Journal•ISSN: 1470-3297
Innovations in Education and Teaching International
Taylor & Francis
About: Innovations in Education and Teaching International is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Higher education & Teaching method. It has an ISSN identifier of 1470-3297. Over the lifetime, 1610 publications have been published receiving 34779 citations. The journal is also known as: Innovations in education and teaching international & IETI (2001).
Topics: Higher education, Teaching method, Educational technology, Experiential learning, Professional development
Papers published on a yearly basis
Papers
More filters
TL;DR: This article investigated the effects of three types of interaction (academic, collaborative and social interaction) on learning, satisfaction, participation and attitude towards online learning in a Web-based instruction (WBI) environment.
Abstract: This study investigated the effects of three types of interaction (academic, collaborative and social interaction)on learning, satisfaction, participation and attitude towards online learning in a Web-based instruction (WBI)environment.Academic interaction includes interaction between learners and online resources as well as task-oriented interaction between learners and instructor. Collaborative interaction among learners becomes possible when a group of learners work collaboratively on a specific topic or share ideas and materials to solve a given problem. Social interaction between learners and instructors occurs when instructors adopt strategies to promote interpersonal encouragement or social integration. The results indicate that: the social interaction group outperformed the other groups; the collaborative interaction group expressed the highest level of satisfaction with their learning experience; the collaborative and social interaction groups participated more actively in posting their opinions ...
516 citations
TL;DR: Healey and Jenkins as mentioned in this paper provided a comprehensive review of good practice in the field of undergrad education, focusing on the role of the teacher and the student in the success of a course.
Abstract: by M. Healey and A. Jenkins, York, Higher Education Academy, 2009, 152 pp., ISBN 978‐1‐905788‐99‐6 Healey and Jenkins have provided a comprehensive review of good practice in the field of undergrad...
485 citations
TL;DR: In this paper, the authors integrate notions of the improvement of student learning through a focus on the concept of engagement, and add to that broader discussion through a recent empirical study of the perceptions of students gathered through a case study in a UK university.
Abstract: The aim of the paper is to integrate notions of the improvement of student learning through a focus on the concept of engagement, and adds to that broader discussion through a recent empirical study of the perceptions of students gathered through a case study in a UK university. It is proposed that student engagement lies on a continuum from disengaged to engaged, and also exists at a number of levels within which the same student may exhibit different degrees of engagement. We argue that if the built‐in alienating influences within higher education are to be countered, multi‐faceted engagement is required. Learners, we conclude, are more likely to engage if they in turn are supported by teaching staff who engage with: students, with the subject, and with the teaching process, and furthermore that the classroom teacher requires support in achieving this.
468 citations
TL;DR: Salmon as mentioned in this paper presents a survey of online learning and teaching, since the first edition of the book "Online Learning and Teaching: A Review" (2010) with a focus on online learning.
Abstract: by Gilly Salmon, New York & Oxon, Routledge, 2011, 288 pp., RRP £24.99 (paperback), ISBN13 978-0-415-88174-6. Much has changed in the field of online learning and teaching, since the first edition ...
449 citations
TL;DR: A simple, cost‐effective and file size‐efficient method for producing video podcasts combining lecture slides and audio without a requirement for any specialist software is described.
Abstract: Podcasting has become a popular medium for accessing and assimilating information and podcasts are increasingly being used to deliver audio recordings of lectures to campus‐based students. This paper describes a simple, cost‐effective and file size‐efficient method for producing video podcasts combining lecture slides and audio without a requirement for any specialist software. The results from a pilot scheme delivering supplementary lecture materials as audio and video podcasts are also presented, including data on download patterns and responses to a survey of students on podcast use. These results reveal students’ enthusiasm for podcast recordings of lecture materials and their primary use by students in revision and preparation for assessments. Survey responses also suggest little likely impact on lecture attendance as a consequence of podcasting, but indicate that podcast recordings of lectures may not be effective in facilitating mobile learning.
430 citations