehmina Khwaja* , Pamela L. Eddy**
* Ph.D Holder, College of William and Mary School of Education, Williamsburg, USA.
** Professor of Higher Education, College of William and Mary School of Education, Williamsburg, USA.
Khwaja ,T. and Eddy, P. L. (2015). Using Mendeley to Support Collaborative Learning in the Classroom. i-manager’s Journal of Educational Technology, 12(2),19-28. https://doi.org/10.26634/jet.12.2.3612

Abstract

The purpose of this study was to explore the use of Mendeley, a free online reference management and academic networking software, as a collaborative tool in the college classroom. Students in two iterations of a Graduate class used Mendeley to collaborate on a policy research project over the course of a semester. The project involved collaborative critique of an article, finding and annotating additional relevant literature, synthesizing all group articles, and creating individual policy briefs. The authors investigated how students used the software, tracking individual contributions and reviewing final student projects. The authors used survey data to gauge student experience with Mendeley. The authors discovered that in addition to facilitating collaboration, Mendeley was useful for organizing the material for the group project. The survey also revealed that there is a learning curve with Mendeley, which may prevent students from taking full advantage of Mendeley as a collaboration and reference tool. This study suggests that Mendeley can be used as a platform to facilitate learning through classroom collaboration.

Research Paper

Dynamic Assessment of EFL Learners' Listening Comprehension via Computerized Concept Mapping

Saman Ebadi* , Shokoufeh Vakili Latif**
* Assistant Professor in Applied Linguistics, English Language Department, Razi University, Kermanshah, Iran.
** Ph.D candidate in TEFL, English Language Department, Razi University, Kermanshah, Iran.
Ebadi, S., and Latif, S.V. (2015). Dynamic Assessment of EFL Learners' Listening Comprehension via Computerized Concept Mapping. i-manager’s Journal of Educational Technology, 12(2), 29-41. https://doi.org/10.26634/jet.12.2.3613

Abstract

In Vygotsky's theory, learner's Zone of Proximal Development (ZPD) and autonomous performance could be further developed through social interaction with an expert. Computerized concept mapping enjoys the advantage of meeting learners' differences and therefore can be applied as a scaffold to support learning process.Taking a dynamic assessment approach, the present study surveyed the adequacy of computerized concept mapping as a scaffolding tool for the development of the two EFL learners' ZPD in the listening comprehension ability. The two learners, whose main problem with understanding listening passages was connecting the main points, were subjected to ten DA sessions and were involved in making concept maps for the listening passages. Results of this qualitative study indicated the movement of the learners along the continuum of mediation internalization to get closer to the self-regulation extreme which in turn denotes their getting higher levels of ZPDs of listening comprehension ability. This study implies that the constructivism nature of learning can finally lead to handing over the more autonomous and independent functioning to students. The findings of the study will shed light on compatibility of computerized concept mapping as an example of new technologies with dynamic assessment of listening comprehension and captures the microgenetic changes learners went through in getting higher levels of listening comprehension ability.

Research Paper

Dynamic Neuroscientific Systemology: Using Tri–Squared Meta–Analysis and Innovative Instructional Design to Develop a Novel Distance Education Model for the Systemic Creation of Engaging Online Learning Environments

James Edward Osler II* , Mark Anthony Wright**
*_** North Carolina Central University, USA.
Osler, J. E., II. and Wright , M .A.(2015). Dynamic Neuroscientific Systemology: Using Tri–Squared Meta–Analysis and Innovative Instructional Design to Develop a Novel Distance Education Model for the Systemic Creation of Engaging Online Learning Environments. i-manager’s Journal of Educational Technology, 12(2), 42-55. https://doi.org/10.26634/jet.12.2.3614

Abstract

The purpose of this research investigation was to look at the factors that lead to isolation, lack of student inspiration and motivation, lack of student engagement and lack of student retention in the asynchronous online learning environment. The study further delves into how the use of cognitive and neuroscience research can inform the design of an interactive user interface model to address the aforementioned factors. The instrument used in this study was researcher designed “Tri–Squared Test Inventive Investigative Instrument” (Osler, 2012). The data was analyzed using the novel Tri–Squared Meta–Analysis methodology. The results yielded significant differences in the Tri–Squared Meta–Analysis regarding the research literature as it relates to the overall use of cognitive science, neuroscience, and the science of design to increase the overall effectiveness of distance education in terms of course design based upon neuroscientific graphic user interface concepts and principles. This illustrates that there is a clear lack of relevant research regarding the use of cognitive science, neuroscience, and the science of design to truly create effective and engaging distance education online courses