مؤتمرات الفيديو

دراسات سابقة متنوعة

 

1. Computer-Supported Collaborative Learning: Best Practices and Principles for Instructors (ED501566) 

Author(s):

 Orvis, Kara L., Ed.; Lassiter, Andrea L. R., Ed.

Pub Date:

 2008-00-00

Descriptors:

Cooperative Learning; Virtual Classrooms; Computer Mediated Communication; Web Based Instruction; Teacher Role; Community; Case Method (Teaching Technique); Teacher Education; Social Psychology; Faculty; Management Systems; Faculty Development; Sex; Cultural Pluralism; Student Motivation; International Cooperation; Student Participation; Models; Evaluation Methods .

Abstract:

Decades of research have shown that student collaboration in groups doesn’t just happen; rather it needs to be a deliberate process facilitated by the instructor. Promoting collaboration in virtual learning environments presents a variety of challenges. This book answers the demand for a thorough resource on techniques to facilitate effective collaborative learning in virtual environments. This book provides must-have information on the role of the instructor in computer-supported collaborative learning, real-world perspectives on virtual learning group collaboration, and supporting learning group motivation. This book contains fourteen chapters: (1) Designing Web-Based Training Courses to Maximize Learning (Traci Sitzmann, Katherine Ely, and Robert Wisher); (2) Collaborative versus Cooperative Learning: The Instructor’s Role in Computer Supported Collaborative Learning (Orlando J. Olivares); (3) Developing a Community of Practice in an Online Research Lab (Stephanie W. Cawthon and Alycia L. Harris); (4) The Case Method and Collaborative Learning (Stephanie L. Brooke); (5) Preparing Online Instructors: Beyond Using the Technology (Evelyn S. Johnson and Jane Pitcock); (6) Collaborative Work in Online Learning Environments: Critical Issues, Dynamics and Challenges (Erman Yukselturk and Kursat Cagiltay); (7) The Social Psychology of On-line Collaborative Learning: The Good, the Bad, and the Awkward (Donna Ashcraft and Thomas Treadwell); (8) Collaborative Learning Among Faculty: Using Course Management Systems to Support Faculty Development (Ellen L. Nuffer); (9) Development of Online Distributed Training: Practical Considerations and Lessons Learned (Eileen B. Entin, Jason Sidman, and Lisa Neal); (10) Gender and Diversity in Collaborative Virtual Teams (Anna Michailidou and Anastasios Economides); (11) Student Motivation in International Collaboration: To Participate or Not to Participate? (Janice Whatley, Elena Zaitseva, and Danuta Zakrzewska); (12) Help Me, Help You: A Triple Track Approach to Maximizing Collaborative Learning in Complex, Cross-National Virtual Teams (Derrick L. Cogburn and Nanette S. Levinson); (13) Developing Shared Mental Models in Computer Supported Collaborative Learning (Marissa L. Shuffler and Gerald F. Goodwin); and (14) Practical Strategies for Assessing the Quality of Collaborative Learner Engagement (John LeBaron and Carol Bennett).

 

2- Technology and Higher Education: The Impact of E-Learning Approaches on Student Academic Achievement, Perceptions and Persistence (EJ796388)    

Author(s):

 Nora, Amaury; Snyder, Blanca Plazas

Source:

 Journal of College Student Retention: Research, Theory & Practice, v10 n1 p3-19 2008-2009

 Pub Date:

 2009-00-00

Pub Type(s):

 Journal Articles; Reports – Research

Descriptors:

Student Attitudes; Distance Education; Educational Technology; Literature Reviews; Meta Analysis; Academic Persistence; Academic Achievement; Technology Uses in Education; Technology Integration; Instructional Effectiveness; School Holding Power; Theory Practice Relationship; Web Based Instruction

 

Abstract:

While e-learning, Web-enhanced instruction, and other forms of instructional technology have been touted as an effective way of addressing student withdrawal and academic performance, there are those (Carr, 2000) that report both program and end-of-semester course completion rates in distance education courses as merely acceptable compared to more traditional courses. This disagreement, coupled with the need to establish empirically-based instructional techniques, drives the desire to fully grasp the true impact of different forms of technology on retention and graduation rates among students. The purpose of this article is to provide readers with a comprehensive overview of the literature concerning technology at the post-secondary level. We discuss studies that have examined the various uses of technology in the classroom, student perceptions of technology, student usage of technology, student attitudes toward technology, and the direction in which technology is heading. Specifically, the main objective was to highlight the findings with regard to the connection between technology and student learning, and between technology and student persistence.

 

3- Determining Factors of the Use of E-Learning Environments by University Teachers (EJ794646)   

Author(s):

 Mahdizadeh, Hossein; Biemans, Harm; Mulder, Martin

Source:

 Computers & Education, v51 n1 p142-154 Aug 2008

 Pub Date:

 2008-08-00

Pub Type(s):

 Journal Articles; Reports – Research

Peer-Reviewed:

 Yes

Descriptors:

Opinions; Foreign Countries; Internet; Higher Education; Educational Technology; Teacher Attitudes; Computer Assisted Instruction; College Faculty; College Instruction; Questionnaires; Predictor Variables; Instructional Effectiveness; Web Sites; Virtual Classrooms; Distance Education; Computer Mediated Communication; Value Judgment

Abstract:

E-learning environments increasingly serve as important infrastructural features of universities that enable teachers to provide students with different representations of knowledge and to enhance interaction between teachers and students and amongst students themselves. This study was designed to identify factors that can explain teachers’ use of e-learning environments in higher education. A questionnaire was completed by 178 teachers from a wide variety of departments at Wageningen University in the Netherlands. We found that 43% of the total variance in teacher use of e-learning environments could be explained by their opinions about web-based activities and their opinions about computer-assisted learning (predictors) and the perceived added value of e-learning environments (mediating variable). In other words, teachers’ use of e-learning environments can be explained to a high extent by their perceptions of the added value of these environments, which in turn are substantially influenced by their opinions about web-based activities and computer-assisted learning

 

 

4-How Science Students Can Learn about Unobservable Phenomena Using Computer-Based Analogies (EJ795987)   

Author(s):

 Trey, L.; Khan, S.

Source:

 Computers & Education, v51 n2 p519-529 Sep 2008

 Pub Date:

 2008-09-00

Pub Type(s):

 Journal Articles; Reports – Research

Peer-Reviewed:

 Yes

Descriptors:

Computer Simulation; Chemistry; Statistical Analysis; Grade 12; Science Instruction; Scientific Principles; Computer Assisted Instruction; Science Achievement; Educational Technology; Teaching Methods

Abstract:

A novel instructional computer simulation that incorporates a dynamic analogy to represent Le Chatelier’s Principle was designed to investigate the contribution of this feature to students’ understanding. Two groups of 12th grade Chemistry students (n=15) interacted with the computer simulation during the study. Both groups did the same pre-instructional and simulation activities except one of the groups interacted with the analogical example in the simulation and the other group was asked to recall an analogy that was presented in the form of text and pictures. A statistical analysis of the tests administered at the end of the study suggested that analogies that are dynamic, interactive, and integrated in a computer simulation may have a stronger effect on learning outcomes than analogies which are presented in the form of text and static pictures. The implication of this study for science educators is that dynamic computer-based analogies can enhance student learning of unobservable phenomena in science. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

 

 

 

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