Online and Distance Education

ÇEVRİMİÇİ ÖĞRENME ORTAMLARINDA ALGILANAN SOSYALLEŞME ÖLÇEĞİNİN BİLGİSAYAR DESTEKLİ ORTAKLAŞA ÖĞRENME ORTAMLARINA YÖNELİK YAPI GEÇERLİĞİ/ CONSTRUCT VALIDITY OF THE SCALE OF THE PERCEIVED SOCIABILITY OF ONLINE LEARNING ENVIRONMENT IN COMPUTER SUPPORTED COLLABORATIVE LEARNING ENVIRONMENTS

by Salih BARDAKCI

Erkan Çalışkan
Salih Bardakcı
Necmettin Teker

Abstract

The main aim of the study is to test construct validity of “The Scale of
The Perceived... more Abstract

The main aim of the study is to test construct validity of “The Scale of
The Perceived Sociability of Online Learning Environment (SPSO)”, developed
by Kreijns, Kirshner, Jochems and VanBuuren (2007) and adapted to Turkish
culture for online learning environments by Bardakci (2010) in computer supported
collaborative learning (CSCL) environments. The scale consists of ten
five-point-Likert type items under a single factor, and all of the items positively
contribute to the total score. The research data is collected from 158 undergraduates
from Ankara University, Gazi University, Marmara University and Van
Yuzuncu Yil University, participating in a CSCL environment application in the
2008-2009 academic year. Confirmatory factor analysis is applied to the
obtained data. According to results SPSO exactly maintains the construct shown
by Kreijns and et al. (2007) and Bardakci (2010) in CSCL environments. In the
research, both The Cronbach Alpha internal consistency coefficient and The
Sperman-Brown split- half coefficient of the scale items are found as .92.
Key Words: Computer supported collaborative learning, CSCL, Social
interactions, The scale of perceived sociability


Özet

Bu araştırmanın amacı Kreijns, Kirshner, Jochems ve VanBuuren (2007)
tarafından geliştirilen ve Bardakcı (2010) tarafından Türk kültürü ve çevrimiçi
öğrenme ortamlarına yönelik olarak uyarlanan Çevrimiçi Öğrenme
Ortamlarında Algılanan Sosyalleşme Ölçeği’nin (ÇASÖ) yapı geçerliğinin bilgisayar
destekli ortaklaşa öğrenme (BDDÖ) ortamında sınanmasıdır. ÇASÖ tek
faktör altında toplanan ve tamamı toplam puana olumlu yönde katkı sağlayan
beşli Likert tipinde 10 maddeden oluşmaktadır. Araştırma verileri Ankara,
Gazi, Marmara ve Van Yüzüncü Yıl üniversitelerine devam etmekte olan ve
2008-2009 öğretim yılında ortak bir BDOÖ uygulamasına katılan 158 lisans
öğrencisinden elde edilmiştir. Veriler üzerinde doğrulayıcı faktör analizi çalışmaları
gerçekleştirilmiştir. Araştırma sonuçlarına göre ÇASÖ BDOÖ ortamında
da Kreijns ve arkadaşları (2007) ve Bardakcı (2010) tarafından ortaya konulan
yapıyı aynen korumaktadır. Araştırmada ÇASÖ maddelerine ilişkin olarak
hem Cronbach Alfa iç tutarlık hem de Sperman-Brown iki yarı test güvenirlik
katsayıları .92 düzeyinde bulunmuştur.
Anahtar Sözcükler: Bilgisayar destekli ortaklaşa öğrenme, sosyal
etkileşim, algılanan sosyalleşme ölçeği.

Problems Encountered by Distance Education Students in Online Test Module: A Case Study From the Distance Education Research and Application Center, Karadeniz Technical University, Turkey

by Mehmet KOKOÇ

presented at the IODL & ICEM 2010 Joint Conference and Media Days

This study aims to determine the problems faced by students taking an online exam during a graduate degreemore This study aims to determine the problems faced by students taking an online exam during a graduate degree
program administered by the Distance Education Research and Application Center, KTU (Karadeniz Technical
University). The research was conducted with 106 students during the spring semester of the 2009-2010 academic
years in the department of educational administration, inspection, planning and economy program (discipline) in
the Institute of Social Sciences, KTU. The data obtained from e-mails of students about problems in the exam
process are analyzed descriptively. The data were read twice by different researchers and then organized in codes.
Themes that were revealed as a result of the compilation of encodings were put into a meaningful structure to be
presented to the reader. The results showed that the following problems occurred in the process of the students
taking the online exams, the students’ level of computer literacy, the test environment being new to the students, the
presentation of the questions in a computer environment and technical difficulties. The students’ ability to use a
computer is an important factor in the emergence of problems. The main outcome of the research was the need for
an orientation program which will assist the students taking online exams and the online courses.

Where theory meets practice: Design and deployment of learning objects

by Roy Schwartzman

Schwartzman, R., Runyon, D., & von Holzen, R. (2007). Where theory meets practice: Design and deployment of learning objects. In A. Koohang & K. Harman (Eds.), Learning objects: Theory, praxis, issues, and trends (pp. 1-44). Santa Rosa, CA: Informing Science Press.

- Suárez Riveiro, J.M. y Anaya Nieto, D. (2004). Educación a distancia y presencial: Diferencias en los componentes cognitivo y motivacional de estudiantes universitarios. Revista Iberoamericana de Educación a Distancia, 7(1-2), 65-75.

by José Manuel Suárez Riveiro

Resumen
La investigación sobre el aprendizaje de los estudiantes resalta la importancia de considerar las... more Resumen
La investigación sobre el aprendizaje de los estudiantes resalta la importancia de considerar las variables cognitivas, metacognitivas, motivacionales y conductuales. Sin embargo, también se debería de considerar el entorno en el que el aprendizaje tiene lugar, pues el contexto tiene repercusiones cruciales.
La educación a distancia está experimentando un importante crecimiento y este artículo examina las diferencias entre estudiantes en los entornos educativos presencial y virtual. Los resultados mostraron que los estudiantes del entorno virtual se caracterizan por mayores niveles en orientación a la tarea, valor de la tarea, creencias de control del aprendizaje, autoeficacia para el aprendizaje y el rendimiento, y en las estrategias de repetición, organización y autorregulación metacognitiva. Mientras que los estudiantes en el entorno presencial se caracterizan por mayores niveles en ansiedad de examen y aprendizaje con compañeros.

Palabras clave: Educación a distancia, motivación, estrategias, aprendizaje autorregulado.

Abstract
Research on students´ learning stresses the importance of considering cognitive, metacognitive, motivational and behavioral variables. Nevertheless, environment in which learning takes place should be considered too, because context has crucial repercussions.
Distance education is experiencing major growth and this article examines differences between students in the face-to-face and virtual educational environments. Results showed that students in the virtual environment are characterized by higher levels of task orientation, task value, control of learning beliefs, self-efficacy for learning and performance, and the strategies of rehearsal, organization and metacognitive self-regulation. Whereas students in the face-to-face environment are characterized by higher levels of test anxiety and peer learning.

Key words: Distance learning, motivation, strategies, self-regulated learning.

IMPROVING SPOKEN COMPETENCE BY MEANS OF MULTIMODAL ENVIRONMENTS IN A DISTANCE CONTEXT

by María Jordano

Computer-Mediated Learning Groups

by Charles R. Graham

Strictly business: Teacher perceptions of interaction in virtual schooling

by Charles R. Graham

Teacher-Student Interaction and Academic Performance at Utah's Electronic High School

by Charles R. Graham

Access Grid in Collaborative Education: Case Studies

by Vincent Gaffney

Case studies on the use of the Access Grid - multi-authored

Are Community Colleges Going the Distance? A Descriptive Analysis of Student Support Services for Alabama, Arkansas, Mississippi, and Tennessee Community Colleges

by Texas State PA Applied Research Projects

Duhon, Amy D., "Are Community Colleges Going the Distance? A Descriptive Analysis of Student Support Services for Alabama, Arkansas, Mississippi, and Tennessee Community Colleges" (2010). Applied Research Projects, Texas State University-San Marcos. Paper 343.
http://ecommons.txstate.edu/arp/343

Purpose: This study describes the quality of community college support services available online in Alabama, Arkansas,... more Purpose: This study describes the quality of community college support services available online in Alabama, Arkansas, Mississippi, and Tennessee using Cherry Beth Luedtke’s (1999) student support services model. These states lend themselves to the research because of a lingering legacy of “separate but equal” education policy. In addition, community colleges disproportionately serve low-income students. As community based higher education, community colleges in these states are uniquely equipped to meet higher education needs of African-Americans. Method: This research, content analysis, uses to analyze online support services for web-based learners at Alabama, Arkansas, Mississippi, and Tennessee community colleges. A total of fifty-eight community colleges in the four states constitute a sampling frame. Findings: Overall community colleges in Alabama, Arkansas, Mississippi and Tennessee exceed the benchmark in many services within Information/Technical Support and Admissions elements in the conceptual framework. Nevertheless, the areas of online advising and counseling, assessment, registration and other support services need improvement. College advising and counseling can mean the difference between a student’s success and failure. Community colleges should focus on improving these services.

Development of a Hybrid Simulation Course to Reduce Central Line Infections

by Timothy Clapper

Clapper, T. C. (2012). Development of a Hybrid Simulation Course to Reduce Central Line Infections. Journal of Continuing Education in Nursing, 43(5), 218-224. doi:10.3928/00220124-20111101-06.

Clinical educators are continually looking at ways to effectively deliver large amounts of information to their... more Clinical educators are continually looking at ways to effectively deliver large amounts of information to their learners. Whether as a part of pre-course work or as a separate phase of training, there are numerous benefits to making information available to learners before conducting sessions that allow the learners to practice the skills. Hybrid courses consist of a mixture of online and on-site instruction and offer a viable option for clinical educators to consider, especially when their intended audience consists of thousands of learners. This article describes the experiences of a medical simulation center and the use of a hybrid curriculum technique to reduce central line infections.

Rethinking teaching and learning through machinima professional development on Sloodle

by Sue Gregory

Gregory, S. (2011). Rethinking Teaching and Learning through Machinima Professional Development on Sloodle. In P. Jerry & L. Lindsey (Eds.), Experiential Learning in Virtual Worlds: Opening an Undiscovered Country (1st ed., pp. 221-232). Oxford, United Kingdom: Inter-Disciplinary Press. https://www.interdisciplinarypress.net/online-store/ebooks/digital-humanities/experiential-learning-in-virtual-worlds

As we near 2012, and Australian higher education institutions strive to meet the new demand driven marketplace to... more As we near 2012, and Australian higher education institutions strive to meet the new demand driven marketplace to encourage student enrolment, engaging and innovative teaching strategies are required to encourage students to make their choice of institution. One such approach is the implementation of a virtual world into an educator’s repertoire of teaching and learning materials. As virtual worlds are coming to the fore, and more educators want to use them in their teaching, a plan needs to be put in place to enable the smooth transition for implementing them. Professional development through video will enable educators to learn how to use the virtual world of Second Life. Second Life can be integrated into Moodle, known as Sloodle. Professional development undertaken via machinima (videoing in virtual worlds) of Sloodle can be a more effective way of providing learning for educators

Second Life and Higher Education: New Opportunities for Teaching and Learning

by Sue Gregory

Masters, Y., & Gregory, S. (2011). Second Life and Higher Education: New Opportunities for Teaching and Learning. In P. Jerry & L. Lindsey (Eds.), Experiential Learning in Virtual Worlds: Opening an Undiscovered Country (1st ed., pp. 137-146). Oxford, United Kingdom: Inter-Disciplinary Press. https://www.interdisciplinarypress.net/online-store/ebooks/digital-humanities/experiential-learning-in-virtual-worlds

Over time, higher education has been repositioned in terms of the delivery of courses. While traditional face-to-face... more Over time, higher education has been repositioned in terms of the delivery of courses. While traditional face-to-face teaching still occurs, there has been a major shift to encompass not only some online teaching and learning approaches for on-campus (internal) students, but also the delivery of courses wholly online to off-campus (distance education/external) students. This has necessitated adjustments in the way higher education institutions use technology for teaching and learning. At the University of New England (Australia) the authors have been researching the efficacy of one virtual world, Second Life, for teaching and learning. Two research pilots have provided data to demonstrate that students were engaged in their learning and appreciative of this innovative approach to teaching and learning online. In 2010, the authors commenced a new research project to ascertain whether students learning via this virtual world environment performed better in their assessment tasks than those students who used a traditional learning management system. Data indicate that this is the case. In this paper, the current research project is firstly situated within the range of research conducted by the authors in Second Life. Its aims are then outlined, the research methods described and one aspect of the data presented and analysed. Indications for future research are then explored

The Emperor's New Degree

by Daryl Close

Formation à Distance et Apprentissage par problèmes : Ouvertures et Contraintes

by Georges NAHAS

Nahas, G. N. & Dannaoui E. (18-19 novembre 2011). Formation à Distance et Apprentissage par problèmes : Ouvertures et Contraintes. In 4ème Colloque du RIFEFF.  La formation de formateurs et d’enseignements à l’ère du numérique : L’accompagnement pédagogique à distance par les Hommes, les outils et les dispositifs. Université Saint-Joseph. Liban.

a. Les avancées technologiques

Les avancées technologiques ont toujours existé et ont eu un impact... more
a. Les avancées technologiques

Les avancées technologiques ont toujours existé et ont eu un impact important sur les différentes dimensions de la vie. En ce début de siècle, les nouvelles technologies ont mené au développement de nouveaux outils pédagogiques, qui, avec les nouveaux modes de communication ont créé un nouvel état de fait au niveau des formations délivrées jusque là par les moyens classiques.

b. Les acquis de la Psychologie Cognitive

D’autre part, et au delà du simple emploi de l’appareillage technique, l'aspect purement éducatif s’est enrichi des nouvelles avancées de l’approche cognitive, ce qui a mené à éclairer d’un jour nouveau tous les aspects opérationnels qui sous tendent la formation universitaire: La Langue et son rôle formateur, l’appropriation de la connaissance, l’action et son impact sur la conceptualisation et le développement des compétences dans les formations.

c. Problématique et Hypothèse

Ces deux données d'égale importance mettent les éducateurs devant la nécessité d'adopter une nouvelle approche qui se différencie des schémas classiques par son ouverture, sa flexibilité et son efficacité. Est-ce qu’une telle approche nécessite l’adoption d’un nouveau paradigme pédagogique ? Et lequel ? Existe-t-il une stratégie éducative qui répond aux exigences de succès de tels projets académiques? Quelles sont les conditions de succès d'une telle stratégie?

La théorie des Champs Conceptuels forme le canevas théorique de l’approche préconisée. Il s’agira alors de montrer comment ce canevas assure la complémentarité entre une formation par projets, la flexibilité de l’enseignement à distance et les critères de qualité requis. D’où l’hypothèse : Il est possible de mettre au point des formations à distance couplées avec une approche cognitive de résolution de problèmes qui répondent à l’esprit d’innovation et aux exigences de qualité.

Online Discussion and the 'Place' of Learning

by Andrew Carpenter

Carpenter, A. N. (2007). Online Discussion and the 'Place' of Learning. American Philosophical Association Newsletter on Teaching Philosophy, 107, 9-12.

A “Virtual Fieldtrip”: Service Learning in Distance Education Technical Writing Courses

by Brad Weiner

Co-authored with Krista M. Soria. Presented by Krista M. Soria at the annual meeting for the Association for the Study of Higher Education (ASHE) in Charlotte, North Carolina, USA. November, 2011.

This mixed-methods experimental study examined the effect of service learning in a distance education technical... more This mixed-methods experimental study examined the effect of service learning in a distance education technical writing course. Quantitative analysis of data found evidence for a positive relationship between participation in service learning and technical writing learning outcomes. Additionally, qualitative analysis suggests that service learning in online technical writing courses helps students to make connections to the “real world,” encourages students to connect with their audience(s) and develop a sense of purpose for writing tasks, connects students to future employment, and develops deep learning with course materials. It is hypothesized that these factors support the development of learning outcomes in distance education students.

A case study of a distance degree program in Vietnam: Examples from a learner-centered approach to distance education

by Kristy Beers Fägersten

Beers Fägersten, K. 2011 (delayed publication). A case study of a distance degree program in Vietnam: Examples from a learner-centered approach to distance education. In K. Sullivan, P. Czigler, and J. Sullivan Hellgren (Eds.), Cases on Professional Distance Education Degree Programs and Practices: Successes, Challenges and Issues. Hershey, PA: IGI Global.

The English Department at Högskolan Dalarna, Sweden, participates in a distance learning program with the Faculty of... more The English Department at Högskolan Dalarna, Sweden, participates in a distance learning program with the Faculty of Education at Vietnam National University. Students who enroll in this program are teachers of English at secondary or tertiary institutions, and will study half-time for two years to complete a Master‟s degree in English Linguistics. The distance program, adapted specifically to accommodate the Vietnamese students in terms of cultural differences as well as inexperience with distance methodology, is characterized by three design features: testing, technical training, and fostering a community of learners. The design of the courses also reflects a learner-centered approach that addresses common problem areas in distance education by promoting interactivity. Central to the overall program is the maintenance of different channels of communication, reflecting an effort to support the students academically and socially, both as individuals and members of a learning community. In this way, the effects of physical and cultural distances are minimized.

Ambientes virtuais de aprendizagem colaborativa

by Decio Wey BERTI JUNIOR

Published in IV Seminário em Ciência da Informação (SECIN)

Ciência da Informação: ambientes e práticas na contemporaneidade.
26, 27 e 28 de Setembro de 2011 - Londrina - PR - BRASIL

Temática 4: Ambientes digitais

ABSTRACT: This article is a literature review, presents some considerations about the learning management system (LMS)... more ABSTRACT: This article is a literature review, presents some considerations about the learning management system (LMS) aplied to distance education, resources and environment tools of this. Also describes the Second Life (SL), highlights its use as virtual environments and quotes examples of institutions that adopts it. Emphasises other tools, which are being developed to this environments, such as SLOODLE, which joins benefits of Second Life and Moodle. Finaly, concludes that Second Life, as a tool of synchronous interaction, with the use of metaphors, allows a link of virtual environments with real environment.

KEYWORDS: Collaborative learning. Virtual environment. Distance education.Second Life.

RESUMO: O artigo trata-se de uma revisão de literatura, apresenta algumas considerações a respeito dos ambientes virtuais de aprendizagem, sua aplicação a educação à distância, as ferramentas e recursos utilizados nestes ambientes. Também descreve o Second Life (SL), destacando seu uso como ambiente virtual, bem como cita exemplos de instituições que o adotam. Enfatiza como o SL possibilita a interação entre professor, aluno e conteúdo de forma a dinamizar a colaboração. Destaca outras ferramentas que estão sendo desenvolvidas para estes ambientes, como o SLOODLE que une os benefícios do Second Life e do Moodle. Finalmente, conclui que o SL por ser uma ferramenta de interação síncrona possibilita, por meio das metáforas, uma ligação do ambiente virtual com o real.

PALAVRAS-CHAVE: Aprendizagem colaborativa. Ambiente virtual. Educação a distancia. Second Life.

Final Report - Learning to Teach Online Project

by Simon McIntyre

Final Report of impact of the project for ALTC the funding body. The file is quite large, so please download the document from our website: http://online.cofa.unsw.edu.au/learning-to-teach-online/report

This final project report, completed for the funding body, the ALTC, analyses the outputs and impacts of the project... more This final project report, completed for the funding body, the ALTC, analyses the outputs and impacts of the project up until June 24, 2011 when the report was completed. Since that time, the project has continued to attract attention from educators all over the world, and as of 14 October 2011 when this report was released here, we are nearing 90,000 unique views of the episodes from all over the world (nearly 40,000 more views than when the report was written 4 months previously). We hope this will continue well into the future!

The final evaluative report examines:

The project output, outcomes and impact
- Project methodology
- Critical factors for project success
- The dissemination strategy employed
- Evaluation of the success of the project

Since its release, the Learning to Teach Online project has developed a reputation for providing quality, pedagogically sound and broadly applicable professional development resources relevant not only to the Australian higher education sector, but to other sectors around the world.

ISBN number 978-1-921856-70-9