International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: E-learning
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28 items
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This study was undertaken with two main goals. Firstly, the study aims to identify the factors that affect the use of social networking sites (SNSs) in e-learning, particularly among students and lecturers in higher learning institutions in Malaysia. Secondly, the study also intends to design and develop a social e-learning tool based on the identified factors. The findings revealed factors such as Social Networking, Ease of Use, Convenience and Ease of Use influence the use of SNSs in e-learning. Dissatisfaction towards current e-learning platforms (E-Learning Perception) also motivates the students and lecturers to seek alternative measures. In short, it can be concluded that the majority of the students and lecturers felt positively about the use of SNSs in e-learning. This was further proven with the implementation of Book2U, with the majority of the respondents perceiving Book2U as simple and appealing.
Published: 2014
Updated: Mar. 05, 2017
2
This article describes the Innovative eLearning with eResources (eRes) project aimed to provide a sustainable, scalable approach to changing academic practice. The approach built on academic’s experience of using quality e-resources in research and for their reading lists in teaching. The eRes project was successful as student learning was enhanced through collaborative learning using quality e-resources with Web 2.0 technologies. However, two keys issues were identified. The first issue is the lack of scalability of the approach due to the high level of support required from a team of pedagogical and technical specialists brokered through an individual. The second issue is academic professional development.
Published: 2014
Updated: Feb. 29, 2016
3
Based on new cloud technology and related learning theories, this article presents a new e-learning model called the collaborative learning cloud to solve the problem of instructor–student imbalance in current e-learning applications, especially in China. The authors conclude that students can receive learning support services according to their needs from the collaborative learning cloud in which other students and instructors are connected with each other as a kind of virtual learning resources. By applying the knowledge modelling technique and the economic model of free market in the collaborative learning cloud, virtual resources can be dispatched in the most reasonable and effective way. This design alleviates the tension between limited instructional resources and too many learning support demands.
Published: 2014
Updated: Oct. 28, 2015
4
This article describes the development of a portfolio process based upon digital photographs taken to document the first teaching practicum of student teachers. This portfolio process was implemented solely for the purpose of enhancing learning through professional reflection. The authors argue that one of the strengths of portfolios is the potential for the inclusion of authentic evidence. However, viewed from this perspective the original portfolio process did not appear to be achieving the intended high level of authenticity. Furthermore, the portfolio process intended to promote self-reflection and the self-awareness that arose from genuine reflection. However, students’ selection justifications frequently appeared to be based upon the external judgement and feedback comments made by academic staff.
Published: 2011
Updated: Nov. 10, 2014
5
This article describes an instructional content, which was presented differently in two introductory special education course sections. In a face-to-face (f2f) section, the instructor met with students on regularly scheduled days and times and presented content in person. In the other section, content was presented using enhanced podcasts, consisting of the instructor narrating while PowerPoint slides and other visuals were shown in flash movies that students could download from the Internet at days and times of their choosing. The findings reveal that although data associated with student achievement and student satisfaction were slightly more favorable for the f2f section, the discrepancies may have been related to demographic differences in the student populations of the two sections.
Published: 2012
Updated: Apr. 13, 2014
6
Teaching teachers how to conduct an observation is a vital step in the analysis of teaching that perhaps is often skipped. To address this gap in teacher preparation, the researchers developed an online workshop for teacher trainees. Data collected from teacher candidates’ observation worksheets and responses to open-ended questions after each of the three online modules indicated that they were able to see, code, and describe the behavior that they were being directed to observe. Therefore, the results showed that this training led to an increased awareness of the teacher’s actions in terms of how they related to or created student involvement.
Published: 2011
Updated: Sep. 03, 2013
7
The author investigated the effects of student response system (SRS) use during lecture-style instruction on short-term, intermediate, and long-term retention of facts in an undergraduate teacher preparation course. Findings regarding short-term recall were mixed, while performance on quiz questions testing intermediate and long-term recall were significantly improved with use of the SRS.
Published: 2012
Updated: Feb. 27, 2013
8
In this study, the authors introduce the digital backpack as a means for creating a rich learning experience for students of multiple ages. Development, design, and refinement of the digital backpack are grounded in the theoretical framework of Universal Design for Learning(UDL). The UDL framework provides multiple solutions that support student learning. The findings show that the digital backpack provides a structure for districts and teachers to proactively plan how to they can support diverse learners in a project-based learning environment. In addition, it was found that the students with the least amount of technology experience were able to complete the project in the most efficient fashion.
Published: 2010
Updated: Mar. 09, 2011
9
In this article, the authors address the problem of extracting the learner model based on Felder–Silverman learning style model. The target learners in this problem are the ones studying basic science. Using NBTree classification algorithm in conjunction with Binary Relevance classifier, the learners are classified based on their interests. Then, learners’ learning styles are detected using these classification results.
Published: 2009
Updated: Jul. 20, 2009
10
This article provides a model of online professional development that is consistent with recommendations from the fields of teacher education, technology staff development and online learning. A graduate mathematics education course designed and implemented using the model is presented to exemplify the model's core components and interactions. The model's components and pedagogical foundations are applicable for the design and implementation of online courses in other disciplines with field-based learning experiences.
Published: 2008
Updated: Jan. 12, 2009