Delivery Of Course Material Research Articles

Engaging in digital technology: one size fits all?

Purpose– The purpose of this paper is to provide an insight into the extent to which faculty have adopted technology-enhanced learning in the delivery of undergraduate programmes to a largely international cohort, and indirectly the barriers that may be preventing a more widespread use of technology.Design/methodology/approach– The enquiry takes a cross-disciplinary approach to explore how technology is used in the delivery of international programmes in France and Russia; the focus lies at the intersection of technology-led learning and managing cultural diversity. A face-to-face survey is used to gather the more specific information about teaching practices at each institution.Findings– The findings of the survey strongly suggest that technology acceptance and technology awareness are influenced by a number of complex factors in this particular cultural context. The study concludes by discussing various recommendations for integrating technology into courses delivered across the partner institutions.Research limitations/implications– The two institutions are based in “second cities” but they do not reflect a nation-wide attitude to using technology for teaching purposes. The findings cannot be extrapolated beyond this relatively restricted geographic sample.Originality/value– Existing studies often discuss and compare student reactions to technology-enhanced learning but there is a gap in the understanding of the broader factors that can influence the delivery of course materials using technology. The perception and usage of internet technology can vary considerably across different cultures and linguistic communities, and this factor can have an impact on the way a course is delivered.

Faculty perceptions of webcasting in health sciences education

Pre-recorded lectures (podcasts) and recordings of live lectures (lecture-capture) are now everyday occurrences on many college campuses. Student use and opinions of these technologies have been frequently studied. However, there has been little reported on how faculty perceive these technologies. This article reports the results from a 2010 survey of dental, medical, and nursing faculty about their experiences with podcast/lecture capture technologies as teaching tools. A 46-item survey was distributed electronically to full-time faculty at the schools of Dentistry, Medicine, and Nursing on the campus of Indiana University-Purdue University Indianapolis (IUPUI) in Fall 2010 to determine their experiences and perceptions of podcast/lecture capture technologies as teaching tools. Of the 398 respondents, 32% employed lecture capture while only 2% used podcasting. Of those faculty not currently recording materials, 83 (68%) stated that they plan to do so in the next 2 years. Lack of time, 26 (24%) and training, (22%) are major reasons stated for not recording course content. Although a large number of faculty believe student learning has improved through the use of these technologies (74%, n=86), few stated that test scores have improved following implementation of electronic delivery of course materials (29%, n=34). There was no correlation between the use of podcast/lecture capture technologies and faculty gender, school, or years of teaching. A wide array of technologies to record lectures and present additional course materials electronically are in use at the health sciences programs on the IUPUI campus. Overall, faculty view these technologies in a favorable light.

Online Neonatal Training and Orientation Programme in India (ONTOP-IN)--The Way Forward for Distance Education in Developing Countries

Internet-based distance learning combined with local hands-on skill enhancement can provide high-quality standardized education to in-service healthcare professionals in a wide geographical area. Primary objective of this study was to evaluate the efficacy of internet-based distance learning in conjunction with local hands-on skill enhancement in improving knowledge and skills of essential newborn care among in-service nursing health professionals. A total of 98 participants from seven health facilities in India and Maldives were enrolled in the study. Delivery of course material staggered over 5 weeks in the form of two lessons every week was moderated by two to three online tutors at each site. Participants managed actual case scenarios, participated in discussion forums and synchronous chat sessions within a closed group. Skill learning was administered by local tutor at the partnering health facilities. Knowledge and skill enhancement were evaluated by administering online multiple-choice questions (MCQs) test and on-site objective structured clinical evaluation (OSCE) stations before and after completion of the course. Participants' satisfaction was evaluated on a five-point Likert scale. Among 98 participants enrolled in the study, 78 (79%) completed the post-test assessment. There was significant increase in knowledge and skills scores (MCQ test: mean difference: 6.4 (95% CI: 5.6-7.17), OSCE: mean difference: 15.4 (95% CI: 12.7-18.1). All the participants expressed satisfaction with content and delivery of the learning module. To conclude, online training and teaching in essential newborn care is feasible and acceptable for in-service nursing professionals and serves as a useful tool for professional development of their practical skills and knowledge.

29. Discovery, Integration, Communication, and Engagement: Learning Through Scaffolds in a Field-Based Course

A field-based course in an applied science program can have numerous learning outcomes. These are typically addressed through demonstration, active participation by the students, communication between students and instructor and amongst students, and independent work by students individually or in small groups. Such courses are also opportunities for students to develop their critical thinking. The author’s experience is that teaching techniques used to deliver field courses are generally inherent and based on the experience of the instructor and the teaching culture within the academic unit. These techniques are typically not drawn from the pedagogical literature, although they do have similarities to such established concepts such as scaffolds. Recognition of teaching concepts drawn from the pedagogical literature and their application to the design and teaching of field-based courses may improve the delivery of course material and provide a better student experience. Thinking and teaching in terms of the support that scaffolds represent may also smooth the transition from classroom to outdoors back to classroom. Supported learning based on established teaching methods will improve a student’s opportunity for Discovery, Integration, Communication and Engagement.

A blended learning approach to teaching pre‐clinical complete denture prosthodontics

The current study tested the hypothesis that a blended learning curriculum would develop competency in both pre-clinical laboratory and didactic learning with less direct supervision than in a traditional curriculum, and be positively accepted by both the students and the faculty. With the ability to efficiently deliver course material electronically came the ability to blend the traditional delivery of course material with an asynchronous approach involving online lecture presentations and online laboratory demonstrations. The class was divided into two groups with bench space available to accommodate self-paced learning. All audio-visual and written support materials for both didactic and laboratory procedures were provided to the students at the beginning of the semester on a DVD. These materials included online access through the Blackboard Learning System™. Students' performance and satisfaction in the course as well as the supporting faculty response to the course were very favourable to the new blended curriculum. Making use of the technologically advanced environment, the blended curriculum fostered student-focused learning to develop the didactic and laboratory skills necessary for competency in a pre-clinical setting.

Developing Effective Web-Based Regional Anesthesia Education

Little is known about the use of Web-based education in regional anesthesia training. Benefits of Web-based education include the ability to standardize learning material quality and content, build appropriate learning progressions, use interactive multimedia technologies, and individualize delivery of course materials. The goals of this investigation were (1) to determine whether module design influences regional anesthesia knowledge acquisition, (2) to characterize learner preference patterns among anesthesia residents, and (3) to determine whether learner preferences play a role in knowledge acquisition. Direct comparison of knowledge assessments, learning styles, and learner preferences will be made between an interactive case-based and a traditional textbook-style module design. Forty-three Mayo Clinic anesthesiology residents completed 2 online modules, a knowledge pretest, posttest, an Index of Learning Styles assessment, and a participant satisfaction survey. Interscalene and lumbar plexus regional techniques were selected as the learning content for 4 Web modules constructed using the Blackboard Vista coursework application. One traditional textbook-style module and 1 interactive case-based module were designed for each of the interscalene and lumbar plexus techniques. Participants scored higher on the postmodule knowledge assessment for both of the interscalene and lumbar plexus modules. Postmodule knowledge performance scores were independent of both module design (interactive case-based versus traditional textbook style) and learning style preferences. However, nearly all participants reported a preference for Web-based learning and believe that it should be used in anesthesia resident education. Participants did not feel that Web-base learning should replace the current lecture-based curriculum. All residents scored higher on the postmodule knowledge assessment, but this improvement was independent of the module design and individual learning styles. Although residents believe that online learning should be used in anesthesia training, the results of this study do not demonstrate improved learning or justify the time and expense of developing complex case-based training modules. While there may be practical benefits of Web-based education, educators in regional anesthesia should be cautious about developing curricula based on learner preference data.

Teaching software engineering to undergraduate computing students

University programmes in software engineering (SE) aim to produce graduates who have knowledge of the latest technologies and appropriate expertise to develop complex software. Although SE courses are often well designed, those completing such programmes do not necessarily possess the required skills. There are several reasons mainly due to issues relating to the design of SE programmes as well as those concerning the delivery of course material. In the present work, we discuss matters relating to the second type, in particular: teaching of software development, choice of programming paradigms, criteria for choosing a first language, design approaches and group working. In this context, the paper highlights the weaknesses of the traditional methods of teaching and outlines an Objects-First approach for teaching a first course in SE. It is suggested that, during later stages of the programme of study, students specify, design and implement software systems working in teams of at least ten. Otherwise, students will be unable to fully appreciate the difficulties associated with SE.

Roadmap For A Successful Transition To An Online Environment

Tighter budgets and lower enrollment are changing traditional higher education. The popularity of the World Wide Web (WWW) coupled with faster access to information provides an opportunity for Colleges and Universities to offer online programs. In most cases, traditional universities are not well prepared for the transition to online format and many challenges prevent a successful implementation. A common mistake made by early adopters is assuming that the migration involves two steps, namely selecting the virtual learning environment, and then porting the current classroom-based courses to the online environment. That approach often leads to failure and disappointment, not to mention lower student and faculty satisfaction. Traditional delivery of course materials is done face-to-face with students present and the student/faculty interaction promotes learning. In the online environment, learning is done in an asynchronous mode and course design has to compensate for the interaction that happens in real time during traditional courses. To properly implement online courses, an adequate technical environment must be available. If the environment is available, careful planning is essential in order to proceed. Traditional course modules require revision as they are migrated to cyberspace and should take into account the interaction among students and faculty in order to promote a quality learning process. A typical approach is to include student participation in discussion forae, but this may lead to trivial postings and students responses. In this paper, we present preconditions for a migration to online education and a roadmap to transition traditional courses to cyberspace. We also discuss methods of assessing both quantity and quality of student interaction, since this is a requirement for learning in cyberspace.

Lessons Outside of the Classroom: Examining the Effectiveness of Service Learning Projects at Achieving Learning Objectives

This paper investigates how the delivery of course material affects student learning. It explores whether service learning projects are more effective than traditional classroom assignments at achieving different learning objectives. Student evaluations of their group projects and final exam scores from three sections of a MPA research methods course were compared as part of this study. One of the sections participated in a service learning project for their group project; the other two sections wrote mock research proposals for their group project. Based on the results from student evaluations of their group projects, there is some evidence suggesting that service learning projects may be more effective than traditional classroom assignments at helping students master course material and link theory to practice. However, participating in a service learning project did not have a significant impact on student performance on the final exam.

Learners' and teachers' perspectives on language online1

This article examines the student and instructor satisfaction with the Language Online courses at Carnegie Mellon University from 2000–2002. These courses were designed with a hybrid format, including reduced face-to-face contact and online delivery of course materials. Quantitative and qualitative data were collected from students and instructors using surveys, interviews, and focus groups. Quantitative data from students indicates a trend of increasing satisfaction with the online courses compared with offline (traditional) courses. Qualitative data were analyzed using QSR NVivo software. Student themes centered on reactions to the reduced schedule of classes and the technology used in course delivery. For instructors, recurring themes included the need for training, control of course materials, and connections with students. The results provide valuable insight for a course format increasingly utilized in university-level language learning.

Developing a Campus Copyright Education Program

Digital delivery of course materials creates many questions relating to copyright, permission and institutional liability. As a result, Brigham Young University established an office dedicated to promoting copyright education, securing permissions and copyright compliance. After countless hours of research, reading, meetings and attending copyright conferences, several learning tools were developed. The tools include an official university copyright policy, an online tutorial, a resource manual for faculty, a website and databases to process requests for copyright permission requests. Faculty, staff and students now use the services and tools. Copyright ignorance and institutional liability have been reduced.

Spanning the Pacific Ocean through Voice-over Internet Protocol Chat with the Hadley School for the Blind–China

Founded in 1920 (Hathaway, 1977; Trief, Decker, & Ryan, 2004; Wolffe, 2001), the Hadley School for the Blind is known worldwide for its tuition-free distance-education courses (LaGrow, Ponchillia, & Ponchillia, 1998; Wolffe, 2001) for people who are visually impaired (that is, those who are blind or have low vision). The school offers more than 90 courses (Hadley, 2006) to people who are visually impaired, family members of people who are visually impaired (D'Andrea, 1996), and professionals in the field of visual impairment (Hadley, 2004; Wolffe, 2001). Hadley serves more than 1,100 families of people who are visually impaired annually (Hadley, 2004). Instructors are available to their students via telephone and e-mail for questions and guidance (Wolffe, 2001). Hadley's web site, , provides a wealth of information for students and others who are interested in its services, including its course catalog, application forms for enrolling in Hadley, a student lounge (Wolffe, 2001), and the Internet-based discussion boards on which those who are interested in the school or issues related to visual impairment can communicate with one another. Hadley's main school in the United States serves more than 9,000 students, and the overseas school in the People's Republic of China provides vital educational services to more than 1,000 Chinese students (Hadley, 2005). The school's international enrollment spans the globe, including students from over 100 countries (Hadley, 2006). With Hadley's new e-learning initiative, international students receive course materials quickly by bypassing traditional mail services and relying on e-mail for communication and the delivery of course materials and instruction (Hadley, 2004). The southeastern Chinese city of Fuzhou hosts Hadley's expanding Chinese branch. Fuzhou is the capitol of Fujian, 1 of 23 provinces in the People's Republic of China. China also has five autonomous regions, four centrally administered municipalities, and two special administrative regions. Fujian's proximity to Taiwan and its warm-water port bring bustling trade to this subtropical province. Headed by Xia Rongqiang, the Chinese branch of the Hadley School for the Blind, Hadley-China, offers distance-education courses in English, just as does the U.S. school. Students with substantial English abilities may take any of the other courses offered by Hadley to its students. Typical courses taken by current Hadley-China students include Safety in the Home, General Science, and Health 1. Hadley-China also recently expanded to offer courses to parents of children with visual impairments; these courses are in a pilot phase. Hadley-China was founded in 1988, and its vibrancy is reflected in its continued growth. In fiscal year 2005 alone, 165 new students enrolled, representing well over a 10% increase in enrollment. This figure is particularly impressive when one contemplates the barriers inherent in studying foreign languages for persons who are visually impaired in China. Because of the dedication of Hadley's staff members, course materials are made available to students at Hadley-China in braille, so that those who can read braille can gain independent access to the courses. Students whose native language is Mandarin are able to master English braille (Braille Authority of North America, 1994)--a testament to their diligence--and the fact that such courses are made available to the students in braille increases the students' chances of learning English. Morrow (1999) noted that when learning a foreign language, it is crucial for persons who are blind to have access to braille materials. ENGLISH CHATS OVER THE INTERNET As with the birth of many innovative programs, the collaboration between Hadley-China and native English speakers sprang from a shared commitment. Xia Rongqiang, principal of Hadley-China, telephoned one of the English tutors while she was in Beijing. …

Teaching physiology to health sciences students using interactive television

The Univ of KY trains health science students at several rural campuses. Instruction comes from high-speed digital transmission lines that convey real-time audio and video between campuses (interactive television, or ITV). Presented are our experiences with teaching human physiology to these distant students. Most of the problems encountered were related to the preparation and delivery of course materials, instructional coordination, student-faculty interaction, instructional technique, and ITV equipment. Instructors initially placed more emphasis on learning to control the equipment than on adopting appropriate instructional methods. Faculty accustomed to traditional teaching were often slow to realize that ITV instructors must plan for the distribution of course materials far ahead of class time. Team teaching had drawbacks since all instructors had to master the technology and reorient their teaching styles. The use of multiple faculty often made establishing good faculty-student rapport difficult. An acceptable level of student-faculty interaction cannot be taken for granted when using ITV. Both students and instructors complained of communication problems, often made worse when instructors taught simultaneously to local and distant-site students. Traditional teaching styles are often not effective for ITV. Technical problems with equipment frequently arise, and contingency plans must be formulated.

Applying multimedia instruction in e‐learning

The trend towards the use of the Internet in academia is clear with a number of courses using the Web for the delivery of course material. Flexible access to information and resources are key attributes of online educational technologies, and learner choice is at the heart of the concept of flexible access. This incorporates the facility to access subject matter content and support at a time, place and pace that is suitable and convenient for the individual learner. In this paper we describe the designing of multimedia instruction in a Slovenian context. Some practical advice for structuring and designing are given. The advantages of such instruction are described and students' opinions about studying with the help of multimedia instruction are presented.

A Laboratory Assistance Module

� Abstract— We propose that Virtual Learning Environments (VLEs) should be designed by taking into account the characteristics, the special needs and the specific operating rules of the academic institutions in which they are employed. In this context, we describe a VLE module that extends the support of the organization and delivery of course material by including administration activities related to the various stages of teaching. These include the co- ordination, collaboration and monitoring of the course material development process and institution-specific course material delivery modes. Our specialized module, which enhances VLE capabilities by Helping Educators and Learners through a Laboratory Assistance System, is willing to assist the Greek tertiary technological sector, which includes Technological Educational Institutes (T.E.I.). Keywords—Virtual learning environments, Teaching coordination, Laboratorial education, Technological institutes.

Student Hits in an Internet‐Supported Course: How Can Instructors Use Them and What Do They Mean?

ABSTRACTThe world of education is changing as Web‐based technology and courseware are increasingly used for delivery of course material. In this environment, instructors may need new measures for determining student involvement, and ultimately student performance. This study examines whether hits to a Web site have any value for predicting student performance in a traditional course supported by Web activities. Total Hits at the end of the semester was used as one measure. Hit Consistency, determined by assigning a 0 when no hits occurred between class meetings and by assigning a 1 when one or more hits occurred between class meetings, was another. Hit Consistency was significantly correlated with course average (r= .37, p < .001) for 108 students in two course sections. Hit Consistency started to show a significant relationship with course average by the third week (or class). Total Hits was not found to significantly correlate with course average (r= .08, p > .05) at the end of the semester or during any week. These results suggest that students who consistently access a Web site will perform better than those who do not. When Hit Consistency and Total Hits were entered as independent variables into a stepwise regression with course average as the dependent variable, the model was enhanced by the addition of Total Hits after Hit Consistency was entered (R= .43, p < .001). Hierarchical regression analysis in which cumulative grade point average was entered as the first controlling variable suggested that online access may go beyond the predictive value of achievement alone for predicting course performance with Hit Consistency appearing to be the dominant causal variable.

Practical aspects in supporting the St George's Graduate Entry Programme.

Practical aspects in supporting the St George's Graduate Entry Programme.

Not [Faculty] and [Internet

Educational institutions are exploring the use of the Internet for teaching through distance learning, within instructional technology, and by encouraging the efforts of individual faculty to integrate Internet resources into their classes. But faculty are not rushing to embrace the Internet and many seem to be subtly resistive to efforts to increase their use of the Internet for the delivery of course materials. This article suggests that the evidence points to the university computer support environment as the problem. The faculty are being systematically alienated from using the Internet for teaching by the very people who are designated to help them. We suggest that a feasible solution would involve a restructuring of the university to move from an evolutionary model of administration to a business model of enterprise strategic planning.

The use of managed learning environments and automated assessment for supporting large-group teaching

There are many pedagogical and resource issues associated with teaching very large groups. These relate to the delivery of course materials, student support and assessment. This paper describes the delivery and assessment of a course in Accounting and Finance studied by 310 students in the Faculty of Engineering at the University of Newcastle upon Tyne. `Blackboard', a Web-based managed learning environment (MLE), was used to support lectures, providing access to a study guide, detailed notes and case studies. The Speedwell multiple-choice examination system was used for summative assessment.

The provision of education and training for health care professionals through the medium of the Internet

Describes a new and experimental initiative to provide Internet‐based courses to student and professional occupational therapists in four centres in the UK, Belgium, The Netherlands and Sweden. The basis of this collaborative Occupational Therapy Internet School (OTIS) is the concept of the “Virtual College”. The aim is to support and facilitate the whole range of educational activities within a remote electronic environment. A major feature of the course organisation is the adoption of a problem‐based approach in which students will collaborate internationally to propose effective intervention in given case study scenarios. Outlines the rationale for OTIS, the content and structure of the courseware, the technical specification of the system and evaluation criteria. In addition to the more conventional Web‐based learning facilities generally offered, a number of agent‐based approaches are being adopted to assist in the management of the course by ensuring the proper delivery of course materials and to assist the functioning of project groups.