Table of Content
Course Delivery Faculty preference: traditional settings and distance
“Learning is bursting its previous bounds, with more people gaining access to a wider range of people and things. And once again, the duration and pace of interaction – students with students, students with experts, students with academic resources are changing” (Ehrmann, 1999). Teaching via distance education requires not only that faculty learn how to use new technologies, it also requires a paradigm shift in how educators orchestrate the act of learning (Dillon and Walsh, 1992; Hassenplug and Harnish, 1998).
Computer – mediated Board of Discussions Distinctive features
This study involved a qualitative investigation of bulletin board discussions that were part of two university classes. The study sought to determine the distinctive features of the discussions that might have facilitated interaction and learning processes among students. Five distinctive features of the asynchronous discussions were identified as a result of analysis of the discussion transcripts: references to personal experience, interaction, logical argument, multiple perspectives, and the expression of opinion. The results of this study can help educators make more effective use of bulletin board discussions to facilitate student interaction while learning.
A pilot study on the education efficiency of web – based education
The Fortune 500 Company saw the utilization of e-Learning as an educationally effective and economical way to deploy training to its locations. Upon developing and deploying two internally developed web-based e-Learning modules, the company wanted to ensure that the training was educationally effective. The company enlisted the assistance of two graduate students from Duquesne University who developed and implemented pilot research projects that would enable the company to better determine the educational effectiveness of its e-Learning.
The pilot research projects each utilized a different web-based e-Learning module, but the Pre-module and Post-module Surveys contained the same questions. Before taking the training, each of the 18 participants completed a Pre-module Survey that provided a baseline of each participant’s prior experience with training and training technology as well as prior knowledge of the training content and expected learning gained by completing the training. Upon completion of the training, each participant completed a Post-module Survey. This survey gathered information about the amount of time it took to complete the training and the level of difficulty of completing the training. More important, the Post-module Survey gathered information about what each participant learned, and what expected information was contained and not contained within the training.
Overall, participants found the training to take less time than other forms of training in which they participated. Participants also found the training to be easier than other training they completed, for these reasons: the training content was familiar and was well-organized, or the participants had previous experience with computers and/or e-Learning. According to survey responses, the participants did gain new knowledge from the training, and gave the company suggestions for improving the training so that it better meets the needs of the employees.
E-Learning is an effective, economical method for providing training to employees. For the training to be successful, the information contained with a web-based e-Learning module needs to be pertinent to the topic, interesting to read, and easy to navigate. In addition, multi-media and interactivity should be included in the e-Learning module, but these items should only enhance the content, not overshadow it. Web-based e-Learning may also reduce resource expenditures by streamlining administrative overhead while simultaneously promoting interactivity between co-workers and providing motivation and teamwork within its workforce. E learning is a method of training that can enhance the learning process and produce positive results within a company and its employees.
Web – based learning environment design components
Constructing on-line learning environments requires designing and developing various elements. These elements should be available to deliver instruction, enhance the quality of learning, facilitate interactions and support the learner. Examples of these elements are tutorials and assessment components, instructional support utilities, interaction tools, management and monitoring tools and help and support topics. In this article, the tutorial component, for example, consists of modules and lessons. Each lesson is arranged in a hierarchy of new concepts self-assessment, exercises, links to related Web sites and discussion areas. Management and administration tools are designed to help the on-line tutor to control/understand how the on-line class operates and to track students’ progress. In addition, they help students to register with the on-line class, access course grades and edit work. The interaction component is designed to facilitate student-tutor, student-student and student-content interaction.