Abstract

The main purpose of this paper is to discuss self-motivated learning through Project-Based Online Learning (PBOL). Besides, this paper aims to explore the dimensions and dynamics of self-motivated learning in a digital society. The strategies and principles of PBOL based on new communication technologies of evidence and truth through critical pedagogy is discussed to generate a theoretical framework that provides authentic examples and experiences for probing online learner engagements. The author hopes that this theoretical framework helps online communication workers adapt diverse resources, multicultural experiences, and egalitarian opportunities. Furthermore, discussing the main dimensions and dynamics of self-motivated learning through Project-Based Online Learning (PBOL) can construct a very powerful paradigm shift to establish public interests encompassing the reflections of every aspect of egalitarian milieus with the enthusiasms, ideologies and persuasions as well as judgments.

Abstract

This paper addresses the concept of blended learning, an approach that has been gaining popularity in recent years with the advancement of computer-mediated training solutions.  It begins with an effort to define blended learning and a description of its historical context.  A discussion of blended learning as a learner-centric approach follows, including a brief examination of the advantages and disadvantages of both instructor-led instruction and Web-based training in relation to the learner.  The benefits and challenges of blended learning are identified, as well as the basic steps necessary for creating a blended program.  Examples from corporate and military environments are included.  The paper concludes with a look to the future of blended learning, whose growth and influence promises to soar in the coming years.

Abstract

This article attempts to present before the readers the recent trend in the pedagogy, that the managements of higher education have begun adapting to. Of late, more and more Institutions have started making their courseware and resources available online. The next step in this direction for the institutions would be to provide evaluation structure to all its students, and provide this facility early in their educational period. This article will look into Higher Education Institutions with emphasis on Indian Institutions — especially at the Under Graduate and Post Graduate — adopting the use of e-learning in their institutions.

Abstract

The purpose of this paper is to describe the experiences of a small, Catholic university as it began implementing the various functions available through LiveText. LiveText represents a straight-forward tool for collection, analysis, and presentation of candidate artifacts. We expected that the LiveText platform would allow us to do long-term program improvement through a systematic approach to assessment. We also anticipated that LiveText, as advertised, would allow us to demonstrate the successful achievement of teacher education candidate standards for our upcoming accreditation visit. Complying with accreditation requirements through the use of this web-based tool resulted in more immediate and positive, if unanticipated, effects on program-wide reflection, instruction, and assessment practices.
This presentation will discuss the various ways that the use of LiveText has impacted all aspects of our teacher education program. Faculty collaboration, clarification of program goals, overlapping assessment tools and systematic application of our own revised conceptual framework standards have resulted in a more coherent and, we believe, a more productive learning experience for our teacher education candidates.

Abstract

The rapid expansion of available information has created new opportunities and challenges for today's research students. Academic and public libraries have developed sophisticated electronic databases to better manage knowledge to make it more accessible to researchers. Literature reviews are a major challenge for doctoral students. The focus of this discussion is to share advice for helping individuals with their literature reviews.

Abstract

There has been much literature published about concern over high attrition of students in doctoral programs.  Denecke (2005) published that Pfizer, Inc., is sponsoring a $2 million, three-year study to investigate how to reduce doctoral attrition and increase completion rates. Malmberg (2000) published that approximately 65, 400 doctoral candidates will be lost to attrition across the United States during 2000-2005. Low completion rates of doctoral students’ results in tuition losses to the educational institution, and the doctoral dropout may experience psychological pain of failure and reduced life time earnings (Smallwood, 2004). The nation also receives reduced contributions in the form of tax revenues when doctoral students fail to complete their programs. While some attrition is expected and needed in all educational programs, The Washington Post (2006) published the attrition of students in doctorate programs is estimated to be between 50-60%.  Given the perquisites required to meet admissions standards for acceptance into a doctoral program, this number is high.

Attrition of doctoral students at the rate of 50-60% of those who enter the program, suggests the need to examine alternative strategies within educational institutions in working with doctoral students. The focus this paper is to suggest how incorporating Internet technology might be one alternative in reducing attrition in doctoral programs.

Abstract

This article describes and documents the teaching and learning in a new undergraduate course at Rowan University in Glassboro, New Jersey, USA.
Students investigate the meaning of literacy in today’s rapidly changing, technological world. They explore multiliteracies, ultimately weaving them into a multimedia statement - a mini documentary on a topic of choice. Students learn and use iMovie software to create their final projects. They experience success and satisfaction as well as a newfound understanding of literacy today.

Abstract

This article describes and documents the teaching and learning in a new undergraduate course at Rowan University in Glassboro, New Jersey, USA.
Students investigate the meaning of literacy in today's rapidly changing, technological world. They explore multi literacies, ultimately weaving them into a multimedia statement - a mini documentary on a topic of choice. Students learn and use iMovie software to create their final projects. They experience success and satisfaction as well as a newfound understanding of literacy today.

Abstract

Many e-learning applications and games have been studied to identify the common interaction models of constructivist learning namely- 1. Move the object to appropriate location 2. Place objects in appropriate order and location(s) 3. Click to identify 4. Change the variable factors to observe the effects 5. System personification and dialogue with learner. The paper also presents around 14 qualitative aspects, which can serve as heuristics for evaluation of constructivist e-learning. The common interaction models and qualitative aspects are defined to help in improving the effectiveness and usability of constructivist e-learning.

Abstract

This paper provides a brief understanding of the educational technology in the teaching and learning of mathematics to the Form Two students (equivalent to the eighth-graders) in Malaysia. In particular, it attempts to understand the relationships between educational technology and mathematics achievement in both the urban and rural schools. The study draws its findings solely from the Trend in Mathematics and Science Study (TIMSS) 2003 which includes 5,314 students from 150 schools. The technology discussed in this paper is confined to the use of calculator and computers in mathematics learning and teaching. The use of computer for academic purpose was scarce among the Form Two students, which is reflective of our current curriculum that lacks of the technological approach. However, we found that students who owed computers, used computers at home, library or friend’s home performed relatively better in the TIMSS mathematics test compared to those who did not. The findings also show that students in rural areas were less likely to own home computers but are more likely to use calculator as compared to their urban counterpart but their achievement in TIMSS mathematics scores were significantly lower and were more likely from schools that had greater shortage of computer facilities. Although the findings implicated that the use of computers help in achieving higher mathematics scores, it was not conclusive since students’ socio-economics status, motivation and other factors related to achievement were not considered in this study. This study also found that teachers’ pedagogical style do not encourage mathematical creativity. However, the instructional approach of the teachers did not seem to affect students’ performance in mathematics.

Abstract

Innovation Education (IE) is a new subject area in Icelandic schools.  The aim of the subject is to train students to identify needs and problems in their environment and to develop solutions: a process of ideation.  This activity has been classroom based but now a Virtual Reality Learning Environment technology (VRLE) has been designed to support ideation.  This technology supports online communications between students and teacher and enables them to develop drawings and descriptions of their solutions.  The VRLE is network based and the students work online in the school with their ideas in real time.  As this learning environment is new it is important to explore and evaluate its use and value.  This paper describes the basic IE pedagogical model and the subsequent development of the VRLE.  These are discussed in relation to constructivist learning theories.

Abstract

This paper underscores the effect of text cohesion on EFL reading comprehension. 160 participants (80 English majors and 80 non-English majors) took two versions of a cloze test based on a passage of 750 words length—one developed with every nth word deletion and the other with cohesive word deletion. The results of analyses of variance indicated that text cohesion positively affected text comprehension. Pedagogical implications of the study are discussed.