Search (87 results, page 1 of 5)

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Abstract

The article provides an in-depth analysis of previous literature that led to the understanding of the four interactive components of e learning and how we can utilize these components to maximize the positive and minimize the negative results of e learning. The four interactive dimensions of e learning are the following three originally described in Moore's editorial ([1989]): (1) interaction with the content, (2) interaction with the instructor, (3) interaction with the students, and an additional new fourth dimension, interaction with the system, which considered all of the new computer technology since his article. In our viewpoint we will highlight the impact that this fourth technological interactive dimension has on the results of e learning. The question then is not to e or not to e, since e learning is already an essential factor of our contemporary learning environment. The question is how to e, based on the understanding of the four interactive components of e learning, and the understanding that these four types of interactions are different from the ones we are accustomed to in the traditional learning environment.

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Abstract

This book explores the software design, social practices, and collaboration theory that would be needed to support group cognition - collective knowledge that is constructed by small groups online. Innovative uses of global and local networks of linked computers make new ways of collaborative working, learning, and acting possible. In "Group Cognition", Gerry Stahl explores the technological and social reconfigurations that are needed to achieve computer-supported collaborative knowledge building - group cognition that transcends the limits of individual cognition. Computers can provide active media for social group cognition where ideas grow through the interactions within groups of people; software functionality can manage group discourse that results in shared understandings, new meanings, and collaborative learning. Stahl offers software design prototypes, analyses empirical instances of collaboration, and elaborates a theory of collaboration that takes the group, rather than the individual, as the unit of analysis. Stahl's design studies concentrate on mechanisms to support group formation, multiple interpretive perspectives, and the negotiation of group knowledge in applications as varied as collaborative curriculum development by teachers, writing summaries by students, and designing space voyages by NASA engineers. His empirical analysis shows how, in small-group collaborations, the group constructs intersubjective knowledge that emerges from and appears in the discourse itself. This discovery of group meaning becomes the springboard for Stahl's outline of a social theory of collaborative knowing. Stahl also discusses such related issues as the distinction between meaning making at the group level and interpretation at the individual level, appropriate research methodology, philosophical directions for group cognition theory, and suggestions for further empirical work.

Footnote

Rez. in: JASIST 59(2008) no.9, S.1531. (C. Caldeira): "Successful, real-world organizations employ groups to get work done. Despite the large number of years of collaborative models in work-group paradigm, it is a little surprising that there are very few books about the subject. Furthermore, most of those studies are mainly focused on work group performance management and work productivity. This text belongs to the advanced type, and is a valuable resource for graduate students in a wide range of courses and for a large spectrum of professionals interested in collaborative work. Due to its advanced level, some topics are relatively difficult to understand if the reader does not have some background in collaborative work and group cognition. Students who use this book will rapidly understand the most important topics of the science of collaboration for computer-supported cooperative work and computer-supported collaborative learning, and their relation to the business world of our days. The main concern and fundamental idea of this book is to set its focus primarily on work group, and not on individuals. Stahl's baseline is to use the science of collaboration for computer-supported cooperative work and computer-supported collaborative learning to conduct comparative studies on group interaction, group meaning, group cognition, group discourse, and thinking. The book is divided into three distinct parts. The first one is about the design of computer support for collaborative work and presents eight studies centered on software tools and their particular applications: The first three are AI applications for collaborative computer-supported cooperative work and computer-supported collaborative learning, the fourth and the fifth are about collaborative media, and the last ones are a combination of computational technology and collaborative functions. The second part is focused on the analysis on knowledge building in the collaborative work of small groups. It is developed with support on five essays published by Stahl from 2000 to 2004. In the first of those chapters, he describes a model of collaborative knowledge building and how to share knowledge production. The second criticizes some cooperative work and collaborative learning research methodologies that make the collaborative phenomena hard to perceive. The remaining chapters mostly provide mechanisms to understand in new and better ways collaborative processes. The third part contains the theoretical corpus of the book. Chapters 14 through 21 contain the most recent of Stahl's contributions to the theoretical foundations of computer-supported cooperative work and computer-supported collaborative learning. Chapters 16 to 18 provide much material about topics directly related to group cognition research and collaborative work in modern organizations. Finally, the last part of the book contains an exhaustive list of references that will be of great value to all interested in the multiple aspects and fields of cooperative work and collaborative learning."

Series

Acting with technology

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Abstract

Discusses briefly the application of hypertext in library user training with particular reference to a specific hypertext based tutorial designed to teach library school students the basics knowledge of abstracts and abstracting process

Date

27. 1.1996 18:22:06

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Abstract

Describes how librarians at the Louise M. Darling Biomedical Library, California University Los Angeles (UCLA), developed a library user training programme, based on computer assisted instruction, for the 800 to 900 undergraduate biology students per year who enrol in the department's basic, compulsory, introductory course. Compares the effectiveness of computer assisted instruction with the lecture method, using a range of techniques, including a follow up survey. Concludes that computer assisted instruction in combination with the laboratory manual is an effective and user friendly way of offering user training

Date

13. 7.1998 22:01:14

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Abstract

Undergraduates were tested to establish how they searched databases, the effectiveness of their searches and their satisfaction with them. The students' cognitive and learning styles were determined by the Lancaster Approaches to Studying Inventory and Riding's Cognitive Styles Analysis tests. There were significant differences in the searching behaviour and the effectiveness of the searches carried out by students with different learning and cognitive styles. Computer-assisted learning (CAL) packages were developed for three departments. The effectiveness of the packages were evaluated. Significant differences were found in the ways students with different learning styles used the packages. Based on the experience gained, guidelines for the teaching of information skills and the production and use of packages were prepared. About 2/3 of the searches had serious weaknesses, indicating a need for effective training. It appears that choice of searching strategies, search effectiveness and use of CAL packages are all affected by the cognitive and learning styles of the searcher. Therefore, students should be made aware of their own styles and, if appropriate, how to adopt more effective strategies

Source

Journal of information science. 22(1996) no.2, S.79-92

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Abstract

Although hundreds of undergraduate students receive library instruction when their instructors arrange for a class tour or bibliographic instruction session, thousands of other students do not. Describes the planning process that took place in the development of a cross platform interactive multimedia instruction program designed to be accessible to students with diverse information literacy skills. Covers the merits and limitations of several authoring software packages and offers some guidelines concerning time requirements

Date

27.11.1995 17:07:22

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Abstract

Demonstrates a new method of providing networked computer assisted learning to avoid the pitfalls of traditional methods. This was achieved using Web pages enhanced with Java applets, MPEG video clips and Dynamic HTML

Date

1. 8.1996 22:08:06

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Abstract

The increasing spread of Internet technology has highlighted the need for a better understanding of the fundamental issues concerning human users in a virtual space. Despite the great degree of navigational freedom, however, not all hypermedia users have the capability to locate information or assimilate internal knowledge. Research findings suggest that this type of problem could be solved if users were able to hold a cognitive overview of the hypermedia structure. How a learner can acquire the correct structural knowledge of online information has become an important factor in learning performance in a hypermedia environment. Variables that might influence learners' abilities in structuring a cognitive overview, such as users' cognitive styles and the different ways of representing information, should be carefully taken into account. The results of this study show that the interactions between information representation approaches and learners' cognitive styles have significant effects on learners' performance in terms of structural knowledge and feelings of disorientation. Learners' performance could decline if a representational approach that contradicts their cognitive style is used. Finally, the results of the present study may apply only when the learner's knowledge level is in the introductory stage. It is not clear how and what type of cognitive styles, as well as information representation approaches, will affect the performance of advanced and expert learners.

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Abstract

Educational standards are a central focus of the current educational system in the United States, underpinning educational practice, curriculum design, teacher professional development, and high-stakes testing and assessment. Digital library users have requested that this information be accessible in association with digital learning resources to support teaching and learning as well as accountability requirements. Providing this information is complex because of the variability and number of standards documents in use at the national, state, and local level. This article describes a cataloging tool that aids catalogers in the assignment of standards metadata to digital library resources, using natural language processing techniques. The research explores whether the standards suggestor service would suggest the same standards as a human, whether relevant standards are ranked appropriately in the result set, and whether the relevance of the suggested assignments improve when, in addition to resource content, metadata is included in the query to the cataloging tool. The article also discusses how this service might streamline the cataloging workflow.

Date

22. 1.2011 14:25:32

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Abstract

Reports on a variety of studies which indicate how students can learn science through telecomputing and interactive multimedia activities. 2 studies reflect the newest trends in teaching science with technology concerned with telecomputing and an innovative approach to integrating hypermedia with science learning, which has student in several schools in Iowa working as programmers and instructional designers, 2 other studies considers new ways to look at both science/technology education and research. As a study of an international high school science project suggests a new methodology for researching computer-support collaborative learning

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Abstract

With the increasing emphasis on student centered learning, the library at the university of Hull has taken several initiatives towards the creation of an awareness of networked electronic information resources on campus, encouraging their use in support of teaching and research. The 'free' access to Internet using JANET is explained, along with examples of the sort of data that can be browsed, and if required, downloaded. Discusses the use of Internet 'data' in computer based training is discussed, as well as e-mail and other online addresses (url). with some that might be useful to educationalists listed

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Abstract

Describes the development and evaluation, at Western Michigan University, of a multimedia self instructional tutorial designed to introduce library services and teach basic skills in a cost effective manner. Reports results of an evaluation comparing the tutorial with traditional workbook instruction. No significant differences were found between the experimental and control groups, indicating that the tutorial was as effective as the workbook. Includes implications for user education, along with advice for developers of similar projects

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Abstract

In the process of transition towards Knowledge Society, development of educated citizens is of prime concern Ihr all nations of the world, The problem becomes acute for those with sizeable population with diversified culture, background and economic condition. Methodologies for provision of education are undergoing a sea change and are in a transitory phase of development with technology acting as an agent for change. It is in this context that a new method of education - Open and Distance Education (ODE) plays a vital role. The various methods followed in ODE system and the initiatives taken in India are discussed here, with particular reference to the role of the Indira Gandhi National Open University (IGNOU).

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Date

11. 8.2002 15:05:22

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Source

Multimedia today. 3(1995) no.1, S.18-22

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Abstract

Assessment of Computer Based Training (CBT) are difficult to generalize, but some evidence suggests that CBT can be more cost effective that traditional classroom teaching, with comparable student learning. Reviews the current literature and describes an empirical study of CBT effectiveness for teaching microcomputer software in a required college level business class. Students were divided into an experimental class (using CBT) and a control group (using traditional lectures). An analysis of inflential learning factors could find no meaningful differences between these 2 groups. The statistical results of 6 different course performance measures indicated that the experimental students performed as well as the control studuents on homework assignements and hand-on skill tests, and were equally satisfied with their training

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Abstract

In this article, we assess the usability in an Internet-based system for e-learning in a cross-cultural environment. The context of the evaluation and testing was a training program launched with the intention of introducing and promoting a new way of learning about and understanding the emerging technologies in regions with a low educational level and a high unemployment rate. The aim of the study was to assess the usability of the e-learning system with different methods and approaches to get a good assessment of its learnability and applicability in various circumstances.

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Abstract

This article describes the development and application of the Cat with Moose courseware in the cataloging curricula at Temasek Polytechnic, Singapore, which offers diploma-level, paraprofessional training in library and information service (LIS). The aim of Cat with Mouse is to provide students with practice in cataloging a range of materials, both print and nonprint, in an online environment. The courseware checks the entries as students progress through the record template and allows them to simultaneously consult windows containing the relevant sources of information. The product is designed to be used as a revision tool and is accessible to students through the Internet. The development team revised a prototype version after feedback was collected by means of a questionnaire. Most students found the courseware useful and that it made revision easier. It is argued that, as an assessment tool, Cat with Mouse is also reliable and valid, and that the distinctive benefits the courseware offers has made the investment in the project worthwhile.