Electronic Collaborators

Author: Curtis Jay Bonk
Publisher: Routledge
ISBN: 113649863X
Format: PDF
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Two developments in recent years have converged to dramatically alter most conceptions of the teaching and learning process. First, technology has become increasingly interactive and distributed, such that individual learners have available the means to participate in incredibly complex networks of information, resources, and instruction. As these technological advancements facilitate interaction across classroom, university, and worldwide learning communities in both real-time and delayed formats, various instructional design and implementation problems spring forth. Second, the conventional teacher-centered model wherein knowledge is transmitted from the teacher to the learner is being replaced by social constructivist and learner-centered models of instruction. These new learner-centered models place emphasis on guiding and supporting students as they meaningfully construct their understanding of various cultures and communities. As a consequence of these developments, teachers need guidelines from educational researchers about integrating collaboration and communication tools into their classrooms. This volume presents research on such collaborative technology as it facilitates, augments, and redefines academic learning environments. The studies illustrate how schools, teachers, and students are discovering, employing, and modifying the numerous new computer conferencing and collaborating writing tasks and tools, and their effects on social interaction and resulting student learning. Documentation is given that will help teachers to make decisions that productively transform learning environments. Three key objectives underlie this volume: *to discover some of the electronic collaboration tools and formats currently employed by teachers in schools and universities and to situate these within a five-level taxonomy of computer conferencing and collaborative writing tools and approaches; *to examine some of the sociocultural learning variables embedded in the use of electronic collaborative tools and approaches; and *to participate in a dialogue about the importance of student electronic social interaction and dialogue from a sociocultural perspective. This is a must-read volume for all researchers, scholars, graduate students, and practitioners interested in such fields as sociocultural theory, process writing, cooperative learning, learner-centeredness, distance education, peer conferencing and tutoring, mentoring, electronic collaboration, problem- and project-based learning, collaborative writing, and educational reform.

The Theory and Criticism of Virtual Texts

Author: Lory Hawkes
Publisher: Greenwood Publishing Group
ISBN: 9780313312243
Format: PDF, ePub
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Virtual texts have emerged within the realm of the Internet as the predominant mode of global communication. But despite the pervasiveness of the Internet in nearly all aspects of contemporary life, no single resource has cataloged the ways in which numerous disciplines have investigated and critiqued virtual texts. This bibliography provides more than 1500 annotated entries for books, articles, dissertations, and electronic resources on virtual texts published between 1988 and 1999. It explores such topics as the history and development of virtual communication, visualization studies, discourse studies, information design, computer-mediated communication and education, and privacy and intellectual property issues. Entries are arranged alphabetically within topical chapters, and extensive indexes facilitate easy access.

Instructional and Cognitive Impacts of Web Based Education

Author: Abbey, Beverly
Publisher: IGI Global
ISBN: 9781930708617
Format: PDF, Mobi
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Educators are increasingly using web sites in place of traditional content media and instructional approaches such as texts and lectures. This new teaching philosophy has led to a myriad of questions concerning instructional design principles, learners' cognitive strategies, human-Internet interaction factors and instructional characteristics of Web media that transverse political, geographic, and national boundaries. Instructional and Cognitive Impacts of Web-Based Education is a compendium of materials by noted researchers and practitioners that addresses national and international issues and implications of Web-based instruction and learning, offering suggestions and guidelines for analyzing and evaluating Web sites from cognitive and instructional design perspectives.

Student Engagement Online What Works and Why

Author: Katrina A. Meyer
Publisher: John Wiley & Sons
ISBN: 1119000769
Format: PDF, Kindle
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What makes online learning engaging to students? Engagement depends upon designing learning that is active and collaborative, authentic and experiential, constructive and transformative. While students and instructors can inadvertently act in several ways to decrease student engagement in online coursework, research indicates a range of options that have been proven to engage students in their online courses. This report explores the learning theories, pedagogies, and active learning options that encourage student engagement, push them to think more deeply, and teach them how to learn. It guides instructors on how to evaluate the effectiveness of technological and software tools, and to evaluate and assess the activities, learning, and retention occurring in their online classes. Finally, it will help instructors find inspiration for engagement from the face-to-face settings that can be translated into the online environment. This is the 6th issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Applying collaborative and e learning tools to military distance learning

Author: Curtis Jay Bonk
Format: PDF, ePub
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This report is a resource guide for those concerned with using collaborative and e-learning environments; those that use the Internet in a military training setting. The report is intended for training developers and planners, instructional designers, and program evaluators. The report offers a broad examination of findings from the educational literature, where the preponderance of research on e-learning tools and collaborative learning (i.e., groups of learners who have a common goal) has been conducted. Reviewed first are the emergence of e-learning tools and constructivism, the role of the instructor in such approaches, and the increasing importance of learner-centered approaches to instruction. Appropriate quantitative and qualitative research methodologies are then described. A summary of relevant findings on collaborative tools, individual differences, and learning communities is also provided. Suggestions are made for experiments that test the adaptability to military training environments of e-learning and collaborative learning methods emanating from education. Ten primary and 17 secondary experiments are devised that derive from current psychological principles in cognition, motivation, social factors, and individual differences as applied to Internet-enabled learning.

Challenging e learning in the university

Author: Robin Goodfellow
Publisher: Open University Press
ISBN: 9780335220878
Format: PDF, ePub, Mobi
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"Informed by an intimate knowledge of a social literacies perspective, this book is full of profound insights and unexpected connections. Its scholarly, clear-eyed analysis of the role of new media in higher education sets the agenda for e-learning research in the twenty-first century" Ilana Snyder, Monash University "This book offers a radical rethinking of e-learning … The authors challenge teachers, course developers, and policy makers to see e-learning environments as textual practices, rooted deeply in the social and intellectual life of academic disciplines. This approach holds great promise for moving e-learning past its focus on technology and 'the learner' toward vital engagement with fields of inquiry through texts." Professor David Russell, Iowa State University Challenging e-learning in the University takes a new approach to the growing field of e-learning in higher education. In it, the authors argue that in order to develop e-learning in the university we need to understand the texts and practices that are involved in learning and teaching using online and web-based technologies. The book develops an approach which draws together social and cultural approaches to literacies, learning and technologies, illustrating these in practice through the exploration of case studies. It is key reading for educational developers who are concerned with the promises offered, but rarely delivered, with each new iteration of learning with technologies. It will also be of interest to literacies researchers and to HE policy makers and managers who wish to understand the contexts of e-learning.