Showing papers in "Journal on Educational Technology in 1999"

A Study of Variables that Predict Dropout from Distance Education.

Abstract: A need exists for research to determine predictors of dropout from distance education since attrition rates in distance education far exceed attrition rates in classes taught in a traditional format. This problem is of particular importance because governmental funding to institutions of higher education is often based on attendance. Ninety-four students from three community college courses were the sample for this study. In addition to completing the human subjects paperwork, the students completed two instruments: The Rotter's Internal-External Locus of Control Scale and A Student Information Sheet. A correlation and discriminant analysis were performed to identify predictors of dropout. It was determined that locus of control and source of financial assistance, and in particular self-pay, were able to predict dropout with nearly 85 percent accuracy. The results of this study are important as counselors and faculty now have a basis on which to advise students either into traditional or distance formatted courses for best possible completion.

Teachers' Beliefs about Using Educational Technology in the Science Classroom.

Abstract: Current science education reform documents include educational technology as a key idea in school science programs. Teachers' beliefs about curriculum and instruction may play an important role in the implementation of reforms. In this study, we sought to examine the influence of K-12 teachers' beliefs on their intent to use educational technology in their classrooms. The Theory of Planned Behavior was used to examine the influences of K-12 teachers' attitudes, subjective norm (social support), and perceived behavioral control (external influences). Specific suggestions for addressing teachers' beliefs about using educational technology and staff development ideas are offered.

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.

Literacy Development in Network-Based Classrooms: Innovation and Realizations

Abstract: Electronic communication networks are in wide use for college-level language and writing instruction and are being adopted for use in elementary and secondary school classes. Teachers use network-based approaches to literacy instruction to support authentic reading and writing, collaboration, student-centered learning, writing across the curriculum, and the creation of classroom writing communities. A case study of network-based college classrooms identified great diversity in the ways these goals were realized. Nevertheless, common factors shaped all of the implementations: institutional goals, practices, and gateposts; theories, personalities, and established practices of teachers; student characteristics and expectations; features of the technology; and available resources. These factors suggest that like any innovation, the introduction of computer technology to promote interaction and learning in educational settings is a complex process that cannot be divorced from the users or the setting. This complexity needs to be understood so that perceptions of and expectations regarding the value of the innovation are neither idealized nor superficial.

The Edelweiss project

Abstract: Edelweiss and 'a research institute ITD-CNR in Genoa that aims to explore the potential' of computing and communication in support of the hospital school.

Information technology and teacher training support

Abstract: I always thought that teacher support is a "job" very difficult and very special. Over the years I often witnessed at first hand the variety 'and the vastness' of the problems these teachers face.

SIDE-VIEW: An interactive web environment to support group collaborative learning.

Abstract: Background/Context Computer-mediated communication has the potential to augment collaborative learning by bringing students together via the Internet with learning peers from around the world. Geographical distance between students brings different social and cultural backgrounds to the learning situation, while different subject disciplines and experiences of the study area can further widen the learning experience. However, merely providing students with the technology for computer-mediated interaction is not sufficient. This project aims to provide a socio-technical system to support collaborative group learning among higher education students, with special attention to the social psychological processes involved in collaborative work. A social psychological model of group behaviour in the computer medium (SIDE: e.g., Postmes, Spears & Lea, 1998) drives the design of the prototype collaborative web environment. The SIDE model, which is based on social identity theory, argues that the self is comprised of a range of self-categories including personal identities and social identities. These different identities, which are made more or less salient depending on the social context, influence the communication and behavior of the individual to act in terms of the norms and standards associated with the salient identities. Consequently, the SIDE model does not rely necessarily on the online communication of informational cues between self and others to explain social perceptions and norms, and gives greater emphasis than alternative approaches to specific features of the communication context to predict and explain group behaviour.

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.

Quality assessment in online education

Abstract: L'articolo propone una metodologia di valutazione dei processi d'apprendimento collaborativo in rete basata su un approccio olistico, che prende cioe' in considerazione un ampio spettro di caratteristiche connotative della qualita'.

Telematics and distance learning

Abstract: Review of a publication on telematics to support the processes of distance education: "Telematics and distance learning"