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A case study of participation and critical thinking in a university-level course delivered by computer conferencingBullen, Mark 11 1900 (has links)
Despite the growth in the size and acceptance of distance education, there
have been persistent criticisms of this form of education because it often fails
to provide for interaction among students and between students and
instructors. Without this, it is suggested, distance education can only be an
inferior imitation of the best face-to-face education because learners are
unable to clarify and challenge assumptions and to construct meaning
through dialogue.
Some critics believe distance education's inability to reproduce a critical
dialogue among students and between students and instructor can be
addressed through the use of two-way communication technologies such as
text-based, asynchronous (i.e., not in real time) computer conferencing.
Appropriately-designed computer conferencing, it is argued, will facilitate
interaction among students and between the instructor and students thus
making distance education more appropriate for the higher-level cognitive
goals of college and university education. At the same time, using this'
technology will retain the flexibility of time and place-independence that is
characteristic of distance education.
The literature on educational computer conferencing is replete with
references to its potential to create a new paradigm of education characterized
by interactive group knowledge-building and critical thinking, but there are
few empirical studies that have substantiated this view. Little is known about
how and why learners participate and what factors may affect their
participation. Similarly there has been little empirical study of the quality of
computer conferencing interaction.
This case study of a university-level course delivered by computer
conferencing was designed to address these issues. It was guided by two purposes: 1) to determine whether the quantitative and qualitative
dimensions of participation in this online course were consistent with key
aspects of the new paradigm of networked learning as articulated in the
literature, that is, if students were actively participating, building on each
others contributions and thinking critically about the discussion topics; and 2)
to determine what factors affected student participation and critical thinking.
The results of this study suggest that some of the claims about the
potential of this technology to transform conventional and distance
education may be overstated. The emergence of a dynamic and interactive
educational process that facilitates critical thinking was shown to be
contingent on a variety of factors. The results suggest, however, that with the
appropriate course design, instructor interventions, content, and students,
computer conferencing can be used for these purposes and should be given
serious consideration by distance educators as a way of facilitating interaction
and critical thinking in distance education.
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The quest for the most effective technology-based instructional model : the operational definition of technology enhanced instructionFarenholtz, Aubry Gustave 11 1900 (has links)
Educators need access to a technology-based instructional model that provides opportunities for
students to develop an expanded set of skills, accommodates students' unique learning styles and
rates, and which allows teachers flexibility in adapting the model to their own instructional
styles. The thesis presents a concise operational definition of Technology Enhancement as it
applies to instruction in secondary school classrooms. The definition of Technology
Enhancement then forms the basis for developing criteria that can be used to establish and
evaluate Technology Enhanced Instruction (TEI) programs in secondary schools. These criteria
will also enable educators to ensure the longevity and continuity of the program in their schools,
thus maximizing the educational benefits afforded by technology, while minimizing the
potential capital costs. Technology will continue to pervade all aspects of educational
institutions; educators are faced with the challenge of making effective use of technology and
helping students to develop life-long learning skills without discarding established, effective
educational strategies.
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A methodology for designing a class of advanced manufacturing systemsLee, Shine-Der 08 1900 (has links)
No description available.
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Intelligent tutoring for diagnostic problem solving in complex dynamic systemsVasandani, Vijay 12 1900 (has links)
No description available.
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From the textbook to the lecture : improving pre-lecture preparation in organic chemistryGirardot, Steven Patrick 12 1900 (has links)
No description available.
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Training for decision making in a complex, dynamic task environment : an empirical investigation focusing on part-task training and feedbackHodge, Kevin Abbott 12 1900 (has links)
No description available.
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A comparison of guided exploration and direct instruction computer tutorsAkers, John W. 12 1900 (has links)
No description available.
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ND, a rule-based implementation of natural deduction : design of the theorem-prover and tutoring systemDongier, François January 1988 (has links)
No description available.
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Teacher pupil interaction in a Logo setting : an exploratory studyStenzel, Thomas C. January 1986 (has links)
No description available.
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Variables affecting performance on a computerized text-editing taskSheinfeld, Steven H. January 1983 (has links)
No description available.
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