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

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Volume 11 Issue 2 July - September 2014

Article

Learning-Style Assessment in Online Courses: A Prerequisite for Academic Success

Gina Cicco*

Associate Professor of Counselor Education, St. John's University, Queens, New York.

Cicco, G. (2014). Learning-Style Assessment in Online Courses: A Prerequisite for Academic Success. i-manager’s Journal of Educational Technology, 11(2), 1-6. https://doi.org/10.26634/jet.11.2.2916

Abstract

Educational researchers have extensively documented the benefits of utilizing learning styles in the processes of teaching and learning from early childhood to Adult Education (Burke & Dunn, 2003; Cicco, 2009). This article examines the need to consider and employ learning-styles instruction in the online classroom. Adult learners are unique in that they have already developed strategies to navigate through their academic courses and to succeed, even in adverse conditions. As adult learners enter the world of online instruction, their techniques may or may not prove to be effective in allowing them to master course objectives (Kasworm, Rose, & Ross-Gordon, 2010). Introducing a learning-styles approach to differentiate the instruction in online courses may assist adult learners in recognizing their learning needs and preferences, while providing them with a repertoire of learning options which capitalize on their personal strengths. Implementation of learning-styles pedagogical methods in online courses offers educators and their adult students a new approach to de-mystify successful pathways for academic success (Cicco, 2009; Cicco, 2013; Fearing & Riley, 2005). Five important steps for integrating this proven method of instruction in online courses are discussed as prerequisites in contemporary Adult Education.

References

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[2]. Burke, K., & Dunn, R. (2003). Learning style--based teaching to raise minority student test scores: There's no debate. Social Studies, 94(4), pp.167-170.

[3]. Cicco, G. (2009). Online versus in-class courses: Learning-style assessment as an advisement tool. International Journal on E-Learning, 8(2), pp.161-173.

[4]. Cicco, G. (2011). Assessment in online courses: How are counseling skills evaluated? i-manager's Journal of Educational Technology, 8(2), pp.9-15.

[5]. Cicco, G. (2013). Strategic lesson planning in online courses: Suggestions for counselor educators. i-manager's Journal on School Educational Technology, 8(3), pp.1-8.

[6]. Drago-Severson, E. (2009). Leading adult learning: Supporting adult development in our schools. Thousand Oaks, CA: Corwin.

[7]. Drennan, J., Kennedy, J., & Pisarski, A. (2005). Factors affecting student attitudes toward flexible online learning in management education. Journal of Educational Research, 98(6), pp.331-338.

[8]. Dunn, R., & Dunn, K. (2006). Dunn & Dunn Model – English. International Learning Styles Network.

[9]. Dunn, R., & Griggs, S.A. (Eds.). (2003). Synthesis of the Dunn and Dunn learning-style model research: Who, what, when, where, and so what? New York: St. John's University.

[10]. Fearing, A., & Riley, M. (2005). Graduate students' perceptions of online teaching and relationship to preferred learning styles. MEDSURG Nursing, 14(6), pp.383-389.

[11]. Hollins-Alexander, S. (2013). Online professional development through virtual learning communities. Thousand Oaks, CA: Corwin.

[12]. Kasworm, C.E., Rose, A.D., & Ross-Gordon, J.M. (Eds.). (2010). Handbook of adult and continuing education. Los Angeles: Sage.

[13]. Rudestam, K.E., & Schoenholtz-Read, J. (Eds.). (2010). nd Handbook of online learning (2 ed.). Thousand Oaks, CA: Sage.

[14]. Rundle, S.M. (2006). An introduction to the Building Excellence Survey. Pittsford, NY: Performance Concepts International.

[15]. Swenson, P., & Taylor, N.A. (2012). Online teaching in the digital age. Los Angeles: Sage.

[16]. Zacharis, N.Z. (2011). The effect of learning style on preference for web-based courses and learning outcomes. British Journal of Educational Technology, 42(5), pp.790-800.

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Research Paper

TMOC: A Model for Lecturers' Training to Management of Online Courses in Higher-Education

Yaron Ghilay* , Ruth Ghilay**

* Lecturer in Neri Bloomfield Centre of Design and Education, Haifa, Israel.

** Educational Counsellor in Primary Education.

Ghilay,Y., and Ghilay, R. (2014). TMOC: A Model For Lecturers' Training To Management Of Online Courses In Higher-Education. i-manager’s Journal of Educational Technology, 6-16. https://doi.org/10.26634/jet.11.2.2917

Abstract

The study examined a new model called TMOC: Training to Management of Online Courses. The model is designed to train lecturers in higher-education to successfully create, deliver and develop online courses. The research was based on a sample of lecturers, who studied in a course based on the new model at the Mofet Institute in Tel-Aviv (n=20). The course included all components and characteristics of TMOC and learners were asked to answer a questionnaire focused on the following two basic constituents:

1. Required contents that should be studied in order to become a successful manager of online courses in highereducation.

2. Effective ways needed in order to achieve that mission.

The research reveals that according to faculty members' views, the new model is very helpful for them to become online course managers. Therefore, there is a significant worthiness to adopt it for training lecturers in higher-education to deal with online learning.

References

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[7]. Colaric, S., & Taymans, J. (2004). Introducing Faculty to Online Learning: An Online Course as Professional Development. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher-education 2004 (pp. 549-554). Chesapeake, VA: AACE.

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[10]. Ghilay Y. & Ghilay R. (2013). OTLA: A New Model for Online Teaching, Learning and Assessment in Highereducation. i-manager ’s Journal of Educational Technology, 10(1), pp.10-21, ISSN Print: 0973-0559, ISSN Online: 2230-7125.

[11]. Ghilay Y. & Ghilay R. (2012). Student Evaluation in Higher-education: a Comparison Between Computer Assisted Assessment and Traditional Evaluation. imanager’s Journal of Educational Technology, 9(2), pp.8- 16, ISSN Print: 0973-0559, ISSN Online: 2230-7125.

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Research Paper

Effects of Practice Type in the Here and Now Mobile Learning Environment

Jeremy I. Tutty* , Florence Martin**

* Interim Faculty Chair, Rio Salado College, Arizona

** Associate Professor in Instructional Systems Technology, University of North Carolina Charlotte

Tutty, J. I. and Martin, F. (2014). Effects of Practice type in the here and now Mobile Learning Environment. i-manager’s Journal of Educational Technology, 11(2), 17-27. https://doi.org/10.26634/jet.11.2.2918

Abstract

This generation of technology is characterized by mobile and portable devices such as smartphones and tablet computers with wireless broadband access. Mobile technologies enable a new kind of learning called “here and now learning,” where learners have access to information anytime and anywhere to perform authentic activities in the context of their learning. The purpose of this study was to investigate the effects of three levels of practice type (assessment Aligned, Reflective, None) on student performance and attitude in the here and now mobile learning environment. Results indicated that, the inclusion of practice activities in mobile instruction had a positive effect on student performance. Study participants who received either assessment aligned or reflective practice significantly outperformed the participants who did not receive practice. Further, the study results also indicated that, the inclusion of practice activities in here and now mobile learning has a positive effect on the students’ attitude. Through the systematic consideration of a specific element of instruction, this study begins the process of building the framework for the effective design and implementation of here and now mobile learning.

References

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Research Paper

The Development and Evaluation of a Network for Producing and Sharing Video Presentations

Alaa Sadik*

Department of Instructional and Learning Technology, College of Education, Sultan Qaboos University, Muscat, Sultanate of Oman

Sadik, A. (2014). The Development And Evaluation of A Network For Producing And Sharing Video Presentations. i-manager’s Journal of Educational Technology, 11(2), 28-40. https://doi.org/10.26634/jet.11.2.2919

Abstract

This paper describes the technology and methodology used in the development and evaluation of an online network to help the instructors to produce and share video presentations in a new and innovative way. The network offers an application and platform for recording and sharing video presentations. The application allows instructors to narrate and annotate PowerPoint slides and synchronize a variety of visual aids, including webcam footage, whiteboard, drawing board, and web browser. The platform uses ‘YouTube API’ to upload and integrate videos with scrollable slide thumbnails. Quantitative and qualitative techniques were implemented to collect data and report the usability of the network and effectiveness of the video presentations. The results of usability evaluation showed that, the network was perceived by instructors and students as effective, efficient, and relevance for self- production and sharing of video presentations. In addition, video presentations produced by participants met the criteria of quality of video presentations.

References

[1]. Cunningham, A. & Friedman, A. (2009). Captivating Young Learners and Preparing 21st Century Social Studies Teachers: Increasing Engagement with Digital Video. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 1797-1803). Chesapeake, VA: AACE.

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[15]. Mills, S. C., & Roblyer, M. D. (2006). Technology tools for teachers: A Microsoft Office® tutorial (2nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

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Research Paper

Towards Total Quality Management in Universities: Quality Function Deployment Paradigm And Beyond

Isam Najib Al-Fuqaha*

Philadelphia University, Jordan.

Al-Fuqaha, I. N. (2014). Towards Total Quality Management in Universities: Quality Function Deployment Paradigm and Beyond. i-manager’s Journal of Educational Technology, 11(2), 41-51. https://doi.org/10.26634/jet.11.2.2920

Abstract

This paper is an endeavor to develop a customised and computerized matrix of Quality Function Deployment paradigm (QFD) that has been applied in industry, with the aim of probing quality assurance and enhancement in Universities. Results of testing the new matrix proved that, it is efficient and time-saving while compared with a detailed field study conducted at Philadelphia University, Jordan by the Jordan Accreditation Council. Challenges facing the application of the diverse relevant methodologies are mainly the scarcity of communication technologies and lack of physical and financial resources. This paper supports the adoption of the customized paradigm, to point out the following such as, Hybrid edutainment should be implemented; offices of quality management should be given a role in decision-making in Universities; awareness programs regarding the methods of quality assurance and enhancement should be organized, the culture of collaboration and interactivity among faculty members should be supported; and formation of regional networks of quality management should be advocated.

References

[1]. AlFuqaha, Isam (2013). Pedagogy Redefined: Frameworks of Learning Approaches Prevalent in the Current Digital Information Age, i-manager's Journal of Educational Technology, Vol.10, No. 1. ISSN Print- 0973- 0559, ISSN Online-2230-7125.

[2]. AlFuqaha, Isam (2013b). Towards a Customized Paradigm of “House of Quality” for Deployment in Universities: Philadelphia University as a Model. Journal of the National Center for Education and Development Research (in Arabic), Egypt, No. 24.

[3]. Aungst Stan, Barton Russell & Wilson, David (2001). The Pennsylvania State University ISBM Report 6 – 2001, Institute for the Study of Business Markets.

[4]. Gidley, Stan (2004). The 5Ss of Workplace Organization, Institute of Business Excellence.

[5]. Gill, A. (2009). “Knowledge management initiatives at a small University”, International Journal of Educational Management 23(7), pp.604–616.

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[8]. Stukalina, Yulia (2012). “Addressing Service Quality Issues in Higher Education: The Educational Environment Evaluation from the Students' Perspective”, Technological and Economic Development of Economy, 18(1): pp. 84–98.

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Practice Paper

What Major Search Engines Like Google, Yahoo And Bing Needs To Know About Teachers In The UK?

Faezeh Seyedarabi*

Visiting lecturer and Researcher, City University, London.

Seyedarabi, F.(2014). What Major Search Engines Like Google, Yahoo And Bing Needs To Know About Teachers In The UK? i-manager's Journal of Educational Technology, 11(2), 52-54. https://doi.org/10.26634/jet.11.2.2921

Abstract

This article briefly outlines the current major search engines approach to teachers’ web searching. The aim of this article is to make Web searching easier for teachers when searching for relevant online teaching materials, in general, and UK teacher practitioners at primary, secondary and post-compulsory levels, in particular. Therefore, major search engines are strongly recommended to design and develope personalised search tools for teachers in addition to carrying out extensive studies on teachers' online searching needs and preferences in order to fully achieve search engine personalisation for individual teachers.

References

[1]. Faezeh Seyedarabi (2013). “Developing a model of teachers' web-based information searching: a study of search options and features to support personalised educational resource discovery”, University of London, Institute of Education, December 2013.

[2]. Faezeh Seyedarabi (2011). “Personalisation: An emerging direction for tackling teachers' ICT barriers when searching online for teaching resources”, Webology, 8 (2), Article 90, December 26, 2011.

[1]. Faezeh Seyedarabi (2012). "Reviewing Web Searching In the 21st Century Education", i-manager's Journal on School Educational Technology, 7(4), March-May 2012, pp 48-60, ISSN Print- 0973-2217, ISSN Online-2230-7133.

[2]. Faezeh Seyedarabi (2012). "Reviewing the barriers associated with the technological needs of teachers in the 21st century education", i-manager's Journal on School Educational Technology, 7 (3), December 2011 – February 2012, pp. 46-55, ISSN Print- 0973-2217, ISSN Online-2230- 7133.

[3]. Faezeh Seyedarabi (2006). "The Front-End to Google for Teachers Online Searching", i-manager's Journal of Educational Technology, 3 (1), April- June 2006, pp 66-73, ISSN Print- 0973-0559, ISSN Online-2230-7125.

[4]. Faezeh Seyedarabi (2005). Don Peterson and Kevin Keenoy "Personalised Search Tool for teachers – PoSTech!", i-manager's Journal on School Educational Technology, Vol.1, No.2 September-November 2005, pp. 38-49, ISSN Print – 0973-2217, ISSN Online-2230-7125.

[5]. Faezeh Seyedarabi and Arefeh Seyedarabi (2005). "A need for an Adaptive Search Tool for Teachers: case study", i-manager's Journal on School Educational Technology, June-August 2005, pp.40-47, ISSN Print-0973-2217, ISSN Online- 2230-7133.

[1]. Faezeh Seyedarabi, (2006). “The Missing Link: How search engines can support the informational needs of teachers”, Education and Technology in prospective: eLearn Magazine, 6 April 2006.

[1]. Faezeh Seyedarabi (2009). "PoSTech, Front-End to AltaVista search engine: A case study", Paper accepted for the Asian Conference on Education 2009 'Local Problems, Global Solutions?', Osaka, Japan, 24-25 October 2009.

[2]. Faezeh Seyedarabi (2008). "Teaching Teachers to Google: Development of a Personalised Search Tool for Teachers' Online Searching", Paper accepted for the Society for Information Technology & Teacher Education International Conference, Las Vegas, USA, 3-7 March 2008.

[3]. Faezeh Seyedarabi (2007). "System Development Lifecycle for Building PoSTech: a Personalised Search Tool for Teachers' online searching", Paper accepted for the ELearn 2007-World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Quebec, Canada, 15-19 October 2007.

[4]. Faezeh Seyedarabi (2004). "Teacher's Search Service", Doctoral School Conference, Institute of Education (IoE), 17 December 2004.

[5]. Faezeh Seyedarabi (2004). "Help! I am a teacher in need of Adaptive Navigational Support", Doctoral School Conference, Institute of Education (IoE), 25th June 2004.

[6]. Faezeh Seyedarabi (2003). "Avoiding The Mosaic Effect in Personalising E-Learning, Tearing & Sharing The Web", Poster Conference, Doctoral School, Institute of Education (IoE), 12th December 2003.

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

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Volume 11 Issue 2 July - September 2014

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* Interim Faculty Chair, Rio Salado College, Arizona ** Associate Professor in Instructional Systems Technology, University of North Carolina Charlotte

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The Development and Evaluation of a Network for Producing and Sharing Video Presentations

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Towards Total Quality Management in Universities: Quality Function Deployment Paradigm And Beyond

Isam Najib Al-Fuqaha*

Philadelphia University, Jordan.

Al-Fuqaha, I. N. (2014). Towards Total Quality Management in Universities: Quality Function Deployment Paradigm and Beyond. i-manager’s Journal of Educational Technology, 11(2), 41-51. https://doi.org/10.26634/jet.11.2.2920

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What Major Search Engines Like Google, Yahoo And Bing Needs To Know About Teachers In The UK?

Faezeh Seyedarabi*

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* Lecturer in Neri Bloomfield Centre of Design and Education, Haifa, Israel.

** Educational Counsellor in Primary Education.

* Interim Faculty Chair, Rio Salado College, Arizona

** Associate Professor in Instructional Systems Technology, University of North Carolina Charlotte