Turkish Adaptation of Motivation Scale for Instructional Podcast Material
Examining Teachers' Views on the use of Artificial Intelligence (AI) in Education
Students' Perceptions towards Mobile Learning and its Influence on Students' Learning Achievement
Effectiveness of Blended Learning Approach in Learning Chemistry at the Tertiary Level
How can Universities & Colleges Stand High in World Ranking?
Towards Quality Higher Education in the Arab World: Challenges of the Present and Aspirations of the Future
Factors Affecting the Academic Performance of College Students
Social Learning Theory in the Age of Social Media: Implications for Educational Practitioners
The Relationship between Smartphone use and Academic Performance in a Sample of Tertiary Students in Singapore: A Cross-Sectional Study
Adopting Free and Open Source Software(FOSS) in Education
The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects
The Role of Web-Based Simulations In Technology Education
Development Of Learning Resources To Promote Knowledge Sharing In Problem Based Learning
Fishing For Learning With A Podcast Net
An Orientation Assistant (OA) for Guiding Learning through Simulation of Electronics Technology in Technology Education
Software professionals have to synchronize themselves with the new cutting edge technologies or they may be phased out of their work. They can opt this through in-house training by an instructor, by attending a course at a training institute after office hours, or by taking up an online course.
A company that used to launch new products in weeks is now able to do it in days.The sales and customer service force are able to get almost 5% more time each year to work with their clients. Management training has become more personalized and efficient yet costs much less.The star performers are able to quickly leverage their expertise across the organization without impacting their personal productivity.
Current search engines - even the constantly surprising Google seem unable to leap the next big barrier in search: the trillions of bytes of dynamically generated data created by individual Web sites around the world, or what some researchers call the "deep web".
Despite thousands of courses being transferred wholly or partly to an online mode of delivery over the last decade, many institutions continue to get it badly wrong. This paper draws on the literature to highlight some important aspects of online learning implementation from the perspective of those involved. One common thread throughout is the major importance of good communication between all of the parties involved academics, developers, administrators, and students. This paper distils the essence of good practice to present 27 guidelines for those involved in the transfer to online learning, in the hope that some of the more prominent pitfalls and disasters can be avoided.
The effectiveness of blended learning is dependent upon the combination of learning activities, complemented by information communication technologies and the availability of opportunities for face-to-face communication. This paper proposes a filtering approach to assist lecturers in combining learning activities within a blended learning environment. The filters focus on improving both the richness and smoothness of the learning blend. The filtering approach is demonstrated with examples taken from a module supporting the teaching and learning of postgraduate research training. Changing the blend of activities in this module has improved the richness of the learning experience for both students and staff. The evolution of the blend is discussed and further issues to be addressed in the future of blended learning are identified.
At the University of Mauritius, blended learning is defined as the application of technology to support a range of teaching and learning activities in courses that are mainly given to full-time undergraduate students on campus and part-time mature students on postgraduate programmes. This article reports the observations of two studies that were carried out at the University of Mauritius. The first study was carried out in August 2003 with a hundred first year students who were enrolled on the CSE1010e module offered on the Virtual Campus. The second study was carried out in August 2004 with a first batch of 15 students who were enrolled on the Masters programme in Computer-Mediated Communications and Pedagogy. It is obvious from the results that students perceive that their learning experience has improved but they would still prefer keeping face-to-face sessions rather than moving completely online. The barriers to the implementation of such approaches are briefly discussed.
Virtual tutoring and student support systems may be pivotal in developing opportunities of equality and of outcome for students who study at a distance.
Course management software enables faculty members to learn one software package for web-based curriculum, assessment, synchronous and asynchronous discussions, collaborative work, multimedia and interactive resource development. There are as many as 109 different course management software packages on the market and several studies have evaluated and compared various aspects of these tools. However, these studies generally focused on checklists of what these products can do, not what these products need to do, or can do well. In addition, there is little data to suggest that the pages created by these software packages were easy to use by the students, or that the use of these tools by faculty increased the quality of instruction experienced by the students. Faculty and students have very different requirements for this one product, faculty need to be able to develop resources quickly and efficiently using this software, while students need to be able to find and access the course materials their instructor has assigned. Therefore, these analyses may be of limited predictive power in determining the applicability of different course management software for deployment by educational institutions. The objective of this study was to evaluate the usability and usefulness of course management software to support traditional classroom instruction from both the faculty and student perspective. This study was done in two parts, the first part asked participants with no experience using course management software to evaluate several packages and choose the one they preferred, and the second part was a follow-up analysis after both faculty and students had used the software for an entire semester. Faculty members and cadets found that course management software (CMS) provided a satisfactory mechanism for webenabled curriculum delivery to supplement traditional classroom instruction at USAFA. If we had only focused on checklists of what the software products could do, then Blackboard CourseInfo and WebCT would have been considered equal, and Intralearn would have been a distant third. However, Blackboard CourseInfo received higher scores than the other products when ratings were based on user analysis of ease of use and usefulness. Many of the features found in these products such as discussion groups, student web pages and collaborative work areas that contributed to their high number of features were not widely used, nor deemed important by both faculty and cadets. Although some faculty may use these features in the future (and subsequently cadets will use them) as they become more comfortable and familiar with the software and pedagogy, at this time a CMS with an easy to use interface that contains a grade book, automated quizzes and a place to put announcements and course documents should be preferred to one that contains many collaboration features yet also has a difficult navigational interface or hard to use development tools.
