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Descriptors:
Foreign Countries; Synchronous Communication; Internet; Teleconferencing; Computer Software; Program Descriptions; Program Implementation; Program Effectiveness; Program Evaluation; Guidelines; Cross Cultural Studies; International Education; English (Second Language); Second Language Instruction; Educational Technology; Computer Mediated Communication; College Instruction; Educational Cooperation

Abstract:
To explore the potential applications of synchronous technology to enrich student learning, faculty members from an American regional state university and a Chinese regional university collaborated to find appropriate ways to integrate synchronous technology (e.g., Adobe Connect) into an educational technology program in the American university and in an English as a Foreign Language (EFL) program in China. The paper reports the collaborative efforts in a project (from Fall 2010 to Spring 2012) using Adobe Connect to enrich student learning at both sites. The report includes the project overview, project implementation and its evaluation framework. Finally, the paper offers practical suggestions for using synchronous technologies such as Adobe Connect for instruction when implementing such an international project in two different countries. 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:
Learner Engagement; High School Students; Case Studies; Classroom Environment; Classroom Techniques; Computer Science Education; Client Server Architecture; Science Course Improvement Projects; Student Improvement; Teleconferencing; Learning Motivation; Motivation Techniques; Student Motivation; Intercollegiate Cooperation; Behavioral Objectives; Participant Satisfaction; Engineering Education

Abstract:
This paper describes the use of a student conference as a novel experience aimed at motivating students enrolled in various computer architecture courses, such as Microprocessor Systems. The goal was to increase student engagement, to decrease failure rates, and to introduce students to the world of research. This multidisciplinary experience enabled students from several universities and cities to participate in a scientific conference while addressing novel research topics. This experience, and the understanding thus gained of the assorted roles of participants in a scientific conference--authors, reviewers, and local, steering, and scientific committees--served to increase the engagement and collaboration of both students and instructors and helped to decrease the dropout rate. (Contains 1 table 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; Open Universities; Online Courses; Teacher Collaboration; Facilitators (Individuals); Teacher Role; Systems Approach; Student Needs; Learning Activities; Program Descriptions; Material Development; Instructional Materials; Faculty Development; College Faculty; Intellectual Disciplines; Web Based Instruction; Integrated Learning Systems; Instructional Design; Educational Technology; Blended Learning; College Instruction; Demonstrations (Educational); Teleconferencing; Audiovisual Communications; Multimedia Instruction; Synchronous Communication; Case Studies

Abstract:
The introduction of new online technologies in Higher Education brings many challenges for staff, not only in learning new functionality, but in deciding how to use tools in pedagogically effective ways. This case study describes an initiative at the Open University (UK), which set out to provide professional development in the use of an online synchronous tool. It focuses on the teaching potential in a number of different disciplines. The account describes the development of this resource, together with the perspectives of those engaged in producing it. We have illustrated a systematic approach to activity design inspired by threshold concepts and troublesome knowledge. We found that the demonstrators appreciated both the approach and the peer support available. The approach helped with identification of appropriate areas for intervention as well as in the design of activities and authentic use of tools. We suggest that the protocol adopted here is of great relevance to those adopting a blended approach, when deciding what tutor-student interventions should take place, and when. (Contains 1 table 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:
Interlanguage; German; Verbs; Teaching Methods; Second Language Learning; Second Language Instruction; Oral Language; Teleconferencing; Language Variation; Intercultural Communication; Language Usage; Discourse Analysis; Languages for Special Purposes

Abstract:
This study reports on the development of a professional spoken register among learners of German as they participate in four synchronous Web conferences with German-speaking professionals. The researchers investigated the effect of interaction with expert German speakers combined with an instructional intervention focusing on pragmatic competence on the development of learners' ability to communicate in a second language (L2) professional register. The data reveal a positive effect on the strategic use of modal verbs for expressing polite requests as well as a moderate effect on learners' use of the subjunctive mood to establish social distance. These results add further support for the use of intercultural online exchanges mediated by data-driven instruction in the foreign language classroom and highlight the utility of a microgenetic approach to analyzing spoken data. (Contains 3 notes, 2 figures, 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:
Educational Objectives; Prior Learning; Ethics; Secondary School Students; Scaffolding (Teaching Technique); Mentors; Classification; Models; Inquiry; Computer Assisted Instruction; Instructional Design; Instructional Effectiveness; Controversial Issues (Course Content); Teacher Role; Facilitators (Individuals); Discourse Analysis; Content Analysis; Predictor Variables; Asynchronous Communication; Computer Mediated Communication; Teleconferencing; Discussion; Internet; Distance Education; Educational Quality

Abstract:
The goal of this study is to better understand how the study participants' cognitive discourse is displayed in their learning transaction in an asynchronous, text-based conferencing environment based on Garrison's Practical Inquiry Model (2001). The authors designed an online information ethics course based on Bloom's taxonomy of educational objectives and Bird's 3C model (Content-Construction-Consolidation). The content analyzed included the participants' message posts, the quality of the dialogue and the scaffolding strategies for mentoring used by group leaders and teachers. The findings revealed that the discourse quality was influenced by hard scaffolding (i.e., the teaching goal and the nature of the issue at hand). Given this fact, if issues were either theoretical (Issue 1) or controversial (Issue 4), resources that were explicitly related to the issue must be provided to allow for discussion; otherwise, opportunities were limited for follow-up scaffolding intervention. If the issue was related to life experience (Issue 2) or case discussion (Issue 3), it would be easier to promote improved discourse quality and maintain the flow of discourse through adaptive and dynamic scaffolding (i.e., providing related material to enrich prior knowledge, weaving it into the discussion and summarizing it to provide resonance). (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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Descriptors:
Interpersonal Communication; Learning Activities; Needs Assessment; Public Relations; Training Methods; Training Objectives; Teleconferencing; Task Analysis; Annotated Bibliographies; Pretests Posttests; Questionnaires; Weather; Emergency Programs; Behavioral Objectives; Communication Skills

Abstract:
Staff of the National Weather Service Offices should be able to understand interpersonal communication and public relations in order to better serve their mission to "protect lives and property" as well as work with their internal and external partners (NWS Internet Services Team). Two technologies have been developed to assist the integration of multiple external partners in one place at one time particularly National Weather Service (NWS) Chat and conference calls. This training is designed to address these technologies to hopefully inspire offices across the country to see the benefits of their proper usage. A needs assessment and inquiry to internal and external partners provoked demonstration of effective technological usage; information on the inquiries and a table (Table I) on the needs assessment can be found in this document. The initial training session showed improvements in the knowledge base by the trainees, and their scores on the skills of the trainer revealed this method and associated information to be appropriate. Two tables (Table II and Table III) in the document demonstrate these statistics. Supplemental documentation such as learning activities and PowerPoint presentations are provided in the Learning Activities section of this document. The intent of this training is not to criticize any current policies that are utilized by National Weather Service offices around the country but to offer alternative solutions for all external partners committed to serve and protect the public from weather hazards in one location at any given time. (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:
Information Technology; Foreign Countries; College Students; College Faculty; Technological Literacy; Educational Needs; Teleconferencing; Resource Allocation; Skill Development

Abstract:
Research on the competence of Russian college and university instructors in the use of information and communication technologies shows that it can be improved through the use of online conferences if training is provided in advance. Russian education needs to devote more resources to developing this use of technology. (Contains 5 figures and 1 note.) [This article was translated by Kim Braithwaite.] 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:
Counselor Training; Motivation Techniques; Evidence; Substance Abuse; Counseling Techniques; Empathy; Drug Therapy; Patients; Teleconferencing; Workshops; Interviews; Supervision; Coding

Abstract:
Objective: Training through traditional workshops is relatively ineffective for changing counseling practices. Teleconferencing supervision (TCS) was developed to provide remote, live supervision for training motivational interviewing (MI). Method: Ninety-seven drug treatment counselors completed a 2-day MI workshop and were randomized to live supervision via teleconferencing (TCS; n = 32), standard tape-based supervision (tape; n = 32), or workshop alone (workshop; n = 33). Supervision conditions received 5 weekly supervision sessions at their sites using actors as standard patients. Sessions with clients were rated for MI skill with the Motivational Interviewing Treatment Integrity (MITI) Coding System pre-workshop and 1, 8, and 20 weeks post-workshop. Mixed-effects linear models were used to test training condition on MI skill at 8 and 20 weeks. Results: TCS scored better than workshop on the MITI for spirit (mean difference = 0.76; p less than 0.0001; d = 1.01) and empathy (mean difference = 0.68; p less than 0.001; d = 0.74). TCS was superior to workshop in reducing MI non-adherence and was superior to workshop and tape in increasing reflection to question ratio. Tape was superior to TCS in increasing complex reflections. Percentage of counselors meeting proficiency differed significantly between training conditions for the most stringent threshold (spirit and empathy scores [greater than or equal to] 6). Conclusions: TCS shows promise for promoting new counseling behaviors following participation in workshop training. However, further work is needed to improve supervision methods to bring more clinicians to high levels of proficiency and facilitate dissemination of evidence-based practices. (Contains 3 tables and 2 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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Descriptors:
Capacity Building; Program Effectiveness; Program Descriptions; Foreign Countries; Distance Education; Feedback (Response); Data Analysis; Teleconferencing; Technical Support; Elementary School Teachers; Innovation; Surveys; Teacher Attitudes

Abstract:
Sarva Shiksha Abhiyan (SSA) is a national programme to the goals of Universalization of Elementary Education in India. Distance Education Programme (DEP) plays a major role in providing technical support to the states in building capacity among institutions and people at national, state, district and sub-district levels to design, develop, produce and deliver distance learning inputs and materials in a recurrent manner. Rajasthan Council of Primary Education, Jaipur and DEP-SSA, IGNOU, New Delhi has organized 07 content based teleconferences during the period January, 2005 to October, 2005 for the capacity building of elementary school teachers. The main Objective of the study was to find out the effectiveness of the capacity building of teachers through distance mode using teleconferencing as an innovative tool. Method: the researcher was used survey method under descriptive research for investigating the impact of teleconference programmes organized on different topics and areas. Sample: The sample consists of 4775 elementary school teachers as participants from the different learning ends of the Rajasthan were selected for the study. Tools: The DEP-SSA, IGNOU developed structured opinionnaire/feedback format to know the effectiveness of teleconference programme. Data analysis: The collected data were tabulated and analyzed with the percentage techniques and it is presented in table. Finding: Most of the teacher respondents agreed on the positive contribution of teleconferencing towards capacity building of teachers. (Contains 5 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:
Learning Strategies; Electronic Learning; Student Characteristics; Educational Environment; Affective Behavior; Self Management; Learning Processes; Metacognition; Education Courses; Graduate Students; Web Based Instruction; Online Courses; College Instruction; Statistical Analysis; Content Analysis; Observation; Semi Structured Interviews; Mixed Methods Research; Instructional Design; Computer Mediated Communication; Discussion; Teleconferencing

Abstract:
This study examined students' internal management of their cognitive processing in an interactive online class. A mixed methods approach was used to explore students' strategy use in online discussions. The focus is on examining individual knowledge construction through active cognitive engagement, rather than the social interactions, in the online community. The findings suggest that a key difference between learners who engaged in deep processing of the content and those whose engagement was more shallow lay in their use of metacognitive and affective strategies rather than cognitive strategies. Both environmental and learner characteristics that might influence students' use of learning strategies are discussed. Suggestions for course design are offered. (Contains 5 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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