Helge Fredriksen | Narvik University College (original) (raw)
Address: Bodø, Nordland, Norway
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To support the possibility of taking an online engineering degree programme, Narvik University Co... more To support the possibility of taking an online engineering degree programme, Narvik
University College has chosen to facilitate a streaming service of all lectures conducted
by the college. At the Bod college campus, in the academic year of 2012/2013, these
online lectures were used as a central component in a didactic innovation project. The
aimwas to test and evaluate the capabilities and limitations that web-based communication
provides both academically and socially. This innovation was viewed within a
Vygotskian theoretical framework linked to a social constructivist facilitation of students’
learning. A survey among the students was performed in the mid-semester.The results of
the analysis show that the renewal of the teaching was well received by the students in the
group. However, the social learning environment suffered, since students failed to
participate in the sessions created in connection with the web lecturing. Thus, the social
learning context that we initially sought to strengthen was fragmented and lacked
momentum as a result of the change.
New educational learning tools and resources online are growing in scope and extent. To support t... more New educational learning tools and resources online are growing in scope and extent. To support the possibility of taking an online engineering degree program, Narvik University College has chosen to facilitate a streaming service of all lectures conducted by the college. At the college campus Bodø in the academic year of 2012/2013 we chose to use these online lectures as a central component in a didactic innovation project. The aim was to test and evaluate the capabilities and limitations that web-based communication provides both academically and socially. The theoretical reference is linked to a social constructivist facilitation of students’ learning (Vygotsky, 1978). A survey amongst the students was performed in the mid-semester. The results of the analysis show that the renewal of the teaching was well received by the students in the group. However, the social learning environment suffered, since students failed to participate in the sessions created in connection with the web lecturing. Thus, the social learning context that we initially sought to strengthen, were fragmented and faced lacking momentum as a result of the change.
The article summarises experiences gained through my practice as web-based pedagogue in mathemati... more The article summarises experiences gained through my practice as web-based pedagogue in mathematics at the University of Nordland (Norway)'s teacher-training institute. It has been my wish to make continuous improvements to my practice and I present two of the most important improvements that I investigated on the basis of practical action research. Data collected from students' feedback indicates that video lectures produced by filming whiteboard teaching yields a greater educational result than so-called screen video of a slideshow run on a PC. In addition, we present and discuss significant findings regarding the use of Skype in web-based teaching.
To support the possibility of taking an online engineering degree programme, Narvik University Co... more To support the possibility of taking an online engineering degree programme, Narvik
University College has chosen to facilitate a streaming service of all lectures conducted
by the college. At the Bod college campus, in the academic year of 2012/2013, these
online lectures were used as a central component in a didactic innovation project. The
aimwas to test and evaluate the capabilities and limitations that web-based communication
provides both academically and socially. This innovation was viewed within a
Vygotskian theoretical framework linked to a social constructivist facilitation of students’
learning. A survey among the students was performed in the mid-semester.The results of
the analysis show that the renewal of the teaching was well received by the students in the
group. However, the social learning environment suffered, since students failed to
participate in the sessions created in connection with the web lecturing. Thus, the social
learning context that we initially sought to strengthen was fragmented and lacked
momentum as a result of the change.
New educational learning tools and resources online are growing in scope and extent. To support t... more New educational learning tools and resources online are growing in scope and extent. To support the possibility of taking an online engineering degree program, Narvik University College has chosen to facilitate a streaming service of all lectures conducted by the college. At the college campus Bodø in the academic year of 2012/2013 we chose to use these online lectures as a central component in a didactic innovation project. The aim was to test and evaluate the capabilities and limitations that web-based communication provides both academically and socially. The theoretical reference is linked to a social constructivist facilitation of students’ learning (Vygotsky, 1978). A survey amongst the students was performed in the mid-semester. The results of the analysis show that the renewal of the teaching was well received by the students in the group. However, the social learning environment suffered, since students failed to participate in the sessions created in connection with the web lecturing. Thus, the social learning context that we initially sought to strengthen, were fragmented and faced lacking momentum as a result of the change.
The article summarises experiences gained through my practice as web-based pedagogue in mathemati... more The article summarises experiences gained through my practice as web-based pedagogue in mathematics at the University of Nordland (Norway)'s teacher-training institute. It has been my wish to make continuous improvements to my practice and I present two of the most important improvements that I investigated on the basis of practical action research. Data collected from students' feedback indicates that video lectures produced by filming whiteboard teaching yields a greater educational result than so-called screen video of a slideshow run on a PC. In addition, we present and discuss significant findings regarding the use of Skype in web-based teaching.