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Search Results: 1 - 10 of 3662 matches for " virtual classrooms. "
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lumide S. ADEWALE,Emmanuel O. IBAM,,B. K. ALESE
The Turkish Online Journal of Distance Education , 2012,
Abstract: The population of students all over the world is growing without a proportionate increase in teaching/learning resources/infrastructure. There is also much quest for learning in an environment that provides equal opportunities to all learners. The need to provide an equal opportunity learning environment that will hitherto improve the system of education globally has therefore become imperative. Based on our findings, a mathematical model Web-based Virtual Classroom system (WebVCS) was developed to provide a viable medium through which sound education can be offered in tertiary institutions that can carter for varieties of learners irrespective of their abilities, dispositions and geographical locations. Our system model is developed based on active learning approach that adopts blended learning theory (Constructivist-Cognivist learning approach), incorporating e-pedagogy that supports collaboration among participants in the web-based Virtual learning environment. The key objects used in creating the WebVCS model are: Courses, Students, Instructors and Learning performances. Our system model sets a framework for developers of virtual classrooms and successful implementation of the model leads to students learning by interacting with their peers resulting in the construction of knowledge.
Titrade Cristina,El Baaboua Florentina
Annals of the University of Oradea : Economic Science , 2009,
Abstract: Electronic learning (or e-Learning or eLearning) is a type of Technology supported education/learning (TSL) where the medium of instruction is through computer technology, particularly involving digital technologies. E-learning has been defined as "pedago
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.
IRISS '98: The Intranet as a Learning Tool: A Preliminary Study
K. J. Garland,S. J. Anderson,J. M. Noyes
Information Research: an international electronic journal , 1998,
Abstract: Using the World Wide Web (WWW) as an interactive educative tool is still a relatively new concept, and little is known of its impact on learning when it is used as a dynamic learning tool. Despite this the use of educational internet sites, in the form of virtual classrooms and courses, appears to be increasing rapidly. Thus, it is important that their ability to facilitate learning is evaluated. We present the findings of a preliminary study which examined the amount, type and quality of leaning of an undergraduate indroductory history course when presented to three different groups of participants. All participants received four regularly spaced 30 minute study and repeated test sessions over an eight day period. A final test of new questions was also administered at the end of the study. Results showed that the amount of historical knowledge acquired by the end of the study was greatest for those paticpants who learnt using traditional methods, and that over the four test sessions this group consistently outperformed both computer groups. Moreover, the way in which knowledge was acquired was qualitatively different in the groups with the traditional group exhibiting more 'Know' responses while the Intranet group exhibited more 'Remember' responses. Finally, using useability questionnaires, we found that participants preferred learning via traditional methods to screen and Intranet presentations, and that participants who had learnt using computers felt that their learning experience had suffered. These findings have important implications for educators, and others who wish to use the Internet as a training tool, and we discuss our findings through the evaluation of the different presentational media used, specific Intranet design criteria and general usability factors, which, we suggest, are of paramount importance.
Mother tongue policies and mathematical terminology in the teaching of mathematics
Mercy Kazima
Pythagoras , 2011, DOI: 10.4102/pythagoras.v0i67.74
Abstract: The Department of Education in South Africa advocates collaborative and constructivist learning; however, observations indicate that little discussion occurs in most multilingual mathematics classes. In this paper we draw on a pilot study set in the Eastern Cape where teachers were introduced to the theory and practice of exploratory talk, and then tasked to perform an action research project on introducing discussion in their own multilingual mathematics classrooms. The results of the study suggest some successes in terms of teachers initiating exploratory talk and highlight the fact that these successes were only achieved where code switching between English and isiXhosa formed an integral part of the process.
Using language as a transparent resource in the teaching and learning of mathematics in a Grade 11 multilingual classroom
Mamokgethi Setati,Terence Molefe,Mampho Langa
Pythagoras , 2011, DOI: 10.4102/pythagoras.v0i67.70
Abstract: In this paper, we draw on a study conducted in Grade 11 classrooms to explore how the learners’ home languages can be used for teaching and learning mathematics in multilingual classrooms in South Africa. This report is part of a wider study that is still in progress. Based on an analysis of data collected through lesson observations in a Grade 11 class and learner interviews we argue for the deliberate, proactive and strategic use of the learners’ home languages as a transparent resource in the teaching and learning of mathematics in multilingual classrooms. Such use of the languages will ensure that learners gain access to mathematical knowledge without losing access to English, which many parents, teachers and learners presently see as a necessary condition for gaining access to social goods such as higher education and employment.
Collaborative learning in a multilingual class
Deonarain Brijlall
Pythagoras , 2011, DOI: 10.4102/pythagoras.v33i68.67
Abstract: The solving of word problems dealing with fractions was investigated. Two sets of learners worked in solving the same tasks on fractions. One set of learners worked collaboratively and the other group consisted of learners working independently. The selected participants consisted of two Grade 8 classes at a high school in Pietermaritzburg, South Africa. The study was a qualitative one involving lesson observations, analysis of learner worksheets, questionnaires and interviews. The two tasks were presented in the form of word problems and the classroom comprised of multilingual learners. Data yielded by these research instruments confirmed assumptions and literature claims. Although it was a small scale qualitative research, interesting observations were made that could have pedagogical implications.
Making mathematics accessible for multilingual learners
Mamokgethi Setati,Richard Barwell
Pythagoras , 2011, DOI: 10.4102/pythagoras.v0i67.68
Teacher Readiness and Information and Communications Technology (ICT) Use in Classrooms: A South African Case Study  [PDF]
Vuyisile Msila
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.618202
Abstract: Throughout the world, there have been efforts to transform the 21st?century classrooms by introducing digital technology. Districts have been preparing their teachers to use ICT in classrooms thus ensuring that their schools are on the right path for globalisation. Recently, in one South African province Gauteng, the Minister of Education announced that from 2015 tablets would be introduced for teachers and learners as the traditional chalkboard would be replaced by digital technology. This qualitative study sought to explore the views of teachers in that (Gauteng) province. Twenty-five teachers from five schools were observed as they used ICT to teach in their classrooms. Semi-structured interviews were also used in soliciting the teachers’ views. The conclusions show that although many teachers are agreeable to change initiatives and innovations in education, ICT can present much uncertainty and the majority are made to feel inadequate. Teachers maintain that without proper training, computers will expose their inadequacies in the classroom. The younger teachers were more tolerant of the changes than their older counterparts who found the introduction of ICT daunting. The study’s conclusions illustrate that the success of digital technology in classrooms will depend more on teacher competence as well as positive attitudes towards ICT.
Sense of Presence and Anxiety Depending on the Daily Schedules in Junior High Schools  [PDF]
Hiroyuki Yoshida, Noriyuki Kida
Psychology (PSYCH) , 2017, DOI: 10.4236/psych.2017.89094
Abstract: In the present study, a questionnaire for easily assessing class adjustment depending on the daily schedule was developed, and characteristics of each setting were examined. Criteria for detecting such students were also developed depending on the daily schedule settings. All the students enrolled in a public junior high school participated in the survey. The number of participants was 331. The sense of presence and anxiety felt in relationships with others were inquired depending on the eight daily schedules below: school arrival/entering classrooms, morning meetings/morning studies, lessons, breaks, lunch, cleaning, end-of-day meetings, and club activities. Aiming to detect students that needed secondary or tertiary support, criteria were examined, with regard to whether a student belonged to the unsatisfied group or not as an objective variable (1: unsatisfied 0: not unsatisfied), with the scores of the sense of presence and anxiety in eight schedules as explanatory variables. Stepwise discriminant analysis was conducted to select the explanatory variable that was the most effective. The results indicated that the sense of presence in the morning meetings and breaks, as well as anxiety in lessons, were selected and significant discriminant function was obtained (Wilks’ λ = .723, p < .01). The discriminant function was below z = -0.18 × presence in morning meetings -0.32 × presence in breaks + 0.64 × anxiety in lessons + 1.10 and the positive discriminant ratio was 80.4%. Providing student guidance based on daily schedules is considered effective for teachers to understand students and identify students that need secondary support at an early stage.
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