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Descriptors:
Distance Education; Web Based Instruction; Online Courses; Learning Modules; Tutors; Adult Students; Pilot Projects; Cognitive Processes; Difficulty Level; College Faculty; Barriers; Program Implementation; Electronic Learning; Technology Integration; Computer Mediated Communication; Synchronous Communication; Virtual Classrooms; Qualitative Research; College Students; Student Attitudes; College Instruction; Instructional Effectiveness; Teacher Attitudes; Teleconferencing; Internet

Abstract:
This paper reports on a pilot investigation into web conferencing in a distance learning module. It focuses on the perceptions and experiences of the tutors, all of whom were new to the web conferencing environment, but were experienced in online teaching. A number of web conferencing tutorials were studied through the collection of various datasets, mostly qualitative. The data were analysed by a team of researchers, informed by key literature in this area. The main findings from the pilot indicated that tutors experienced challenges in creating social presence and in managing cognitive load when dealing with multiple tasks online. There were also technical obstacles to improvisation in response to students' emerging needs. The findings of the pilot informed the training and support provided when web tutorials were subsequently rolled out to all tutorial groups (approximately 140) in the module. Overall, experiences from the web tutorials indicate that tutors and students reacted positively to the opportunities web conferencing provides for interactive learning and teaching. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Electronic Learning; Distance Education; Online Courses; Program Effectiveness; Personal Autonomy; Educational Theories; Graduate Study; Teacher Education Programs; College Instruction; Interviews; Case Studies; Educational Technology; Web Based Instruction; Discussion Groups; Computer Mediated Communication; Instructional Design; Virtual Classrooms; Teleconferencing; Interactive Video; Synchronous Communication; Asynchronous Communication

Abstract:
This study explored the use of the Web-based virtual environment, Adobe Connect Pro, in a postgraduate online teacher education programme at the University of Waikato. It applied the tenets of Moore's Theory of Transactional Distance (Moore, 1997) in examining the efficacy of using the virtual classroom to promote quality dialogue and explored how both internal and external structural elements related to the purpose and use of the classroom affected the sense of learner autonomy. The study provides an illustration of the complexity of the relationship that exists between the elements of Moore's theory, and how the implementation of an external structuring technology such as the virtual classroom, can have both positive impacts (dialogue creation) and negative impacts (diminished sense of learner autonomy). It also suggests that, although Moore's theory provides a useful conceptual "lens" through which to analyse online learning practices, its tenets may need revisiting to reflect the move toward the use of synchronous communication tools in online distance learning. (Contains 1 figure and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Learner Engagement; Electronic Learning; Online Courses; Interaction; Evaluation Criteria; Teacher Role; Facilitators (Individuals); Teacher Effectiveness; College Faculty; Open Universities; Student Participation; Asynchronous Communication; Integrated Learning Systems; Distance Education; Web Based Instruction; Grounded Theory; Instructional Effectiveness; Evaluation Methods; College Students; College Instruction; Computer Mediated Communication; Computer Science Education; Discussion; Discourse Analysis; Content Analysis; Qualitative Research; Case Studies; Guidelines

Abstract:
Fully online courses are becoming progressively more popular because of their "anytime anywhere" learning flexibility. One of the ways students interact with each other and with the instructors within fully online learning environments is via asynchronous discussion forums. However, student engagement in online discussion forums does not always take place automatically and there is a lack of clarity about the ideal role of the instructors in them. In this article, we report on our research on the quality of discussion in fully online courses through analysis of discussion forum activities. We have conducted our research on two large fully online subjects for computing students over two consecutive semesters and used a grounded theoretic approach for data analysis. Our results reveal what students and instructors consider as quality interaction in fully online courses. We also propose two frameworks based on our findings that can be used to ensure effective online interaction. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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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

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Foreign Countries; Electronic Learning; Computer Assisted Instruction; Web 2.0 Technologies; Web Sites; Social Networks; Instructional Design; Computer Software; Computer Assisted Testing; Computer Mediated Communication; Integrated Learning Systems; Educational Assessment; Second Language Instruction; Second Language Learning; Intercultural Communication; Cooperative Learning; Scaffolding (Teaching Technique); Communities of Practice; Student Attitudes; Teacher Attitudes; College Instruction; Comparative Analysis; Chinese; Student Characteristics; Case Studies; Adult Education; French; Learner Engagement; Personal Autonomy; Interaction; Pronunciation Instruction; Program Development; Program Implementation; Teacher Education; Open Source Technology; Virtual Classrooms

Abstract:
Computer-Assisted Foreign Language Teaching and Learning: Technological Advances highlights new research and an original framework that brings together foreign language teaching, experiments and testing practices that utilize the most recent and widely used e-learning resources. This comprehensive collection of research will offer linguistic scholars, language teachers, students, and policymakers a better understanding of the importance and influence of e-learning in second language acquisition. Contents include: (1) A Wiki Platform for Language and Intercultural Communication (Minjie Xing, Bin Zou, and Dongshuo Wang); (2) Engendering Interaction, Collaboration, and Reflection in the Design of Online Assessment in Language Learning: A Reflection from the Course Designers (Yuping Wang and Nian-Shing Chen); (3) Practising Language Interaction via Social Networking Sites: The Expert Student's Perspective on Personalized Language Learning (Marina Orsini-Jones, Billy Brick, and Laura Pibworth); (4) Scaffolding Role of Computer-Supported Collaborative Learning Environment on Collaboration and Academic Literacy: Possibilities and Challenges (Ke Zhao); (5) Language Economy in Computer-Mediated Communication: Learner Autonomy in a Community of Practice (Jonathan R. White); (6) Facebook Comparison Research: Faculty and Student Perceptions of Social Media for Foreign Language Courses (Joseph M. Terantino); (7) Learner Engagement in Computer-Mediated Chinese Learning (Zhiyan Guo and Zhizhuo Guo); (8) Students in the New Millennium: How Much do We Know about Them? (Jianxiong Wu); (9) Using a Virtual Learning Environment to Promote Autonomous Language Learning for Chinese Students (Eoin Jordan and Mark Coyle); (10) Developing and Implementing an Online Chinese Program: A Case Study (Mingyu Sun, Yea-Fen Chen, and Andrew Olson); (11) Design of Language Learning Software (Vehbi Turel and Peter McKenna); (12) Getting Smart about Split Attention (Rae Lynne Mancilla); (13) Computer-Based Perceptual Training as a Major Component of Adult Instruction in a Foreign Language (Charles S. Watson and James D. Miller); (14) e-Assessment for Learning: Gaining Insight in Language Learning with Online Assessment Environments (Jan Van Maele, Lut Baten, Ana Beaven, and Kamakshi Rajagopal); (15) The Use of VLE for Monitoring Independent Language Learning in Large Cohort Provision: The Case of French Studies at the University of Manchester (Catherine Franc and Annie Morton); and (16) Computer-Assisted Pronunciation Training and Assessment (CAPTA) Programs: Requirements, the Current State of Affairs, and Challenges for the Future (Chiharu Tsurutani). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Communication Problems; Seminars; Distance Education; Foreign Countries; Internet; Foreign Students; Educational Strategies; Barriers; College Students; College Instruction; Teaching Methods; Instructional Effectiveness; Educational Technology; Computer Assisted Instruction; Electronic Learning; Computer Mediated Communication; Discussion Groups; Online Courses; Virtual Classrooms; Asynchronous Communication; Synchronous Communication; Computer Software; Teleconferencing; Intercultural Communication; English for Academic Purposes; Second Language Instruction; Second Language Learning; Interactive Video

Abstract:
At Dalarna University, Sweden, modes of communication are offered at many points of Kenning's continuum with a web-based learning platform, including asynchronous document exchange and collaborative writing tools, e-mail, recorded lectures in various formats, live streamed lectures with the possibility of text questions to the lecturer in real time, textchat, and audiovisual seminars in Marratech[TM] or Adobe Connect[TM]. Their online students live in many countries around the world and come to their online learning spaces from profoundly different physical realities, so the synchronous seminar is a shared experience that is quite separate from the physical environment in which the students find themselves. Many of the net-based English for Academic Purposes (EAP) students experience that their limited English language proficiency, compounded by technical difficulties and the constraints of the online spaces available, will sometimes cause problems in synchronous seminars. On the other hand, the rich environment of Marratech[TM], the desktop videoconferencing system used, offers multiple modes of communication. This study examines the use of the multiple modes available in the seminar tool Marratech to support communication by students and teachers in a synchronous online learning environment. The authors describe the communication problems experienced in this kind of education and the compensatory strategies employed by students and teachers. They consider situations where communication is disturbed because of: (1) technical problems, such as the system expelling a student, or the purchased Internet time in a public Internet cafe having expired, or poor connectivity; (2) students not understanding the teacher because of poor sound conditions, poor perception skills in English, the teacher speaking an unfamiliar variety of English, or a combination of these; (3) students not understanding fellow students usually because of limited proficiency on one or both parts, possibly in combination with the technical issues mentioned; and (4) the teacher not understanding the student often because of the student's unintelligible pronunciation, in combination with less than optimal sound conditions. (Contains 10 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Learning Motivation; Distance Education; Teacher Characteristics; Teacher Student Relationship; Teacher Role; Essays; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Student Evaluation of Teacher Performance; Teacher Effectiveness; Student Attitudes; College Graduates; Electronic Learning; Online Courses; Web Based Instruction; Virtual Classrooms; College Students; College Instruction; Instructional Effectiveness; Teacher Influence; Student Motivation; College Faculty; Teacher Attitudes

Abstract:
Teachers' influence on students' learning motivation is a well-researched topic. Nevertheless, the majority of such studies are situated in the conventional learning context despite the rapid growth of distance language learning. This study set out to investigate tutors' influence on students' learning motivation in the Chinese distance language learning context. It attempted to gain a balanced picture of the issue under study by taking both student and tutor views into account. Findings from this study indicate that teaching competence, personal characteristics, subject matter expertise, and tutor-student relationship were four tutor-related factors which affected students' learning motivation, reinforcing results of previous studies. Nevertheless, mismatches were found between students and tutors in relation to the influence of particular aspects of teaching competence, personal characteristics, and subject matter expertise. Implications from the study are considered in this article. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Teaching Methods; Electronic Learning; Online Courses; Learning Theories; Praxis; Computer Mediated Communication; Teacher Education Programs; Virtual Classrooms; Educational Development; Educational Environment; Case Studies; Technological Advancement; Influence of Technology; Research Methodology; Educational Change; Educational Practices

Abstract:
Virtual Learning Environments (VLEs) in teacher education have a short history which is little longer than that of this journal. Twenty years ago they were the province of early adopters only and limited to email and, more unusually, asynchronous conferencing. Today, VLEs are widespread and mainstream, sophisticated and officially sanctioned components of many courses. Research in this field has borne some of the hallmarks of Underwood's seminal critique of research in education technology more generally, namely, failure to construct and build upon the history of the field; failure to use the language and theoretical perspectives of the field; a focus on technology rather than on its impact on practice; and an over-reliance on qualitative methods. The three snapshots which are used as a basis of the study show, to an extent, that the technology has moved from unreliable and primitive, to reliable, ambient and versatile. Less obvious in these snapshots are any substantial changes in pedagogy over time although social learning theories seem to have increasing prevalence in support of collaborative learning praxis. Throughout the sample, it is notable that the impact of teachers' online learning on teaching and learning in schools is still relatively rarely investigated. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Faculty; Risk; Internet; Case Studies; Interviews; Administrators; Peer Evaluation; Schools of Education; Teacher Educators; Web Based Instruction; Distance Education; Public Colleges; Online Courses; Computer Mediated Communication; Virtual Classrooms; Educational Trends; Educational Policy; College Instruction; College Administration; Tenure; Faculty Promotion; Faculty Evaluation; Teaching Conditions

Abstract:
This article presents findings from a case study related to the risks associated with the choice of traditional, tenure track faculty to teach online. Education offered at a distance via the World Wide Web is on the rise; so too is the demand for university faculty members who will teach those courses. While traditional academic and professional expectations remain unchanged, the new medium presents a new context in which these faculty members live, work, and balance personal and professional decisions. This study provided a multi-dimensional perspective on one college of education's faculty and administrators as they seek to negotiate this emerging environment. Interviews with faculty, administrators, and faculty peer reviewers were conducted to provide a more complete, triangulated picture of the case. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Faculty; Virtual Classrooms; Cooperative Learning; Learning Strategies; Electronic Learning; Distance Education; Online Courses; Sampling; Conventional Instruction; Discussion (Teaching Technique); Higher Education; Case Studies; Teaching Methods; Computer Mediated Communication; Group Discussion; Semi Structured Interviews; Interpersonal Relationship; Administrator Attitudes

Abstract:
Due to the recent developments in technology, distance learning and education questions regarding the best teaching methods for the virtual classroom have emerged. Thus, it becomes increasingly necessary to examine how these methods translate into the virtual classroom. This qualitative case study examined how instructors of online courses perceived the effectiveness of proven traditional teaching methods as well as cooperative learning strategies in the virtual classroom. The five selected faculty members, all of whom held terminal degrees, were selected through purposeful, convenient sampling as well as snowball sampling, or chain sampling. Findings revealed that although all five informants had been working in online learning contexts with their students for two years and more, two of the informants still had not adapted in their own understanding about how to maximize the online learning context and were unable to apply their understanding of traditional instruction to the context of online learning. The two informants who were younger and less experienced than others had adapted well in implementing cooperative learning to maximize online learning. Finally, one informant was able to take her instruction to a more complex level and became the facilitator of learning through employing extensive use of student facilitators. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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