Papers in Current Issue

Sage on the Stage in the Digital Age: The Role of Online Lecture in Distance Learning, pp1-14 Q B. Chung Villanova University, Pennsylvania, USA Abstract: The Internet can be a useful tool that can enhance interactivity in classes. Accordingly, offering distance learning courses using the Web, especially in the asynchronous mode for the additional flexibility of time, is becoming an established practice in higher education. Web-based distance learning comes with numerous benefits, but not without worries for potentials deficiencies. One such deficiency in the current distance learning framework is the lack of lecture, the most relied-upon and proven means of instruction in the traditional classroom settings. This paper raises an issue of the lack of lectures in Web-based distance learning, and proposes that streaming video take the role of online lecture in that setting. Described in this paper are the rationale to put the lecture back into e-learning in higher education, two case studies in which the steps were taken to implement the proposed method, and the feedback from the students who took such courses in the undergraduate business curriculum and the MBA program. Keywords: Web-based education, Asynchronous learning, e-Learning in Higher Education, Sage on the Stage, Guide on the Side, Online Lecture
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Project Learning and Virtual Collaboration - A Master Program in ICT and Learning Bo Fibiger¹, Janni Nielsen², Elsebeth Korsgaaard Sorensen³, Marianne Riis³, Lone Dirckinck-Holmfeld³, Oluf Danielsen⁴, Birgitte Holm Sørensen⁵ ¹Aarhus University, Denmark²Copenhagen Business School, Denmark ³Aalborg University, Denmark⁴Roskilde University, Denmark⁵The Danish University of Education, Denmark Abstract: This paper will introduce a master program in ICT and Learning (MIL) and present some of the experiences we have gained so far. MIL is a result of a collaborative initiative taken by five Danish universities, and it is an accredited part-time 2-year master program. It is unique in the sense that it builds on the pedagogical framework of project pedagogy and is based on online collaboration. The paper will describe MIL, the universities involved, the administrative organization, and the profile of the students. We will discuss the pedagogical framework and the project collaboration in relation to the modularity and flexibility that characterize the study and allow admission of part-time students, full-time students and students who only sign up for one accredited module. The methodology will be illustrated through empirical snapshots from selected modules in the start-up phase, and the focus will be directed towards problems experienced by the students. From an analytical perspective, the paper will identify and discuss fundamental problems related to the organization, flexibility, and implementation of project pedagogy online. MIL is organized around ICT and Learning and the study theme focuses on ICT and Learning. In addition, MIL provides a learning space where practice is under constant negotiation and reconstruction as an inherent, integrated part of the learning process. Consequently, we argue that MIL may be seen as an example of best practice in blended learning. Keywords: Virtual learning, mixed mode, project pedagogy, student profile, methodology.
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Suitability of a Virtual Learning Environment for Higher Education Marileena Koskela, Piia Kiltti, Inka Vilpola and Janne Tervonen Tampere University of Technology, Finland Abstract: The number of virtual learning environments (VLEs) is increasing. Already a few case studies claim that VLEs are more effective as a learning method than traditional lecturing. Many of these case studies are in the area of information and communication technology (ICT). Therefore, the good learning results are not surprising. The aim of this paper is to examine the suitability of a VLE for higher education by comparing learning with a VLE and learning in a traditional lecture on an occupational safety engineering course. We will compare the learning results and the students’ opinions of their learning process. The results show that the VLE students outperformed the lecture students. On the basis of these results and previous case studies, the VLE is suitable for higher education. Nevertheless VLEs should be used with caution in higher education. They should add extra value to a course. One possible value would be to use the VLE self-study method to evaluate one’s learning before a final exam. Keywords: virtual learning environment, occupational safety engineering, higher education, comparison of learning
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IT Support of Competence Based Learning in Groups in a Distance Learning Environment Harry H. Martin and Eric H. Willems Open Universiteit Nederland, Heerlen, The Netherlands Abstract: In this paper the design of a workflow support tool for competence based distance learning in a group setting is discussed. The design is based on a stakeholder analysis and crash-tested in an actual course setting. Preliminary findings suggest that some well-known problems have been solved, but further more in depth research is needed to assess the quality of the design with respect to more subtle issues. Keywords: Competence based learning, group setting, workflow support, group management.
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Using Data Mining for e-Learning Decision Making David Monk E-learning Services, University of Glamorgan Abstract: The initial investigation aimed to examine the paths learners followed when offered the course in a custom virtual learning environment (VLE) which is structured by tasks, course materials and learning resources. However, it quickly became clear that students were spending little time with the course materials online and the time spent with each page was usually less than 20 seconds. Consequently a better understanding of how learners accessed the electronic course materials was needed to evaluate the effectiveness of developing and delivering courses in this way. By combining data on the activity with content with user profiles it was possible to examine alternate information perspectives and reveal patterns in large volume data sets. Mining data in this way provides ways to learn about learners in order to make effective decisions regarding teaching methods, delivery models and infrastructure investment.
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Teaching Scientific/Academic Writing in the Digital Age Arna Peretz Ben-Gurion University of the Negev, Beer-Sheva, Israel Abstract: This paper describes a graduate-level scientific/academic writing course for non-native speakers (NNS) of English at Ben-Gurion University of the Negev (BGU), Israel, which is taught in a technology-enhanced or blended learning environment. The use and integration of electronic discourses, such as email and Powerpoint, on-screen marking techniques, and submission of written assignments and writing consultancies by email, and asynchronous online discussion forums are described. Features of the HighLearn course-supporting WEB site, which enable the integration of discussion forums into the writing course, are explained. Results of teacher-initiated student evaluations and advantages and dilemmas of teaching scientific/academic writing in the digital age are discussed. The paper concludes with recommendations for future research and suggestions for the further integration of ICT in the scientific/academic writing course. Keywords: scientific/academic writing; technology-enhanced learning; CMC/ICT; e-learning; asynchronous discussion forums; EFL
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