Your search found 166139 results.

Descriptors:
Instructional Materials; Instructional Material Evaluation; Video Technology; Multimedia Instruction; Blended Learning; Student Attitudes; Academic Ability; Withdrawal (Education); Accounting; Cartoons; Metropolitan Areas; Dropout Rate; Learning Strategies; Educational Strategies; Grades (Scholastic); Business Administration Education; Lecture Method; Independent Study; Learner Controlled Instruction; Tutoring; Web Based Instruction; Distance Education; Electronic Learning; Instructional Design; Instructional Effectiveness; College Students; College Instruction; Statistical Analysis; Comparative Analysis; Student Surveys

Abstract:
This study empirically examines the instructional value of online video lectures--videos that a course's instructor prepares to supplement classroom or online-broadcast lectures. The study examines data from a classroom course, where the videos have a slower, more step-by-step lecture style than the classroom lectures; student use of videos is voluntary, can be tailored by students to meet their learning and topic-review needs, and can occur when and where students learn most effectively. The study's specific objectives are to identify and measure types of learning benefits that video lectures provide, gauge students' acceptance and use of this form of computer-based instruction, and compare results from alternative video designs to determine if learning is differently affected. The course is highly technical (financial accounting) and is required of all business school students as they enter the school. The university is middle-tier and located in a medium-sized metropolitan area. Students are highly varied in their academic abilities and motivation, and they often have substantial off-campus job responsibilities. Three video designs were tested, each with an alternative learning environment designed into the videos. Design 1 had a complete absence of attention to relief and change-of-pace elements. Design 2 included graphics/cartoons and sounds/music clips that were strongly presented to provide relief from study tedium. Design 3 used a greatly reduced number of graphics and sounds and subtly presented them so that they did not command viewer attention. Learning benefits are consistently best with design 2. Findings are based on analysis of survey data and grade distributions. They include comparisons of with-videos and no-videos sample data. The most significant findings are that video lectures are used by students for tutorial help, they improve initial learning, they reduce dropout rates, and they improve course grades. Although the study is for a classroom course with the videos provided online, it is expected that video lectures will have similar or greater use and value in an online course when live-instruction and discussion are limited. Findings indicate that a very large percentage of students who watch the videos use them as a helpful tutoring resource and receive several types of improved-learning benefits including improvement in topic understanding, better grades, and greater ease of learning. The weakest students are especially benefited, with significantly reduced course withdrawal rates. Use of video lectures occurs when alternative study resources with the same topic content are always available. (Contains 5 figures and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Electronic Learning; Instructional Design; Distance Education; Online Courses; Synchronous Communication; Discussion; Computer Mediated Communication; Program Evaluation; Comparative Analysis; College Students; College Instruction; Self Efficacy; Learning Strategies; Self Management; Learning Motivation; Conventional Instruction; Student Characteristics; Power Structure; Cultural Influences; Cultural Differences; Asian Culture; Comparative Education; Web Based Instruction; Questionnaires; Instructional Effectiveness; Educational Strategies; Rural Education; Masculinity; Femininity

Abstract:
This study is designed to address aspects of self-regulation and self-efficacy as they relate to critical issues in the design and evaluation of online learning programs. It begins with a discussion of the rapid growth of distance learning programs at all levels and across virtually all disciplines of educational programming. Much of this discussion is based upon the findings of research into the effects of embedded strategies on promoting the use of self-regulated learning strategies (SRLS) in an online learning environment. And it discusses the ways in which the essential differences between face-to-face instruction and instruction through distance mechanisms relate to the readiness of individual learners to efficiently and effectively engage in learning, and key issues in instructional design. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Active Learning; Online Courses; Inquiry; Computer Mediated Communication; Asynchronous Communication; Integrated Learning Systems; Open Source Technology; Distance Education; Problem Solving; Cooperative Learning; Facilitators (Individuals); Student Characteristics; Student Motivation; Self Management; Web Based Instruction; Electronic Learning; Virtual Classrooms; College Instruction; Content Analysis; Computer Science Education; Discussion; Comparative Analysis; Statistical Analysis; College Students; Instructional Effectiveness

Abstract:
This paper discusses findings of a study investigating how students, in four online courses, engaged in inquiry-based learning with and without support from a facilitator. The investigation was conducted by analyzing discussions of the online courses using the community of inquiry model. The results of the study imply that students in online discussions can engage in deep and meaningful learning, even when there is no facilitator interaction. Further, the findings of the analysis suggest that successful inquiries are possible without teacher or facilitator interactions, if learning environments are designed to support students being interactive and the students have motivation, regulatory skills and a willingness to collaborate with their peers. (Contains 5 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Asynchronous Communication; Educational Environment; Open Universities; Learning Strategies; Distance Education; Metacognition; Time Management; Self Management; College Curriculum; Student Motivation; Learning Processes; Goal Orientation; Literature Reviews; Educational Resources; Andragogy; Instructional Materials; Adult Students; Educational Technology; College Instruction; Self Evaluation (Individuals); Help Seeking; Information Seeking; Self Motivation; Learning Motivation; Printed Materials; Computer Assisted Instruction

Abstract:
In distance education both the physical separation between learner and instructor, and the use of technology create an educational environment that is characterized by learning autonomy and the learner's active involvement. Because of these, self-regulated learning constitutes an inseparable concept of distance education. This study explores the support and promotion of self-regulated learning in the educational environment of the Hellenic Open University. In particular, this paper examines how the educational material, as it is described in its institutional level of function, supports specific self-regulating strategies of learning in the curriculum provided by the Hellenic Open University. For this purpose, the study is based on literature review of distance education and self-regulated learning. Thus, the cognitive strategies of elaboration and organization, the metacognitive strategies of goal-setting, self-monitoring and self-evaluation, the resource management strategies of seeking help, seeking information and time management, as well as, the motivation are all included in the self-regulated aspects that are examined. The results of the study indicate that the self-regulated learning is considerably supported and promoted by the printed educational material at the Hellenic Open University due to its interactive pedagogical structure. However, it is pointed out that it is possible to maximize the support provided through the improvement of the present structures' function. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (179K) |  More Info:
Help Find in a Library

Descriptors:
Animation; Computer Assisted Instruction; Prior Learning; Learner Controlled Instruction; Novices; Chinese; Short Term Memory; Pacing; Science Instruction; Cognitive Processes; Difficulty Level; Learning Strategies; Self Management; Educational Experiments; Retention (Psychology); Educational Technology; Instructional Design; Instructional Effectiveness; Comparative Analysis; Pretests Posttests; Sequential Learning; Ideography

Abstract:
Learning with instructional animations may overstretch limited working memory resources due to intense processing demands associated with transient information. The authors investigated whether explicit instructional advice coupled with a task-specific learner control mechanism (such as a timeline scrollbar) could facilitate the successful self-management of transient information. The effectiveness of a timeline scrollbar that allowed self-pacing and self-sequencing of animations was compared with computer-controlled animations. Experiment 1 demonstrated that a timeline scrollbar (with instructional advice on its strategic use) enhanced the retention of stroke sequences in writing Chinese characters. In Experiment 2, a timeline scrollbar was used in an integrated set of narrated animations dealing with complex scientific information. Retention and comprehension post-tests indicated that although a scrollbar accompanied by instructional advice in its use assisted novice learners, no such effect was found with participants who possessed higher levels of prior knowledge. The findings have implications for the formulation of criteria for the effective incorporation of learner control into the design of instructional animations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Student Attitudes; Ethnography; Transformative Learning; Lifelong Learning; News Reporting; Foreign Countries; Comparative Analysis; Reflection; Longitudinal Studies; Student Experience; Student Motivation; Career Choice; Career Education; Transitional Programs; Developmental Studies Programs; Education Work Relationship; College Outcomes Assessment; Outcomes of Education; Adjustment (to Environment)

Abstract:
The intensity of provision of transnational education (TNE) in the Asian region by Australian universities has been increasing over the past three decades. Although much is claimed, little is actually known about the outcomes and opinions of students enrolled in TNE programs. This article investigates student experiences through the longitudinal extension of an ethnographic study of one TNE program in Singapore. Student motivations, career paths, and adaptations are considered in the context of "second chance" and lifelong learning in Singapore. Analysis reveals something of a good news story in the face of much negativity about transnational education at the current time. The study reveals that TNE students are achieving high-level positional outcomes and developing transformative learning habits. Recommendations are made for the use of global comparative studies in TNE programs to facilitate mutual learning through respect for local knowledge. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Personality Traits; Social Isolation; Electronic Learning; Distance Education; Online Courses; Predictor Variables; Quasiexperimental Design; Business Administration Education; Outcome Measures; Conventional Instruction; Student Characteristics; Undergraduate Students; Web Based Instruction; College Instruction; Instructional Effectiveness; Comparative Analysis; Statistical Analysis; Extraversion Introversion; Goal Orientation

Abstract:
In this study we seek to better understand the outcomes of online education by observing the role of learners' personality traits. Under the premise that the behaviors that maximize learning are contingent on the delivery method, we compared learning outcomes of students participating in four sections of an undergraduate principles of management course--three sections were taught using the online approach and one section was taught using the classroom teaching approach (N = 132). Following a multi-group quasi-experimental design, we controlled for differences in teaching delivery styles between the online and traditional classes. Then, we utilized students' personalities as the key independent variable of learning across classes. Our results corroborate that personality is an independent variable worthy of consideration in online settings. Results also suggest that future research in these settings benefits from considering narrow descriptions of personality as opposed to traditional broad traits (e.g., the big-five model). Specifically, we argue that online education demands a particular set of behavioral patterns (i.e., low gregariousness, achievement orientation) necessary to navigate the idiosyncrasies of online education (e.g., social isolation, schedule flexibility). We discuss the theoretical implications of our results in the context of online education and offer practical suggestions for online teaching design. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Educational Technology; Evaluation Methods; Student Participation; Interaction; Communication Skills; Graduate Students; Network Analysis; Vignettes; Teacher Student Relationship; Group Dynamics; Classroom Communication; Electronic Learning; Distance Education; Computer Simulation; Simulated Environment; Web Based Instruction; Virtual Classrooms; Computer Mediated Communication; College Instruction; College Faculty; Instructional Effectiveness; Comparative Analysis; Synchronous Communication; Social Networks; Computer Software Evaluation; Integrated Learning Systems

Abstract:
Massively Multiuser On-line Learning (MMOL) Platforms, often called "virtual learning worlds", constitute a still unexplored context for communication-enhanced learning, where synchronous communication skills in an explicit social setting enhance the potential of effective collaboration. In this paper, we report on an experimental study of collaborative evaluation in an MMOL setting with 21 graduate students enrolled in university courses in technology-mediated teaching and learning. This study was carried out using a prototype of a 3D MMOL platform built around an interactive space called "MadriPolis". This space was used to recreate an adequate scenario for a collaborative experience about Learning Object evaluation using the mainstream Learning Object Review Instrument (LORI), which is based on a Convergent Participation Model (CPM). The same experience was carried out using a conventional LCMS (Learning Content Management System) platform with the aim of contrasting the outcomes and interaction patterns in the two settings. This study makes use of Social Network Analysis (SNA) measures to describe the interactions between tutors and learners. By dwelling on the advantages of immersive environments, SNA indexes revealed that these interactions were rather dense and that student participation was rather broad-based in the case of the MMOL. The results suggest that MMOL platforms could be used in collaborative evaluation tasks as a means to enhance both tutor interaction patterns and the strength of the group's relationship. (Contains 15 figures and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Electronic Learning; Distance Education; Feedback (Response); Problem Based Learning; Computer Assisted Instruction; Educational Technology; College Students; College Instruction; Instructional Effectiveness; Teaching Methods; Comparative Analysis; Asynchronous Communication; Computer Mediated Communication; Discussion; Handheld Devices; Computer System Design; Internet; Computer Science Education; Content Analysis; Control Groups; Experimental Groups

Abstract:
In recent years, researchers have conducted various studies on applying wireless networking technology and mobile devices in education settings. However, research on behavioral patterns in learners' online asynchronous discussions with mobile devices is limited. The purposes of this study are to develop a mobile learning system, mobile interactive teaching feedback system (MITFS), linked to both mobile devices and the internet, to support learners with online asynchronous discussion, and combine content analysis and sequential analysis to compare and contrast the social knowledge construction behavioral patterns of problem-based asynchronous discussion in e-learning and m-learning environments. This study investigated four weeks of online discussions in an "Introduction to Computer Science" course involving forty first year university students. The control group (online asynchronous discussion without mobile devices) and the experimental group (online asynchronous discussion with mobile devices) in the group discussions were explored. By using content analysis and sequential analysis for the problem-based online asynchronous discussion of the behavioral patterns and differences between students in control and experimental group, the results showed that using mobile devices in online asynchronous discussion influenced students' learning performance. Some interesting results were found. Firstly, when the students used mobile devices in discussion situations, they could more engage in reflecting thinking, sharing more information, and further facilitating social knowledge construction among group members. Secondly, the experimental group performed better than the control group in terms of participation and diversity in knowledge construction behavioral patterns. Finally, based upon the findings, some implications are proposed for further research. (Contains 9 figures and 10 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Undergraduate Study; Asynchronous Communication; Online Courses; Case Method (Teaching Technique); Instructional Effectiveness; Program Effectiveness; Technology Uses in Education; Synchronous Communication; Educational Principles; Best Practices; Participant Satisfaction; Delivery Systems; Distance Education; Discussion (Teaching Technique); Teaching Methods; Comparative Analysis; Business Education; Program Evaluation

Abstract:
This article discusses the effectiveness of the case method when teaching online by comparing synchronous and asynchronous communication technologies with respect to how well they each embody Chickering and Gamson's Seven Principles of Good Practice in Undergraduate Education. The authors also present their empirical study of the effectiveness of different online case discussion methods with respect to student learning and satisfaction. The empirical findings suggest that student satisfaction and perceived learning are affected by the type of technology used to implement the case method online. The technology used for case discussions in an online course seems to matter, especially with respect to how well it enhances students' engagement and interaction with the instructor and their fellow students. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website