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Italian via email: from an online project of learning and teaching towards the development of a multi-cultural discourse community  [cached]
Marina Mozzon-McPherson
Research in Learning Technology , 1996, DOI: 10.3402/rlt.v4i1.9951
Abstract: The project originally started in January 1994 and involved the creation of an email-based interactive Italian-speaking community (ISC) in the form of a discussion list ('Due chiacchiere in amicizia'). It was initially limited to on-campus learners of Italian or 'real' Italians. When the project started, the aims were: to provide online support for students who needed extra help in the learning process; to support learning motivation through one-to-one communication with the tutor; to provide the opportunity for additional language practice; to encourage students to reflect on both the language process and content; to provide a 'special niche' where learners from different nationalities, backgrounds and experiences could 'meet' with Italians and have the opportunity to explore the socio-cultural dimension.
MULTIMEDIA EDUCATIONAL RESOURCE FOR LEARNING AND ONLINE TEACHING (MERLOT) (Website Review)  [PDF]
Tamer KUTLUCA
The Turkish Online Journal of Distance Education , 2010,
Abstract: MERLOT is one of the most famous learning object repositories that contain thousands of learning materials in various formats which can be accessed and used for faculty, staff and students on the Web, freely. With a continually growing collection of online learning materials, peer reviews and assignments, MERLOT helps faculty enhance instruction. MERLOT is also a community of people who strive to enrich teaching and learning experiences. This home page statement from the MERLOT project not only points us to such teaching materials, it also provides peer reviews that help us evaluate them. MERLOT was created by the California State University-Center for Distributed Learning in 1997.
Developing and teaching of a world-class online project management curriculum
Stephen A Leybourne,Vijay Kanabar,Roger D.H. Warburton
Journal of Project, Program & Portfolio Management , 2012,
Abstract: The evolution of the internet and collaboration tools have made it possible to enhance the range of online education, and make it universally accessible and eminently affordable. Around 2000, the faculty at Boston University’s Metropolitan College proposed an online master’s degree in project management, using the emerging learning management systems. The program grew quickly from 40 to 200 students, and was one of the first in the United States to be accredited by the Project Management Institute’s Global Accreditation Committee. This academic model has now been extended to other disciplines and programs. It was expected from the outset that the BU online and classroom academic experiences would be completely equivalent. This presented several challenges, the first of which was developing online equivalents for the face-to-face pedagogical course components. Second, writing online courses, recording videos and developing innovative discussion topics is time-consuming, and we quickly realised that only fulltime faculty had the commitment and motivation to devote the required effort to produce quality courses. Finally, the technological resources associated with course development and course operation required significant investment, beyond the faculty time, currently estimated at around $60,000 per course. We surveyed our students and alumni every two years and now have enough data to describe accurately the evolution in attitudes to online education. As one of the earlier and premier adopters of a rigorous academic online education model, BU has a vested interest to contribute to the growing debate about the academic quality and rigour of online education, the application of high pedagogical standards, and the innovative use of online teaching frameworks and tools. This paper will address and document these issues and assist in raising awareness of emerging “best practice” in the online education domain.
Requirements for optimal learning environment for an online project risk management game
Bassam Hussein
Journal of Project, Program & Portfolio Management , 2012,
Abstract: Several authors have questioned the effectiveness of using lecture-based teaching to provide students with enough confidence to apply project risk management. Gaming was proposed as a solution. However, despite widespread use of games in teaching project management, it is still not clear what conditions provide optimal learning through games. Another shortcoming with the existing games is oversimplification. This paper addresses these shortcomings and proposes a game design that captures real-life challenges associated with applying the project risk management process; a design that prompts an appreciation for project complexity as well as providing students with the opportunity to experience the consequences of ignoring or following the risk management process. The paper also identifies and elaborates on the requirements for optimum learning, and distinguishes between two types of requirements: 1) learning requirements, and 2) qualitative requirements. Learning requirements identify the learning outcomes of the game. These requirements were identified through structured and semi-structured interviews with senior project managers from several management-consulting firms. The challenges and the corresponding tactics that are adopted in practice in order to manage project risks were thus identified and ranked. These results are also presented in light of supporting literature. The challenges and associated tactics were mapped into a set of eight requirements representing the learning outcomes of the game. These requirements were then mapped to the design using four instructional methods: a briefing lecture, a team-based assignment, an online computer simulation, and a debriefing lecture. All these methods were linked by a real-life project case and executed in a gaming context to improve engagement. Qualitative requirements represent important conditions that must be present for optimal learning. These were identified through structured interviews with continuing education students taking a master's degree in project management. This empirical study resulted in four qualitative requirements that must be considered in the game design: 1) ownership, 2) relevance, 3) feedback, and 4) adaptation. The paper also presents the evaluation results of the game design. The purpose of the evaluation was to examine the game's ability to capture the two sets of requirements identified above.
PROFILE OF THE UWI DISTANCE LEARNERS: The Implications for Online Curriculum Development, Teaching and Learning at the University
Stephanie HUNTE
The Turkish Online Journal of Distance Education , 2010,
Abstract: The purpose of this study was to create a more recent profile of the UWI distance learners as a follow up to a study undertaken in 2000, and, based on the profile created, discuss the implications for online curriculum development, teaching and learning at the University. Data on four descriptive characteristics were collected from UWI distance students in two courses in the B. Sc Management Studies degree programme. Comparisons were made with trends in the field spanning the last decade as well as with a 2000 research and development project which examined the use of ICTs and highlighted the critical components necessary for the introduction of full online teaching and learning into the UWI’s distance education programmes. The findings of the present study suggest that there has been no significant change in the demographic, motivational and experiential characteristics of the UWI distance learner over the past decade. They also suggest a new trend in the inhibitory characteristics during this period.
Teaching and Learning Social Justice through Online Service-Learning Courses  [cached]
Kathy L. Guthrie,Holly McCracken
International Review of Research in Open and Distance Learning , 2010,
Abstract: Creating a virtual classroom in which diverse students feel welcome to discuss and experience topics related to social justice, action, and change is a study in the value of connectedness and collaboration. Through a combination of technologies, pedagogies, and on-site experiences, virtual cultures develop that encourage the formation of demanding yet stimulating learning environments in which communications and interactions are intellectually transformative. This article explores student perceptions of their participation in an online service-learning course while working in local service organizations. Qualitative methodology was used to identify the philosophical intersection at which multiple pedagogies meet: social justice, service-learning, civic engagement, and leadership as instructed in a web-based environment. This study illustrates the capacity for intentionally constructed online educational experiences focused on social justice, civic engagement, and leadership to affect learning and to provide educators with pedagogical best practices to facilitate requisite change in teaching practice.
A Model of an E-Learning Web Site for Teaching and Evaluating Online  [PDF]
Mohammed A. Amasha,Salem Alkhalaf
Computer Science , 2015, DOI: 10.14569/IJACSA.2013.041222#
Abstract: This research is endeavoring to design an e-learning web site on the internet having the course name as "Object Oriented Programming" (OOP) for the students of level four at Computer Science Department (CSD). This course is to be taught online (through web) and then a programme is to be designed to evaluate students performance electronically while introducing a comparison between online teaching , e-evaluation and traditional methods of evaluation. The research seeks to lay out a futuristic perception that how the future online teaching and e-electronic evaluation should be the matter which highlights the importance of this research.
Study on Agent-based Intelligent Feedback System in Online Teaching and Interactive Learning  [PDF]
Li Li,Ning Chen
Information Technology Journal , 2013,
Abstract: As a new education pattern, online teaching and interactive learning teaching breaks the constraints of time and space of the traditional teaching mode, but it has an obvious deficiency in personalized teaching which advocates teaching students in according to their aptitude. In order to solve this problem, on the base of the traditional network teaching system, it is necessary to increase an intelligence feedback system which is responsible for the task of such as adaptively pushing and updating the learning content, presenting the personalized home page, intelligently answering questions from the learner and so on. In online teaching and interactive learning practice, using this agent-based intelligent feedback system greatly enhanced the effect of personalized teaching and also promoted the development of the online teaching and interactive learning system.
The Intersection of hte Scholarship of Teaching and Learning with Online Course Design in Teacher Education  [PDF]
Kathryn S. Lee, PhD
InSight : A Journal of Scholarly Teaching , 2009,
Abstract: This study employed a web-based survey investigating graduate students' perceptions of effectiveness of various learning activities in an online teacher education course designed to teach instructional strategies. Learner-centered evaluation allows for insights into the teaching and learning process, and learner satisfaction is particularly critical in determining quality in distance education. The findings would inform a redesign of the course with the goal to enhance learning, using students as evaluators. The students’ ratings and comments of course activities are discussed, and implications related to course redesign are examined.
Learning and Teaching Languages Online: A Constructivist Approach  [PDF]
Tuncer Can
Novitas-ROYAL , 2009,
Abstract: The recent advances in technology have necessitated first new approaches and then new methodologies in the area of foreign language learning and thoroughly teaching. The Internet and the virtual learning environments have diversified the opportunities for school teachers, instructional designers as well as learners by varying and broadening the alternatives for learning and teaching of languages. Employing tools and applications, other than classroom and course books, in the learning of foreign languages requires reconsidering the pedagogy, methodology, applications, teacher roles, interaction types, and teaching environment itself. And also multiple selections of channels, through which the teaching materials can be implemented mandate the revision of traditional one way communication between the teachers and the learners. An acknowledgement is brought about by the constructivist approach with its assumptions about learning and knowledge, multiple perspectives and modes of learning and the complexity of learning environments. Constructivist approach is promising at promoting learners’ language and communicative skills as well as at fostering their autonomy, social and interactive skills contributing to their development into more confident, pro-active and responsible individuals by supporting incentives on diverse media in language learning and teaching.
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