Popularity Report
 |
|||
|
|||
|
|||
|
|||
|
|||
|
Rank
URL Tag Cloud
- blackboard
- , elearning
- , lms
- , coopman
- , VLE
- , research
- , education
- , learning
- , edtech
- , e-learning
- , technology
- , cms
- , Distance
- , firstMonday
- , lmsFirstMonday
- , ple
- , moodle
- , pedagogy
Bookmark History
Saved by 19 people (-1 private), first by anonymouse user on 2009-06-01
- Stlouisphile on 2009-07-01 - Tags blackboard , elearning , education , coopman
- Mathplourde on 2009-06-30 - Tags LMS , Blackboard , interaction , communication , research , article , pedagogy , Distance , education
- Patrickmj on 2009-06-30 - Tags blackboard
- Howardcdn53 on 2009-06-18 - Tags blackboard , elearning , coopman , lms
- Ptaylorsjr on 2009-06-17 - Tags blackboard , lms , VLE , elearning , coopman
Public Sticky notes
constrain and facilitate instructor–student and
Highlighted by krice100
Luppicini
Highlighted by learningcoach
For example, Bunce, et al. (2006) found that two different Web–based delivery systems presenting the same information influenced student engagement with the material. A comparison between interactive television and WebCT communication tools revealed the WebCT platform more conducive to promoting a classroom learning community (Mash, et al., 2005).
Highlighted by howardcdn53
This essay explores how Blackboard’s two online learning delivery systems, Blackboard 8.0 and Blackboard CE6, constrain and facilitate instructor–student and student–student interaction.
Highlighted by learningcoach
motivation, satisfaction
Highlighted by rationalbob
Much research has centered on distance learning (online or television based) versus the in person classroom. Generally, the findings suggest little difference between the two formats along a range of outcomes.
Highlighted by howardcdn53
In comparing an accounting course taught using WebCT and the same course taught in person, Basile and D’Aquila (2002) found students’ attitudes toward the course were the same for both groups.
Highlighted by howardcdn53
Some research suggests that online discussion has a more positive impact on student learning than in person discussion
Highlighted by learningcoach
Some research suggests that online discussion has a more positive impact on student learning than in person discussion. Kramarski and Mizrachi’s (2006) study of seventh–grade math classes found that students who participated in online discussion and problem solving outperformed their face–to–face counterparts in math literacy and real–life tasks.
Highlighted by howardcdn53
The authors qualified their findings, arguing that quality of interaction in online discussions, rather than quantity, may be the better predictor of student achievement.
Highlighted by howardcdn53
Lobel, et al. (2005) discovered that in the in person classroom, students tended to address their comments toward the instructor or other identified expert. In the online class, students interacted more directly with each other. Rodriquez, et al. (2006) found that online discussions required students “to consider previous peer interventions before including their own.”
Highlighted by howardcdn53
More than previous technologies, online learning systems have the potential to enhance the collaborative performative nature of teaching, and at the same time, the potential to turn teaching into a static exercise, or what Brent calls textualization. As performative teaching, online classes allow for continual updating, integration of multimedia, ongoing discussions, and real–time chats. As textualized teaching, online classes become “plug and play,” where the person who designed the course may not even teach it and little about the class changes from term to term.
Highlighted by howardcdn53
The structure of online discussion boards, however rudimentary, can have the capacity to facilitate increased student–student communication and decrease the predominance of student–instructor or student–instructor–student communication. Dennen (2007) found that too much or too little instructor participation in online discussions reduced the number of messages students posted. Effectively facilitating online student discussion required a balancing act in which the instructor encouraged learner–centered discussion and still exerted authority as the expert on the topic and pedagogy.
Highlighted by howardcdn53
Blogs, Farmer argued, have the potential to completely reconceptualize online learning by shifting attention back to students, their identities, and their voices. In addition, Burgess (2006) argued that student blogging provides a key venue for assessing student learning.
Highlighted by howardcdn53
Similarly, Liaw (2007) identified multimedia instruction as a key component of students’ perceptions of online learning effectiveness and satisfaction. These studies suggest that incorporating multimedia Internet resources, such as the virtual world Second Life, Sloodle (an early integration of Second Life and Moodle), and blogging venues such as Blogger, may provide an enhanced learning experience for students and take a more performative approach to teaching.
Highlighted by howardcdn53
Dennen’s (2007) analysis of instructor participation in online discussions or forums found that how and how often instructors posted influenced the quality of student discussion and sense of instructor presence. Instructors who blended information–giving with information–seeking strategies were the most adept at facilitating robust student discussion.
Highlighted by howardcdn53
Rocci Luppicini, 2008. “Educational technology at a crossroads: Examining the development of the academic field in Canada,” Journal of Educational Technology and Society, volume 11, number 4, pp. 281–296.
Highlighted by learningcoach
Public Comment