Showing papers on "Asynchronous learning published in 2016"

Online Education and Its Effective Practice: A Research Review.

Abstract: Using a qualitative content analysis approach, this study reviewed 47 published studies and research on online teaching and learning since 2008, primarily focusing on how theories, practices and assessments apply to the online learning environment. The purpose of this paper is to provide practical suggestions for those who are planning to develop online courses so that they can make informed decisions in the implementation process. Based on the findings, the authors argued that effective online instruction is dependent upon 1) well-designed course content, motivated interaction between the instructor and learners, well-prepared and fully-supported instructors; 2) creation of a sense of online learning community; and 3) rapid advancement of technology. In doing this, it is hoped that this will stimulate an on-going discussion of effective strategies that can enhance universities and faculty success in transitioning to teach online. Under current debates on the cost and quality of higher education, this study could help for the improvement of higher education and student enrollment and retention.

Students' LMS interaction patterns and their relationship with achievement

Abstract: The use of Learning Management Systems has grown exponentially in the last several years and has come to have a strong effect on the teaching-learning process, particularly in higher education. The present study intends to examine students' asynchronous learning processes via an Educational Data Mining approach using data extracted from the Moodle logs of students who were grouped according to similar behaviors regarding effort, time spent working, and procrastination. The behaviors were then matched with different levels of achievement.First, the different patterns of students' involvement in the learning process in a Learning Management System were clustered. Second, the different variables selected from the Moodle records were studied to see if they were equally suitable for the configuration of student clusters. Third, the relationships between those patterns to students' final marks were examined.After analyzing the log data gathered from a Moodle 2.0 course in which 140 undergraduate students were enrolled, four different patterns of learning with different final marks were found. Additional results showed that there are variables more related to achievement and more suitable to group the students on the basis of which the different groups were characterized, namely, two Task Oriented Groups (socially or individually focused) and two Non Task Oriented Groups (procrastinators or non-procrastinators). These results have implications in the design of interventions for improving students' learning processes and achievement in LMSs. This work tends to broaden the knowledge about the learning process in LMSs from an EDM approach.We examine students' interactions with Moodle and their relationship with achievement.We studied the different interaction patterns of students with the LMS in an authentic learning context.We identify the variables from the Moodle's records more suitable to difference de students.We find out patterns of learning related to different achievement.

Transforming Conventional Teaching Classroom to Learner-Centred Teaching Classroom Using Multimedia-mediated Learning Module

Abstract: There are higher education institutions in Malaysia which at the stage of transforming from teacher-centred teaching in the classroom to a more learner-centred teaching environment. The process has been slow due to lack of guidelines provided and teachers are lack of confidence. This research addresses the difficulties or challenges faced by the higher education institutions in such effort and also further investigate the impact of learner-centred teaching. A case study was conducted at INTI International University, Malaysia where it realized the limitations of conventional teaching and had taken initiatives to encourage lecturers to adopt a more learner-centred teaching approach. This research was found to be significant because there are many discussions which focused on various learning activities for student-centred learning but there is lack of focus given on the teachers, what teachers can do in order to achieve student-centred learning, especially for education institutions which are at the beginning stage of moving towards student-centred learning environment. With the assistance of technology, various learning tools or techniques were introduced and incorporated into teaching and learning process. This includes the online learning environment which supports synchronous and asynchronous learning. Besides that, multimedia technology can also be used in designing the learning module as it can gain better attention from students, increase learner motivation and improve retention rate. This research adopted Weimer’s Learner-Centred Teaching model which addresses key strategies to help education institutions to achieve such transformation in a more systematic approach by having clear guidelines for teachers. This study compared the conventional teaching with the multimedia learning and also the online learning in terms of their implications on learner understanding and learner motivation through the use of pre-test/ post-test, surveys and students’ comments.

Simulation-Based Mastery Learning Improves Medical Student Performance and Retention of Core Clinical Skills.

Abstract: IntroductionSimulation-based mastery learning (SBML) improves procedural skills among medical trainees. We employed an SBML method that includes an asynchronous knowledge acquisition portion and a hands-on skill acquisition portion with simulation to assess senior medical student performance and ret

The Effects of Instructor Control on Critical Thinking and Social Presence: Variations within Three Online Asynchronous Learning Environments.

Abstract: In a world in which online interactions are becoming the norm, an understanding of how three fundamental aspects of online learning (teaching presence, social presence and cognitive presence) interact is important. This paper will look at how these three presences interact with each other in an online forum. More specifically it will describe the effects of instructional design on learners’ levels of critical thinking and social presence. The research involved taking 900 learner posts from differing experimental conditions and analyzing those posts for social presence and critical thinking. The experimental conditions varied in three different ways in regards to the level of instructor control over the learning environment. The first learning environment had a low level of instructor control while the second and third had progressively high levels of instructor control over the learners’ contributions to the forum.

Teachers’ perceptions of the benefits of online instruction for students with special educational needs

Abstract: This article discusses the perceptions of ‘virtual’ teachers with regard to the benefits of online education for students with special educational needs. Surveys were distributed to teachers from one educational management company about their experiences of teaching in asynchronous (self-paced) virtual school classrooms. The survey responses revealed the following findings: online education has made it easier for students with limitations to access learning activities; improvements have been made in student academic performance; students have had success with asynchronous (self-paced) education; student motivation has increased; and more individualised support has been available. Even though these results focused on positive outcomes, some negative perceptions were also recorded. These included discrepancies related to cyber-bullying in asynchronous learning programmes, matters related to student accommodations, and problems associated with student use of online classroom resources.

Effectively Teaching Social Work Practice Online: Moving Beyond Can to How

Abstract: Schools of social work are increasingly developing online courses and programs. While the majority of research comparing online and face–to-face courses has found equivalent outcomes, skepticism still exists, particularly about the ability to teach practice courses effectively online. This study adds to the growing body of research within social work that specifically examines the comparative effectiveness of online and face-to-face practice courses. Using an anonymous survey, 23 face-to-face and 12 online students enrolled in two separate sections of social work generalist practice rated the quality of the learning environment, the extent to which the course objectives were met, and the effectiveness of the teaching strategies from the students’ perspective. In addition, scores on assignment rubrics and student course evaluations were also compared. Results indicate no significant differences in learning outcomes as measured by assignment rubric scores, student perceptions of the extent to which learning objectives were met, the quality of the learning environment, and the effectiveness of five of the six teaching strategies used. We recommend that research moves beyond determining if online practice courses are as effective as face-to-face courses, and instead focus on a closer examination of the factors responsible for teaching effectiveness .

Asynchronous learning: student utilization out of sync with their preference.

Abstract: Background : Asynchronous learning is gaining popularity. Data are limited regarding this learning method in medical students rotating in emergency medicine (EM). In EM, faculty time is limited to give in-person lectures. The authors sought to create an online curriculum that students could utilize as an additional learning modality. Objective : The goal was to evaluate effectiveness, participation, and preference for this mode of learning. Methods : We developed five online, narrated PowerPoint presentations. After orientation, access to the online curriculum was provided to the students, which they could review at their leisure. Results : One hundred and seven fourth-year medical students participated. They reported the curriculum to be of high quality. Pretest scores were similar for those that viewed all lectures – compliant group (CG) (9.5 [CI 4.8–14.1]) and those that did not view any – non-compliant group (NCG) (9.6 [CI 5.9–13.4]). There was no statistical significant difference in posttest scores between the groups although there was improvement overall: CG 14.6 (CI 6.9–22.1); NCG 11.4 (CI 5.7–17.1). A majority (69.2%) favored inclusion of asynchronous learning, but less than a quarter (22.4%) reported viewing all five modules and more than a third (36.4%) viewed none. Conclusion : Despite student-expressed preference for an online curriculum, they used the online resource less than expected. This should give pause to educators looking to convert core EM topics to an online format. However, when high-quality online lectures are utilized as a learning tool, this study demonstrates that they had neither a positive nor a negative impact on test scores. Keywords: medical education; asynchronous learning; online; medical student; clerkship; curriculum development; emergency medicine; clinical education (Published: 7 June 2016) Citation: Med Educ Online 2016, 21: 30587 - http://dx.doi.org/10.3402/meo.v21.30587

Developing asynchronous online interprofessional education.

Abstract: For many health programmes, developing interprofessional education (IPE) has been a challenge. Evidence on the best method for design and implementation of IPE has been slow to emerge, with little research on how to best incorporate IPE in the asynchronous online learning environment. This leaves online programmes with no clear guidance when embarking upon an initiative to integrate IPE into the curriculum. One tool that can be effective at guiding the incorporation of IPE across all learning platforms is the Interprofessional Education Collaborative (IPEC) competencies. A project was designed to integrate the nationally defined IPEC competencies throughout an asynchronous, online baccalaureate nursing completion programme. A programme-wide review led to targeted revision of course and unit-level objectives, learning experiences, and assessments based on the IPEC framework. As a result of this effort, the programme curriculum now provides interprofessional learning activities across all courses. This report provides a method for using the IPEC competencies to incorporate IPE within various asynchronous learning assessments, assuring students learn about, with, and from other professions.

Online Distance Learning and Music Training: Benefits, drawbacks and challenges

Abstract: This study examines online distance learning (ODL) as applied in music and music education programmes at different educational levels with a special focus on the digital tools employed in such programmes. It aims to provide an up-to-date snapshot of the current online courses focusing on the potential benefits and drawbacks of ODL from the perspectives of teachers involved in online music courses. The present article presents findings of questionnaire and interview qualitative data. Analysis demonstrates that there are variations among different programmes in their requirements of online communication and interaction based on the nature of a programme (synchronous vs. asynchronous learning). Finally, the article sets out some future challenges for music education specialists using information and communication technology and discusses the kinds of improvements needed in digital tools and virtual environments.

Student Perception of Online Learning in ESL Bilingual Teacher Preparation

Abstract: Current technologies are changing delivery options for post-graduate teacher education. Many practicing teachers who return to school to prepare to educate English learners choose distance learning. This article explores teachers' perceived satisfaction with the quality of online courses, with the collaborative tasks required in these, and the extent to which the teachers consider the online course format effectively prepares them to work with English learners. This study reports qualitative and quantitative finding from a questionnaire administered to teachers who completed graduate level courses in an online format. Data gathered strongly support online course delivery as a viable and appropriate format for post-graduate teacher preparation. Study findings are encouraging for the effectiveness of online course formats to prepare practicing teachers. Responses on the survey questionnaire completed by participants document their perception that online courses are as rigorous as F2F coursework given effective online delivery formats that include appropriate instructor availability, timely and positive feedback, and flexible course organization.

An effective learning and teaching model for programming languages

Abstract: Teaching and learning of programming languages is difficult as it involves the comprehension of theoretical background, practical usage of semantics and syntactic coding and algorithmic skills. Both teachers and students are unanimous about the programming fear of students, whereas programming skill is one of the core competences of computer science students. As a result, it is now a vital and an unavoidable issue to develop effective learning/teaching pedagogy for programming languages. Problem-based learning (PBL) is a well-established learning pedagogy where students engage themselves to self-learn, self-practice, and mainly focus on ill-structured problems. Traditional PBL is not fully suitable for the teaching and learning of programming languages to develop the required problem-solving skill. On the other hand, e-learning has been used in synchronous and asynchronous learning for the past few decades but not sufficient for developing programming skill. In this research, the authors have proposed a problem-based e-learning model which integrates traditional PBL with e-learning knowledge transfer. A problem model has also been proposed supporting structured, semistructured, and ill-structured problems. An architecture has been developed where a problem-bank is used to support the learning and teaching of multiple programming languages. An initial survey in the perspective of students has been performed to test the mannerism of the students about the model and found very positive result which accelerates further improvement of the system.

Creating Instructor Dashboards to Foster Collaborative Learning in On-Line Medical Problem-Based Learning Situations

Abstract: Problem-based learning (PBL) refers to a student-centered pedagogy in which students collaborate with each other to solve complex problems. There are many benefits to this approach, such as improving student problem-solving skills, developing group-work skills and motivation. However, it is built upon low student-teacher ratios, which places increased demands on instructors, making traditional forms of PBL costly to implement in large-enrolment courses). This suggests that it is important to find ways to extend expert facilitation to multiple groups. Based on this approach, we have implemented an online, asynchronous learning environment entitled HOWARD (Helping Others With Argumentation and Reasoning Dashboard) which aims to foster multiple small PBLs and boost their instructional capacity. Beyond supporting instructors to handle multiple groups at the same time, our computer-supported PBL environment can allow learners to connect across cultures and disciplines, enabling them to interact beyond boundaries of location, time and space.

The Relationship between Social Presence and Critical Thinking: Results from Learner Discourse in an Asynchronous Learning Environment.

Abstract: Understanding the relationship between social presence and critical thinking is useful for gaining insight into the interaction and discourse of learners online. Further study of how these two presences interact is important because research has shown a wide variety of relationships, both positive and negative, between social presence and critical thinking. The aim of this study is to investigate social presence and critical thinking using discourse analysis in the hope that it will deepen and broaden our understanding of the relationship between these important facets of learner discourse. Using quantitative analysis, an online forum used by students at a national university in Korea (n=219) was analyzed by taking 900 forum posts to determine the levels of social presence and critical thinking in each post. The relationships between social presence and critical thinking were analyzed and the results show that social presence and critical thinking have a negative correlation. This highlights the need for awareness of learner discourse, as an increase in social presence may lead to a decrease in critical thinking and vice versa. The likely cause of this is that learners tend not to change the discourse once the discourse within a particular context has been set.

A framework of utilizing background music in asynchronous learning

Abstract: The purpose of this research is to explore learners’ experiences in their learning while studying with background music in e-learning environment within a variety of academic fields. It aims to find a framework for learners who use background music in asynchronous learning environment. Various sources have been used for data collection such as semi-structured in-depth interviews, and open-ended questionnaire with 15 participants from diverse academic fields. Interpretive Phenomenological Analysis (IPA) was used for analyzing the data. IPA is an approach to psychological qualitative research with an idiographic focus that offers insights into how a given person, in a given context, makes sense of a given phenomenon. Conclusively, four main themes were categorized including activity, meaning, influential people, and research participant’s recommendation. Through axial coding and selective coding, three main factors have been discovered and identified, which are learner, social environment, and metacognitive process that assumed as the affecting factors around the recognized phenomenon. In conclusion this study developed a new framework for learners who are utilizing background music while studying in asynchronous learning environment as well as a definition of background music from the participant’s point of view. The definition of background music is any favorable audio elements rooted in learner’s culture and experiences and change their moods and emotions. The framework can be used to enhance learning through background music.

The Relationship between Online Classroom Incivility and Sense of Community of Online Undergraduate Students

Abstract: Incivility is not just bullying and physically threatening students. Uncivil behaviors include more mild forms of classroom disruption, including plagiarizing, posting terse responses, and continually asking for extensions for assignments. A student’s motivation for learning can be hampered, when subjected to incivility causing classroom disruptions. The purpose of this study is to explore the relationship between student incivility in the online learning environment, as scored by the Incivility in Online Learning Environments instrument, and the student’s sense of community, as measured by the Community Classroom scale. This quantitative study seeks to extend Tuckman’s model (1965) of the Theory of Group Development as it relates to incivility in asynchronous learning. A non-experimental correlational design is employed to examine the online student’s sense of learning and connectedness for online undergraduate students at a large private Christian university. The participants were undergraduate students taking an online course and the number of participants were 129. A Pearson’s Product-moment correlation was used to interpret the research results. Findings are examined and recommendations for future research will be made.

Modular continuing professional development for emergency physicians - the MNSHA masterclass programme.

Abstract: INTRODUCTION Emergency physician (EP) training in the Netherlands is currently a 3-year competency-based programme. Upon its completion, many Dutch EPs feel that they lack some of the skills and the knowledge necessary to be fully prepared for the challenges of emergency medicine. We perceived a need for new methods to deliver continuing professional development (CPD). METHODS A needs analysis survey was conducted to ascertain whether our perceived need for a new CPD programme was genuine. A new course was developed, incorporating innovative learning methods. The results of the needs analysis were incorporated into the programme. Another survey was held among participants of the first two editions of the programme. RESULTS, DISCUSSION AND CONCLUSION Modular CPD for Emergency Physicians (Dutch: MNSHA) is a modular programme that aims to deliver CPD to Dutch EPs. It combines innovative educational methods, such as asynchronous learning in a flipped classroom, with web-based mentoring. The aim is for participants to develop effective, individualized and sustainable methods to gain and maintain knowledge and skills as a part of their ongoing professional education. The participant survey showed encouraging results, strongly suggesting an improvement in confidence. A more robust study would be required to better assess the outcomes of our programme.

Development of an automatic control system employing CDIO standards and competence-based learning

Abstract: This paper addresses the experiences and results achieved by a controlled environment chamber development team, analyzed from the perspective of the CDIO initiative (Conceive, Design, Implement, Operate) and competency-based learning. The automation project was carried out within the framework of some Electrical and Electronic Engineering Faculty degree projects from the Universidad Pontificia Bolivariana. The ones who developed the solution faced several challenges in the development of their degree projects and this allowed assess how they confronted these challenges. It shows the connection between the proposed skills in different Electronic Engineering program courses and the consolidation through solving problems. The elements of the CDIO initiative were identified in the different development stages to find engineering problem solutions: Conceiving, Designing, Implementing and Operating. The analysis of the whole process can go beyond to simple exercise routine and it evidence the way in which engineering students have an asynchronous learning as they progress in achieving to the required solution. Also, this work can be framed within current proposals in Electrical and Electronic Engineering Faculty from the Universidad Pontificia Bolivariana located in Medellin-Colombia, which seeks to develop an educational and innovative environment that leverages each of the students' abilities to strengthen skills that help them carry out their projects.

Graduate Students' Readiness and Perceptions of the Pedagogical Application of Collaborative Video Logs.

Abstract: Group work projects are common components of graduate course curricula. Instructors often try to mitigate the benefits of group work projects for students while avoiding negative effects. Informal learning and participatory culture practices like video logs can enhance learning environments. Video logs that promote both informal learning and participatory culture practices have captured the interest of researchers as a popular way to disclose observations, reflections and thoughts about people’s lives and experiences. This study provides insight on how graduate students may respond to participation in a Collaborative Video Logs (CVL) in lieu of group work projects or asynchronous text-based discussion boards. A CVL is a series of videos created by a small group of students addressing a topic and engages students through asynchronous video conversation while promoting ownership, reflection, and academic and social outcomes. This study summarizes students’ past experiences and perceptions of group work projects, technological readiness, and affective responses to participating in a CVL as a course assignment.

Enhancing Student Participation and Course Outcomes in Online Graduate Courses

Abstract: INTRODUCTION In the traditional face-to-face settings, education is typically instructor-led while in online settings, the instructor becomes a facilitator of learning and education becomes learner-focused who play the central role in knowledge acquisition through participative, active learning (Rena & Pratt, 2007). As outcome-focused instruction has become prominent, it is helpful to provide templates and samples of assignments and projects along with their assessment rubrics to students so they would know what they are expected to produce and how their product will be evaluated by the instructor. These tools clarify instructor expectations and improve students' participation and outcomes. Rubric-based discussions are richer and more fulfilling for students than discussions without such rubrics. There is an old saying: "Tell me and I forget. Show me and I remember. Involve me and I understand." The Bloom's revised taxonomy extends it by adding: applying, analyzing, evaluating, and creating. A review of literature produces several theoretical models of teaching and learning that are relevant in settings that utilize text, sound, video, and 3D virtual worlds. These models provide a comprehensive theoretical background to enhance student engagement and course outcomes in online and traditional education. Purpose and Scope This study focuses on the online setting and methods for enhancing student learning and course outcomes. The authors discuss the use of numerous techniques, especially, templates and assessment rubrics, to facilitate students' learning and to improve course outcomes. The use of these techniques is discussed in specific MBA courses that were taught at a regional private university in the Northeastern United States. We provide several templates and rubrics that are utilized by our instructors and summarize students' reflective end-of-term assessment for such tools and techniques that improve course outcomes. A checklist for improving online instruction is also presented at the end. While this study focuses on online education, the concepts, tools, and techniques presented here should be equally relevant for the traditional classroom settings. LITERATURE REVIEW The literature on education and learning provides various theories, models, and perspectives. We present here significant taxonomies, frameworks, theories, and models that help us to understand the various stages of learning and the changing roles of instructors and students as online instruction became more prominent. Crumpacker (2001) indicated that distance education students desired access to learning unconstrained by time and place and instructors desired face-to-face interaction with students. The desires of these two entities could be fulfilled by collaborative, problem-based asynchronous course designs that optimally balanced structure and dialog. Asynchronous Learning Networks fulfilled students' desire for flexibility, while collaborative, problem-based designs met instructors' need for interaction. He noted that compared with traditional course delivery, such a "compromise" design delivered comparable quality of education and outcomes. The quality of distance education could be significantly related to instructor motivation, skills and pedagogical approach that was learner-centered, collaborative, and problem-based in an asynchronous setting. He also noted that faculty training and development was critical for success of distance education programs. Taxonomies of Objectives, Learning, and Assessing Bloom (1956) introduced his taxonomy of learning objectives in the cognitive (knowledge), affective (attitude), and psychomotor (motor skills) domains. The six levels of learning objectives in his cognitive domain are listed here from the lowest to the highest order: knowledge, comprehension, application, analysis, synthesis, and evaluation. Anderson et al. …

E – Learning Tools and Techniques

Abstract: E-learning comprises all forms of electronically supported learning and teaching, which are procedural in character and aim to effect the construction of knowledge with reference to individual experience, practice and knowledge of the learner. Information and communication systems, whether networked or not, serve as specific media to implement the learning process. E-learning is essentially the computer and network enabled transfer of skills and knowledge. E-learning applications and processes include synchronous(Web-based learning, computer-based learning, virtual classrooms) and asynchronous (digital collaboration) . Content is delivered via the Internet, intranet/extranet, audio or video tape, satellite TV, and CD-ROM. It can be self paced or instructor led and includes media in the form of text, image, animation, streaming video and audio.

The Future of Pediatric Simulation

Abstract: This chapter discusses how pediatric simulation should evolve in the future to best address the needs of pediatric patients and their families. The chapter specifically highlights several key areas that offer opportunity for the future: (1) optimizing simulation resources within and between programs to enhance productivity, (2) integration of simulation into clinical governance, family-centered care, and assessment of healthcare professionals, (3) innovation in the forms of asynchronous learning, improved education management systems, distance learning, and improving the safety of clinical environments, (4) investigating pertinent clinical questions using simulation as a research tool, and (5) inspiring the future generation of simulation leaders by establishing a vision of how simulation can be used as a tool to enhance education, research, and patient safety.

Automated Feedback as a Convergence Tool

Abstract: 1. INTRODUCTION Increasing innovation and technological advancement with respect to training and learning technologies are creating new pressures for information systems instructors to effectively deliver quality technical material. As a wide variety of options for education delivery have emerged, including web-based training, and multimedia options including video-conferencing, web-based tutorials like Kahn Academy, and MOOCs, evaluating the efficacy of each option and its appropriateness relative to the purpose of the training is increasingly important. Media synchronicity theory (MST) suggests that certain media capabilities may be more or less appropriate given the primary communication task (Dennis, Fuller, and Valacich, 2008). This research evaluates two content delivery options to determine whether an asynchronous experience can achieve the same efficacy as a traditional face-to-face (F2F) lecture format. With this study, we address the following research question: Can we design an asynchronous medium to provide media synchronicity and achieve similar learning outcomes as synchronous F2F instruction? We examine a traditional F2F format, an asynchronous tutorial, and the combination of the two on the level of learning achieved by the recipients of the training. We derived the research design using MST (Dennis, Fuller, and Valacich, 2008). We collected data from three different student samples receiving training on PHP scripting. Students completed a pretest as well as a posttest after receiving one or more of the treatments. This method allowed us to examine the relative impact of each delivery mode separately, together, and in different orders. 2. PREPARATION OF MANUSCRIPTS Media synchronicity theory (MST) identifies two fundamental communication processes. The first is conveyance, which is the transfer of information from one person to another. The second process is convergence, which is when two or more people agree on the same meaning for information. In order to perform conveyance or convergence, an individual must engage in two individual processes: information transmission (preparing information for transmission, transmitting it through a medium, and receiving information from a medium) and information processing (understanding the meaning of information and integrating it into a mental model). (Dennis, Fuller, and Valacich, 2008, p. 576) Conveyance and convergence have different requirements for both transmission and processing of information. One of the significant differences between the two is that conveyance requires information processing by an individual, but convergence requires information processing by more than one person to arrive at a shared meaning. Convergence assumes that the individuals involved have already transmitted some information. Conveyance requires that the individual receive the new information and process it. That is, the individual will need to analyze the new information and adjust their existing mental models to accommodate the information. This can be a time-consuming activity depending on the novelty of the conveyed information. "Convergence processes are the discussion of preprocessed information about each individual's interpretation of a situation, not the raw information itself" (Dennis, Fuller, and Valacich, 2008, p. 580). Two or more individuals are attempting to achieve a common understanding. Convergence, therefore, requires back-and-forth communication among the group of often small amounts of (individually pre-processed) information. Synchronicity in MST refers to the communicators "exhibiting] a shared pattern of coordinated synchronous behavior with a common focus" (Dennis, Fuller, and Valacich, 2008, p. 581). Synchronicity is the result of the coordinated work of the communicators, not whether the medium is used at the same time. In this paper, when referring to whether a medium is used at the same time, or not at the same time by the sender and receiver(s), we use the terms synchronous, or asynchronous, respectively. …

Integrating Case Studies in an Online Asynchronous Learning Environment: An Empirical Study to Evaluate the Effect on Community College Student Learning Outcomes and Engagement when Case Studies are Presented Using Virtual Reality

Abstract: This paper presents the results of an empirical study that evaluated the learning outcomes and student engagement when case studies are presented using virtual reality integrated into an online asynchronous learning environment developed using the Open edX codebase. Virtual reality systems are becoming more frequently used in educational settings primarily because of their ability to provide visualization and interaction within an environment that closely resembles a real-world setting. Both text-based and VR-based case studies were integrated into an online course on workplace safety. The online courses consisted of multiple short video-based lectures with assessments after each. Using a between-subjects experimental design, 109 community college students were randomly assigned to one of two conditions: (1) an online course with integrated case studies presented as text and images; (2) an online course with integrated case studies presented as virtual reality content. This latter condition presented the participants with a virtual manufacturing environment, asking them to navigate through it and determine the set of actions needing to be performed when encountering a potential safety infraction. Students were given both preand post-tests to measure objective learning outcomes in addition to surveys for evaluating engagement and perceived learning outcomes. Statistically significant differences were found for engagement level and perceived learning outcomes. Thus, the results of this study suggest that presenting case studies using a virtual reality-based system can enhance these two educational priorities.

Использование блога учебной группы в обучении иностранному языку

Abstract: The role of ICT-technologies in the modern world, the relevance of the usage of ICT-technologies in education is studied. The conception of “blog”, blog classifications and different ways of their usage in the learning process are revealed based on an analysis of the academic literature. Using blogs in education becomes possible due to such features as convenience, universality, accessibility, authorship, archiving. It is noted that the advantages of using a group blog in foreign language teaching and selects its didactic features. The group blog is a common space for a group of pupils and their teacher where they can discuss the subject topics that they are interested in. Such blog unites a team, group pupils become equal members of the team. Unlike a tutor blog, learners maintain a group blog, write posts and comment other posts, create surveys. In other words, they express autonomy and independence. It is the perfect way for developing writing skills and critical thinking skills. It is offered to include the following didactic features: the realization of a cooperation principle and principle of equality, the formation of pupils’ independence and autonomy, the building loose teaching, asynchronous learning within the group blog. Each of these features is described.

A Triangulated Appraisal of How Hybrid Activities Develop Students’ Negotiating Self-Confidence

Abstract: Postsecondary education has traditionally been synchronous, emphasizing content and theory. Over the past several decades, however, universities have gradually switched their focus to asynchronous learning in which students use various online-based technical resources such as Blackboard, Google Docs, Skype, Facebook, and YouTube, etc. As part of this movement, universities have also created hybrid courses which feature elements of both synchronous and asynchronous learning activities. In this chapter, we analyze the development of students’ negotiation skills in an undergraduate business course by asking them to what extent the online and real life negotiating assignments in the course contributed to their self-perceived negotiating confidence. In both the online practice and real-life negotiations, students used a structured assignment guideline including elements such as strategy choice, preparation, opening tactics, tactics used during negotiations, making concessions, closing tactics, ethical considerations, and future applications. In addition to the quantitative data, qualitative data was assessed through the participants’ expressions of self-confidence in their writings.

E-Learning Strategy in Higher Educational Institutions in India

Abstract: In this study we examined the E-Learning strategies in rural higher educational Institutions. There are 480 students’ chosen from higher education (engineering colleges and Arts and Science colleges). This research identifies the managing E-Learning strategy among the higher educational institutions. The research adopted Stratified random sampling’ It is a probabilistic sampling option. Factor analysis was used to extract the data and One Way ANOVA is used for analysis. It focuses on Synchronous learning and Asynchronous learning practices among the students’ of higher educational institutions. The outcome shows the present e-learning services provided by the rural higher education.