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1.
More units of study are being offered flexibly, using distance education and online facilities, as a consequence of recent educational developments in higher education, with learner expectations of being able to study when they like and where they like, as well as increasing class enrolments and more students studying remotely or part‐time. However, the quality of the learning experience and the efficacy of placing learning activities that require student interaction and discourse in an online environment have been questioned. The concerns raised by educators regarding placing learning activities online are often about the types of learning environments that are being created and the tools available to support student communication in a virtual learning environment. Asynchronous computer‐mediated communication is one means of allowing students to communicate independently of time and place, and to communicate questions, opinions and queries when transferring interactive learning activities to an online environment. The use of threaded, online discussions that allow asynchronous communication has been criticised for not producing the perceived benefits for learners and educators. This paper assesses the use of asynchronous computer‐mediated communication and the degree of convergence and level of social presence as indicators of developing highly responsive and interactive learning environments in the context of an inquiry‐based learning activity, using a case study approach with problem solving and self‐directed research.  相似文献   

2.
As part of required coursework, 112 students in an educational psychology course made asynchronous postings to online study groups. Students permitted their course marks to be used for research purposes and completed a questionnaire that assessed a range of psycho‐educational characteristics as well as personal interpretations of the online study group experience. Students did not perceive the benefits of online study groups equally, but such evaluation was not associated with academic achievement. Results suggest that psycho‐educational functioning relative to satisfaction with online study groups is similar to psycho‐educational functioning relative to satisfaction with learning events generally. In this regard, the difference between student functioning in virtual and real learning environments may not be as apparent as has been suggested.  相似文献   

3.
This study investigated the relationships between teachers' self‐reported classroom goal structures, instructional self‐perceptions, teaching efficacy, and perceptions of students' motivation in a developing East Asian nation. This study's participants were 404 teachers, across subject areas, in 14 high schools in an East Asian nation. Similar studies have been conducted in western nations, but these cannot be generalised to the East Asian cultural context without direct research. The following teacher perceptions correlated strongly with perceptions of student motivation: learning goal orientations; student ability; instrumentality of instruction; and high teaching self‐efficacy. Among these related factors, learning goals and ability emerged as the strongest predictors of perceived student motivation. Teachers interviewed reported that their students' motivation is primarily extrinsic and performance‐oriented, influenced by external factors, predominantly exam pressure and social expectations. These findings have important implications for teacher education and practice, and for school policy and educational reform.  相似文献   

4.
This paper presents the results of an inductive, interpretive analysis of the perspectives of 42 Canadian high school distance education (DE) teachers on asynchronous and synchronous online teaching. The paper includes a conceptual overview of the affordances and constraints of each form of teaching. Findings provided insight into the following aspects of asynchronous and synchronous online teaching: degree of use; the tools used; the contexts in which each occur; students' preferences; and limitations. Pedagogy emerged as more important than media for both asynchronous and synchronous online teaching. Synchronous online teaching relied on teacher‐ rather than student‐centred approaches. Asynchronous online teaching provided support for self‐paced, highly independent forms of secondary DE supplemented by synchronous online teaching for answering questions and troubleshooting.  相似文献   

5.
This paper discusses the results of the student dimension in an evaluation applied to an educational teleconferencing system in a Mexican higher education institution. Traditionally, this institution has gained prestige for its face‐to‐face programs, and students are not used to mediated or distance learning. Courses offered through this system are based on a pedagogical model which emphasises the active role of the learner. Therefore, student variables such as perceptions of the self, and self‐regulatory processes become key components in this learning environment. Conclusions here presented correspond to: (i) students’ expectations; (ii) perceptions of efficacy for self‐regulated learning, and perceptions of the course, and of the teacher's and learner's work.

Results indicate students’ expectations focus on ‘learning more than in face‐to‐face situations’, followed by ‘using technology’, and ‘having freedom and initiative’. Perceptions of efficacy for self‐regulated learning were high overall. Nevertheless, analyses of individual items indicate specific areas requiring improvement. Qualitative data on perceptions of the course, and teachers’ and learners’ work suggest that these courses are more demanding than the face‐to‐face ones they are taking. Students’ responses include attitudinal and cognitive adjustments needed for these learning environments. These results have led to improvements, which are presently being applied. The importance of considering these student variables in evaluations of mediated learning environments is discussed.  相似文献   


6.
相较于Web 1.0以教师为中心的单向知识传授和Web 2.0的师生双向互动交流,Web 3.0时代在线课程的最大特色是在多感官智能交互环境下师生平等合作解决问题。在线课程是实现Web 3.0教育理念的重要手段之一,而其成功的核心是学生学习的积极主动性。教师实施在线课程需要具备无缝整合多种技术的能力,但更重要的是教育理念的更新,需要进行学习空间、学习方式和学习内容的体系化变革。这种要求无论是对物理空间的学校教育还是网络虚拟空间的学生学习具有同样的适用性,并且相互推动形成开放式、混合式的未来教育。  相似文献   

7.
When combining the increasing use of online educational environments, the push to use serious video games and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. A mix methods model was used to triangulate statistical and qualitative findings on student performance, completion time, student intrinsic motivation, as well as desirable, undesirable, helpful and hindering aspects of serious game‐based and nongame‐based courses. Students in the game‐based course were found to have performed significantly better and to have taken significantly longer. Students and teachers in the game‐based course provided more reasons for student motivation along with more desirable, more helpful and less hindering aspects compared to students and teachers in the non‐game‐based course. In addition, students and teachers in both courses provided an equal number of undesirable aspects. The results from this study inform instructional designers, teachers, education stakeholders and educational game designers by providing research‐based evidence related to the learning experiences and outcomes of the serious game‐based online course.  相似文献   

8.
For the last 10 years, online pre-service teacher distance education has increased significantly in Brazil. As a result, research on this educational modality has also increased, in particular, research investigating the different roles students and teachers play in these courses. The purpose of this paper is to analyze the role of digital technologies in two specific contexts: how teachers, tutors, and students play a role in producing interactive digital didactic material and how digital technologies themselves can play a role in teaching distance learning courses. But for these roles to emerge, we point to the need for participants of online courses to interact collaboratively. To identify these roles, grounded theory, a branch of qualitative research, was used as the two roles were articulated. Data were produced from virtual observations in virtual learning environments and virtual interviews. The results stress that both highlighted roles are related. They transform teacher and student roles and participation in the virtual classroom, and an “agency of media” emerges in online mathematics education.  相似文献   

9.
This paper discusses the role of blended learning in teacher education on a Master's programme at Manchester University. Blended learning is the bringing together of traditional physical classes with elements of virtual education. The paper focuses on one particular module of the degree and attempts to capture students’ experiences of using a number of online tools. As our students are primarily in‐service teachers, this experience is particularly relevant and equips them to make use of educational technology in the language classroom. Some comparisons are also made with a cohort of teachers studying the programme at a distance. The paper explores a range of issues that currently feature in the adult education literature, namely, deep and surface learning, communities of practice, and the importance of educational dialogue. The paper illustrates how important the blended nature of this module is for the teachers to get a balanced programme that upgrades skills and knowledge, but which also enables them to reflect on past and future practice. A transformative education scale is used to show that teachers can be transformed. The paper is a case study that makes use of data that explore the student perspective on a series of research questions.  相似文献   

10.
Student‐directed learning strategies involve teaching students to modify and regulate their own behaviour. Teaching students to self‐regulate behaviour has been identified as one means of promoting self‐determination, and promoting and enhancing self‐determination has become a valued outcome internationally. In addition, however, student‐directed learning strategies could prove important for including students with disabilities in general education classrooms by reducing the student's dependency upon others in the classroom setting. Four students with intellectual disability were supported to select an educational goal on which they wanted to work and were taught to self‐monitor their progress toward that goal in general education classrooms. Their progress toward the goal was evaluated through data collection activities and by using the Goal Attainment Scaling process. In general, students achieved their self‐selected goals. The potential contribution of student‐directed learning strategies to inclusion and promoting self‐determination are discussed.  相似文献   

11.
The rise in interactive digital media has catapulted faculty‐student contact abilities from the traditional Web 1.0 model to a post‐Web 2.0 world where students and faculty can have much more interaction in classroom exchanges. Since business cases have long been a pedagogy of choice among professors concerned with training the next generation of decision makers, the intent of this exploratory teaching execution was to gain insight into the case teaching experience in Second Life (SL). SL is a virtual world developed by Linden Lab that enables its users to interact with each other through avatars (virtual representations of the self). While online classrooms in SL are not new (a number of universities throughout the world have set up virtual campuses), business education scholarship is lacking as related to the use of virtual worlds for educational purposes. The aim of the execution was not to suggest that SL case teaching should displace the traditional case classroom interactions. Rather, the exercise found that a case‐based class can be held and attended independent of time, distance, and location should the need arise. Case teaching in SL offers an availability alternative or supplement to the traditional case teaching and learning approach.  相似文献   

12.
In this study, the actual position of collaborative learning (CL) in teacher education is examined. One hundred and twenty teacher educators and 369 student teachers are surveyed on general educational beliefs, mental models and conceptions related to CL. The self‐efficacy and the implementation of CL are also taken under scrutiny. The results reveal that CL is highly valued as a teaching strategy for primary school children; however, student teachers do not prefer to collaborate themselves during their learning process. Student teachers’ self‐efficacy towards the use of CL is moderate. Collaborative learning is implemented once in a while in teacher education, and student teachers are not intensively trained in the pedagogical use of CL for their future classroom practice.  相似文献   

13.
Blended learning has risen in popularity in the last two decades as it has been shown to be an effective approach for accommodating an increasingly diverse student population in higher education and enriching the learning environment by incorporating online teaching resources. Blending significant elements of the learning environment such as face‐to‐face, online and self‐paced learning leads to better student experiences and outcomes and more efficient teaching and course management practices if combined appropriately. Hence, an appropriate systematic and dynamic approach of blended learning design is crucial for a positive outcome, starting with planning for integrating blended elements into a course and creating blended activities and implementing them. Evaluating their effectiveness and knowing in which environments they work better and improving the blended activities designed from both the student’s and instructor’s perspective are critical for the next delivery of the course. This article aims to increase awareness of higher education educators about how traditional face‐to‐face learning can be transformed into blended courses so as to develop student engagement with both in‐class and online approaches, whilst being time effective for the instructor.  相似文献   

14.
A supportive online learning environment entails teachers using effective pedagogical practices to meet the needs of their students and developing a positive teacher–student relationship to foster learner motivation and engagement. This paper reports a study investigating how 32 secondary teachers in New Zealand taught their online distance classes and how they related to their students. These classes were administered by NetNZ, an online distance education community. An online survey conducted in 2016 found that NetNZ teachers used inquiry-based practices including flipped learning and knowledge-building pedagogies to support agency, autonomy, collaboration, and community development. They also used synchronous and asynchronous communication technologies to overcome barriers of relationship building in online settings. NetNZ was unique in delivering distance education in the New Zealand context in that it used a community approach to encourage a more active participation of its member schools and teachers in delivering distance courses to secondary students.  相似文献   

15.
Training reform in Australian Vocational Education and Training (VET) has been well under way for over a decade. Reforms include marketisation, the widespread adoption of competency-based training, and most recently an adoption of various forms of flexible delivery. One of these alternative methods of delivery is self paced learning (SPL). SPL is presented by VET management as being advantageous to students and their employers, and in addition is generally less resource-intensive than face-to-face teaching. This paper examines SPL in a TAFE college from a student viewpoint. The research, using qualitative methods, examined the experiences of SPL, in Office Administration subjects, of students who have a Non English Speaking Background (NESB) or no regular access to computers. The paper describes how they adapted, reacted and responded to self paced learning. The difficulties experienced by these students when studying by self paced learning are discussed in detail The findings indicate that, whilst students are appreciative of the flexibility which self paced learning affords, there are some concerns about its efficacy in relation to educational outcomes.  相似文献   

16.
Training reform in Australian Vocational Education and Training (VET) has been well under way for over a decade. Reforms include marketisation, the widespread adoption of competency-based training, and most recently an adoption of various forms of flexible delivery. One of these alternative methods of delivery is self paced learning (SPL). SPL is presented by VET management as being advantageous to students and their employers, and in addition is generally less resource-intensive than face-to-face teaching. This paper examines SPL in a TAPE college from a student viewpoint. The research, using qualitative methods, examined the experiences of SPL, in Office Administration subjects, of students who have a Non English Speaking Background (NESB) or no regular access to computers. The paper describes how they adapted, reacted and responded to self paced learning. The difficulties experienced by these students when studying by self paced learning are discussed in detail. The findings indicate that, whilst students are appreciative of the flexibility which self paced learning affords, there are some concerns about its efficacy in relation to educational outcomes.  相似文献   

17.
The development of student teachers’ professional identity   总被引：4，自引：3，他引：1  
This study focuses on student teachers’ perceptions of their professional identity. The respondents are students enrolled in a three‐year course in secondary education teaching at bachelor level. Questionnaires were filled out by first‐year, second‐year and third‐year students from two colleges. The questionnaire included four scales: commitment to teaching, professional orientation, task orientation and self‐efficacy. In the first five months of the first‐year course, a shift in students’ task orientation was observed: students developed a more pupil‐centred view on teaching. Practical experience with classroom teaching again caused a shift: students focused less on the subject matter, on maintaining order in the classroom, on the long‐term educational qualification targets and self‐efficacy decreased. Students with work placement experience developed a more ‘realistic’ view of learning and teaching compared to students without this experience. A final important difference in professional identity is based on students’ gender: while male students tend to attach more importance to discipline in the classroom, their female counterparts focus more on student involvement.  相似文献   

18.
Abstract

This is a multiple‐indicators evaluation of an innovative approach, using self‐paced learning modules accompanying computerised exercises as an adjunct to teaching quantitative concepts and skills to environmental science students at university. The evaluation data, based on a pre‐unit and a post‐unit questionnaire survey completed by 38 students, show high levels of student satisfaction with the unit as a whole, and the self‐paced workbooks in particular. Students also indicated a clear preference for learning from self‐paced workbooks compared to learning from textbooks. Some students applied the quantitative skills acquired to other academic units, or took the initiative to learn to use additional statistical procedures (not covered in the unit) for academic purposes. However, comparison of students’ levels of interest and confidence in quantitative subjects before and after the completion of the unit did not yield significant changes. Implications of the research findings for university science education are discussed.  相似文献   

19.
In recent years, the use of mobile technologies has increased in a number of fields such as banking, economy, tourism, entertainment, library research, etc. These developments have also led to the use of mobile technologies for educational purposes. The successful integration of mobile learning (m‐learning) technologies in education primarily demands that teachers' and students' adequacy and perceptions of such technology should be determined. Therefore, the aim of this study was to compare teachers' and students' abilities and perceptions concerning m‐learning. Research data for the analysis were obtained from a sample of 467 teachers and 1556 students from 32 schools that were surveyed in Northern Cyprus. Based on our results, we conclude that teachers and students want to use m‐learning in education. Their perceptions are positive but their m‐learning adequacy levels are not sufficient.  相似文献   

20.
Innovative educational strategies can provide variety and enhance student learning while addressing complex logistical and financial issues facing modern anatomy education. Observe‐Reflect‐Draw‐Edit‐Repeat (ORDER), a novel cyclical artistic process, has been designed based on cognitivist and constructivist learning theories, and on processes of critical observation, reflection and drawing in anatomy learning. ORDER was initially investigated in the context of a compulsory first year surface anatomy practical (ORDER‐SAP) at a United Kingdom medical school in which a cross‐over trial with pre‐post anatomy knowledge testing was utilized and student perceptions were identified. Despite positive perceptions of ORDER‐SAP, medical student (n = 154) pre‐post knowledge test scores were significantly greater (P < 0.001) with standard anatomy learning methods (3.26, SD = ±2.25) than with ORDER‐SAP (2.17, ±2.30). Based on these findings, ORDER was modified and evaluated in the context of an optional self‐directed gross anatomy online interactive tutorial (ORDER‐IT) for participating first year medical students (n = 55). Student performance was significantly greater (P < 0.001) with ORDER‐IT (2.71 ± 2.17) when compared to a control tutorial (1.31 ± 2.03). Performances of students with visual and artistic preferences when using ORDER were not significantly different (P > 0.05) to those students without these characteristics. These findings will be of value to anatomy instructors seeking to engage students from diverse learning backgrounds in a research‐led, innovative, time and cost‐effective learning method, in the context of contrasting learning environments. Anat Sci Educ 10: 7–22. © 2016 American Association of Anatomists.  相似文献   

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