Abstract

Placing pre-service teachers in schools for practical experience takes money, time and support. The traditional model of school based experience for pre-service teachers is both financially prohibitive and unsustainable. Practicum is viewed by pre-service teachers, classroom supervisors and educational lecturers as a useful and important part of teacher education courses. Innovative approaches to the supervision of student teachers (in schools) are required. To ensure school based practicum remains in pre-service teacher courses, research into relevant alternatives is required. The proposed research will concentrate on developing new partnerships via the e-mentoring process. A variety of technology-based means of communication will be applied. The traditional triad model (classroom teacher, pre-service teacher and university lecturer) will be challenged and a new model implemented. The new model features, students at the core, in partnership with each other and with their school-based mentor(s) and university mentor. Classroom teachers will enter into a partnership with their school based colleagues and university lecturers. Technology is the enabler of these teaching and learning partnerships.

Abstract

The study focused on the training of College of Education (CoE) faculty in the use of digital video recording to enhance the training of prospective teachers by providing portable technology capable of capturing real-time classroom interactions between faculty and aspiring teachers, and pre-service teachers and students. The initial objective of the project was to create a “train the trainer” model so that the CoE faculty could become sufficiently adept at using the video technology to subsequently train students (prospective teachers) in skills on how to capture and edit digital videos of themselves with their own students in actual classroom settings during field service or internship.

While the initial purpose of the project was to train faculty in the use of digital video recording technology, the project’s outcome reflected more on ways to facilitate the pedagogical and communication skills of CoE faculty while using technological tools. In addition, some indicators in survey responses appeared to indicate that a factor in the faculty participants’ outcomes was the overall predisposition of the faculty to use the technology themselves, regardless of pedagogical considerations or motivation.

Abstract

Online colleges and universities are experiencing rapid growth as more traditional organizations are investing in distance education. There has been a steady increase in the number of online degree programs and online classes at traditional universities. Technology advances have increased student access to library content through e-journals, e-books and databases. Online education is entering a new phase of development that places a greater emphasis on academic quality in degree programs.The author will briefly discuss recent enrollment trends in online education and highlight ways to integrate informal learning can into online classes.

Abstract

When curriculum adjusts to fit individual learners or groups of learners, whether in the classroom or online, this is called differentiated instruction. It is an approach to teaching that acknowledges people have multiple paths for learning and for making sense of ideas. Differentiated instruction has swept through the schools in the last decade, picking up many dedicated advocates, and e-learning fits right in because technology can make curriculum adjustments easy to do. Here we outline five current strategies for differentiation in e-learning, sometimes called e-diff, are defined here.

Abstract

Approximately 40% of beginning teachers are leaving the teaching field after their first year of teaching (Wong, 2005).  That percentage declines significantly when beginning teachers are part of an induction program that offers mentoring as an integral component.  The majority of mentoring in the teaching profession is traditional face-to-face.  Extending traditional mentoring of teachers to include or rely upon ementoring would add many benefits for the mentors and mentees.  eMentoring is using technology such as email and conferencing systems for communication and discussions among mentors and mentees.  The amount of research about the effects of ementoring and new teachers is limited; therefore, further study is needed.

Abstract

The largest growth opportunities in learning and education lie in networked courses and programs. Potential advantages of Asynchronous learning network (ALN) in existing courses are so monumental that most campuses are experimenting with ALN at the moment and contemplating more widespread deployment for existing courses. The asynchronous format has been in existence for quite some time; however, new research and strategies suggest that this approach can enable learners to increase knowledge and skills through self-paced and self-directed modules completed when the learner is prepared and motivated to learn. Networked courses are cheaper than traditional courses due to virtual elimination of needs for physical classrooms, building maintenance, and expensive on-site faculty. To use these self-paced courses successfully, undoubtedly, one will have to overcome some challenges. Asynchronous Learning is gaining rapid popularity as its varied benefits become explicit. This article stresses that Asynchronous learning network is not simply a cheap alternative in terms of faculty. In fact, Asynchronous computer networks have the potential to improve contact with faculty, perhaps making self-paced learning a realisable goal for some off- and on-campus students. There are many opportunities where ALN may contribute to another outcome: lowering the cost of education, e.g., by naturally introducing new values for old measures such as student-faculty ratios. Traditional universities that cling to only limited, and possibly outmoded, courses will find themselves facing a tremendous challenge. Strategies should be formed to bridge curriculum gaps with ALN contracts. As network education opportunities increase, it becomes increasingly evident that traditional universities will have to add more course choices to curricula in order to keep pace with their old and newer competitors.

Abstract

This article focuses on how an undergraduate program at an Association to Advance Collegiate Schools of Business (AACSB)-accredited business school incorporates assessment on the use of information technology in a computer business course.  To meet the new AACSB standards regarding assessment and adequately determine “if and what students are learning?” this research presents the technology learning goals, the associated learning objectives and the specific technology-related behaviors and actions that are assessed.  In addition, specific examples of student assignments are presented as well as how these assignments are designed and assessed in relation to the learning objectives for the course is discussed.

Abstract

The main purpose of this paper is to identify and rank the future research categories, priorities and needs for online learning. Based on the main purpose of this study and the concerns, the key research inquiries are: 1) What are the major research categories identified by the online workers for online learning over the next ten years?; 2) What are the major research priorities identified by the online workers for online learning over the next ten years?; and 3) What are the major research needs identified by the online workers for online learning over the next ten years? This is a mixed study that utilizes both quantitative and qualitative data to provide detailed information to the researcher for the data collection. The Delphi Study was used to represent a constructive communication device among a group of experts. A total of 72 participants (24 female and 48 male) were selected and all of them completed all three rounds of the study. These experts identified top categories, priorities and needs for online learning. The author hopes that this study can find diverse resources, multicultural experiences, and egalitarian opportunities that open our minds and broaden our perspectives for online learning.

Abstract

In this article, the concept of a ‘virtual reality learning environment’ (VRLE) discussed in the context of technology enhanced learning.  The aim of this work is to compare the views of British (n=8) and international virtual learning practitioners (n=21) on the future of virtual reality based learning and to test the hypothetical checklist of virtual reality learning components (VRLC).  The international virtual learning practitioners were leading researchers and members of the FiSTe project consortium.  The first objective was investigated in three parts using a Practitioner based method.  The second goal was investigated by presenting an incomplete checklist of the VLC to international practitioners along with a narrative scenario, and asking them if something was missing.  The results, in the main, showed that the British and the international FiSTe practitioners shared views on the future of virtual learning, but the international practitioners showed more scepticism in their opinions.  British practitioners emphasised the relevance of personal aspects of learning, when FiSTe practitioners saw learning community issues more relevant.  The theoretical framework of this study, comprising the VLC checklist was supported by the international virtual learning practitioners with an exception of “Continuity and adaptability”, and “Support for time and learning management”.

Abstract

For purposes of the present study, it was hypothesized that field (in)dependence would introduce systematic variance into Iranian EFL learners’ overall and task-specific performance on task-based reading comprehension tests. 1743 freshman, sophomore, junior, and senior students all majoring in English at different Iranian universities and colleges took the Group Embedded Figures Test (GEFT). The resulting 582 Field-Independent (FI) and the 707 Field-Dependent (FD) students then took the 1990 version of the IELTS. Using SPSS commands for collapsing continuous variables into groups, and participants' IELTS scores (based on 25, 50, 75 percentiles), four proficiency groups were identified for each kind of cognitive styles. From each proficiency group, 36 FD and 36 FI individuals were selected through a matching process. The resulting sample of 288 participants took the Task-Based Reading Test (TBRT) designed for the study. The results of data analysis revealed that individuals' cognitive styles resulted in a significant difference in their overall test performance in proficient, semi-proficient, and fairly proficient groups, but not in the low-proficient group. The findings also indicated that cognitive style resulted in a significant difference in participants' performance of true-false, sentence completion, outlining, skimming, and elicitation tasks in all proficiency groups.