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FACILITATORS' PERCEPTION OF INTERACTIONS IN AN ONLINE LEARNING PROGRAM
Hasan CALISKAN
The Turkish Online Journal of Distance Education , 2009,
Abstract: Schools and colleges all around the world have started making use of advanced technology to provide learners effective, efficient and adequate instruction. The use of Internet and Web for learning and teaching has caused many online courses to be offered when teaching-learning activities are required for both students and faculty. The Internet has shown a rapid and important growth in the extent of online education. This has created a new paradigm for teaching and learning that is different from the traditional classroom experience and also different from earlier technology-based attempts (Kearsley, 1998). One of the most important online course components has proven to be interaction, especially learner to learner interaction. Alexander C. lists the top ten ranking components of an optimal online environment, giving peer interaction the first place. Kearsley (1998) also states that discussions among learners are among the most important components. This is not surprising because one of the most important factors in learning appears to be interaction among learners and interaction between instructor and learners. No matter how learning takes place, interaction has always been of great importance so that an effective learning can occur. Especially when instruction is given to learners learning at a distance, this interaction component is of vital importance. Having the lack of social interaction, learners may feel alone and helpless at times they need to get help from someone, especially from their peers taking same course as in any traditional classrooms. Studies suggest that facilitators’ active interactions with students have significant effects on the quality of online distance learning (Thomas, Caswell, Price & Petre, 1998).
Facilitators' influence on student PBL small group session online information resource use: a survey
Christopher B Reznich, Elizabeth Werner
BMC Medical Education , 2004, DOI: 10.1186/1472-6920-4-9
Abstract: Survey of student and facilitator perceptions of facilitator behavior and student use of online information resources.Students who used online information resources rated their facilitators' behavior as more encouraging, while students in groups who didn't use online information resources during problem-based learning small group sessions rated their facilitators' behavior as less encouraging. This result was statistically significant.Our study supports the role of the facilitator as an influence on medical students in small groups, particularly with respect to facilitator verbal behavior encouraging or discouraging student use of information technology in the problem-based learning small group session.What is the impact of the facilitator on students during a PBL session? In problem-based learning (PBL) curricular research has focused on the characteristics of good facilitators and how they influence student performance and satisfaction [1,2]. Far less frequently addressed has been the question of how PBL facilitators influence the activity of students. This question lies in the arena of professional behavior and learning characteristics, areas that are now receiving increased emphasis among medical educators. In one study by Chaves, et al. [2] a survey was used to examine the roles of facilitators and students. The results indicated that students recognized that the facilitators were modeling professional behavior. However, specific behaviors were not examinedOne skill that has becoming increasingly important for medical students is the willingness and ability to use the vast information resources that are available on the Internet [3,4]. Significant national medical education initiatives such as the Association of American Medical Colleges' Medical School Objectives Project have focused on information management and technology [5,6]. Preferred methods for integrating information management into medical education include embedding information management experience
E-Readiness Framework for Corporate Online Reporting  [cached]
Khaldoon Abed Al-Htaybat
Asian Social Science , 2011, DOI: 10.5539/ass.v7n10p68
Abstract: The purpose of this paper is to propose a contingency framework of e-readiness for corporate online reporting as a step towards establishing an e-readiness assessment methodology regarding corporate online reporting. This framework reflects the attempt to provide a theoretical background in the field. An extensive review of a number of instruments for assessing e-readiness as well as of other previously developed accounting frameworks was performed to identify the potential factors to be included in the proposed framework. Thirteen exploratory interviews and informal discussions were conducted with academics in the area of accounting and information technology and management information systems, and a pilot questionnaire survey was distributed to collect the perceptions of four different user-groups of corporate online reporting, (financial analysts, managers, bank credit officers and auditors) regarding the potential factors that should be included in the proposed framework. The contingency perspective was employed to integrate several internal and external factors in the form of the proposed framework. A framework was developed to integrate both endogenous and exogenous factors that recognise actual features regarding the e-readiness of corporate online reporting.
Mobile Learning Readiness among Malaysian Students at Higher Learning Institutes  [cached]
Supyan Hussin,Mohd Radzi Manap,Zaini Amir,Pramela Krish
Asian Social Science , 2012, DOI: 10.5539/ass.v8n12p276
Abstract: Learning today is beyond the four walls and the Internet environment. The advancement of mobile technology has opened up a myriad of learning opportunities for students in Higher Learning Institutions who need to cope with a complex and demanding learning environment. With this increasing number of mobile phone owners, especially among the student population in Malaysia, educators should look into the possibility of integrating mobile learning into the academic programmes at Institutions of Higher Learning. This paper focuses on basic readiness, skills readiness, psychological readiness and budget readiness of students at two different universities in relation to mobile learning. An online questionnaire survey was used to collect data for this study. The findings revealed that the students are highly familiar with computing skills and they welcome the integration of mobile learning in education. The study also revealed that the students were uncertain as to how much money they needed to spend for the telephone line and Internet line apart from the software and hardware requirements. A discussion on the implications of the findings will also be presented.
Effective Online Practices for International Learning Collaborations  [PDF]
Waverly C. RAY,Osvaldo MU?IZ-SOLARI,Phil KLEIN,Michael SOLEM
Review of International Geographical Education Online , 2012,
Abstract: The Association of American Geographers’ Center for Global Geography Education aims to internationalize geography in higher education by providing materials and activities to support international learning collaborations. From 2007-2011, geographers in different countries collaboratively developed online learning materials and trialed these materials in their courses. This research examines the student learning outcomes for international trials in seven countries in order to develop effective practices for the implementation of online, cross-cultural curricula. Facilitators require competencies—from flexibility in teaching methods to an awareness of ‘teachable’ moments—to coordinate meaningful online and off-line student intercultural communications.
E-Learning Readiness in Organizations
Jeanne Schreurs,Ahmad Mhammad Al-Huneidi
International Journal of Advanced Corporate Learning (iJAC) , 2012, DOI: 10.3991/ijac.v5i1.1885
Abstract: Many organizations failed in adopting e-learning. A primary reason for this failure is the lack of assessment of organizational readiness for e-learning. To reduce failure risk, organizations should assess their readiness for adopting e-learning to identify some weak points which have to be improved by taking some improvement actions. In the literature we can find a variety of e-learning readiness and measurement models. We developed a model to measure the readiness of organizations for e-learning. We have applied it on KBC bank to measure the readiness of KBC-ICT department for e-learning.
A Hybrid Course for Probability and Statistics for Engineers: An E-Readiness Study at Shahid Beheshti University  [cached]
Amir T Payandeh,Maryam Omidi
International Journal of Emerging Technologies in Learning (iJET) , 2010, DOI: 10.3991/ijet.v5i3.1211
Abstract: Probability and Statistics for Engineers covers verities of subjects in the set theory, the combinatory analysis, probability, statistics, and (in some universities) the stochastic processes. Since, course receives only 3 credits it has to be thought 3 hours/week. This overloading content along with time limitation make course as a challenging and difficult one for students. Also, many instructors, including the first author, found the course very challenging to teach. Two popular on-site and e-learning training systems do not provide any appropriate solution. This article suggests a hybrid training system, which combines some elements of both training systems to reduce the disadvantages of both systems. Readiness of such hybrid course is measured by preparedness of students for online activities. The readiness study at Shahid Beheshti University shows that Internet skills, self-directed learning, learner attitude toward e-learning, e-mail skills, and software ability of students are factors which are significantly affect readiness of students.
The Effects of Increased Workloads on Online Instruction  [cached]
Georgianna Ravenna
International Journal of Education , 2012, DOI: 10.5296/ije.v4i4.2269
Abstract: The workload increase for California State University instructors has been significant, as has been the reduction in resources and support. Online instructors are facing the same set of circumstances as their campus-based peers, yet the impact of said circumstances has not been fully realized. Still most instructors want to do be effective in their teaching practices and will do what it takes to facilitate student learning. This paper examines the impact of budget cuts on online instructors, including increases in online class sizes and loss of student –instructor interaction. The research is clear regarding the importance of interaction in relation to academic success; however, it is mixed with regard to optimal online class size. The author suggests strategies to maintain teaching effectiveness during the current crisis by increasing interaction through the use of small group discussions, the use of facilitators, etc.
Interactions In Online Education Implications For Theory & Practice  [PDF]
Askim KURT
The Turkish Online Journal of Distance Education , 2007,
Abstract: This book was edited by, Charles Juwah, Senior EducationDevelopment Officer at Robert Gordon University, where heruns the postgraduate learning and teaching qualificationcourse. It was published by Routledge in 2006.Interaction is very important in open and flexible learning,and apparent at all levels of engagement, whether betweenstudents, students and tutors, online learning materials orinterfacing with the learning environment. A student whoactively engages with learning materials, interactions helpto improve learning by fortifying knowledge and providingcontext, encouraging reflection, questioning and deeplyunderstanding of a subject.This book provides international perspectives on key topics including analyzing and designing e-learning interactions, social and conceptual dimensions of learning, interactions in online discussions, interactions in pair learning, and professional development of online facilitators. In this book a collection of research and innovative case material drawn from practitioners and academicians and it covers the theory and the practical implications of related issues. It is essential reading for all those involved in the design,implementation, management and use of open and flexible learning.
FACULTY PERCEPTIONS OF COOPERATIVE LEARNING AND TRADITIONAL DISCUSSION STRATEGIES IN ONLINE COURSES
Lori KUPCZYNSKI,Marie-Anne MUNDY,Gerri MAXWELL
The Turkish Online Journal of Distance Education , 2012,
Abstract: Due to the recent developments in technology, distance learning and education questions regarding the best teaching methods for the virtual classroom have emerged. Thus, it becomes increasingly necessary to examine how these methods translate into the virtual classroom. This qualitative case study examined how instructors of online courses perceived the effectiveness of proven traditional teaching methods as well as cooperative learning strategies in the virtual classroom. The five selected faculty members, all of whom held terminal degrees, were selected through purposeful, convenient sampling as well as snowball sampling, or chain sampling. Findings revealed that although all five informants had been working in online learning contexts with their students for two years and more, two of the informants still had not adapted in their own understanding about how to maximize the online learning context and were unable to apply their understanding of traditional instruction to the context of online learning. The two informants who were younger and less experienced than others had adapted well in implementing cooperative learning to maximize online learning. Finally, one informant was able to take her instruction to a more complex level and became the facilitator of learning through employing extensive use of student facilitators.
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