Construction of e-learning platform

With the rapid development of information technology, the knowledge increases by the way of explosion, and the rapid updating of knowledge challenges the traditional education so as to appeal people to change the learning concepts and the learning methods, lnternet, with its abundant resources, advanced technology and convenient way to obtain information, is favored by people. E-learning, as an innovative way of distance learning, provides a strong challenge to traditional learning with its unique advantage, will become lifelong learning as a major way. In this paper, the basic framework of e-learning platform has been built on the basis of development situation of domestic and foreign network education, and the different functions of the modules are analyzed, then the ideas to adapt to the new form of e-learning platform are put forward.     

Students’ expectations of,and experiences in e-learning: Their relation to learning achievements and course satisfaction

Within only a few years, the use of e-learning has increased rapidly in Austria. In certain subjects, up to 60% of university students report using e-learning platforms at least ‘sometimes’ or ‘frequently’ (Unger & Wroblewski, 2006). Yet, which aspects of e-learning do students consider important for their learning achievements and course satisfaction? This question was addressed by surveying 2196 students from 29 universities in Austria about their expectations of, and experiences in e-learning. Multiple regression analyses using Mplus 4.21 were carried out to investigate how different facets of students’ expectations and experiences are related to perceived learning achievements and course satisfaction.     

Computer-supported collaborative learning with digital video cases in teacher education: The impact of teaching experience on knowledge convergence

Case-based learning is ascribed high potential with respect to the education of pre-service teachers as well as the further education of experienced in-service teachers, as it can provide opportunities for the application of professional knowledge to authentic classroom situations. In addition to the application and acquisition of knowledge, the aspect of knowledge convergence (i.e., increasing similarity of collaborative learners with respect to their knowledge) should be taken into account when homogeneous benefits are desired for all participants of a case-based training. A field study with 29 pre-service teachers and 24 in-service teachers from adult education was conducted to examine effects of different levels of teaching experience on knowledge application, knowledge acquisition, and knowledge convergence in a computer-supported collaborative case-based learning environment. An innovative approach to measuring knowledge convergence was introduced, using the positions of annotations (i.e., flags placed on the timeline of the case video) made by learners during their case analyses as an indicator of their shared focus of attention. This measure was found to positively correlate with the application and acquisition of professional knowledge. Teaching experience affected both processes and outcomes of case-based learning, suggesting different means of instructional support for pre-service and in-service teachers.     

Students’ experiences with collaborative learning in asynchronous Computer-Supported Collaborative Learning environments

This paper describes an explorative study carried out to gain response from distance students on their experiences with collaborative learning in asynchronous computer supported collaborative learning (CSCL) environments. In addition, this study also attempts to have a good grip of crucial aspects concerning collaborative learning. The study was undertaken among distance learners from the Open University of the Netherlands who were working in groups of 4–11 persons. During and after the course students’ experiences with collaborative learning were measured and after the course also students’ satisfaction with collaborative learning was assessed. The finding revealed that distance learners appreciate the opportunities to work collaboratively. They show positive experiences and are quite satisfied with collaborative learning. This study also sought to explore individuals as well as course characteristics that influenced aspects of collaborative learning, and to search aspects of collaborative learning that influenced students’ satisfaction. The findings suggested that a group product influences group process regulation and group cohesion influences students’ satisfaction with collaborative learning.     

Collaboration factors,teamwork satisfaction,and student attitudes toward online collaborative learning

This study examined online courses with collaborative learning components from 197 graduate students across three consecutive academic years. A student attitude survey containing 20 items and a student teamwork satisfaction scale containing 10 items on a 5-point Likert-type scale with three open-ended questions regarding their online collaborating experiences were collected during the final week of each semester. Results revealed that the three extracted online collaboration factors (Team Dynamics, Team Acquaintance, and Instructor Support) from the student attitude survey had moderate to high degrees of correlation with teamwork satisfaction. Results also revealed that the three collaboration factors accounted for 53% of the variance in online teamwork satisfaction. In addition, results from both surveys and open-ended questions revealed students favored working collaboratively in an online environment.     

The effects of trust and constructive controversy on student achievement and attitude in online cooperative learning environments

This study investigated the effects of trust and constructive controversy on student achievement and attitude in online cooperative learning environments. Students in one university course were randomly assigned to one of the two treatment groups after they took part in a common initial workshop on general cooperative learning skills. The “trust” and the “constructive controversy” groups received subsequent associated skills training. The overall results indicated that after each group received the treatment during online cooperative group activities, the “trust” groups had significantly higher achievement than the “constructive controversy” groups. In addition, the “trust” groups had significantly more positive attitudes toward online cooperative learning than the “constructive controversy” groups. Specifically, using “trust” building strategies was significantly more effective than using “constructive controversy” strategies for improving the ‘openness and sharing’ and ‘acceptance and support’ components of student attitudes in online cooperative learning environments.     

协作式教学模式在计算机基础课程的应用

协作式教学模式是给定教学目标,由学生相互协作、互动互利,提高教学效果的教学模式。在计算机基础课程教学过程中,针对学生学习积极性不高,专业适应性不强的问题,通过合理设定与学生专业相关的,符合课程教学目标的讨论主题,以充分调动学生的学习积极性,帮助学生自我表达,相互协作,共同完成任务。利用Wiki教学平台,设定两种分组模式,查看学生的学习效果。经统计,七成学生认可在计算机基础课程中采用协作式教学模式。     

The influence of student characteristics on the use of adaptive e-learning material

Adaptive e-learning materials can help teachers to educate heterogeneous student groups. This study provides empirical data about the way academic students differ in their learning when using adaptive e-learning materials. Ninety-four students participated in the study. We determined characteristics in a heterogeneous student group by collecting demographic data and measuring motivation and prior knowledge. We also measured the learning paths students followed and learning strategies they used when working with adaptive e-learning material in a molecular biology course. We then combined these data to study if and how student characteristics relate to the learning paths and strategies they used. We observed that students did follow different learning paths. Gender did not have an effect, but (mainly Dutch) BSc students differed from (international) MSc students in the intrinsic motivation they had and the learning paths and strategies they followed when using the adaptive e-learning material.     

Supporting collaborative learning in engineering design

In team-based project courses, collaborative learning is the dominant learning mode. Collaborative learning has been shown to increase individual learning through co-construction and personal reflection. Rapid adoption of web-based communication and mobile computing by students provide opportunities to take advantage of computer-supported collaboration for engineering education. We present preliminary findings on a computer environment, the Kiva Web, that supports the activities of group collaboration for interdisciplinary engineering design teams. We have employed methods from human–computer interaction (HCI) to iterate on the design in the context of use. In this paper, we discuss the evolution of the Kiva Web and the implications for both student design teams and professional design teams.     

A study of student satisfaction in a blended e-learning system environment

This study proposes a research model that examines the determinants of student learning satisfaction in a blended e-learning system (BELS) environment, based on social cognitive theory. The research model is tested using a questionnaire survey of 212 participants. Confirmatory factor analysis (CFA) was performed to test the reliability and validity of the measurements. The partial least squares (PLS) method was used to validate the measurement and hypotheses. The empirical findings indicate that computer self-efficacy, performance expectations, system functionality, content feature, interaction, and learning climate are the primary determinants of student learning satisfaction with BELS. The results also show that learning climate and performance expectations significantly affect learning satisfaction. Computer self-efficacy, system functionality, content feature and interaction significantly affect performance expectations. Interaction has a significant effect on learning climate. The findings provide insight into those factors that are likely significant antecedents for planning and implementing a blended e-learning system to enhance student learning satisfaction.     

Educating online student teachers to master professional digital competence: The TPACK-framework goes online

In this article we study how online teacher education programmes may enhance innovative ways of teaching and learning with Information and Communication Technology (ICT). We explore how online teachers are practising professional digital competence, in general and within subject areas, and to what extent they encourage student teachers to develop their own professional digital competence. Based on online teacher education programmes at two distinct higher education institutions (HEIs), we applied mixed method design including quantitative and qualitative approaches to illuminate the aims and the scope. Our study revealed that even if online teacher education programmes represent good avenues for stimulating teachers and student teachers to develop digital competence for pedagogical purposes, this aspect is poorly integrated within the actual programmes, although some interesting examples were demonstrated. By looking at the origins of the discourses on online education and on digital competence, we found that they derive from different stakeholders: while the discourse on online education originated from the management side at both HEIs, the discourse on digital competence derived from certain teaching staff at the two HEIs. Our study indicated that there is still some way to go to innovative solutions and to develop the potential of professional digital competence in online teacher education programmes.     

The effects of integrating technology,observation and writing into a teacher education method course

The purpose of this study was to integrate asynchronous learning technology with teaching strategies on observation and writing into a teacher education method course. The research questions were to explore the effects of the innovative teaching method and to compare it with the traditional teaching method. There were 134 preservice teachers involved in this study. This study used a mixed method design, incorporating both quantitative and qualitative techniques. The main data included questionnaires, observation reports, and on-line information. According to the findings, there were significant differences in the “teaching and learning interaction” and “application of technology and theories” (F = 9.728, P < 0.01, and F = 16.88, P < 0.001, respectively.), but there were no significant differences in the other aspects. The results also showed the experimental teaching method combined the effect of both traditional classroom and online teaching, and reinforced the integration of teaching theories and practices. The preservice teachers reflected that they had learned how to integrate technologies with teaching through the learning environment of the asynchronous learning network and teaching observation. The interactive teaching and learning of this study could supplement the any existing deficiencies in traditional teaching. Therefore, the experimental teaching method is not only a way to construct knowledge, theories and experiences of teaching, but also a good strategy to promote the utilization of instructional technology within teaching for preservice teachers. The limitations in the asynchronous learning technology and the difficulties associated with the preservice teachers’ learning processes were also discussed.     

Discussing teaching videocases online: Perspectives of preservice and inservice EFL teachers in Taiwan

This study investigated the application of an online videocase discussion community into fostering preservice and inservice EFL (English as a foreign language) teachers’ professional development in Taiwan. This investigation further revealed the nature and development of discussion discourse and the participating teachers’ perceptions of this online learning experience. Also included were potential concerns or difficulties encountered by these community members. There were 21 preservice teachers, 7 secondary school teachers, and 4 university teachers involved in this study. Multiple data collection methods included teaching videos, online discussion messages, interviews, reflection journals, and an open-ended questionnaire. The findings showed that the preservice and inservice teachers appeared to respectively play different roles in discussing teaching videocases online. Yet, what they noticed in the teaching events shifted from diverse to similar focuses after engaging in online videocase discussion for almost one year. These teachers further perceived professional learning opportunities in this community, albeit several issues might hinder some of them from joining the discussion frequently. Pedagogical implications and research suggestions are offered for teacher educators and researchers to further codify and document teacher professional development in various online videocase discussion contexts.     

Assistance and possibilities: Analysis of learning-related factors affecting the online learning satisfaction of underprivileged students

Online learning is used for different purposes such as the actualization of equal opportunity in education or excellence in education. In Korea, nationwide online learning has been launched since 2005 to boost the self-directed learning capabilities and academic achievement of underprivileged students. The purpose of this study was to examine factors affecting the online learning satisfaction of underprivileged students. The subjects in this study were 1043 students and 915 underprivileged students. The underprivileged students were found to be more satisfied with online learning than the students, and the students who were under the guidance of their online homeroom teachers (hereinafter called the students of class type) expressed better satisfaction than the others who studied on their own (hereinafter called the students of self-study type). And the learning support function (F3) was identified as the variable that exerted the largest influence on the satisfaction level of the underprivileged students. This study was significant in that it attempted to suggest what kind of assistance should be provided to raise the online learning satisfaction of underprivileged students and to set up learning assistance models geared toward underprivileged students by covering diverse relevant elements without leaning toward any particular one.     

OLES: an instrument for refining the design of e-learning environments

Abstract Designing and implementing effective e-learning is a complex process, which involves many factors. Lecturers need to constantly consider, evaluate and adjust these factors to provide effective e-learning environments for students. In this paper, we report on the design and development of the Online Learning Environment Survey (OLES), an instrument which can be used to gather and represent data on students' 'actual' (experienced) and 'preferred' (ideal) learning environments. We describe the use of this instrument in blended learning environments with university classes, illustrating how OLES can be used by educators striving for good practice in the design of effective online learning environments.     

Prototyping a collaborative learning tool for nurses

Abstract  A Nurse Collaborative Learning (Nurse Co-Learn) tool was designed and developed to help the Department of Nursing to introduce Information Technology to undergraduate nursing students. The MUCH (Many Using and Creating Hypermedia) system was used as the basis for this tool. The Nurse Co-Learn tool supported coordination between clinic personnel. Students were required to take on a role in the clinic, and to perform the relevant tasks for that role. Through participating in this role-playing game students learned word processing, database and spreadsheet skills, whilst performing authentic tasks. Three prototypes were developed and trialled; this paper highlights the features of the prototypes and the responses of the users.     

The role of experience and innovation characteristics in the adoption and continued use of e-learning websites

With the advent of e-learning technologies in the past decade, the accessibility of training, teaching, and learning has drastically increased. The challenge for the education enterprise now is how to attract learners to their e-learning services. In this study, a technology adoption model is developed to predict the users’ intention of adoption and their continued use behavior. The results show significant evidence in support of the hypothesis. The findings indicate that perceptions of relative advantage and compatibility are significantly related to users’ intention to use e-learning. Also, the intention is significantly related to their actual use of e-learning. Furthermore, the technology adoption of learners with prior e-learning experience is different from those without prior e-learning experience. These findings may contribute to deeper understanding of e-learning users’ perceptions in terms of adoption and continued use behavior.     

e-Learning continuance intention: Moderating effects of user e-learning experience

This study explores the determinants of the e-learning continuance intention of users with different levels of e-learning experience and examines the moderating effects of e-learning experience on the relationships among the determinants. The research hypotheses are empirically validated using the responses received from a survey of 256 users. The results reveal that negative critical incidents and attitude are the main determinants of the users’ intention to continue using the e-learning, irrespective of their level of e-learning experience. In addition, the findings show that the user’s experience of the e-learning service plays a moderating role. The impact of negative critical incidents on perceived ease of use is greater for less experienced users. By contrast, the impact of negative critical incidents on perceived usefulness is greater for more experienced users. Perceived ease of use has a more critical effect on the attitude and continuance intention of less experienced users, whereas perceived usefulness is found to be a stronger determinant of the attitude and behavioral intention of more experienced users. Moreover, the relationship between satisfaction and continuance intention is stronger for less experienced users than for more experienced users. The implications of the present findings for research and managerial practice are analyzed and discussed.     

Quality enhancement for e-learning courses: The role of student feedback

The collection of student feedback is seen as a central strategy to monitor the quality and standards of teaching and learning in higher education institutions. The increasing use of technology to support face-to-face, blended and distance courses has led managers as well as practitioners to become increasingly concerned to identify appropriate ways of assuring the quality of this e-learning provision. This paper presents a study of the collection of student feedback in higher education e-learning courses and the use of this feedback for quality assurance and enhancement. We carried out a series of case studies of the procedures in place in four e-learning courses, and in each case study we collected the quality assurance documentation and interviewed stakeholders (administrators, educational technologists, tutors and students). The comparative examination of these two sets of data showed that the main strategies for collecting student feedback – module evaluations and student representation – were both strongly affected by the distinctive features of the mode of delivery in e-learning courses, and as a consequence they were not able to adequately support quality enhancement. The remote location of the students impacted on both student representation and on the response rates for module evaluations. The enhancement function of the module evaluations were adversely affected by lack of appropriate course management arising from the disaggregation of course processes and the resulting ambiguity in the allocation of responsibilities.