Showing papers in "International journal of educational telecommunications in 1995"

Social Presence Theory and Implications for Interaction and Collaborative Learning in Computer Conferences

Abstract: This paper examines research on social presence theory and the implications for analyzing interaction, communication, collaborative learning, and the social context of computermediated communication (CMC). Two studies that examined whether social presence is largely an attribute of the communication medium or users’ perception of the medium are discussed. It can be concluded from the results that even though CMC is considered to be a medium that is low in social context cues, it can be perceived as interactive, active, interesting, and stimulating by conference participants. However, it is the kind of interactions that take place between the participants, and the sense of community that is created during the conference, that will impact participants’ perceptions of CMC as a “social” medium. Therefore, the impetus falls upon the moderators of computer conferences to create a sense of online community in order to promote interaction and collaborative learning.

Issues in Distance Learning

Abstract: This review of literature and research into the effectiveness of distance education systems deals with a number of factors which affect their success or failure. These include the influence of distance learning theory upon instructional design and delivery, redefining the roles of partners in distance education teams, media selection, technology adoption, change implementation, methods and strategies to increase interactivity, inquiry, and active learning, learner characteristics and modes of learning, teacher mediation and learner support, operational issues, policy and management issues, and cost/ benefit tradeoffs. It is intended as a companion piece to Sherry and Morse’s (1994) training needs assessment.

Can Computer-Based Testing Achieve Quality and Efficiency in Assessment?

Abstract: This paper reports findings of a two year study concerning the development and implementation of a general-purpose computer-based assessment (CBA) system at a UK University. Data gathering took place over a period of nineteen months, involving a number of formative and summative assessments. Approximately 1,000 students, drawn from undergraduate courses, were involved in the exercise. The techniques used in gathering data included questionnaires, observation, interviews and an analysis of student scores in both conventional examinations and computer-based assessments. Comparisons with conventional assessment methods suggest that the use of CBA techniques may improve the overall performance of students. However it is clear that the technique must not be seen as a "quick fix" for problems such as rising student numbers. If one accepts that current systems test only a relatively narrow range of skills, then the hasty implementation of CBA systems will result in a distorted and inaccurate view of student performance. In turn, this may serve to reduce the overall quality of courses and - ultimately - detract from the student learning experience. On the other hand, if one adopts a considered and methodical approach to computer-based assessment, positive benefits might include increased efficiency and quality, leading to improved student learning.

Mediating the mechanisms which make collaborative learning sometimes effective.

Abstract: Computer-mediated communication (CMC) renewed the interest for collaborative learning. Empirical findings show that collaborative learning is efficient, but only under some conditions. These conditions are not guaranteed by the use of CMC tools. It would be an over-generalisation to expect any type of computer-supported collaborative learning (CSCL) to be efficient. It is also difficult to translate the conditions identified in face-to-face collaboration into conditions for success of distance collaboration, because too many other factors separate face-to-face from distance interactions. However, the analysis of these conditions reveals some mechanisms which explain the effects of collaborative learning. This contribution reviews the mechanisms which have been proposed and considers to which extent these mechanisms could be present in CSCL.

Artificial Agents in Distance Learning

Abstract: Consider the graphical user interface of a distance learning system, the user could click on an icon of a personal assistant to find out if appropriate human peers are available online to form a collaborative team, or the user could choose to click on the icon of an artificial tutor or artificial learning companion to set forth learning in a simulated learning club. Agents emerged from diverse views but converge at seeking and building software programs that engage and help the end users. There are basically two types of artificial agents in distance learning: participant agents that assume roles in participating protocols of learning activities and assistant agents that serve as personal assistants, intelligent tools, or surrogates on behalf of the end users in their absence. This paper attempts to introduce the idea of artificial agents, explore their potential uses in distance learning, and identify some of their problems.

The Learning Web: A System View and an Agent-Oriented Model

Abstract: The notion of a learning society has long been promoted as the next stage of evolution of the educational system from the inculation of skills and knowledge to the development of capacities which enable people to learn continuously for the rest of their lives. This evolutionary step is vital to the continued health of human societies in a post-modern age of rapid and unceasing change where the certainties of the past have been replaced by the uncertainties of a future that requires continuous learning. The move to a learning society requires changes in personal attitudes and the educational infrastructure. It also requires major technological support to provide open access to a learning environment for all people, in all places at all times. This paper presents progress in the development of the Learning Web, an agent-oriented network supporting knowledge access, collaboration and simulation, in order to provide a widely accessible learning environment. The essence of the Learning Web is an open architecture supporting integration of heterogeneous subsystems in which their is a natural symbiosis between human and computer agents.

Design Strategies for Developing Web-based Training Courses in a Korean Corporate Context

Abstract: A web-based training can be viewed as an innovative distance education approach for delivering training to audiences in different places and different times. Related research and case studies show that virtual training via the web provides an opportunity to develop new learning experiences for trainees through the managing of self-directed learning and the sharing of information and ideas in a cooperative and collaborative manner. In this paper, we present design principles and strategies for developing web-based virtual training courses which incorporate so-cial interaction and collaborative learning strategies in a self -directed learning environment specifically within a Korean corporate context. Problem-based learning based upon constructivism, resource-based learning related to inquiry training, self-directed learning as a principle of adult learning, and reflective thinking were identified as the main principles for designing and developing web-based virtual training courses. Applying these design rinciples and strategies, the development process, products and evaluation results of two web-based virtual training courses based on the Network-Based Instructional Systems Development model (NBISD model), are presented.