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Mobile Microblogging: Using Twitter and Mobile Devices in an Online Course to Promote Learning in Authentic Contexts  [cached]
Yu-Chang Hsu,Yu-Hui Ching
International Review of Research in Open and Distance Learning , 2012,
Abstract: This research applied a mixed-method design to explore how best to promote learning in authentic contexts in an online graduate course in instructional message design. The students used Twitter apps on their mobile devices to collect, share, and comment on authentic design examples found in their daily lives. The data sources included tweets (i.e., postings on Twitter), students’ perceptions about mobile microblogging activities, and self-reported Twitter usage. Based on the tweet analysis, we found that the students appropriately applied the design principles and design terms in their critique of design examples. While the students were mainly engaged in assignment-relevant activities, they spontaneously generated social tweets as they related peers’ authentic design examples to their own life experiences. Overall, they had positive perceptions toward the mobile microblogging activities. The students also indicated that the design examples shared by peers through mobile microblogging inspired their own message design work. We synthesized instructional design suggestions and challenges for educators interested in incorporating mobile microblogging in their instructional settings.
Successful online course design: Virtual frameworks for discourse construction
Anita Pincas
Educational Technology & Society , 1998,
Abstract: A mental representation of the virtual context is a necessary basis of successful online conversations. Such a representation is impossible to create without a method of reference back to previous parts of the discussion in order to develop cohesive discourse. The paper surveys the way two different groups of students in recent online courses handled referencing conventions in asynchronous discourse and suggests a way of providing the scaffolding for virtual discourse construction.
Ambiente virtual de aprendizagem: estrutura o de roteiro para curso online Ambiente virtual de aprendizaje: estructuración de guión para curso online Virtual learning environment: script structure of an online course  [cached]
Carlos Alberto Seixas,Isabel Amélia Costa Mendes,Simone de Godoy,Alessandra Mazzo
Revista Brasileira de Enfermagem , 2012, DOI: 10.1590/s0034-71672012000400016
Abstract: O presente trabalho visa descrever os passos para desenvolvimento de um curso e sua estrutura em ambiente virtual de aprendizagem Moodle. Para tanto, a pesquisa consistiu na aplica o de conteúdos de enfermagem para oferecimento de curso online em workshop internacional para grupo de estudantes de gradua o e licenciatura em enfermagem do Brasil e de Portugal. Durante a pesquisa foram registradas etapas distintas, desde o planejamento do curso passando pela constru o e transforma o dos conteúdos, até a disponibiliza o aos estudantes. As atividades interativas e conteúdos foram elaborados pelos professores com participa o de equipe técnica. No trabalho s o apresentados procedimentos específicos e papéis a serem desempenhados por professores, especialistas, estudantes e técnicos. Os resultados do desenvolvimento e oferecimento do curso online apontaram alguns aspectos a serem aperfei oados no processo de trabalho, no formato dos conteúdos e na utiliza o das ferramentas. La finalidad de este trabajo es describir los pasos para desarrollo de un curso y su estructura en ambiente virtual de aprendizaje Moodle. Para eso, la investigación comprendió la aplicación de contenidos de enfermería para ofrecimiento de curso online en oficina internacional para grupo de alumnos de pregrado y licenciatura en enfermería de Brasil y Portugal. Durante la investigación fueron registradas etapas distintas, desde la planificación del curso, incluyendo la construcción y transformación de contenidos, hasta su disponibilidad para los alumnos. Las actividades interactivas y contenidos fueron elaborados por los profesores con participación de equipo técnico. En el trabajo son presentados procedimientos y papeles que deben desempe ar los profesores, especialistas, alumnos y técnicos. Los resultados del desarrollo y ofrecimiento del curso online indicaron algunos aspectos que se debe perfeccionar en el proceso de trabajo, formato de los contenidos y en la utilización de las herramientas. This study describes the steps for developing a course and its structure in the Virtual Learning Environment Moodle. It consisted of an application of nursing content offered in an online course included in an international workshop directed to a group of nursing students from a bachelor and a teaching diploma program in Brazil and Portugal. Distinct stages were identified during the study: planning, construction and transformation of content as well as availability of such content to students. The interactive activities and context were developed by professors with the participation of the tec
Dynamic Virtual Instruction: Enhancing Online Courses and Connections  [cached]
Rachel Vannatta,Savilla Banister
Journal of the Research Center for Educational Technology , 2005,
Abstract: The content of statistics is often a challenge for graduate education students in not only an online environment but also the face-to-face (F2F) setting. This paper presents the pilot results of an online graduate statistics course that utilizes virtual lectures as the primary source of instruction. Survey results indicate that students reported high levels of satisfaction with the course videos, packet, and structure. Students also indicated that student interaction with both instructor and students needed to increase.
Health Education for the Blind: Evaluation of Accessibility of an Inclusive Online Course  [PDF]
Aline Tomaz de Carvalho, Andréa Soares Rocha da Silva, Ana Fátima Carvalho Fenandes, Lorita Marlena Freitag Pagliuca
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.516172
Abstract: This article provides a presentation of the method used to guarantee the accessibility and usability of an online course for blind women. The course discusses breast cancer with a focus on early detection, with a view to granting these women a new form of learning about breast cancer. In this paper, the evaluation of the accessibility of HTML pages was presented by the use of specific software. In addition, it presents the accessibility and usability for blind women in a course in a virtual learning environment. The accessibility evaluation using the software revealed 21 errors. When the blind women accessed the virtual learning environment, sporadic barriers were identified, such as difficulties for registering and using the forum. These were bypassed and the participants defined the access to the online course as satisfactory. This study aims to bring awareness to online education and health professionals about the accessibility of online courses. With regard to health promotion, the importance of this study is clear owing to the lack of educational resources in health for visually impaired people, in addition to the importance of the timeliness of the topic owing to the magnitude of the issue of breast cancer around the world.
Modeling Course for Virtual University by Features
László Horváth,Imre J. Rudas
Acta Polytechnica Hungarica , 2004,
Abstract: Environments with large number of interrelated information uses several advanced concepts ascomputer description of different aspects of modeled objects in the form of feature basedmodels. In this case a set of features is defined then used for the purpose of modification of aninitial model to achieve a final model as a description of an instance of a well-defined complexobject from a real world environment. Utilization this approach and some relevant methodshave been investigated by the authors to establish course modeling in virtual universityenvironments. The main objective is definition generic model entities for courses and instancemodel entities for student course profiles. Course model entities describe virtual universityactivities. The modeling can be applied generally but it is being developed for the domain ofhigher education in virtual technologies. The paper introduces some virtual university relatedconcepts and the approach of the authors to virtual university. Following this feature drivenassociative model of virtual course developed by the authors is explained. Some issues aboutthe conceptualized application oriented virtual course features are discussed as a contributionto implementation of a virtual classroom model proposed by the authors. Finally, possibilitiesof integration of the university model with engineering modeling systems are discussed takinginto account present day virtual universities and possibilities to communicate with prospectivestudents both in professional design and home computer environments.
The online student as a driving force in the transformation of the Polish Virtual University  [cached]
Marta Dziubińska,Joanna Opoka
DIGITHUM , 2007,
Abstract: In an effort to develop a meaningful and sustainable study programme, the Polish Virtual University (PVU) has undergone a dramatic transition from the formula of a traditional university adapted for the purpose of online learning and teaching to a fully integrated, student-centred modern higher education institution functioning in the environment of e-learning. The independence of students as clients and addressees of the virtual university offer has been nurtured in the course of the PVU’s transition, and the practice of online tutoring has improved significantly. The student and tutor support system has been developed and become a critical component of the PVU system. This article gives an overview of the actions initiated at the PVU which helped to create an atmosphere of fearless learning and support students in their pursuit of knowledge expansion and upgrading practical skills. It also discusses the importance of taking into consideration the whole scope of overlapping commitments that online students have to cope with.
An Evaluation of an Online Programming Course  [cached]
Brendan McCarthy
Communications of the IBIMA , 2008,
Abstract: Recent developments in the quality of e-Learning tools now make it possible to integrate such technology into teaching programs to provide added value to the learning experience. This paper describes the experiences of Victoria University in adopting e-Learning technologies to teach students in a totally online environment a Masters level Information Systems unit incorporating SAP’s ABAP programming language. The involvement of SAP relates to Victoria University integrating Enterprise Resource Planning (ERP) systems into their curricula and research programs through a strategic alliance with SAP. The SAP technical infrastructure facilitates the development of courses using Internet and e-learning technology. To assist with the delivery of the online unit, an ERP e-Learning model was developed that integrates synchronous and asynchronous content. Asynchronous e-Learning does not involve the presence of a teacher. Typically the learning content is located on a web server that students can access using the Internet. Synchronous e-Learning requires the learner and teacher to be present in the event at the same time. It is a real-time, instructor-led online learning event in which all participants are available at the same time and can communicate directly with each other. In 2007 a trial program was conducted using e-Learning tools to deliver a full Masters Information Systems unit to students online. An evaluation of the program was conducted incorporating a student survey and management review of issues raised from the administration of the program. This paper examines the outcome of this evaluation and concludes with recommendations to improve the delivery of future online programs. Institutions planning to enter full online program delivery may benefit from the success factors identified and administrative challenges illustrated in this paper.
Techniques for Engaging Students in an Online Computer Programming Course
Eman M. El-Sheikh
Journal of Systemics, Cybernetics and Informatics , 2009,
Abstract: Many institutions of higher education are significantly expanding their online program and course offerings to deal with the rapidly increasing demand for flexible educational alternatives. One of the main challenges that faculty who teach online courses face is determining how to engage students in an online environment. Teaching computer programming effectively requires demonstration of programming techniques, examples, and environments, and interaction with the students, making online delivery even more challenging. This paper describes efforts to engage students in an online introductory programming course at our institution. The tools and methods used to promote student engagement in the course are described, in addition to the lessons learned from the design and delivery of the online course and opportunities for future work.
We are, of course, bored with course boards: an online alternative to formal course meetings
Jon Dron,JUdith Masthoff
ITALICS , 2004,
Abstract: This paper discusses the implementation of an online course board, an attempt to conduct formal course meetings using simple web-based threaded bulletin board technologies. This technique seeks to address some of the problems of conventional meetings where individuals cam dominate proceedings, most attendees waste much of the time being bored and there is a heavy investment of time and money for little direct benefit. Although it provides solutions to some of the problems of traditional face to face meetings, the online discussion mechanism suffers from a number of weaknesses which negate many of the potential advantages. The paper describes some procedural solutions to these weaknesses that have been implemented, and technical solutions that are being incorporated into a purpose-built environment for running course boards.
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