Results 11 - 20
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405
Critical examination of factors affecting interaction on CMC
, 2000
"... Introduction Keegan [1] declares that `Without a medium of communication the concept "distance education" would not be an educational process...both synchronous and asynchronous media are viable means of communication for distance education providing that they allow two-way communication& ..."
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Cited by 18 (2 self)
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Introduction Keegan [1] declares that `Without a medium of communication the concept "distance education" would not be an educational process...both synchronous and asynchronous media are viable means of communication for distance education providing that they allow two-way communication' (p. 118). Discussing quality and access in distance education from theoretical constructs, Garrison [2] states that the `concern for quality in distance education has identified an emerging paradigm based upon two-way communication as a necessary and central component of an educational transaction' (p. 17). In other words, interactive two-way communication is the critical component in distance education. Computer-mediated communication (CMC) systems have been used as media of communication rather than for their technological properties. Examining CMC systems requires examining an interactive communication model. Each communicative act has a source/sender who originates the me
A look at e-learning models: investigating their value for developing an e-learning strategy
, 2003
"... Planning for the implementation of quality and sustainable e-leaning programmes requires an understanding of the impact of information and communication technology on the higher education market and on current teaching and learning practices in order to identify critical success factors that have to ..."
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Cited by 17 (0 self)
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Planning for the implementation of quality and sustainable e-leaning programmes requires an understanding of the impact of information and communication technology on the higher education market and on current teaching and learning practices in order to identify critical success factors that have to be addressed in an e-learning strategy. New e-learning models are continually emerging as new research findings in the area of e-learning become available. E-learning models are attempts to develop frameworks to address the concerns of the learner and the challenges presented by the technology so that online learning can take place effectively. In the strategic planning process these models provide useful tools for evaluating existing e-learning initiatives or determining critical success factors. This article explores the reasons why universities are driven to implement e-learning and reviews three selected e-learning models. The aim is to identify the critical issues in the e-learning models that have to be addressed in a strategic planning process for the implementation of e-learning or the adjustment of existing e-learning initiatives.
Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in web-based online learning environment
- J. Interact. Online Learn. 2009
"... This study shows the importance of interaction to student learning within Web-based online learning programs. The population of this study was students enrolled in multiple academic disciplines at a private university in the Washington, DC Metropolitan area. A Web-based research instrument was desig ..."
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Cited by 16 (0 self)
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This study shows the importance of interaction to student learning within Web-based online learning programs. The population of this study was students enrolled in multiple academic disciplines at a private university in the Washington, DC Metropolitan area. A Web-based research instrument was designed to assess students ’ characteristics, their perceptions of learning, satisfaction, student-to-student interactions and student-to-instructor interactions. Regression analyses were employed to analyze the relationship of interaction variables with student learning and satisfaction. Student-instructor interaction and student-student interaction were found to be significant contributors of student learning and satisfaction.
A.: Student motivation for learning at a distance: Does interaction matter
- Online Journal of Distance Learning Administration
, 2004
"... The case study evaluated a distance education program offered by a land-grant university agricultural college. The study used Holmberg's and Moore's theoretical frameworks of didactic conversation and multiple interactions to determine the importance of interaction on the efficacy of dista ..."
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Cited by 15 (0 self)
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The case study evaluated a distance education program offered by a land-grant university agricultural college. The study used Holmberg's and Moore's theoretical frameworks of didactic conversation and multiple interactions to determine the importance of interaction on the efficacy of distance learning. The mixed methods approach used an original survey instrument and long faculty interviews. While students found the technology manageable, the faculty perceived technology as a barrier to effective instruction. Both, students and faculty were satisfied with the nature of interactions between them, although the faculty had individual preferences and faced some barriers to interaction. The study supported Holmberg's and Moore's contention that interaction may be a predicating factor for the success of distance education courses. The study also found that student-student interaction was not considered critical to learning. More research is necessary in the direction of curriculum modification to suit distance student needs.
The search for learning community in learner paced distance education
- Australasian Journal of Educational Technology
, 2005
"... University distance and e-learning programs generally follow one of two models. Most dual mode institutions and some open universities follow a model of cohort learning. Students start and terminate each course at the same time, and proceed at the same pace. This model allows for occasional or regul ..."
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Cited by 14 (0 self)
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University distance and e-learning programs generally follow one of two models. Most dual mode institutions and some open universities follow a model of cohort learning. Students start and terminate each course at the same time, and proceed at the same pace. This model allows for occasional or regular group based activities. The second model, referred to as learner paced, is based on increased student independence. Students may start their courses at many points during the year, and complete these at their own pace, depending on the learner's circumstances and interests. It is much more challenging to integrate group based activities in this learner paced model. This study is situated in a university that supports continuous intake and learner pacing in its undergraduate programs. Athabasca University is investigating the feasibility and effectiveness of adding collaborative and cooperative learning activities to this model. The report summarises a study of learner interactions in the context of learner paced courses delivered by the University. Following a review of relevant literature, the study reports on interviews with Athabasca University faculty and external distance education experts, describes results from an online survey of undergraduate students, and documents how these findings may be operationalised at the University. An extensible model of community based learning support is proposed to utilise new social computing capabilities of the web, and to permit learner-learner interaction in a scaleable and cost effective manner, while retaining learner pacing.
Mediating the Expression of Emotion in Educational Collaborative Virtual Environments: An Experimental Study
- in Proceedings of HCI 2004: Design for Life, Sep 2004
, 2004
"... The use of avatars with emotionally expressive faces is potentially highly beneficial to communication in collaborative virtual environments (CVEs), especially when used in a distance learning context. However, little is known about how, or indeed whether, emotions can effectively be transmitted thr ..."
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Cited by 14 (2 self)
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The use of avatars with emotionally expressive faces is potentially highly beneficial to communication in collaborative virtual environments (CVEs), especially when used in a distance learning context. However, little is known about how, or indeed whether, emotions can effectively be transmitted through the medium of CVE. Given this, an avatar head model with limited but human-like expressive abilities was built, designed to enrich CVE communication. Based on the Facial Action Coding System (FACS), the head was designed to express, in a readily recognisable manner, the six universal emotions. An experiment was conducted to investigate the efficacy of the model. Results indicate that the approach of applying the FACS model to virtual face representations is not guaranteed to work for all expressions of a particular emotion category. However, given appropriate use of the model, emotions can effectively be visualised with a limited number of facial features. A set of exemplar facial expressions is presented. Keywords: avatar, collaborative virtual environment, emotion, facial expression Fabri, M., Moore, D.J., Hobbs, D.J (2004) Mediating the Expression of Emotion in Educational Collaborative Virtual Environments: An Experimental Study, in International Journal of Virtual Reality, Springer Verlag, London Received: 3 September 2002 Accepted: 2 October 2003 Published online: 5 February 2004 http://dx.doi.org/10.1007/s10055-003-0116-7 2 1
A Case Study on Technology Use in Distance Learning
- Louisiana State University
, 1998
"... This article reports a study on tle actual use of tecl9nologies in a graduate-level distance course on information systems ana(ysis and design. The results indicate four conclusions. First, commonly used Internet technologies (e.g., e-mail, Web, FTP, listserr, and ZRC) and traditional technolo- gies ..."
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Cited by 13 (1 self)
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This article reports a study on tle actual use of tecl9nologies in a graduate-level distance course on information systems ana(ysis and design. The results indicate four conclusions. First, commonly used Internet technologies (e.g., e-mail, Web, FTP, listserr, and ZRC) and traditional technolo- gies (e.g., mail, teleploone, and fax) are su.cient for delivering a rather technical and bands-on distance course. Second, among tloese technologies, fax was t19e favorite method for submitting assignments, and e-mail was the most used metlood for communications and dialogues. Third, communication related to the submission of assignments accounted for an outstanding proportion of all e-mail messages. And fourth, minimal control of technology use helped the instructor and tloe students focus on the subject matters, and students achieved bigb learning performance and satisfaction. Implications for distance education are discussed. (KeyworSts: distance learnin, g, information systems analysis and design, ]'nternet technologies.) Distance education is a process that. creates and provides access to learning when time and distance separate the source of informatioa and the learners. Technology-assisted distance education (Eddy; Burnett, $pautding, St. Murphy, 1997) has become increasingly common in recent years, owing to the extremely rapid expansion of distance-education technologies. These.technologies have been evolving from traditional technologies such as mail, telephone, and fax, to instruc- tional television (Wheeler, Batchglder, &: Hampshire, 1997), to VCR-based tech- nology, and computer systems such as the Internet. With the increasing availability of the Internet to most potential distance students, Internet-based distance courses are booming. Although there are many...
Learning effectiveness online: What the research tells us
- Sloan Center for Online Education
, 2003
"... This paper reviews the literature on the learning effectiveness of asynchronous online environments. It looks beyond the commonly accepted findings of no significant differences in learning outcomes between online and traditional courses to examine that literature in terms of forms of interactivity, ..."
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This paper reviews the literature on the learning effectiveness of asynchronous online environments. It looks beyond the commonly accepted findings of no significant differences in learning outcomes between online and traditional courses to examine that literature in terms of forms of interactivity, a feature of online environments that might matter or be made to matter in learning. It thus explores and is organized according to learner interactions with course content, student interactions with instructors, and interactions among classmates in online course environments. More recent notions of interactions with computer and course interfaces and virtual interaction are also briefly examined. The chapter concludes with a summary of what the research tells us and its for implications online learning.
Integrating internet tools into traditional CS distance education: Students’ attitudes
- Computers & Education
, 2002
"... This paper describes a study conducted on the attitudes of students towards the integration of the Web as a channel of communication and a study tool in traditional distance teaching of Computer Science (CS) at the Open University of Israel (OUI). We examined the incorporation of web communication i ..."
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Cited by 11 (0 self)
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This paper describes a study conducted on the attitudes of students towards the integration of the Web as a channel of communication and a study tool in traditional distance teaching of Computer Science (CS) at the Open University of Israel (OUI). We examined the incorporation of web communication into the traditional model with three different groups of undergraduate students—one of 700 students in our introductory course, another of 150 students in our advanced ‘‘Computer Networks’ ’ course, and the third including the remaining 3000 students in the CS department. Questionnaires were answered by a representative sample. The findings show that when the use of the Web is voluntary, students do not take full advantage of it, even those who are advanced in their studies and have rich experience in using computers and the Internet. The results, however, do show that the use of the Web increases as students advance in their studies, although even in this case the Web is not used as much as it could be, either as a communication channel or as a study tool. Our findings support the following assumptions: The Web cannot substitute entirely for face-to-face learning, but it can serve as a reasonable alternative when the latter is unavailable. Using the Web to its full pedagogical potential requires a high level of self-study ability; the more distance-based the learning is, the more the Web is used and accepted by the students, and the more it
A Model for Framing Mobile Learning
, 2009
"... The Framework for the Rational Analysis of Mobile Education (FRAME) model describes mobile learning as a process resulting from the convergence of mobile technologies, human learning capacities, and social interaction. It addresses contemporary pedagogical issues of information overload, knowledge n ..."
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Cited by 11 (0 self)
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The Framework for the Rational Analysis of Mobile Education (FRAME) model describes mobile learning as a process resulting from the convergence of mobile technologies, human learning capacities, and social interaction. It addresses contemporary pedagogical issues of information overload, knowledge naviga-tion, and collaboration in learning. This model is useful for guiding the develop-ment of future mobile devices, the development of learning materials, and the design of teaching and learning strategies for mobile education.
