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Descriptors:
Electronic Learning; Online Courses; Mass Instruction; Large Group Instruction; Educational Trends; Educational Policy; Educational Change; Influence of Technology; Open Source Technology; Web Based Instruction; Internet; College Instruction; Program Effectiveness

Abstract:
The Internet has disrupted or threatened to disrupt the traditional business models in many different areas, including publishing, record companies, retail sales, motion pictures, and advertising. One potential source of disruption for higher education is online learning, especially the recent focus on Massive Open Online Courses (MOOCs). Can MOOCs provide a less expensive substitute for face-to-face instruction, and will MOOCs represent such a major change in the learning process that they will be disruptive, eventually replacing traditional education methods? How should colleges and universities respond to online learning in general and MOOCs in particular? 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; Internet; Factor Analysis; Higher Education; Educational Technology; Self Efficacy; Web Based Instruction; Technical Support; Technology Integration; Adoption (Ideas); College Faculty; Measures (Individuals); Barriers; Predictor Variables; Influences; Teacher Attitudes; Teacher Behavior; Behavior Theories

Abstract:
This study examines factors associated with the use of learning technologies by higher education faculty. In an online survey in a UK university, 114 faculty respondents completed a measure of Internet self-efficacy, and reported on their use of learning technologies along with barriers to their adoption. Principal components analysis suggested two main barriers to adoption: structural constraints within the University and perceived usefulness of the tools. Regression analyses indicated both these variables, along with Internet self-efficacy, were associated with use of online learning technology. These findings are more consistent with models of technology engagement that recognize facilitating or inhibiting conditions (unified theory of acceptance and use of technology; decomposed theory of planned behavior) than the classic technology acceptance model (TAM). Practical implications for higher education institutions are that while faculty training and digital literacy initiatives may have roles to play, structural factors (e.g., provision of resources and technical support) must also be addressed for optimal uptake of learning technologies. 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:
Prevention; Problem Based Learning; Teaching Methods; Conflict; Foreign Countries; Internet; Social Theories; Perspective Taking; Educational Experience; Emotional Response; Violence; Educational Theories; Computer Simulation; Educational Technology; Web Based Instruction; College Students; Professional Development; Workshops; Learner Engagement; Homicide; Role Playing

Abstract:
A growing literature exploring large-scale, identity-based political violence, including mass killing and genocide, debates the plausibility of, and prospects for, early warning and prevention. An extension of the debate involves the prospects for creating educational experiences that result in more sophisticated analytical products that enhance preventive policy action. This article details an attempt to bridge the theory to practice gap. It describes the role of a simulation COUNTRY X within the educational contexts of both a graduate course in prevention of mass killing and genocide at Columbia University's School of International and Public Affairs (SIPA), and a practitioner training workshop designed for regional conflict early warning analysts in Africa. The authors review educational theory describing problem-based learning and apply it to a web-based educational simulation. Using a recent training of professional conflict early warning analysts as their case study, they explore several assumptions regarding the utility of simulated environments as educational tools in moving from theory to practice. Use of the simulation resulted in active and engaged participation by learners, increased capacity for well-reasoned perspective taking, and improved analytical confidence in complex scenarios. (Contains 3 figures, 1 table and 2 notes.) 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:
Electronic Learning; Online Courses; Social Capital; Constructivism (Learning); Communities of Practice; Web Based Instruction; Self Concept; Social Theories; Learning Processes; Background; College Students; Student Characteristics; Asynchronous Communication; Computer Mediated Communication; Discussion; Vignettes; Learning Theories

Abstract:
This article discusses the possibilities that tacit knowledge could provide for social constructivist pedagogies; in particular, pedagogies for online learning. Arguing that the tacit dimension of knowledge is critical for meaning making in situated learning practices and for a community of practice to function, the article considers whether individuals' online identities can be employed as a way to reveal their tacit knowledge. Furthering the discussion, the article analyses tacit knowledge within a community and suggests that social capital theory could productively be employed for utilising tacit knowledge within any given online learning community. 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:
Web Based Instruction; Computer System Design; Educational Technology; Secondary School Students; Interpersonal Relationship; Cooperative Learning; Inquiry; Scaffolding (Teaching Technique); Research Methodology; Pilot Projects; Science Instruction; Scientific Concepts; Synchronous Communication; Computer Mediated Communication; Instructional Design; Program Development; Program Descriptions; Program Implementation; Program Effectiveness

Abstract:
The paper traces a research process in the design and development of a science learning environment called WiMVT (web-based inquirer with modeling and visualization technology). The WiMVT system is designed to help secondary school students build a sophisticated understanding of scientific conceptions, and the science inquiry process, as well as develop critical learning skills through model-based collaborative inquiry approach. It is intended to support collaborative inquiry, real-time social interaction, progressive modeling, and to provide multiple sources of scaffolding for students. We first discuss the theoretical underpinnings for synthesizing the WiMVT design framework, introduce the components and features of the system, and describe the proposed work flow of WiMVT instruction. We also elucidate our research approach that supports the development of the system. Finally, the findings of a pilot study are briefly presented to demonstrate of the potential for learning efficacy of the WiMVT implementation in science learning. Implications are drawn on how to improve the existing system, refine teaching strategies and provide feedback to researchers, designers and teachers. This pilot study informs designers like us on how to narrow the gap between the learning environment's intended design and its actual usage in the classroom. 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; Public Health; Internet; Training Methods; Technical Support; Labor Force Development; Intellectual Disciplines; Barriers; Formative Evaluation; Web Based Instruction; Health Personnel; Instructional Design; Course Content; Marketing; Incentives

Abstract:
During a time when governmental funding, resources and staff are decreasing and travel restrictions are increasing, attention to efficient methods of public health workforce training is essential. A literature review was conducted to inform the development and delivery of web-based trainings for public health practitioners. Literature was gathered and summarized from five disciplines: Information Technology, Health, Education, Business and Communications, following five research themes: benefits, barriers, retention, promotion and evaluation. As a result, a total of 138 articles relevant to web-based training design and implementation were identified. Key recommendations emerged, including the need to conduct formative research and evaluation, provide clear design and layout, concise content, interactivity, technical support, marketing and promotion and incentives. We conclude that there is limited application of web-based training in public health. This review offers an opportunity to learn from other disciplines. Web-based training methods may prove to be a key training strategy for reaching our public health workforce in the environment of limited resources. 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:
Electronic Learning; Distance Education; Videoconferencing; Blended Learning; Computer Assisted Instruction; Web Based Instruction; Computer Mediated Communication; Synchronous Communication; Virtual Classrooms; Cooperative Learning; Doctoral Programs; Seminars; Small Group Instruction; Conventional Instruction; Learning Activities; Interaction

Abstract:
Online education is often assumed to be synonymous with asynchronous instruction, existing apart from or supplementary to face-to-face instruction in traditional bricks-and-mortar classrooms. However, expanding access to computer-mediated communication technologies now make new models possible, including distance learners synchronous online attendance of face-to-face courses. Going beyond traditional uses of videoconferencing (e.g., real-time remote viewing with limited student interaction), this article describes the use of freely available technologies to support synchronous cooperative learning activities involving both face-to-face and hybrid doctoral students. Specifically, we describe the rationale behind pedagogical choices and specify how various technologies were re-purposed to create a virtual classroom space in which all possible combinations of face-to-face and hybrid students worked together in multiple small-groups across single class sessions. Implications for course development, the implementation of cooperative learning activities in online settings, and the use of both synchronous and asynchronous methods of online instruction are discussed. 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; Science Instruction; Educational Change; Biochemistry; Models; Animation; Web Based Instruction; Mixed Methods Research; Questionnaires; Observation; Secondary School Students; Grade 12; Hands on Science; Demonstrations (Educational); Conventional Instruction; Instructional Effectiveness; Thinking Skills; Secondary School Science

Abstract:
This paper describes a study conducted in the context of chemistry education reforms in Israel. The study examined a new biochemistry learning unit that was developed to promote in-depth understanding of 3D structures and functions of proteins and nucleic acids. Our goal was to examine whether, and to what extent teaching and learning via model-based learning and animations of biomolecules affect students' chemical understanding. Applying the mixed methods research paradigm, pre- and post-questionnaires as well as class-observations were employed in the collection, analysis, and interpretation of data. The research population included 175 grade twelve students, divided into three research groups: (a) hands-on exploration of animations, (b) teacher's demonstrations of animations, (c) traditional learning using textbooks. Findings indicated that the integration of model-based learning and 3D animations enhanced students' understanding of proteins' structure and function and their ability to transfer across different levels of chemistry understanding. Findings also indicated that teachers' demonstrations of animations may enhance students' "knowledge"--a low order thinking skill; however, in order to enhance higher levels of thinking, students should be able to explore 3D animations on their own. Applying constructivist and interpretative analysis of the data, three themes were raised, corresponding to cognitive, affective, and social aspects of learning while exploring web-based models and animations. 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; Web Based Instruction; Electronic Learning; Internet; Online Courses; Blended Learning; College Students; Correlation; Predictor Variables; Online Surveys; Student Surveys; Questionnaires; Multiple Regression Analysis; Test Anxiety; Self Efficacy; Student Attitudes; Self Management; Student Characteristics; Prior Learning; Learning Strategies; Study Skills; Student Motivation; Goal Orientation

Abstract:
This study identified five effective self-regulated learning (SRL), investigated the correlation of demographic information and SRL, and measured significant predictor of prior experiences on SRL. Eighty-eight Thai learners participated in the SRL survey, which was adapted from the MSLQ. The findings indicated that Intrinsic Goal and Self-Efficacy were correlated with Cognitive Strategy and Study Management, but Test Anxiety was not significantly related with any component. Multiple regressions indicated that Internet and Hybrid-course experiences were significant predictors of Study Management. The same results indicated that learners who had more Internet experience reported a significantly higher level of Self-Efficacy and Cognitive Strategy. (Contains 6 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:
Computer Science Education; Cognitive Development; Difficulty Level; Test Items; Taxonomy; Piagetian Theory; Classification; Interrater Reliability; Web Based Instruction; Tutorial Programs; College Faculty; Inservice Teacher Education; Program Evaluation

Abstract:
To design an effective computer science curriculum, educators require a systematic method of classifying the difficulty level of learning activities and assessment tasks. This is important for curriculum design and implementation and for communication between educators. Different educators must be able to use the method consistently, so that classified activities and assessments are comparable across the subjects of a degree, and, ideally, comparable across institutions. One widespread approach to supporting this is to write learning objects in terms of Bloom's Taxonomy. This, or other such classifications, is likely to be more effective if educators can use them consistently, in the way experts would use them. To this end, we present the design and evaluation of our online interactive web-based tutorial system, which can be configured and used to offer training in different classification schemes. We report on results from three evaluations. First, 17 computer science educators complete a tutorial on using Bloom's Taxonomy to classify programming examination questions. Second, 20 computer science educators complete a Neo-Piagetian tutorial. Third evaluation was a comparison of inter-rater reliability scores of computer science educators classifying programming questions using Bloom's Taxonomy, before and after taking our tutorial. Based on the results from these evaluations, we discuss the effectiveness of our tutorial system design for teaching computer science educators how to systematically and consistently classify programming examination questions. We also discuss the suitability of Bloom's Taxonomy and Neo-Piagetian theory for achieving this goal. The Bloom's and Neo-Piagetian tutorials are made available as a community resource. The contributions of this paper are the following: the tutorial system for learning classification schemes for the purpose of coding the difficulty of computing learning materials; its evaluation; new insights into the consistency that computing educators can achieve using Bloom; and first insights into the use of Neo-Piagetian theory by a group of classifiers. (Contains 14 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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