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Journal Issue
Volume 7 Issue 3, Special ICEL 2009 Issue / Dec 2009  pp191‑316

Editor: Florin Salajan, Avi Hyman

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Investigating a Nigerian XXL‑Cohort Wiki‑Learning Experience: Observation, Feedback and Reflection  pp191‑202

Peter Aborisade

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Weblogs in Higher Education — why do Students (not) Blog?  pp203‑214

Monika Andergassen, Reinhold Behringer, Janet Finlay, Andrea Gorra, David Moore

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GEARS a 3D Virtual Learning Environment and Virtual Social and Educational World Used in Online Secondary Schools  pp215‑224

Jonathan Barkand, Joseph Kush

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Moving From Analogue to High Definition e‑Tools to Support Empowering Social Learning Approaches  pp225‑238

Paula Charbonneau-Gowdyand, Ivana Cechova

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Efficacy of Teaching Clinical Clerks and Residents how to Fill out the Form 1 of the Mental Health Act Using an e‑Learning Module  pp239‑246

Sarah Garside, Anthony Levinson, Sophie Kuziora, Michael Bay, Geoffrey

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Blended Learning in the Visual Communications Classroom: Student Reflections on a Multimedia Course  pp247‑256

Jennifer George-Palilonis, Vincent Filak

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Podcasting to Support Students Using a Business Simulation  pp257‑264

Andrea Gorra, Janet Finlay

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e‑Modeling — Helping Learners to Develop Sound e‑Learning Behaviours  pp265‑272

Susan Greener

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Measuring the Effectiveness of Educational Technology: what are we Attempting to Measure?  pp273‑280

Jodie Jenkinson

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Eating Your Lectures and Having Them too: is Online Lecture Availability Especially Helpful in "Skills‑Based" Courses?  pp281‑288

Steve Joordens, Ada Le, Raymond Grinnell, Sophie Chrysostomou

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Abstract

At the University of Toronto at Scarborough, we provide enhanced flexibility to our students using a blended learning approach (i.e., the webOption) whereby classes are videotaped as they are offered in a traditional manner, then posted online for subsequent student access. Students can attend lectures live, watch them online at their convenience, or both. Previous research examining the webOption in the context of Introductory Psychology revealed that (a) students were satisfied with the webOption in general, (b) students used and appreciated the pause and seek features afforded by the webOption interface, and (c) those who used the pause and seek features performed slightly better on exams (Bassili & Joordens, 2008). The current research examines similar issues in the context of two mathematics courses. These courses differ from the lecture‑based Introductory Psychology class in their emphasis on the teaching of mathematical proofs; cognitive skills that, like any other skill, are enhanced with practice (Schneider & Shiffrin, 1977). Access to online lectures allows students to re‑experience the professor as they teach these skills. Given this, the webOption might be especially potent in these learning contexts. Surprisingly, the results we report here do not confirm that prediction. Students do use and appreciate the features of the webOption as was the case in our previous work, but those students who augmented their class attendance with online viewing, and those who used the lecture‑ control features the most, were actually the students who performed most poorly. Said another way, those students who had the most trouble with the course did indeed use the webOption as a way of understanding the material better but, interestingly, doing so did not result in better performance. Several possible reasons for this surprising result are considered. 

 

Keywords: online lectures, webOption, calculus, performance, surface versus deep learning

 

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When Knowing More Means Knowing Less: Understanding the Impact of Computer Experience on e‑Learning and e‑Learning Outcomes  pp289‑300

Lena Paulo Kushnir

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A Novel Interactive Online Module in a Traditional Curriculum through a Blended Learning Approach  pp301‑308

Leslie Laing Gibbard, Florin Salajan

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Development of the Novel e‑Learning System, "SPES NOVA" (Scalable Personality‑Adapted Education System with Networking of Views and Activities)  pp309‑316

Ken Takeuchi, Manabu Murakami, Atsushi Kato, Ryuichi Akiyama, Hirotaka Honda, Hajime Nozawa, Ki-ichiro Sato

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