Search results for: Web-based learning
Page 1/1 9 items
To Study the Impact of Google Classroom as a Platform of Learning and Collaboration at the Teacher Education Level
The purpose of this study was to assess the impact of Google Classroom Platform of learning at the teacher education level. Web-Based Learning Environment Inventory (WEBLEI) (Chang and Fisher 1998, 2003) and Google Classroom Evaluation Survey was used in this study. The sample of 60 students consisting of both males and females was collected from one college of education in Jammu city, where teaching-learning process was being conducted using the Google Classroom setup. Data analysis revealed that students could access the learning activities easily, they could communicate with other students in their subject electronically, they could decide when they wanted to learn, and they could work at their own pace. Results also showed that the students could regularly access online resources and they had the autonomy to ask their tutor what they did not understand. Students experienced a sense of satisfaction and achievement and they felt at ease in working collaboratively with other students. The students were also happy to print lectures and exercise materials from resources uploaded by their teachers. Responses to the Google Classroom Evaluation survey showed that the teachers were able to give better individual attention and students developed a group feeling in such a classroom setup. Students also felt that learning through the Google classroom was not boring and it was not a waste of time. They found it to be an effective medium of studying.
Updated: Oct. 11, 2021
Elementary School Teachers’ Motivation toward Web-based Professional Development, and the Relationship with Internet Self-efficacy and Belief about Web-based Learning
The purpose of this study was to explore the relationships between teachers’ motivation toward web-based professional development, Internet self-efficacy, and beliefs about web-based learning. This study indicates that the teachers’ Internet self-efficacy and behavioral beliefs about web-based learning are significant predictors for their motivation toward web-based professional development.
Updated: Dec. 06, 2011
In this article, the author evaluates both the challenges and possibilities of helping high school students develop critical research skills. He describes how he used Wikipedia to design classroom activities that address issues of authorship, neutrality, and reliability in information gathering. He concludes that teaching research skills in the contemporary context requires ongoing observations of the research strategies and practices students already employ.
Updated: Oct. 19, 2009
Learning, Teaching, and Scholarship in a Digital Age-Web 2.0 and Classroom Research: What Path Should We Take Now?
This paper discusses the characteristics of Web 2.0 that differentiate it from the Web of the 1990s. It describes the contextual conditions in which students use the Web today. Furthermore, the paper also examines how Web 2.0’s unique capabilities and youth’s proclivities in using it influence learning and teaching. A stronger research focus on students’ everyday use of Web 2.0 technologies and their learning with Web 2.0 both in and outside of classrooms is needed.
Updated: Jul. 21, 2009
Comments on Greenhow, Robelia, and Hughes: Technologies That Facilitate Generating Knowledge and Possibly Wisdom
Greenhow, Robelia, and Hughes (2009) argue that Web 2.0 media are well suited to enhancing the education research community’s purpose of generating and sharing knowledge. The author of this paper first articulates how a research infrastructure with capabilities for communal bookmarking, photo and video sharing, social networking, wikis, and mash-ups could enhance both the pace and quality of education scholarship, complementing federal investments in cyberinfrastructure. He then argues for a second, more provocative and controversial usage of this research infrastructure: an experimental attempt to generate 'wisdom.'
Updated: Jul. 21, 2009
Student Perceptions of Using Instant Messaging Software to Facilitate Synchronous Online Class Interaction in a Graduate Teacher Education Course
The study examined student perceptions of using instant messaging software for online interactive chapter discussions in a graduate teacher educational technology course. Students rated the course significantly higher than their regular classroom courses. The findings support the proposition that instant messaging may be used as a technique to increase dialogue. Hence, It reduces transactional distance, especially among students, in an online course environment.
Updated: Mar. 09, 2009
The present study reviews prior studies on educational blogs and traditional computer-mediated communication (CMC) applications and analyzes the benefits of educational blogs over traditional CMC tools. It develops a model for the use of blogs in educational contexts by taking into account socio-technical systems theory. The model contributes to interactivity, an open system, a visualization tool, and a decentralized environment of online communication circumstance.
Updated: Dec. 01, 2008
Today, the lifelong learning has become a necessity in most professions, especially in computer science where people are constrained to follow fast developments.This learning is predominantly informal, based on selfstudying. Internet has turned into the most important source of all kind of information. Many Web sites provide tools and services for exchange of knowledge between people sharing a common concern, and that has a significant influence on self-studying. Personal learning environment provides an opportunity for the user to create and manage his or her environment for learning and knowledge exchange. This article describes a model of personal learning environment based on available free Web services.
Updated: Oct. 22, 2008
Are they the same? Comparing the instructional quality of online and face-to-face graduate education courses
This study looks at response rates and compares instructional quality, using student course evaluations along with additional data from online and face-to-face graduate education courses, to evaluate the effectiveness of instruction. A statistical analysis of students' course evaluations showed no significant difference in instructional quality based on the format used. Together with comparisons of student work, these results provide additional evidence in support of the finding of no significant difference between formats in the area of instructional quality.
Updated: Jan. 15, 2008