Extras from EBSCO Computer Mediated Search
Exploring Technology-Mediated Learning from a Pedagogical Perspective.
Author(s): Oliver, Ron, Herrington, Jan
Interactive Learning Environments; Aug2003, Vol. 11 Issue 2, p111, 16p
Abstract: A considerable amount of the effort and enthusiasm that goes into the development and implementation of technology-mediated learning environments often fails to create effective settings for learning. Too often the opportunities and advantages of the use of technology in the learning process are poorly exploited. This paper explores ways in which contemporary pedagogical principles can inform and guide the design of technology-mediated learning environments. The paper argues the need to plan learning settings based on meaningful and relevant activities and tasks which are supported in deliberate and proactive ways by the tutor. The paper presents and describes a framework which supports a design process comprising three critical strategies: the selection of learning tasks; the selection of learning supports; and the selection of learning supports as a strategy for the development of online learning settings that promote knowledge construction.
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Predictors of student satisfaction in distance-delivered graduate nursing courses: what matters most?
Author(s): DeBourgh GA
Journal of Professional Nursing (J PROF NURS), 2003 May-Jun; 19(3): 149-63 (78 ref)
Abstract: This article describes a study designed to investigate graduate nursing students' satisfaction with a course taught via interactive video teleconferencing (IVT) and the World Wide Web/Internet (WWW/INT). A correlational research design examined the relationships among 5 learner attributes and 3 instructional variables and student satisfaction. Regression analyses identified learner attributes and instructional variables predictive of student satisfaction. Forty-three graduate nurse students were surveyed using a 59-item Student Satisfaction Survey (SSS). Learner attribute predictors included: (1) previous technology courses, (2) technology competence, (3) between-class technology usage, (4) age, and (5) remote-site group size. Instructional predictors were clustered into 3 dimensions: instructor/instruction, technology, and course management. Student satisfaction was a composite of overall satisfaction with the course and comparison with conventional classroom courses. Instructor/instruction explained 21 percent of the variance in course satisfaction scores. Overall instructor rating strongly correlated with satisfaction. The most potent finding was that good pedagogy is important to students' perceived satisfaction with distance education. Students acclimate to the instructional reality-traditional, campus-based face-to-face instruction, or technology-mediated distance education-and once accustomed, it is the quality and effectiveness of instructor and instruction, not the technology, that is associated with satisfaction. The findings of this study provide essential information to faculty responsible for the design and delivery of effective instruction and to students pursuing flexible and convenient options for advanced education.
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Internet-based education for enrolled nurses: could it be e-ffective?
Author(s): Field T
Australian Journal of Advanced Nursing (AUST J ADV NURS), 2002 Jun-Sep; 19(4): 33-7 (31 ref)
Abstract: There has been an extraordinary growth of technology-mediated learning in the higher education system over the last 10 years (IHEP 2000, p.1), predominantly in the area of distance education. These technological advances provide exciting opportunities for the delivery of education to those who have not previously been able to access on-campus learning, usually because of barriers of distance and cost. While there are a growing number of studies supporting the implementation of distance education programs in nursing education, the use of Internet-based learning as a sole means of education delivery is relatively new. This paper investigates the current literature available regarding the use of Internet-based education delivery for registered and enrolled nurses in undergraduate and postgraduate programs, and reviews contemporary education trends in Victoria, Australia, for enrolled nurses (ENs). The challenge in nursing education currently is to design curricula that will address the health care needs of the future. This is not easy with the rapidly changing environment health care professionals, especially nurses, face in their daily work. To prepare graduates who can function successfully as professional nurses in this new century, nurse educators must examine the dominant trends in health care and education, and analyse whether the processes used to prepare students for practice will result in the desired outcome (Jorgensen et al 1998, p.109). The current growth and impact of web-based and online learning courses has been proposed by some as a major revolution for education, and has been firmly embraced by many tertiary institutions as the way of the future (Sims 1998, p.21).
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Updating Knowledge and Skills of Practitioners in Rural Areas: A Web-based Model.
Author(s): Ludlow, Barbara L., Foshay, John D., Brannan, Sara A., Duff, Michael C., Dennison, Katrina E.
Rural Special Education Quarterly; Spring2002, Vol. 21 Issue 2, p33, 11p
Abstract: Technology-mediated distance education models have had a major impact oil preservice and inservice preparation of special education and related services personnel over the last several decades. The increasing availability of Interact access and the multimedia capabilities of the World Wide Web have combined to spur the growth of online programs as a medium for both initial certification and continuing activities. This study reports the development, implementation, and evaluation of four courses designed as professional development activities for practicing personnel working in early intervention, early childhood special education, elementary and secondary special education, and adult disability services in rural areas of West Virginia and the surrounding Appalachian region. The article explains the process used to create learning materials and technology formats for presentation of content and interaction with learners, outlines the steps in developing and implementing the courses, and presents the results of evaluation activities conducted to assess Learning outcomes and participant perceptions of the online learning experience. The findings of this study suggest that Web-based instruction is a viable mode for delivering staff development. Participants demonstrated the acquisition of new knowledge and skills, expressed satisfaction with most aspects of online teaching and learning, and reported specific applications of tire information in their own classroom and intervention program settings. [ABSTRACT FROM AUTHOR]
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WEB-BASED VIRTUAL LEARNING ENVIRONMENTS: A RESEARCH FRAMEWORK AND A PRELIMINARY ASSESSMENT OF EFFECTIVENESS IN BASIC IT SKILLS TRAINING.
Author(s): Piccoli, Gabriele, Ahmad, Rami, Ives, Blake
MIS Quarterly; Dec2001, Vol. 25 Issue 4, p401, 26p, 1 diagram
Abstract: Internet technologies are having a significant impact on the learning industry. For-profit organizations and traditional institutions of higher education have developed and are using web-based courses, but little is known about their effectiveness compared to traditional classroom education. Our work focuses on the effectiveness of a web-based virtual learning environment (VLE) in the context of basic information technology skills training. This article provides three main contributions. First, it introduces and defines the concept of VLE, discussing how a VLE differs from the traditional classroom and differentiating it from the related, but narrower, concept of computer aided instruction (CAI). Second, it presents a framework of VLE effectiveness, grounded in the technology-mediated learning literature, which frames the VLE research domain, and addresses the relationship between the main constructs. Finally, it focuses on one essential VLE design variable, learner control, and compares a web-based VLE to a traditional classroom through a longitudinal experimental design. Our results indicate that, in the context of IT basic skills training in undergraduate education, there are no significant differences in performance between students enrolled in the two environments. However, the VLE leads to higher reported computer self-efficacy, while participants report being less satisfied with the learning process. [ABSTRACT FROM AUTHOR]
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Full Screens and Empty Students: Questioning Technology as an Educational Medium.
Author(s): Johnson, Henry C.
Bulletin of Science, Technology & Society; Aug99, Vol. 19 Issue 4, p286, 10p
Abstract: Examines the impact of technology mediated education adopted by developing countries. Arguments on the role of technology in education; Notions of education and the nature of the claimed technological mediation of education; Recommendations for a critical adoption of technology.
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A Look Ahead At Learning & Technology.
Computer Reseller News; 11/23/98 Issue 818, p67, 1/6p
Abstract: Presents some predictions in the computer industry. Percentage of large organizations that are implementing some form of network training in 1999; Products, systems and service offerings available on the market for online and technology mediated learning; Key trends in the industry.
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Exploring Technology-Mediated Learning from a Pedagogical Perspective.
Author(s): Oliver, Ron; Herrington, Jan
Interactive Learning Environments Aug2003, Vol. 11 Issue 2, p111, 16p
Persistent Link to this Article: http://search.epnet.com/direct.asp?an=9622316&db=c1h
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TRADITIONAL VS. TECHNOLOGY-MEDIATED LEARNING: A COMPARISON OF STUDENTS' COURSE EVALUATIONS.
Marketing Education Review Summer2001, Vol. 11 Issue 2, p63, 11p, 3 charts
Author(s): Mintu-Wimsatt, Alma
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Research Commentary: Technology-Mediated Learning--A Call for Greater Depth and Breadth of Research.
Information Systems Research Mar2001, Vol. 12 Issue 1, p1, 10p, 2 diagrams
Author(s): Alavi, Maryam; Leidner, Dorothy E.
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Teaching effectiveness in technology-mediated distance learning.
Academy of Management Journal Dec97, Vol. 40 Issue 6, p1282, 28p, 2 charts
Author(s): Webster, Jane; Hackley, Peter
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The evolution of distance learning: Technology-mediated interactive learning.
Journal of Research on Computing in Education Spring90, Vol. 22 Issue 1, p247, 18p
Author(s): Dede, Christopher J.
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A strange sense of disquietude: Understanding resistance to learning technologies.
Author(s): Bayne, Sian, Queen Margaret University Coll, Media and Communication, Edinburgh, Scotland
Land, Ray
Chambers, Jack A. (Ed); 2001. Selected papers from the 12th International Conference on College Teaching and Learning. Jacksonville, FL, US: Florida Community College at Jacksonville. pp. 11-24
Abstract: In this chapter, the authors attempt to problematize the assumptions some learners have that technology-mediated teaching is not merely a second best solution, but one which is somehow inauthentic, not the "real thing." The chapter draws on post-modern theories of identity and presence to gain insight into why many learners and teachers feel uneasiness with certain technology-assisted approaches. It is suggested that at some level, learning to engage in communication online involves learners in a questioning of their own identity.
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Searching for the best cognitive model for instructing students with learning disabilities: A component and composite analysis.
Author(s): Swanson, H. Lee, U California, School of Education, Educational Psychology, Riverside, CA, US
Educational & Child Psychology, Vol 17(3), 2000. Special Issue: Psychological influences upon educational intervention. pp. 101-121.
Abstract: Identifies the components of various cognitive instructional models that best predicted effect sizes for students with learning disabilities. Based on a comprehensive meta-analysis, 8 models were identified: Direct instruction (sequencing & segmentation), explicit strategy training, monitoring, individualized remedial training, small interactive group instruction, teacher-indirect instruction, verbal questioning/attribution instruction, and technology mediated instruction. The models were tested in a hierarchical weighted least square regression analysis. The results indicate that explicit strategy instruction (explicit practice, elaboration, strategy cuing) and small group interactive settings best predicted the magnitude of treatment outcomes. Although direct instruction also positively predicted the magnitude of effect size, its effects were mitigated when an explicit strategy model was entered into the equation. The results support the robust effects of strategy training as a general heuristic for instructing students with learning disabilities. Intervention activities are appended.
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Teaching effectiveness in technology-mediated distance learning.
Author(s): Webster, Jane, U Waterloo, Management Sciences Dept, Waterloo, ON, Canada
Hackley, Peter
Academy of Management Journal, Vol 40(6), Dec 1997. pp. 1282-1309.
Abstract: Technology-mediated distance learning is becoming increasingly important to business curricula. However, little theoretical development or empirical research has examined teaching effectiveness in distance learning. This article draws from research in management communications, education, and information systems to develop an initial conceptualization of influences on technology-mediated distance learning outcomes. It then reports on an exploratory study utilizing both qualitative and quantitative techniques to examine 247 students' reactions to distance learning courses taught during 2 semesters by instructors at 6 North American universities.
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Emerging Themes: National Inquiry into Rural and Remote Education.
Abstract: Public consultations had revealed that access to education was a significant concern in rural and remote areas of Australia, particularly in relation to ongoing economic decline. In response, the Australian Human Rights and Equal Opportunity Commission initiated the National Inquiry into Rural and Remote Education. The inquiry took evidence at formal public hearings in the capital cities of every state and territory and at less formal meetings with parents, students, educators, and community members in rural and remote areas of every state and the Northern Territory. The inquiry received 300 written and e-mailed submissions, including one from the government or education department in every state, the Northern Territory, and the Commonwealth. The inquiry also commissioned a survey from the Youth Research Centre at Melbourne University to which 3,128 individuals responded. This report summarizes major concerns raised by the public, drawing on selected quotes that are broadly representative. Following an introduction, chapter 2 describes the numbers, locations, schooling arrangements, and outcomes of rural and remote students. Chapters 3-6 cover the following themes: availability and accessibility of schools, distance education, travel, and financial aid; schooling quality (curriculum, staff, facilities, information technology, and other learning opportunities); students with disabilities (numbers, discrimination, barriers to integration, and some special programs); and Indigenous students (numbers, situation, access, barriers to participation and support, outcomes, Indigenous cultural studies, and Indigenous languages). The final chapter presents an overview of the human rights provisions relevant to rural and remote education. (Contains 14 references.) (TD)