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Xuemei Wang John F. Dannenhoffer III Barry D. Davidson J. Michael Spector 《Distance Education》2005,26(3):405-423
Collaborative learning has been gaining momentum as a promising pedagogy in higher education. Research on student collaboration is increasing. However, one arena is often overlooked—faculty collaboration. In this article, a cross‐institutional faculty collaboration is presented. The context is faculty collaboration on the design of an undergraduate engineering course. Specifically, this paper examines design issues encountered in the faculty collaborations associated with developing, delivering, and redesigning a senior‐level engineering design course that was taught simultaneously at two universities. This course was taught in state‐of‐the‐art distance learning classrooms. Both within class and outside class, participating students and faculty made use of a Web‐based environment that supported a variety of synchronous and asynchronous interactions. The course itself focused on team design projects and provided instruction on the engineering design process, in various specific skills needed for the students’ projects, and on how to function effectively as part of a geographically distributed engineering design team. The participating faculty members represented different backgrounds, academic disciplines, and academic cultures. Issues related to collaborations on development, delivery, and redesign are elaborated. Based on the lessons learned, suggestions for future cross‐institutional faculty collaboration in course development are provided. 相似文献
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James Johnson Richard Fiene Jane Keat Harriet Darling Donald Pratt Joyce Iutcovich 《Journal of Early Childhood Teacher Education》2013,34(4):267-274
Abstract In the spring semester 2000, a Penn State course, ECE 479 (The Young Child's Play as Educative Process), was taught by the same instructor in four delivery formats. One group consisted of a regular classroom, held on campus. A second group, also on campus, was taught in a computer lab via the Internet; and there were opportunities for interaction with peers and the instructor. A third group took the course on the Internet as part of a local distance education group; hence, there were some limited opportunities for face‐to‐face interaction with peers and the instructor. The fourth group took the course on the Internet, as part of a statewide distance education group, where there were no opportunities for face‐to‐face interaction. Twenty students who enrolled in the course (5 per group) completed questionnaires and phone interviews. Information was gathered on professional backgrounds, computer experience, and initial level of content knowledge on the topic of the ECE Internet course. Sixteen students who completed the course were interviewed again to evaluate satisfaction with the course and to estimate learning outcomes. Across the four conditions general satisfaction was expressed with the content, activities, and course requirements and with the teacher. However, students in the three computer groups expressed dissatisfaction over technical problems (all four who did not complete the course came from these computer groups). Significant gains in content knowledge occurred for the classroom group, while the learning in the three Internet‐based instruction groups did not show the same gains. Concern was expressed related to the lack of face‐to‐face interaction, making the learning environment less desirable. Although Internet technology provides a great deal of promise, these results suggest that improvements are needed to make this delivery modality more effective for in‐service distance learning. © 2001 Elsevier Science Inc. All rights reserved. 相似文献
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James A. Visser 《The American journal of distance education》2013,27(3):21-32
Abstract Using an experiential case approach, this study explores the conventional wisdom that distance education courses require greater faculty work effort and time commitment than traditionally taught courses. The study's basis for analysis is an instructor's time and effort in developing and delivering a graduate‐level course in public administration, for both a distance course (a modality with which he had no previous experience) and his traditional classroom courses. The study finds support for the conventional wisdom. But it also suggests hypotheses for future comparative analysis that development and delivery time and effort may partially depend on the accumulation of instructor experience and the level of institutional support. This article also identifies some implications for future research and faculty participation in distance education. 相似文献
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Abstract Content, literacy development, and technology use are being integrated as tools for learning. As part of this process, K‐12 educators and teacher preparation faculty have been trying to come to grips with what preservice teachers should know and be able to do regarding this integration. The university/school partnership in this case study sheds light on how content area standards, literacy, and technology standards can be addressed and taught in a project carried out in cyberspace. This case study investigated how literacy strategies embedded in a Web‐based project enhanced the writing performance of students in a middle school science classroom. After choosing a topic and researching, analyzing, and synthesizing the information, the students wrote essays on the earth's surface. Results of this case study suggest that Web‐based activities did have an effect on students’ performance as they became engaged in a cyber‐context to construct meaning. 相似文献
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Universities across the United States offer classes taught entirely over the Internet. Teaching with this medium, however, is still relatively new so faculty and administrators need to understand the salient issues that attend to course offerings in a “virtual classroom.” This paper discusses the benefits and challenges that arose when a Substantive Criminal Law course was developed and taught on the Internet in the Fall of 1997. Pedagogical and technical issues that arose during the development and implementation of the course are addressed. Policy recommendations are also suggested. 相似文献
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《学校用计算机》2013,30(4):127-153
Abstract The design, implementation, and evaluation of the second phase in a two-year faculty development initiative by the Southeastern Pennsylvania Consortium on Higher Education (SEPCHE) is presented. The initiative addressed instruction of SEPCHE faculty in the use of technology in college teaching. Six workshops were conducted for faculty in specific disciplines to create working relationships among SEPCHE faculty, establish faculty as mutually supportive resources, to decrease attitudinal and behavioral barriers toward adoption of new technology by “late adopters,” and to improve teaching effectiveness through the application of new technology. Faculty from SEPCHE, rather than outside consultants, served as expert presenters. Workshops included mastery of software and adaptation for specific disciplines, Internet search strategies and usable sites, Web site design, and electronically mediated course delivery. Faculty indicated satisfaction with the workshops in exit interviews, and attitudinal and usage changes are documented by evaluation four months later. 相似文献
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Abstract This article describes how the World Wide Web was implemented in a graduate course. The interactions that took place among the students and between the students and instructor illustrate how problem‐based learning strategies can be supported by the Web. Of particular note, the course content focused on technology‐based learning, thus students were immersed in an authentic learning environment. The article chronicles the various strategies ? that students implemented to facilitate the problem‐solving process and concludes by way of issues to consider when implementing such strategies within Web‐based learning environments 相似文献
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Eric Johnson 《Educational Media International》2013,50(3):203-215
Abstract Students in my on‐campus literature classes have made good use of a series of computer programs that I have created for text analysis. I offered a course via the World Wide Web that provided 14 of my programs to students throughout the world. My course taught those students how to use the programs, and as they completed the assignments, students not only learned to use software for literary analysis, but they also often gained new kinds of insights into the study of texts. 相似文献
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Gail P. Hollowell Yolanda B. Anderson 《The American journal of distance education》2017,31(3):207-216
ABSTRACTNorth Carolina Central University (NCCU) recognized the need to address the increasing rates of Ds, Fs, and Withdrawal by students matriculating in online courses. Led by two science faculty, a faculty learning community in partnership with the NCCU Division of Extended Studies was created to assess online science course offerings and instruction. Faculty within this learning community completed the Quality Matters (QM) “Applying the Quality Matters Rubric” course. This online training course, coupled with services provided by the NCCU Division of Extended Studies, offered the faculty learning community a variety of pedagogical strategies to meet their instructional needs. All faculty participating in this learning community completed the online training course and all faculty indicated that they implemented changes in their subsequent online course offerings. This article describes the impact of that training and the application of quality course design standards in the Quality Matters Rubric on the design and student outcomes for an Introductory Biology course over four terms. As faculty learning communities are broadly utilized, it is anticipated that this article may present an effective strategy to increase the quality and quantity of online science, technology, engineering and mathematics (STEM) courses at similar institutions. 相似文献
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Faculty satisfaction is considered an important factor of quality in online courses. A study was conducted to identify and confirm factors affecting the satisfaction of online faculty at a small research university, and to develop and validate an instrument that can be used to measure perceived faculty satisfaction in the context of the online learning environment. The online faculty satisfaction survey (OFSS) was developed and administered to all instructors who had taught an online course in fall 2007 or spring 2008 at a small research university in the USA. One hundred and two individuals completed the web‐based questionnaire. Results confirm that three factors affect satisfaction of faculty in the online environment: student‐related, instructor‐related, and institution‐related factors. 相似文献
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Evan S. Smith 《The American journal of distance education》2013,27(2):53-65
Abstract This study examines faculty writing style in Web‐based courses aimed at adult learners, a key audience for university‐level courses. Taking into account independent‐study courses and others, the investigator conducted faculty interviews, looking at written and oral strategies implicit in teaching; print vs. Web formats; and adherence to educational philosophies. Faculty who were interviewed revealed minimal experience in both print and Web realms, minimal style differences beyond teaching netiquette or using occupational jargon, and adherence to active learning or social constructivism. 相似文献
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Linda L. Wolcott 《The American journal of distance education》2013,27(1):26-36
Abstract How faculty in higher education plan instruction is an area about which little is known. The purpose of this study was to describe instructional planning by faculty teaching adult learners via interactive telecommunications technology and to identify their principal concerns when designing distance instruction. Qualitative methods were used to collect and analyze data on planning by eleven full‐time faculty members teaching on an audio‐graphic distance network. Their distance instruction planning process was characterized by three features: term rather than day‐to‐day planning, a primary emphasis on content rather than process, and reliance on the syllabus as the focal point of planning. 相似文献
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This essay proposes a set of policy strategies and procedures for responding in a collective, comprehensive, and coherent way to the increasing demands to create online communication courses and curricula. Twelve specific policies focusing on inter‐department cooperation and standards, faculty development, assessment and feedback systems, and future research projects are outlined to achieve this objective. This essay specifically proceeds by first identifying the basic features (of a policy research analysis as a method for analyzing a social issue linked to technology, applies this method to the basic course taught in a web‐based learning environment, and then isolates and identifies twelve policy areas and propositions for dealing with a web page version of the basic course in ways that foster discipline‐wide cooperation, the shared use of resources, and a pooling of pedagogical insights relevant when responding to the technological changes embedded in the web page version of the basic course. 相似文献
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Abstract This article presents a legal analysis of the application of copyright law to distance education environments, particularly as it applies to Web‐based instruction and the construction of electronic reserves, or so‐called virtual libraries. The author argues that revision of copyright law to allow for the reproduction, display, and performance of works in these settings is consistent with national policy and existing and developing copyright law. The dangers of moving toward a schema of universal or compulsory licensing of information products and services are also explored. Finally, the author suggests several possible components that new legislation or “fair use” guidelines might include. 相似文献
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《学校用计算机》2013,30(1-2):75-91
Abstract A mature mathematics teacher (one in the latter stages of a successful career in teaching secondary mathematics) sought support in making a paradigm shift to a technology-integrated pedagogy in the context of a state's emerging standards-based curriculum. The teacher had concerns regarding his ability to make the paradigm shift, but he was willing to make the effort because he believed that integrating technology as an instruction/production tool would increase student achievement in mathematics. This article describes the teacher's experience. Students in two of his three high school geometry classes were introduced to altered teaching methods involving technology. The first class created instructional modules using presentation and Web page software, and a second class used student-created instructional modules. A third geometry class received traditional instruction based on text and lecture. Two topics, angles and circles, were taught using this format. Another topic, lines, was taught traditionally to all three classes. Interestingly, students across the three groups had numerically higher end-of-unit test scores for both lines and circles, much more acceptable to the teacher, than for angles. Recommendations are in order in regard to teacher support for technology integration. 相似文献
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Christina Kyounghee Lim 《The American journal of distance education》2013,27(2):41-51
Abstract The purpose of this study was to develop a predictive model of satisfaction of adult learners in a Web‐based distance education course and their intent to participate in future Web‐based distance education courses. The factors examined were computer self‐efficacy, academic self‐concept, age, gender, academic status, years of computer use, frequency of computer use, computer training, Internet experience in a class, and participation in a workshop for a Web‐based course. Computer self‐efficacy was the only predictor variable that was statistically significant. There was a positive relationship between learners' satisfaction with their Web‐based distance education courses and their intent to participate in future Web‐based courses. 相似文献
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《Journal of Further & Higher Education》2012,36(2):79-92
Abstract During 1992/93, a scheme was set up at the University of Greenwich in the School of Post Compulsory Education and Training to pilot a new way of delivering the one year full‐time pre‐service CertEd(FE)/PGCE(FE) course. The School entered into formal partnership contracts with 4 selected FE colleges and a combined team of University and FE staff collectively planned, taught and assessed many of the key course components. This article describes aspects of the national and local context which led to this development and evaluates its success. Some contrasts are drawn with school‐based partnerships and the potential of the model to meet some of the profession's major concerns at a time of massive upheaval and change is discussed. 相似文献
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