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

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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

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Volume 3 Issue 2 July - September 2006

Article

Using Learning Delivery Systems Tools to Facilitate Executive Education Coursework

Peter McAliney*

Chairman, Executive MBA in Biomedicine, University of Northern California

Peter McAliney (2006). Using Learning Delivery Systems Tools to Facilitate Executive Education Coursework. i-manager’s Journal of Educational Technology, 3(2), 11-15. https://doi.org/10.26634/jet.3.2.723

Abstract

There is a number of proprietary and open source Learning Delivery Systems (LDSs) available for the use of Instructors today. Though each have their own protocols, they all still sharing an overlapping and common tool set. This article provides a case study describing how to apply some of the common tools found in LDSs in the delivery of course in an executive level, international program that is taught in the students' non-native language. Designed for the practitioner, the article describes how an Instructor can apply these tools for maximum benefit to executive level students for whom language issues may be an impediment for their maximum learning. The article also lays out a schedule for the Instructor to assist them in the integration of the tools before, during, and after the delivery of the course.

References

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Article

Critical Curriculum Design for Blended Learning in Higher Education: The Strategies, Principles and Challenges of Interactive Classroom Management

Gulsun Kurubacak*

Anadolu University, College of Open Education, Eskisehir Turkey.

Gulsun Kurubacak (2006). Critical Curriculum Design for Blended Learning in Higher Education: The Strategies, Principles and Challenges of Interactive Classroom Management. i-manager’s Journal of Educational Technology, 3(2), 16-25. https://doi.org/10.26634/jet.3.2.724

Abstract

The main purpose of this article is to introduce a critical curriculum design approach for bringing curriculum change for Blended Learning in higher education. Furthermore, the strategies, principles and challenges of this approach are also presented. This paper provides a perspective on such serious concerns as whether curriculum change should start with professors, administrators, learners, education communities and/or professional reformers at local, state and national levels. Also, this paper includes treatment of the Radical Constructivists' view of blended learning with merging Media Richness Theory. The author hopes that it emphasizes the importance of considering a wide range of situations in implementing curriculum change, of matching innovation with the realities of the interactive classroom management in higher education. Besides, the author's intention in this paper is to discuss the rights of learners and professors by fostering courtesy, confidentially and human dignity of critical curriculum design for blended learning.

References

[1]. Bonk, C. J., and Graham C. R. (Eds.) (2006). Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco, CA: Pfeiffer Publishing.

[2]. Bonk, C. J., Kim, K. J., and Zeng, T. (2006). Future directions of blended learning in higher education and workplace learning settings. In C. J. Bonk and C. R. Graham (Eds.) Handbook of Blended Learning: Global Perspectives, Local Designs (pp.550-568). San Francisco, CA: Pfeiffer Publishing.

[3]. Campbell, K., and Hanlis, E. (2002). Planning, implementing, and evaluating a blended delivery model, using synchronous and asynchronous online instruction. In P. Kommers and G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2002 (pp. 706-708). Chesapeake, VA: AACE.

[4]. Charles, C. M. (1996). Building Classroom Discipline. Fifth Edition. White Plains, NY: Longman Publishers.

[5]. Choi, A. (2004). An integrated cost model for blended learning environments. In P. Kommers and G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004 (pp. 1012-1019). Chesapeake, VA: AACE.

[6]. Daft, R.L., and Lengel, R.H. (1986). Organizational information requirements, media richness and structural design, Management Science, 32(5), 554-571.

[7]. Daniel, B., Matheos, K., And McCalla, G. (2004). Blended learning approach for technology enhanced learning environment. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (pp. 1840-1845). Chesapeake, VA: AACE.

[8]. Dewey, J. (1916). Democracy and Education. New York, NY: Macmillian.

[9]. Eveland Jr, W. (2003). A mix of attributes approach to the study of media effects and new communications technologies. Journal of Communication, 53(3), 395-410.

[10]. Glasersfeld, E. von (1995). Radical Constructivism: A Way of Knowing and Learning. London: Falmer Press.

[11]. Grund, S., Grote, G., and Gerber, M. (2004). What do students actually use in a blended learning course?. In P. Kommers and G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004 (pp. 1053-1058). Chesapeake, VA: AACE

[12]. Harris III, B. N., and Stephen J. L. (2004). Model-driven design: a sustainable approach to curriculum innovation. Education that Works: Invention, Innovation, and Entrepreneurship in Practice,. San Jose, CA: The NCIIA 8th Annual Meeting.

[13]. Hernández Sheets, R. (2005). Diversity Pedagogy: Examining the Role of Culture in the Teaching Learning Process. New York, NY: Pearson Education.

[14]. Jones, F. H. (1987). Positive Classroom Discipline. New York, NY: McGraw-Hill College.

[15]. Johnson, L. & Tang, M. (2005). Integration of emanagement, e-development and e-learning technologies for blended course delivery. AACE Journal. 13 (2), pp. 185-199.

[16]. Kerres, M., and De Witt, C. (2003). A didactical framework for the design of blended learning arrangements. Journal of Educational Media, 28(2-3), pp. 101-113.

[17]. Levy, S. (2003). Six factors to consider when planning online distance learning programs in higher education. Online Journal of Distance Learning Administration , 7 (1).

[18]. Magjuka, R. J., Shi, M., and Bonk, C. (2005). Critical design and administrative issues in online education. Online Journal of Distance Learning Administration. 8(4).

[19]. McNeil, J. (1996). Curriculum: A Compressive Introduction. Fifth Edition. New York, NY: HarperCollins Publishers.

[20]. Mortera-Gutiérrez, F. (2006). Faculty best practices using blended learning in e-learning and face-to-face instruction. International Journal on E-Learning. 5 (3), pp. 313-337. Chesapeake, VA: AACE.

[21]. Moskal, P. D., and Dziuban, C. D. (2001). Present and future directions for assessing cybereducation: The changing research paradigm. In L. R. Vandervert, L. V. Shavinina and R. A. Cornell (Eds.), Cybereducation: The Future of Long-Distance Learning (pp. 157-183). Larchmont, NY: M.A. Liebert.

[22]. Oliver, M., and Trigwell, K. (2005). Can 'blended learning' be redeemed. E-learning. 2(1).

[23]. Pease, P. (2006). Blended learning goes totally virtual by design: The case of a for-profit, online university. In C. J. Bonk and C. R. Graham (Eds.) Handbook of Blended Learning: Global Perspectives, Local Designs (pp. 245-260). San Francisco, CA: Pfeiffer Publishing.

[24]. Riegler, A. (2003). The Key to Radical Constructivism.

[25]. Rossett, A., Douglis, F., and Frazee, R. V. (2003). Strategies for building blended learning. ASTD's Source for ELearning.

[26]. Sharma, P. (2003). Using blended instruction to support reflective dialogue: an instructor's reflection on design and practice. In P. Kommers and G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 1855-1858). Chesapeake, VA: AACE.

[27]. Singh, H. (2003). Building effective blended learning programs. Educational Technology, 43, pp. 51-54.

[28]. Spring, J. (2002). Conflict of Interests: The Politics of American Education. Fourth Edition. New York, NY: McGraw-Hill College.

[29]. Spring, J. (1999). Wheels in the Head: Educational Philosophies of Authority, Freedom, and Culture from Socrates to Human Rights. Second Edition. New York, NY: McGraw-Hill College.

[30].Vander Westhuizen, D., and Krige, H. (2003). Ending the divide between online learning and classroom instruction using a blended learning approach. In P. Kommers and G. Richards (Eds.), Proceedings of World Conference on Educat ional Multimedia, Hypermedia and Telecommunicat ions 2003 (pp. 2527-2528). Chesapeake, VA: AACE.

[31]. Whitelock, D., and Jelfs, A. (2003). Editorial: journal of educational media special issue on blended learning. Journal of Educational Media, 28(3), pp. 99-100.

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Article

Kelley Direct (KD) Toolkit: Toward the Development of Innovative Pedagogical Tools for Business Education

Richard J.Magjuka * , Xiaojing Liu, Seung-Hee Lee*

Chair of Kelley Direct Online Programs, Indiana University.

Kelley Direct Online Programs, Indiana University.

Kelley Direct Online Programs, Indiana University.

Richard J. Magjuka, Xiaojing Liu and Seung-Hee Lee (2006). Kelley Direct (KD) Toolkit: Toward the Development of Innovative Pedagogical Tools for Business Education. i-manager’s Journal of Educational Technology, 3(2), 26-32. https://doi.org/10.26634/jet.3.2.725

Abstract

KD Toolkit shows a representative synthesis of the best practices learned by world-renowned instructors in a top ranked online MBA program in the United States. This article will share and discuss the pedagogical implications of this learning technology and the leadership and innovative effort of the program that afforded the development of KD Toolkit for an engaging learning environment.

References

[1]. Driscoll, M. (2000). Psychology of Learning for Instruction, 2nd Edition. New York: Allyn & Bacon.

[2]. Duarte, D., & Snyder. N. (1999). Mastering virtual teams: Strategies, tools and techniques that succeed. San Francisco, CA: Jossey-Bass Inc., Publishers.

[3]. Herrington, J., & Oliver. R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development. 48(3). 23-48.

[4]. Jonassen, D., & Rorer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environment. Education Technology Research and Development, 47(1), 61-79.

[5]. Palloff, R., & Pratt. K. (2005). Collaborating online: Learning together in community. . San Francisco, CA: John Wiley & Sons, Inc.

[6]. Mergel, B. (1998). Instructional design and learning theory.

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Article

An Insight into E-Collections

Angeline Sheba Albert* , Johnson Navaraj**

*Lecturer in Commerce ,Womens Christian College ,Nagercoil

**Librarian (S.G.)Govt .Polytechnic College ,Nagercoil

Angeline Sheba Albert and Johnson Navaraj (2006). An Insight into E-Collections. i-manager’s Journal of Educational Technology, 3(2), 33-37. https://doi.org/10.26634/jet.3.2.728

Abstract

The present paper gives brief introduction about E-collections. It discusses the e-books, e-journals, utility, features, advantages and issues for the development of e-collections. e-books will offer a rich learning experience, reinforced with audio, video, 3D animation and collaborative learning tools. e-journals on the other hand are electronic publications, published on regular basis. This paper highlights the future role in e-collection development in respective environment.

References

[1]. Ana Arias Terry, Demystifying the e-book- what is it, where will ff lead us, and who's in the game? Against the grain, November 1999.

[2]. Dr. Harish Chandra, Building E-collections in S & T Libraries, Course material, Technical Teachers Training Institute, Chennai2002

[3]. Landoni, M. and Gibb, F. The role of visual rhetoric in the design and production of electronic books : the visual book, The electronic library. I 8(3), 2000.

[4]. Mohan, H.R., e-books, e-publishing and trends (paper presented in a National symposium organized by National institute of Technical Teachers Training and Research, Chennai, 2004).

[5]. Narayanan, R., Electronics for you, Vol. 37, No. 12, December2OO5.

[6]. Sangam, S.L., Emergence of Electronic Journals: Trends and issues (iSTE Summer School Course Material, AnnamalaiUniversify, 2001.

[7]. Stephen Penfieid, Manaing electronic library services: Current issues in U.K. higher education institutions.

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Research Paper

An Orientation Assistant (OA) for Guiding Learning through Simulation of Electronics Technology in Technology Education

Gisli Thorsteinsson* , Tom Page, Milka Lehtonen*

Design and Craft Department,Iceland.

Department of Design and Technology, UK.

University of Lapland,Finland.

Gisli Thorsteinsson, Tom Page and Milka Lehtonen (2006). An Orientation Assistant (OA) for Guiding Learning through Simulation of Electronics Technology in Technology Education. i-manager’s Journal of Educational Technology, 3(2), 38-48. https://doi.org/10.26634/jet.3.2.729

Abstract

This paper puts forward the theoretical underpinning and central aspects of the development and application of the orientation assistant (OA) and presents results concerning its use in university studies. The (OA) is a software tool producing an interactive learning environment offering support in teaching and learning that uses local applications.

References

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[9]. Creswell, J.W. (2002) Research Design. Qualitative, Quantitative and Mixed Methods Approaches 2nd ed., Sage, London.Csikszentmihalyi, M. (1992) Flow: The Psychology of Optimal Experience, Harper and Row Inc., New York.

[10]. Devedzic, V. and Harrer, A. (2002) 'Architectural patterns in pedagogical agents', in Cerri, S.A., Gouardères, G. and Paraguaçu, F. (Eds.): ITS 2002, LNCS 2363, Springer-Verlag, Berlin, pp.8190.

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[17]. Gredler, M.E. (2004) 'Games and simulations and their relationships to learning', in Jonassen, D.H. (Ed.): Handbook of Research for Educational Communications and Technology: A Project of the Association for Educational Communications and Technology, 2nd ed., Lawrence Erlbaum Associates, Mahwah, NJ, pp.571582.

[18]. Illeris, K. (2002) 'The three dimensions of learning', Contemporary Learning Theory in the Tension Field between the Cognitive, the Emotional and the Social, Roskilde University Press, Roskilde.

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[24]. Kemmis, S. and McTaggart, R. (2000) 'Participatory action research', in Denzin, N.K. And Lincoln, Y.S. (Eds.): Handbook of Qualitative Research, 2nd ed., Thousand Oaks, Sage Publications, CA, pp.567605.

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[30]. Lehtonen, M. (2002a) 'Toward the information age challenges in technology education. Modern learning methods and learning media supported and mediated learning processes as part of the new university technology education curriculum', in Kantola, J. and Kananoja, T.(Eds.): Looking at the Future: Technical Work in Context of Technology Education, University of Jyväskylä. Department of Teacher Education. Research 76, Jyväskylä University Printing House, Jyväskylä, pp.99119.

[31]. Lehtonen, M. (2002b) 'Simulaatioiden avulla tapahtuvan oppimistoiminnan mallin ja sitä tukevien Web-pohjaisten välineidenkehittäminenteknisessätyössäjateknologiakasv atuksessa (Development of simulation based learning activity model and the supporting Web based tools for technology education)', Long paper, ITK'02 Confrence, Workshop of researchers, Organised by the Ministery of Education and University of Tampere Hypermedia Laboratory 17.4.2002, Hämeenlinna.

[32]. Lehtonen, M. (2002c) 'Online interactive curriculum Representation as one key to well structured students learning activity', Proceedings of the ED-Media 2002 Conference, June 2429, Denver, Colorado, USA, pp.11101115.

[33]. Lehtonen, M. (2003) 'Pedagogical pedagogical orientation agentin orientation and guiding studies of the local electricity simulations', in Nichol, J. and Gavrilova, T. (Eds.): Proceedings of 11th International PEG Conference, Powerful ICT Tools for Learning and Teaching [CD-ROM], St. Petersburg, Russia.

[34]. Lehtonen, M. (2005a) 'Opetus-opiskelu-oppimisprosessianalyysin kohteena MOMENTS- hankkeen, Network-Based Mental ToolsinTechnologyEducationtapaustutkimuksessa (The Teaching-study in-Learning process as a target for analysis in 'Network-Based Mental Tools in Technology Education' case study)', in Levonen, J. and Järvinen, T. (Eds.): TUOVI II: ITK´04, Tutkijatapaamisen artikkelit (Hypermedialaboratorion verkkojulkaisuja Hypermedia Laboratory Net Ser ies ) , Tampereen yl iopi s to, Hypermedialaboratorio, Tampere.

[35]. Lehtonen, M. (2005b) 'Simulations as mental tools for network-based group learning', in Nicholson, P., Thompson, B.J., Ruohonen, M. and Multisilta, J. (Eds.): ETraining Practices for Professional Organisations, IFIP TC3/WG3.3 Fifth Working Conference on eTrain Practices for Professional Organizations (eTrain 2003) Open Working Conference, 711 July,2003 in Pori, Finland, Kluwer Academic Publishers, Boston/Dordrecht/London, pp.1118.

[36]. Lehtonen, M., Hyvönen, P. and Ruokamo, H. (to appear) Learnt Without Joy, Forgotten Without Sorrow!: The Significance of Emotional Experience in the Processes of Online Teaching, Studying and Learning, Paper to be presented at the NBE Network-Based Education 2005, Rovaniemi.

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Research Paper

Teachers' Online Discussion Forums in Saudi Arabia

Reima Al-Jarf*

King Saud University, Saudi Arabia.

Reima Al-Jarf, (2006). Teachers' Online Discussion Forums in Saudi Arabia. i-manager’s Journal of Educational Technology, 3(2), 49-54. https://doi.org/10.26634/jet.3.2.732

Abstract

The Ministry of Education in Saudi Arabia has special online discussion forums for teachers as part of its internet website. The study surveys those teachers' online forums and reports the number of participants, number of threads and responses, topics with the highest and lowest posts and the forums role in teachers' professional development and their effect on their attitudes.

References

[1]. Carboni, L. W. (1999). How might an online discussion forum support teachers' professional development in mathematics? ERIC Document Reproduction Service No. Ed444853.

[2]. Fauske, J. & Wade, S. E. (2004). Research to practice online: conditions that foster democracy, community, and critical thinking in computer-mediated discussions. Journal of Research on Technology in Education, 36, 2, 137-153.

[3]. Fletcher, G. (1999). Teacher dialogue forums. ERIC Document Reproduction Service No. Ed446062.

[4]. Hawkes, M. (2000). Structuring computer-mediated communication for collaborative teacher development. Journal of Research and Development in Education, 33, 4, 268-277.

[5]. Hawkes, M. & Romiszowski, A. (2001). Examining the reflective outcomes of asynchronous computermediated communication on inservice teacher development. Journal of Technology and Teacher Education, 9, 2, 285-308.

[6]. Hough, B. W., Smithey, M. W. & Evertson, C. M. (2004). Using computer-mediated communication to create virtual communities of practice for intern teachers. Journal of Technology and Teacher Education, 12, 3, 361-386.

[7]. Koszalka, T. A. (2001). Effect of computer-mediated communications on teachers' attitudes toward using web resources in the classroom. Journal of Instructional Psychology.

[8]. McAteer, E. & Harris, R. (2003). Computer-mediated conferencing, In LTSN starter guide.

[9]. McMahon, Teresa A. (1997). From isolation to interaction? network-based professional development and teacher professional communication. ERIC Document Reproduction Service No. Ed408257.

[10]. Selwyn, N. (2000). Creating a "connected" community? teachers' use of an electronic discussion group. Teachers' College Record, 102, 4, 750-78.

[11]. Stephens, A. C. & Hartmann, C. E. (2004). A successful professional development project's failure to promote online discussion about teaching mathematics with technology. Journal of Technology and Teacher Education, 12, 1, 57-73.

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Research Paper

A Pedagogical Framework for the Use of Information and Communications Technology InInitial Teacher Training

Alison Hramiak*

Sheffield Hallam University

Dr. Alison Hramiak, (2006). A Pedagogical Framework for the Use of Information and Communications Technology InInitial Teacher Training. i-manager’s Journal of Educational Technology, 3(2), 55-62. https://doi.org/10.26634/jet.3.2.733

Abstract

This paper describes the initial findings of a longitudinal case study that investigates the use of e-learning and communications technology to enhance the placement experience for full time post graduate certificate in education (PGCE) students. It is a work in progress examining how a VLE might be used to support trainees while they are on placement.
Geographically separated trainees can feel very isolated on placement. The purpose of the VLE site was to try to alleviate some of the loneliness associated with placement by offering a way for trainees to maintain contact with each other, and to offer mutual support for the work they were doing in terms of lesson plans, assignment work resource planning and soon.
The Blackboard© (BB) site was set up prior to the students going on their first placement. Asynchronous and synchronous activities and communications were encouraged and provided for on the BB site, on a regular basis by the tutor while they were on placement.
This paper describes the initial findings and analysis of the study, giving the depth and breadth of trainee usage of the site over the course of the academic year. The findings from the trainee evaluations of their use of e-learning technologies during the course are also given. A preliminary analysis of the results is used to offer some insight into how this type of support might be improved for future students, and a minimum pedagogical framework is recommended for the implementation of VLEs for initial teacher training.

References

[1]. Abbott, C., Grosbois, M., & Klein, M. (2005). A beautiful house built on sand. What makes e-communication projects succeed - and why are they still so rare? Technology Pedagogy and Education, 14(2), p225.

[2]. Angier, C. (2004). E-learning and communications for flexible pgce students (Research report). Sheffield: Sheffield Hallam University.

[3]. Bassey, M. (1999). Case study research in educational settings.Buckingham: Open University Press.

[4]. Clarke, C. (2002). Putting the 'c' in ict: Using computer conferencing to foster a community of practice among student teachers. Journal of Information Technology for Teacher Education, 11(2), 163-179.

[5]. Cohen, L., & Manion, L. (1994). Research methods in education (4th ed.). London and New York: Routledge.

[6]. de Laat, M., & Lally, V. (2003). Complexity, theory and praxis: Researching collaborative learning and tutoring processes in a networked learning community. Instructional Science, 31, 7-39.

[7]. Dillenbourg, P. (1999). Introduction:Collaborative learning cognitive and computational approaches.

[8]. Dillenbourg (Ed.), Collaborative learning cognitive and computational approaches (pp. pp1-31). Oxford: Elsevier Science Ltd.

[9]. Galanouli, D., & Collins, J. (2000). Using unmediated computer conferencing to promote reflective practice and confidence-building in initial teacher training. Journal of Information Technology for Teacher Education, 9(2), 237-254.

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Research Paper

Research in the Language Classroom: State of the Art

Mohammad Ali Salmani Nodoushan*

University of Zanjan, Zanjan, Iran.

Dr. Mohammad Ali Salmani Nodoushan (2006). Research In The Language Classroom: State Of The Art. i-manager’s Journal of Educational Technology, 3(2), 63-72. https://doi.org/10.26634/jet.3.2.735

Abstract

New trends in language teaching have resulted in a move towards research in the language classroom. A brief overview of classroom research reveals three distinct but inter-related research paradigms: classroom-centered research, classroom process research, and qualitative research, respectively.

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