Lim, C. P. (2001). A holistic approach towards the use of an integrated online delivery and management system. Journal of Educational Media, 26(1), 19-33. (original) (raw)
Related papers
Reflections on practice: Course development and online teaching
Studies in LEID is an international journal of scholarship and research that supports emerging scholars and the development of evidence-based practice in education. ISSN 1832-2050 © Copyright of articles is retained by authors. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. Abstract This paper explores, from the perspective of two first time online educators, the positive and negative aspects of course development and online teaching using Blackboard, the central learning management system adopted by a regional university in Australia. Positives include observation of student achievement and the development of an appreciation for the educational potential of computer mediated learning. Negatives include certain assumptions about the use of technology within education, the nature of communication within online environments and staff and student support issues. The authors propose a number of modification...
Reflecting on Models for Online Learning in Theory & Practice
AISHE-J: The All Ireland Journal of Teaching and …, 2010
This paper investigates the application of several well-known pedagogical models to the design and delivery of a series of blended workshops on online learning. The models were the fivestage e-moderating model for teaching and learning online, e-tivities, the e-learning ladder and communities of practice.
Online or face‐to‐face? Experimenting with different techniques in teacher training
Journal of Computer Assisted Learning, 2007
This paper illustrates a five-year case study (from 2001 to 2005) regarding a course in educational technology that involved from 100 to 150 student teachers per year for a total of more than 500 trainees. Since the first version of the course, which was entirely based on a face-to-face approach, computer mediated collaborative learning techniques have gradually been introduced into the training program. The paper outlines the main problems faced in the various versions of the course, where different combinations were experimented with, and discusses the solutions adopted. The difficulties concern the demands of a large, diversified population and the methodological problems related to the non-neutrality of the introduction of online learning in the sociocultural and organisational context of the study. The solutions include a highly flexible course design and a good balance and strict integration between traditional and online training techniques in the delivery of the course and in the assessment of trainees. Finally, we suggest possible directions for further research aimed at facilitating the infusion of online techniques in initial teacher training.
Assessing Blackboard: Improving Online Instructional Delivery
Information Systems Education …, 2011
Universities and colleges have been offering online classes without assessing the tools used for online learning management to determine student perceptions. An understanding of the benefits and concerns as perceived by the student population is essential to implementing an online education environment that is conducive to a student's learning. This paper provides a quantitative assessment of Blackboard, an online learning management system (LMS), at a small rural Mid-Atlantic university. A survey was distributed to 119 undergraduate and graduate students to discover their perceptions of the benefits and drawbacks of the technology. This survey was based upon a study that was conducted at the University of Denver in 2006. The results of the survey were analyzed to understand the students' perceptions of this technology and to identify areas for improvement.
A Pedagogical Continuum: The Journey from Face-to-Face to Online Teaching
Educational Innovations and Contemporary Technologies, 2015
Higher education has embraced innovative ways of using technology to enhance learning, and online environments in particular, as a way to increase efficiencies, open educational opportunities for students irrespective of location, and to increase flexibility of learning and teaching. This chapter will describe the journey of two academics as they journey along the pedagogical continuum from teaching fully face-to-face to blended, and then, on fully online environments. The experiences and perspectives of the teacher educators will be shared. Data from interviews, course materials and online discussions were analysed to identify the issues and practices of the academics. Findings present the staged progression of the academics in dealing with pedagogical, social, managerial, and technical aspects of moving their teaching online. The instructors in this study had a strong desire to enhance their teaching and student learning through innovation and reflective practice. As part of this research and through reflective practice they explored a range of innovative pedagogical practices. The teaching presence and beliefs of the instructors changed over the four years as they moved along the pedagogical continuum from face-to-face to online teaching.
2005
In this paper, we present a case study concerning a Masters level course in Computermediated communications and pedagogy delivered at the University of Mauritius through e-Learning mode. We provide a brief overview of the program, its rationale and the pedagogical approaches that have been used to design the modules that are delivered in the first semester. There are currently 15 students enrolled on this course, and we relate our experiences and observations on the field in this article. We also expose our findings from a questionnaire survey that was done with the students towards the end of the semester to get the feedback on their perceptions on the program and on its pedagogical approaches. This is a very crucial step since this batch of students are supposed to be the agents of change in the reconceptualization of the teaching and learning process. We end up identifying some key factors that are perceived to be barriers to the actual wide-scale implementation of such approaches to education.
Online Pedagogical Practices in the Faculty of Education
This report is a response to local, national and international imperatives in tertiary education. Locally, the Vice-Chancellor, Professor Bill Lovegrove has opened the debate with his request for ideas for improving flexible learning and e-pedagogy as part of a broader initiative of ongoing development at USQ. These efforts are a response to increasingly competitive higher education markets; expectations of transnational education; and the re-conceptualisation of learning communities on a global scale. Nationally, debate surrounds the recent Nelson (2004) report (Backing Australia's Future), which focuses on universities' obligation to demonstrate a strategic commitment to learning and teaching. The report raises a number of critical issues for regional Australian universities such as USQ in the reimagination of the core business of higher education providers and the degree to which they are able to meet the needs of contemporary Australian society. These issues are also being debated internationally with evidence of significant research activity into the role of higher education in postmodern societies and the related studies of lifelong learning, workplace learning, open and flexible learning, adult and continuing education and the impacts of globalization on education.
Edited Chapter Online platforms my experiences in the teaching and learning process
2023
“Art is long, but life is short” is the adage and a teacher is no such exception to this adage. As a late twenty-first-century school/college student, I have witnessed a few classroom transitions from blackboard to overhead projectors. However, the present scenario is different, and the teaching and learning process can be written or viewed from pre-COVID-19 and post-COVID-19. The online classes were conducted during the lockdown to have a continual teaching-learning process. This article is based on the premise of my understanding of e-learning as a faculty to survive and sustain in online platforms or web-based learning platforms such as Google Meet, Zoom, MS Teams and Google Classrooms. The article also shares the journey of a teacher becoming a student in exploring these online platforms. The use of Mentimeter, poll everywhere, slido in classroom teaching both online as well as offline has been refreshing to students to have real-time interaction and this paved way for formative assessment too. The article also discusses the pitfalls of using online platforms in teaching-learning.
This study is an Information and Computer Technology evaluation of the Blackboard Learning Management System into teaching and learning at an institution of higher education in South Africa. In view of the institution's objective of developing a context-driven, transformative, and innovative teaching and learning practices involving the integration of technology, the study sought to classify and evaluate the form and function of teaching and learning innovations on Blackboard. Using a case study research design and a purposive sampling strategy, lecturers making an extensive use of Blackboard in the delivery of their courses were sampled. Blackboard start-up documents as well as open-ended questionnaires for lecturers provided qualitative data. Content analysis and the extraction of themes were employed. The functional pedagogical framework and SAMR models were used as interpretive lenses for the findings. The study concludes that the nature of Blackboard innovations tended to be more superficial at the levels of substitution and augmentation. Limited transformation evidenced by modification and redefinition spelled lack of substantial changes in curriculum design and delivery. With respect to the functions served by Blackboard, the conclusion drawn is that the integration is to a large extent driven by management and efficiency concerns and less by interaction, collaboration and personalisation functions. The study signals non-realisation of the educational functions spelt in the Blackboard start-up documents. The study recommends a differentiated approach to Blackboard training by a multidisciplinary team.