Showing papers in "International Journal of Information and Communication Technology Education in 2014"
TL;DR: The new CBL model makes a clear distinction between PBL and competitions and CBL, which avoids the disadvantages of competitions, while at the same time gaining from the many benefits of PBL.
Abstract: In an effort to enhance the learning process in higher education, a new model for Competition-Based Learning CBL is presented. The new model utilizes two well-known learning models, namely, the Project-Based Learning PBL and competitions. The new model is also applied in a networked environment with emphasis on collective learning as well as collective outcomes. The new model, which is referred to as CBL, provides educators with an alternative solution to overcome many of student's deficiencies associated with traditional learning practices; such as lack of motivation, lack of self esteem, insufficient practical and real-life experience, and inadequate team work practices. The new CBL model makes a clear distinction between PBL and competitions and CBL. It avoids the disadvantages of competitions, while at the same time gaining from the many benefits of PBL. Identification features of CBL, components of CBL, as well as advantages are presented. An open source Learning Management System LMS, namely, Moodle is used for the implementation of a networked environment to support CBL.
23 citations
TL;DR: The results show that students who received OERs had significantly higher grades than those without in the PowerPoint module; however, the difference is not statistically significant in the Excel module.
Abstract: More and more educational institutions are using educational technologies and online learning materials to help students achieve satisfactory learning effects. However, not all teachers are able to prepare and design digital learning materials for students. This research attempted to empirically demonstrate the effects of applying open educational resources OERs and a cloud classroom developed by Ming Chuan University, which comprises access to related software and online learning materials, to enhance students' computer skills and also improve their scores on certification examinations. The researchers conducted an experiment that included 114 undergraduates from two class sections-the first section received OERs in a cloud classroom in addition to their traditional classroom instruction OER group, n=61, and the other learned in the traditional classroom without OERs non-OER group, n=53. The results show that students who received OERs had significantly higher grades than those without in the PowerPoint module; however, the difference is not statistically significant in the Excel module. The authors further discuss the implications and unexpected results in this paper.
22 citations
TL;DR: It is found that Clickers pedagogy can give rise to better learning outcomes and higher metacognitive levels than traditional multimedia in Malaysian contexts.
Abstract: Use of Clickers in classroom teaching and learning has become growingly popular in USA. This study aims to identify whether use of Clickers in college English class can improve learners' English proficiency and enhance students' awareness of metacognition compared with traditional multimedia aided pedagogy in Malaysian contexts. By comparing the data obtained from three questionnaires and an IELTS test instructed via Clickers and traditional multimedia at the end of corresponding semesters, it is found that Clickers pedagogy can give rise to better learning outcomes and higher metacognitive levels than traditional multimedia. Limitations of this study are also discussed, coupled with recommendations for future research.
18 citations
TL;DR: The authors found that the number of AR and online education studies has significantly increased since 2009 and contributors from Spain, Romania, Taiwan, and Germany had the most publications on AR andOnline education during 2003 to 2012.
Abstract: In this paper, the authors reviewed the empirical augmented reality (AR) and online education studies, and those focused on designing or development of AR to help students learn, published in SSCI, SCI-EXPANDED, and A&HCI journals from 2003 to 2012. The authors in this study found that the number of AR and online education studies has significantly increased since 2009. Based on this review, it is found that contributors from Spain, Romania, Taiwan, and Germany had the most publications on AR and online education during 2003 to 2012. Moreover, the analysis of these selected papers reveals that most empirical AR and online education studies were conducted at universities, as well as in computer science courses. Furthermore, the quantitative research method was used more in the reviewed papers. The findings and analysis from this review may provide potential directions and insights for future AR and online education research.
15 citations
TL;DR: It was recommended that ICT should be fully integrated into science teacher education at the Colleges of Education and the Universities and that Kwara State Government should formulate a programme of ICT training and retraining of teachers currently in service as a way of improving their perception of the use of I CT for instruction.
Abstract: This study examined Kwara State secondary school science teachers' perception of ICT for instruction based on their area of specialization. Participants were 630 science teachers of Biology, Chemistry, Physics and Mathematics from both public and private senior secondary schools in 12 Local Government Areas in Kwara State. The data collected through questionnaires tagged Science Teachers Information and Communication Technology Perception Questionnaire STICOTEPQ were analysed using frequency count, mean, chi-square and Analysis of Variance ANOVA statistics. Findings revealed that i the science teachers' perception of ICT was generally positively low and ii there was significant difference in the secondary school science teachers' perception of ICT for instruction based on their area of specialization{F3,252 = 50.323, p<0.05}with the Biology teachers having the highest level of perception while the Mathematics teachers had the lowest perception. The implication of this study was that should the secondary school science teachers remain at this level of perception of ICT for instruction, the probability that ICT will be used for classroom instruction in Kwara State is very low. It was therefore recommended that ICT should be fully integrated into science teacher education at the Colleges of Education and the Universities and that Kwara State Government should formulate a programme of ICT training and retraining of teachers currently in service as a way of improving their perception of the use of ICT for instruction.
12 citations
TL;DR: Investigation of the Dissolving Boundaries program found that participation in the program contributed to students' knowledge and awareness in general of the other jurisdiction and a large majority of DB pupils agreed that they could learn something new from working with another school.
Abstract: This article reports on a school-based ICT initiative, called Dissolving Boundaries (DB) which links primary,
(students aged 5-11), post-primary (students aged 12-18) and special schools (students aged 5-18) in partnerships
across the border between Northern Ireland and the Republic of Ireland. The aim of the research was to
investigate if participation in DB was associated with an increased awareness and understanding of life on
the other side of the border. The ICT skills of students were also probed. Two cohorts of students were used
in the study, one which had taken part in the Dissolving Boundaries program during an academic year and
another cohort of similar age in the same schools, which had not taken part. Findings suggest that participation
in the program contributed to students’ knowledge and awareness in general of the other jurisdiction. In
terms of collaborative work, a large majority of DB students agreed that they could learn something new from
working with another school. Participating students in the DB program showed much higher competence in
those ICT skills associated with communication and collaboration than their non-participant peers.
11 citations
TL;DR: The results revealed that students use MT in a variety of ways, and they perceive it as primary valuable tools to supplement their learning, however, the nature of MT use is unpretentious in scope.
Abstract: This study investigated students' actual use of mobile technology (MT) as a learning tool and identified their perceptions towards the effects of using MT on the learning process. It also examined the impact of students' academic major on their use and perceived effects of MT. The relationship between MT use and its effect on learning was explored as well. To this end, a quantitative study of professional diploma students' perceptions of MT was carried out. The results revealed that students use MT in a variety of ways, and they perceive it as primary valuable tools to supplement their learning. However, the nature of MT use is unpretentious in scope. The results also indicated that students' academic major significantly impacted their use and perceived effects of MT. In addition, significant correlation was found between the use and effects of MT.
11 citations
TL;DR: Findings revealed uniformity in the usage patterns of teenagers in the use of their mobile devices and significant positive relationships were established between mobile addiction and socio-psychological dimensions such as loneliness, boredom, egoism, and self-independence at varying significant levels.
Abstract: Mobile phone addiction is now a common phenomenon in the 21st century, especially among teenagers due to the unusual cravings in the use of technological devices. In view of this phenomenon, the study examined the socio-psychological dimensions of mobile phone addiction and usage patterns amongst teenagers in three Higher Institutions of Learning in Kwara State, Nigeria. Descriptive and inferential statistical tools were utilized to analyze data collected on a sample size of 321 undergraduate teenage students whose selection were based on simple random sampling technique across three Higher Institutions of Learning which were the University of Ilorin, Kwara state University, and Al-Hikmah University respectively. Findings from the data analyses revealed uniformity in the usage patterns of teenagers in the use of their mobile devices. Significant positive relationships were also established between mobile addiction and socio-psychological dimensions such as loneliness, boredom, egoism, and self-independence at varying significant levels.
10 citations
TL;DR: The results of the study indicated that the YouTube training tool is a quality training tool to assist teachers in the implementation of higher-order teaching strategies and could reinforce in-person training.
Abstract: High-stakes student testing, accountability for students' outcomes, new educational trends, and revised curricula and standards are only a few of the reasons that teachers must learn to teach complex material with skilled and intentional practices. As a result, professional development for educators is in critical demand. Nevertheless, research in the field of professional development indicates that most teachers do not experience effective teacher training (Desimone et al., 2002; Guskey, 2002). Therefore, the purpose of this paper was to examine one professional development opportunity using the video-sharing tool, YouTube, as a training modality for in-servicing teachers. For this study, the researchers conducted interviews with six teachers currently teaching in Western Pennsylvania to analyze their perceptions about the YouTube teacher training method. The results of the study indicated that the YouTube training tool is a quality training tool to assist teachers in the implementation of higher-order teaching strategies. Additionally, the results indicated that YouTube training videos could reinforce in-person training.
9 citations
TL;DR: The main focus of the paper is the structure and design of the e-learning system used in the Southern Federal University (Russia) and the related pedagogical strategies and system's features in the context of the education for skilled workers.
Abstract: This article describes the competency-based approach to e-learning education that utilizes remote access to the laboratory equipment. The main focus of the paper is the structure and design of the e-learning system used in the Southern Federal University (Russia). The article discusses the related pedagogical strategies and presents system's features in the context of the education for skilled workers. This approach uses access to the scientific and technology laboratory equipment either for provisioning of the individualized educational programs or to enable the students who are unable to attend a conventional laboratory for a variety of reasons, such as disability, and part-time study to conduct the experimental work. It will be shown that the experimental work involving the modern scientific equipment is an important aspect of the learning process in the areas of material science and nanotechnology. The learning strategy is the reverse of that used in the traditional approach. The authors suggest to start with the introduction to the practical applications of science and technology relevant to the current job market, and study the general laws and theoretical principles afterwards, to deepen understanding and achieve the educational goals.
8 citations
TL;DR: The findings showed that the internet-based PFT had positive effects on the improvement of EFL college students' writing, and the less-proficient students made greater progress in their writing after theinternet- based PFT on error correction.
Abstract: English writing, an indispensable skill in English learning, plays an important role in improving learners' language proficiency. With the wide spread and use of wired or wireless internet, EFL students can easily help and be helped with English writing. Therefore, the application of internet-based peer feedback training on writing to foreign or second language teaching and learning has opened up new possibilities for EFL students to improve their writing. Based on the theory of scaffolding and a computer-aided collaborative learning platform, the present study explored the effectiveness of internet-based PFT on 80-sampled Chinese EFL college students' writing error correction and their writing proficiency improvement. The findings of the study showed that 1) the internet-based PFT had positive effects on the improvement of EFL college students' writing, 2) compared with the more-proficient students, the less-proficient students made greater progress in their writing after the internet-based PFT on error correction and they became more capable of correcting both local errors and global errors, thus raising the quality of their writing error correction, 3) the more-proficient group showed no trust on the received peers' feedback because of the entrenched prejudice that their peers were incompetent for revising English writing.
TL;DR: Of the 553 students who participated in the study, more than a third did not believe that academic integrity applied equally online and in the classroom, and instructors should recognize that and adapt their expectations of what is and is not acceptable behavior in the courses they teach.
Abstract: This paper presents the results of a four-year study examining business students' perceptions of academic integrity and the role of technology in e-learning This study is an extension of previous research on academic integrity in the online environment Cole, Shelley & Swartz, 2013; Cole & Swartz, 2013; Shelley, Cole & Swartz, 2010 Of the 553 students who participated in the study, more than a third did not believe that academic integrity applied equally online and in the classroom Independent-samples t-tests showed statistically significant differences based on gender, but not by age group or level of study There were 200 responses to what made the two learning environments different Students pointed to the "real world" where accessing all available resources to solve a problem was the norm, suggesting that instructors should recognize that and adapt their expectations of what is and is not acceptable behavior in the courses they teach
TL;DR: Results indicated authentic learning exercises might have enhanced motivational beliefs, particularly self-efficacy and intrinsic goal-orientation, and motivational beliefs predicted intentions to integrate, with task value predicting significantly.
Abstract: A quasi-experimental study explored the impact of authentic learning exercises on preservice teachers’ motivational beliefs and intentions to integrate technology, as well as the ability of those beliefs to predict intentions. A questionnaire was used to assess 104 preservice teachers’ expectancy-value related motivational beliefs, namely intrinsic and extrinsic goal orientations, task value, self-efficacy, and control of learning. Results indicated authentic learning exercises might have enhanced motivational beliefs, particularly self-efficacy and intrinsic goal-orientation. Also, motivational beliefs predicted intentions to integrate, with task value predicting significantly. The Impact of Authentic Learning Exercises On Pre-service Teachers’ Motivational Beliefs towards Technology Integration Jennifer R. Banas, Northeastern Illinois University, Chicago, IL, USACindy S. York, Northern Illinois University, Dekalb, IL, USA Keywords: Authentic Learning, Motivation, Pre-Service Teachers, Task Value, Technology Integration
TL;DR: An overview of e-learning 2.0 concepts is provided and a case study that involves the design, development, and teaching of two online courses based on e- learning 2.
Abstract: This paper provides an overview of e-learning 2.0 concepts and presents a case study that involves the design, development, and teaching of two online courses based on e-learning 2.0 concepts. The design and the construction of e-learning 2.0 courses, and their effects on the students' learning experience are examined. In addition, students' preferred Web 2.0 tools are included, as well as their opinions regarding the e-learning 2.0 instructional approach.
TL;DR: If clickers can enhance EFL (English as a foreign language) vocabulary knowledge and raise students' satisfaction level compared with the traditional multimedia-based instruction is identified.
Abstract: Clickers are catching growing attention in education. This study, using data collected from a questionnaire, forty content words, and a vocabulary knowledge scale, aims to identify if clickers can enhance EFL (English as a foreign language) vocabulary knowledge and raise students' satisfaction level compared with the traditional multimedia-based instruction. Gender differences were also explored. Data from 115 EFL learners showed that: (1) Clickers-based instruction significantly increased participants' satisfaction level compared with traditional multimedia-based instruction in an EFL class; (2) Clickers-based instruction significantly enhanced participants' vocabulary knowledge compared with traditional multimedia-based instruction in an EFL class; (3) Males were significantly more satisfied with clickers-based instruction than females in an EFL class and there were no significant gender differences in satisfaction levels under multimedia-based instruction; (4) Males obtained significantly more vocabulary knowledge than females under clickers-based instruction, while females obtained significantly more vocabulary knowledge than males under multimedia-based instruction.
TL;DR: This work proposed a technology-business-environment model that could help guide universities in nurturing, building, and shaping their students' dreams and goals towards creating a successful Internet startup business.
Abstract: Some of today's most successful Internet entrepreneurs didn't graduate from college. Many young people today followed the same path to pursue their dreams however ended up failing, not a surprise because 80% of the startups fail in first 5 years. As technology innovation and market competition on Internet continue to accelerate, college students need guidance and support more urgently now than ever before. Meanwhile most entrepreneurship programs offered in colleges and universities provide only general strategy-innovation-finance guidance for broad entrepreneurship while lack concentration on online startups or connection to Internet technology. We proposed a technology-business-environment model that could help guide universities in nurturing, building, and shaping their students' dreams and goals towards creating a successful Internet startup business. Finally, we demonstrated a course outline for an Internet entrepreneurship course designed for undergraduate students. Such course can be used as a core course in an entrepreneurship program or an elective course in Information Systems (IS), other sub-disciplines of computing programs, or business programs.
TL;DR: The authors explore the current applications of Three Dimensional Virtual Worlds 3DVW for Management education and find that only 31% of the institutions that answered the authors' questionnaire actually use SL in Management education.
Abstract: Frequently, research on management education does not take into account the role of Information Technology as a key resource to support teaching and learning processes. In this article, the authors explore the current applications of Three Dimensional Virtual Worlds 3DVW for Management education. The authors researched the educational institutions subscribed to Second Life SL http://secondlife.com/, as it is one of the most popular open 3DVW available worldwide. The results reveal that only 31% of the institutions that answered the authors' questionnaire actually use SL in Management education. Regarding the acceptance of SL in Management education, one third of the 15 institutions using it claim that it has been well received and accepted both by students and lecturers/professors. These results lead to several questions for further research and development of practices concerning the use of 3DVW for Management education.
TL;DR: The results identify factors that affect students' satisfaction toward the class and should help instructors teaching online classes concentrate more on factors that are important to students taking online classes.
Abstract: The widespread use of the Internet has opened new avenues for learning in higher education. Distance education through the Internet has had a large increase over the last decade. This study focuses on examining factors of the online course environment that affect student satisfaction. The results identify factors that affect students' satisfaction toward the class. These findings should help instructors teaching online classes concentrate more on factors that are important to students taking online classes.
TL;DR: Social influence, experience and voluntariness of use appeared to have the strongest effect on teachers' attitudes regarding the use of technology, while effort expectancy and facilitating conditions had the lowest effect.
Abstract: Nowadays, the use of computers in education is increasing worldwide. Information technology is deemed essential for the digital generation's classrooms. However, the adoption of technology in teaching and learning largely depends on the culture and social context. The aim of this research study is to evaluate the acceptance and use of technology of 12th grade teachers in public high schools in Lebanon. The theoretical framework is drawn from the Unified Theory of Acceptance and Use of Technology (UTAUT) to investigate teachers' intentions regarding the use and acceptance of technology in their daily teaching tasks. The participants were 161 teachers in Lebanese public high schools who completed a questionnaire that reflects the UTAUT. Social influence, experience and voluntariness of use appeared to have the strongest effect on teachers' attitudes regarding the use of technology, while effort expectancy and facilitating conditions had the lowest effect. These findings suggest that public schools should implement training in technology for teachers to support their teaching tasks in the context of this current digital generation of students. The study offers a discussion of the results and recommendations for policy and practice.
TL;DR: The authors propose AITS based not only on the learner's multiple intelligences, but also the changing learning performance of the individual learner during the learning process to promote personalized learning performance.
Abstract: Several adaptive and intelligent tutoring systems (AITS) have been developed with different variables. These variables were the cognitive traits, cognitive styles, and learning behavior. However, these systems neglect the importance of learner's multiple intelligences, learner's skill level and learner's feedback when implementing personalized mechanisms. In this paper, the authors propose AITS based not only on the learner's multiple intelligences, but also the changing learning performance of the individual learner during the learning process. Therefore, considering learner's skill level and learner's multiple intelligences can promote personalized learning performance. Learner's skill level is obtained from pre-test result analysis, while learner's multiple intelligences are obtained from the analysis of questionnaire. After computing learning success rate of an activity, the system then modifies the difficulty level or the presentation of the corresponding activity to update courseware material sequencing. Learning process in this system is as follows. First, the system determines learning style and characteristics of the learner by an MI-Test and then makes the model. After that it plans a pre-evaluation and then calculates the score. If the learner gets the required score, the activities will be trained. Then the learner will be evaluated by a post-evaluation. Finally the system offers guidance in learning other activities. The proposed system covers all important properties such as hypertext component, adaptive sequencing, problem-solving support, intelligent solution analysis and adaptive presentation while available systems have only some of them. It can significantly improve the learning result. In other words, it helps learners to study in "the best way."
TL;DR: Investigating whether the type of visualization (schematic versus realistic) has an effect on undergraduate students' learning of surveying practices (specifically, 'chaining') shows that there were not significant differences in learning between students who were exposed and interacted with the realistic visualizations versus those who interact with the schematic ones.
Abstract: Many benefits have been claimed for visualizations, a general assumption being that learning is facilitated. However, several researchers argue that little is known about the cognitive value of graphical representations, be they schematic visualizations, such as diagrams or more realistic, such as virtual reality. The study reported in the paper investigated whether the type of visualization (schematic versus realistic) has an effect on undergraduate students' learning of surveying practices (specifically, 'chaining'). The study compared two interactive virtual learning environments, one containing realistic visualizations of terrains and instruments, and one containing schematic graphical representations. Results of an experiment with 62 students show that there were not significant differences in learning between students who were exposed and interacted with the realistic visualizations versus those who interacted with the schematic ones.
TL;DR: An investigation into undergraduate student experiences and views of a visual or ‘blocks’ based programming language and its environment is reported and the perceived degree of transferability of programming skills learnt within the visual environment to a typical mainstream textual language is substantiated.
Abstract: This paper reports an investigation into undergraduate student experiences and views of a visual or ‘blocks’ based programming language and its environment. An additional and central aspect of this enquiry is to substantiate the perceived degree of transferability of programming skills learnt within the visual environment to a typical mainstream textual language.
Undergraduate students were given programming activities and examples covering four basic programming concepts based on the Sense programming language which is intended to simplify programming. Sense programming statements are represented by blocks which only fit together in ways that produce a meaningful syntactic outcome, which may lower the cognitive barrier to learning.
Students were also presented with concepts represented using an equivalent textual construct and asked to consider their understanding of these based on the graphical cases. They were finally asked to complete a short online survey. This paper presents the programming activities, the survey and an analysis of the results.
TL;DR: The objective is to explore hiring gatekeeper and employer acceptability of online degrees as a sufficient credential for employment and results reveal that there is still a strong preference among employers for traditional degree holding candidates.
Abstract: Due to its flexibility and convenience, online education has become a feasible alternative for degree seeking students who are unable to attend a traditional higher education institution. Although online courses and programs have their benefits, there remains an ongoing debate on issues related to credibility, quality, and acceptability among certain stakeholders including faculty, administrators, and employers. The current study focuses on one group of stakeholders-namely, hiring gatekeepers and employers; that is, those who are directly involved in the hiring process. Specifically, the objective is to explore hiring gatekeeper and employer acceptability of online degrees as a sufficient credential for employment. The data for this study was collected through a survey apparatus. Survey results reveal that there is still a strong preference among employers for traditional degree holding candidates. However, data also indicated some perceived difference in attitudes and perceptions based on an employer's position and industry.
TL;DR: The integration between two models dedicated to support ubiquitous learning environments, called Global and CoolEdu, was proposed and the resulting environment was evaluated through a simulated scenario dedicated to explore its functionalities.
Abstract: The application of ubiquitous technologies in the improvement of education strategies is called Ubiquitous Learning. This article proposes the integration between two models dedicated to support ubiquitous learning environments, called Global and CoolEdu. CoolEdu is a generic collaboration model for decentralized environments. Global is an infrastructure designed to create ubiquitous learning environments. Global provides software agents that perform tasks common to ubiquitous learning processes. By extending these agents or adding new ones, a system can be specialized to support ubiquitous learning environments. The CoolEdu/Global integration created a collaborative and decentralized ubiquitous learning environment. The resulting environment was evaluated through a simulated scenario dedicated to explore its functionalities. The results were encouraging and showed the potential of deploying the environment in real situations.
TL;DR: The results show that the benefits of strong relationships between aspects of teaching, learning, research and industry are recognized and emphasized in Australian universities, but that further action is needed to strengthen relationships with the industry component of the TRIL nexus.
Abstract: Strengthening the teaching-research-industry-learning TRIL nexus in information, communications and technology ICT education has been proposed as a way of achieving improvements in student learning Koppi & Naghdy, 2009. The research described in this paper builds on previous work to provide a broader understanding of the potential outcomes associated with the TRIL nexus in relation to ICT education. It presents the results of a survey, of Australian ICT academic leaders, designed to clarify the outcomes associated with the TRIL nexus, and to investigate how the synergies associated with it can be better exploited. The results show that the benefits of strong relationships between aspects of teaching, learning, research and industry are recognized and emphasized in Australian universities, but that further action is needed to strengthen relationships with the industry component of the TRIL nexus. Recommendations to help achieve this are made.
TL;DR: A theory-driven model to outline the application and impact of Web 2.0 technologies in education is provided and practitioner guidelines are provided to provide practitioner guidelines.
Abstract: The growth of technology and the inclusion of "digital natives" as students in the education world have created a demand pull for the use of Web 2.0 technologies in education. Dominant among these tools have been wikis, blogs and discussion boards. Distance education experts view the use of these tools as differentiators when compared to traditional education methods. However, the research in this area has yet to provide clear guidelines on usage. In this paper, the authors aim to provide a theory-driven model to outline the application and impact of these technologies in education. The authors focus on the education tasks and technologies characteristics to evaluate the underlying fit. The authors use the extant research to substantiate the model and provide practitioner guidelines.
TL;DR: In this article, the authors explore experienced educators' perceptions on the need, sustainability, and impact of delivering theological content globally through online courses, and demonstrate the need for the development of international partnerships and the delivery of culturally relevant online theological courses in ways that allow students around the globe to gain access to theological training in modes that work for them.
Abstract: Concerns regarding the potential for delivering theological education internationally and in an online format have been raised. The scarce research in this area points to the need for further investigation. The current study involves the use of a qualitative research design to explore experienced educators' perceptions on the need, sustainability, and impact of delivering theological content globally through online courses. The findings from educator interviews demonstrate the need for the development of international partnerships and the delivery of culturally relevant online theological courses in ways that allow students around the globe to gain access to theological training in modes that work for them.
TL;DR: Based on the findings of the study, it was recommended that academic libraries should have Internet connectivity, librarians should be trained in the use of Information and Communication Technology amongst others that were itemized.
Abstract: This study is an assessment of Information Provision Services of Libraries in the 21st century in some selected academic libraries in Delta State. A descriptive survey was adopted in carrying out the research. The questionnaire was the instrument for data collection of which 62 were retrieved. Based on the findings of the study, it was recommended that academic libraries should have Internet connectivity, librarians should be trained in the use of Information and Communication Technology amongst others that were itemized.
TL;DR: Concepts of the technological, communicational and educational categories in an integrated proposal for the definition of educational content for iDTV are described and an interdisciplinary team applies steps and resources of integration.
Abstract: The improvement of the Brazilian system of interactive Digital Television (iDTV) has amplified usage perspectives for television in the educational realm, due to new possibilities of interaction. Thus, there is a growing discussion over the development of educational content that will address the needs of this new reality. The present article describes concepts of the technological, communicational and educational categories in an integrated proposal for the definition of educational content for iDTV. An interdisciplinary team applies steps and resources of integration, having T-ViLO (Video interactive Learning Objects for Television) as a representation of the content developed. Results showed that the integration proposal led the professionals both to realize the integration among the elements in the T-ViLO production and to analyze this integration in the produced T-ViLO.