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2005).A study of the design and evaluation of a learning object and implications for content development.Interdisciplinary
- Journal of Knowledge and Learning Objects
, 1997
"... This paper reports on a case study that examined the process of designing and evaluating a learn-ing object to help students understand the therapeutic principles of drug administration. The chal-lenges and issues associated with creating learning objects using interactive multimedia software will b ..."
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This paper reports on a case study that examined the process of designing and evaluating a learn-ing object to help students understand the therapeutic principles of drug administration. The chal-lenges and issues associated with creating learning objects using interactive multimedia software will be described. The study had two broad objectives: (1) to analyze and document the process of designing a learning object and (2) to evaluate the outcome of applying these practices. To achieve its purpose, this illustrative case study examined the following areas, 1) theories of learn-ing and cognition that influence the design of learning objects; and 2) instruments that can be used to assess the quality of the learning object and to provide designers with information for im-proving the learning object. The results from the evaluation revealed that the learning object was rated highly in the areas of content quality, learning goal alignment and motivation. Interaction/ usability and feedback / adaptation were areas identified as needing improvement. The comments and ratings obtained in the student surveys provided the basis for the learning impact study and indicated that this learning object provides added value for the study of pharmacokinetics.
Designing quality e-learning environments in higher educa-tion', 2007. ICT: Providing choices for learners and learning
- Proceedings ascilite Singapore 2007, from the World Wide Web: http://www.ascilite.org.au/conferences/singapore07/pr ocs/siragusa.pdf
"... With the ever-increasing integration of online learning (or e-learning) into university courses, there is strong need for practical guidelines and recommendations to facilitate the development and delivery of pedagogically effective e-earning environments. An investigation by Introduction Higher e ..."
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With the ever-increasing integration of online learning (or e-learning) into university courses, there is strong need for practical guidelines and recommendations to facilitate the development and delivery of pedagogically effective e-earning environments. An investigation by Introduction Higher educational institutions are increasingly moving toward the use of the Internet for delivery of their courses, both on campus and at a distance (Ally, 2004, p. 5; The development of instructionally effective online learning environments that meet these pedagogical needs require the application of appropriate instructional design principles. The literature suggests that there are gaps between the bodies of knowledge relating to learning theories, instructional design principles and student learning in higher education, Pedagogical philosophy and instructional strategy for e-learning Figure 1: Dimension for underlying pedagogical philosophy Instructional design processes for e-learning Instructional design analysis The development of online learning environments needs to draw upon the vast body of knowledge relating to instructional design models (e.g., Figure 2: Dimension for instructional design analysis Content The detail and extent of the content provided to students may vary depending upon the students' pedagogical needs. Students studying entirely online must have access to all of the unit content including the learning outcomes, assignment requirements and relevant resources. Students attending face-to-face classes may receive the content in class and additional content on the supplemental class website. Students studying a first year undergraduate unit in mechanical engineering need to have an understanding of the underlying principles and, therefore, the content needs to be complete, relevant and accurate, (Glaser, 1987, pp. ix-xiii). The purpose of the class website should be made clear and unambiguous instructions for access, navigation to relevant information, and use of communication tools and other features of the website. Students studying at postgraduate level may need to construct their own knowledge based upon their literature review and research and, therefore, less content is provided.
Measuring the acceptance and adoption of e-learning by academic staff. Knowledge Management & E-Learning: An
- MIS Quarterly, 36(4), 1165–1188. Retrieved from http://www.misq.org/skin/frontend/default/misq/pdf/V36I4_ChenIntroduction.pdf Cilesiz, S
, 2011
"... Abstract: The aim of the study was to investigate Jordanian lecturers ' attitudes towards the adoption of e-learning system. A number of hypotheses were formulated for this purpose. The findings of the study show that there existed positive relationship between perceived usefulness, perceived e ..."
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Abstract: The aim of the study was to investigate Jordanian lecturers ' attitudes towards the adoption of e-learning system. A number of hypotheses were formulated for this purpose. The findings of the study show that there existed positive relationship between perceived usefulness, perceived ease of use, computer knowledge, management support and intention to adopt. Whereas there existed negative relationship between normative pressure, computer anxiety and intention to adopt. Based on the results a number of recommendations were proposed, and suggestions for future studies were made.
ValganónArgueta: “Human resource and knowledge management system for competences in metrology using information technologies
- Proc. of IMEKO XVIII World Congress and IV Brazilian Congress of Metrology, Rio de Janeiro
, 2006
"... This article presents a proposal for the development of a Knowledge management system for the management of Metrologic knowledge. It was conceived to solve the problematic detected at some metrological organizations in México. It shows the revision of some information about HR problems, Knowledge ma ..."
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This article presents a proposal for the development of a Knowledge management system for the management of Metrologic knowledge. It was conceived to solve the problematic detected at some metrological organizations in México. It shows the revision of some information about HR problems, Knowledge management and Technology of education tendencies. The system is under development in the time this paper was written, however it is considered pertinent to present this information as a strategy that could be adopted by any organization concerned with metrology and on the other hand it expected to be improved with the comments of other NMIs (National Measurement Institutes) experiences.
Sense of Place in Online Learning Environments
- In Proceedings Ascilite Melbourne 2008
, 2008
"... Online learning environments are as diverse as the students and teachers who inhabit them. While one person may envisage an online learning environment to be a simulated website, another may imagine a site where vast numbers of students communicate using discussion boards, email and chat. With these ..."
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Online learning environments are as diverse as the students and teachers who inhabit them. While one person may envisage an online learning environment to be a simulated website, another may imagine a site where vast numbers of students communicate using discussion boards, email and chat. With these varied expectations and perceptions in mind, this paper begins by acknowledging why a sense of place in online learning contexts can support and enhance the quality of student learning in higher education courses which have online components. Using George Seddon’s understanding of sense of place (Seddon, 1972, 2004), the paper presents an analysis of developments in online learning spaces and explores this concept in terms of online learning, identity, community and belonging. As a student, locating oneself in an online learning environment is sometimes difficult- difficult to navigate, difficult to know and difficult to ascertain one’s location as an individual and as a member of a community in virtual terms. Although the benefits offered by flexible, technologically-rich learning contexts often outweigh the problems associated with this type of learning, the confusion and disorientation sometimes felt by learners during online learning experiences is thought to be worthy of acknowledgement and analysis. The paper concludes with six recommendations drawn from “lessons learned ” from online educators and students, and those researchers who have investigated online learning contexts over the past decades. It is anticipated that these recommendations will assist to foster a sense of place in future online learning environments.
Implementation of LMS among Private Higher Learning Institutions in Malaysia
"... Since the embarked of E-Learning system, education institutions and commercialised organisations adopted this system as tool of training and conveying information and knowledge, in particular, education institutions used E-Learning system facilitate instructors and students in order to foster the te ..."
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Since the embarked of E-Learning system, education institutions and commercialised organisations adopted this system as tool of training and conveying information and knowledge, in particular, education institutions used E-Learning system facilitate instructors and students in order to foster the teaching and learning process and we called this system as Learning Management System (LMS) and Learning Content Management System (LCMS). Traditional face to face teaching is insufficient for the purpose in development of perpetual learners due to the lack of flexibility compared to E-Learning system where this learning model is an accepted choice for developing an effective educational method due to its flexibility, accessibility and convenience to almost everyone (Rashty, 2010).
IN SITU VISION: THE STUDENT EXPERIENCE OF COLLABORATIVE LEARNING IN A VIRTUAL DRAWING CLASS
"... of Antioch University ..."
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An Examination through Conjoint Analysis of the Preferences of Students Concerning Online Learning Environments According to Their Learning Styles
- http://dx.doi.org/10.5539/ies.v5n4p122 www.ccsenet.org/ies International Education Studies
, 2012
"... This study examines learning styles of students receiving education via online learning environments, and their preferences concerning the online learning environment. Maggie McVay Lynch Learning Style Inventory was used to determine learning styles of the students. The preferences of students conce ..."
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This study examines learning styles of students receiving education via online learning environments, and their preferences concerning the online learning environment. Maggie McVay Lynch Learning Style Inventory was used to determine learning styles of the students. The preferences of students concerning online learning environments were detected through the prioritization of determined main factors and sub-factors. Conjoint analysis, which is a multivariate statistical method, was employed in this study. The prepared conjoint questionnaire was administered both to the entire research group and to visual, auditory and kinesthetic style learning student groups separately. The findings obtained were interpreted by matching with their learning styles. It was concluded that online learning students attached great importance to the employed technology characteristic and to the student—administrator interaction. Considering general of the students, the synchronization or asynchronization of mode of communication and the existence or non-existence of technical support in the prepared environment were not considered important. It was concluded that as the learning styles of students varied, their views about other variables, the interaction preferences in the online learning environment in particular, also differed. Learning styles of students and their preferences concerning the learning materials also showed a parallelism.
1 Watching the Whale Watchers: Leisurely Informal Learning Online
"... This paper examines the process of leisurely informal online learning. In it, various perspectives on online learning are applied to a virtual learning community of whale watchers at www.orca-live.net. It is suggested that leisurely informal online learning differs from workplace informal learning, ..."
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This paper examines the process of leisurely informal online learning. In it, various perspectives on online learning are applied to a virtual learning community of whale watchers at www.orca-live.net. It is suggested that leisurely informal online learning differs from workplace informal learning, in that such learning is not always stimulated by dissatisfaction and does not necessarily lead to solutions or the examination of consequences (Marsick and Watkins, 2001, p. 29). However, informal learning online does result in deepening interpretations of experience and the application of lessons learned to the broader context, triggering further learning. Such findings can further enhance the development of theories of education in the online environment and online learning practice. One night... when the ocean was still and a full moon lit the sky — Dr. Spong heard the breath of the passing orcas. He felt that if only the whole world could share this moment, it would surely change people’s sense of the world. From www.orca-live.net, May 2005
An Analysis of the Impact of an Authentic Assessment Strategy on Student Performance in a Technology-mediated Constructivist Classroom: a Study Revisited
"... Assessment performs a number of important and well documented roles in learning environments where it is used as both a formative and a summative tool. However, one of the most contentious roles that assessment plays is its role in high stakes accountability testing. Over the years a degree of stand ..."
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Assessment performs a number of important and well documented roles in learning environments where it is used as both a formative and a summative tool. However, one of the most contentious roles that assessment plays is its role in high stakes accountability testing. Over the years a degree of standardisation of summative assessment has occurred that appears to satisfy society’s need for certainty about the validity and reliability of summative assessment practices, particularly in the case of high stakes accountability testing. Promotion of competent learners at schools and tertiary institutions depends on the outcome of this assessment, as does the process of warranting learning, while employers rely on these outcomes when deciding on whom to employ. This form of assessment practice has strong roots in the behaviourist paradigm and relies on “scientific measurement of ability and achievement ” for its “authority”. So strong is the hold of the behaviourist approach on summative assessment practices that it is “presumed to hold the high ground ” even in constructivist classrooms. In this paper a study undertaken in 2002 that considered the implementation of a computer-mediated, constructivist learning environment is revisited in light of tensions concerning validity and reliability between the behaviourist-informed measurement community and the authentic assessment practices of the social constructivist community. The results of student performance in the assessment that took place in the original study are reassessed and discussed in terms of the behaviourist versus constructivist debate with respect to assessment. Apart from the obvious wider implications, this debate has particular relevance with respect to institutional online learning implementation via staff development programmes. KEYWORDS Assessment; authentic assessment; accountability; validity and reliability; measurement community; constructivist learning environments