Instructors are incorporating video into their blended and web-based courses at an ever increasing rate. Thus the need for research in this area is required to understand how to design, utilize, and incorporate video most effectively as a pedagogical tool. This study explored how the design and implementation of digital video resources in an online educational environment affected learning outcomes. Forty-five health professionals and students evaluated the digital videos incorporated into ePhysicianHealth.com. Three types of digital video genre were examined in this study: modeling/demonstrations, personal stories/commentaries, and content expert narratives. The findings suggested that the majority of the participants found that the digital videos to be a valuable addition to ePhysicianHealth.com, as they made the learning environment more authentic, memorable, realistic, varied, and accommodating to different learning styles. Key Words: eLearning; online learning; video; healthcare education; physician wellness; disruptive behaviour; emerging technologies

Les TIC sont à l'avant garde de l'économie postindustrielle. Toutefois, elles risquent d'élargir l'écart entre les pays riches et les pays pauvres si ces derniers n'arrivent pas à s'insérer dans l'économie du savoir. Comme ce fut le cas pour les universités occidentales, les universités africaines peuvent jouer un rôle important dans la diffusion et l'appropriation des TIC. Le but de la présente étude qualitative était d'identifier le processus de changement pour l'introduction des TIC dans une université africaine, de le comparer à la littérature et de suggérer une démarche à suivre pour les universités semblables. La principale question de recherche était: Quel est le processus de changement pour l'introduction des TIC à l'Université Cheikh Anta Diop de Dakar au Sénégal? Le Rectorat et deux unités de l'UCAD, l'École des Bibliothécaires Archivistes et Documentalistes (EBAD) et la Faculté des Sciences et Techniques (FST), ont été cibles. Les entrevues semi-dirigées, les documents officiels et le site Web de l'UCAD étaient les sources de données. Les données étaient cueillies entre mai et décembre 2002; 27 participants ont été interrogés (dirigeants, administrateurs, enseignants, étudiants, bibliothécaires et techniciens informatiques) et 38 entrevues ont été réalisées. Ces entrevues ont été transcrites intégralement et les données codées et analysées à l'aide du logiciel NVIVO. La vérification du processus de recherche, la crédibilité, la transférabilité et la fiabilité étaient les critères de scientificité. Les résultats montrent que l'adoption d'Internet et son déploiement sur le campus résultent de la combinaison d'un processus interne et d'une décision politique du gouvernement du Sénégal. Le processus de changement varié d'une unité à l'autre. Le leadership et la coopération internationale sont des conditions indispensables de l'introduction des TIC. Le processus était planifié lorsque le leadership et la coopération étaient impliqués dans toutes les étapes du changement, et non planifié lorsque le leadership était impliqué de près et la coopération était éloignée de ces étapes. Pour réussir le changement, l'UCAD devrait définir une politique générale, coordonner les processus en cours dans les unités et adopter des stratégies de participation active des acteurs internes (dirigeants, administrateurs, syndicats, associations estudiantines, enseignants, étudiants, techniciens) et des acteurs externes (agences gouvernementales et de coopération internationale). Cette étude à contribué à l'avancement des connaissances en éducation par la génération de concepts de changement ancres dans leur contexte naturel, la présentation d'une théorie enracinée discutée par rapport à la littérature et l'identification des dimensions de l'introduction des TIC dans la gestion et dans les activités pédagogiques. L'étude propose des axes de recherche sur la planification du changement et la participation active des acteurs, la culture organisationnelle des universités africaines, l'insertion de la coopération internationale dans les projets d'établissements, les types de leadership et de stratégies qui favorisent le changement durable.

L'intégration des TIC à l'école, de par les nouvelles possibilités offertes et de par la variété des activités réalisables, interpelle la manière d'enseigner et d'apprendre. Cette recherche examine, par la méthode d'étude de cas, les représentations des enseignants d'une école élémentaire suite à l'intégration des TIC. Le but de cette recherche est de mieux comprendre la façon dont les enseignants vivent les changements qui y sont rattachés ainsi que les facteurs qui favorisent et ceux qui freinent une telle innovation. L'intégration des TIC étant un domaine encore peu connu et la nature de notre question nécessitant une description du phénomène vécu, nous avons procédé par entretiens semi dirigés auprès des enseignants d'une école élémentaire. La recherche s'inscrit donc dans une démarche interprétative. L'analyse des résultats a fait ressortir des changements vécus regroupés sous quatre thèmes principaux : les retombées pédagogiques, l'évolution des rôles, les transformations sociales et l'organisation du travail au sein de l'école. De plus, cette étude montre les potentialités des TIC en milieu minoritaire, notamment celles de contribuer à renforcer le noyau culturel francophone et à briser le sentiment d'isolement en encourageant le développement d'une communauté d'apprentissage professionnelle. Les discours mettent aussi en évidence des facteurs personnels favorables qui sont principalement les attitudes des enseignants et les avantages percus pour l'élève. Quant aux facteurs organisationnels favorables, les propos soulignent la formation, l'appui, le leadership de la direction de l'école, une structure collaborative, les pressions et les modèles cotoyés. Enfin, les facteurs défavorables à l'intégration des TIC selon les représentations des enseignants de notre étude, semblent être surtout les conséquences néfastes tant chez les élèves que chez les enseignants ainsi que les attitudes négatives. Quant aux facteurs organisationnels défavorables ils seraient liés au manque de temps, aux difficultés techniques, au manque d'équipement et de soutien. L'étude a aussi fait ressortir des profils particuliers des enseignants en tenant compte de la personnalité des individus, de leurs préoccupations face à l'innovation, de l'utilisation qu'ils en font ainsi que des représentations qu'ils ont de leurs compétences avec les TIC. Les représentations des changements vécus et des facteurs favorables et défavorables varient compte tenu de ces profils.

This study examined the experiences of university professors at one university as they adopted and used online courses. It drew on various theories of change to analyze the adoption of online courses by professors. Qualitative methods, involving semi-structured interviews with 32 university professors, were used to gather information about the various factors influencing university professors' adoption of online courses. Three levels of analysis---societal, institutional, and individual---were used to organize the qualitative data. The findings provide insight into the adoption experiences of professors at this university and also the future development of this new technology for teaching. These insights expand understanding of this new teaching medium for professors, university administrators, and researchers undertaking work in this area. Avenues for further research are also identified.

Studies indicate that teachers, and in particular science teachers in the senior high school grades, do not integrate laptop computers into their instruction to the extent anticipated by researchers. This technology has not spread easily to other teachers even with improved access to hardware and software, increased support, and a paradigm shift from teacher-centred to student-centred education. Although a number of studies have focused on the issues and problems related to the integration of laptops in classroom instruction, these studies, largely quantitative in nature, have tended to bypass the role teachers play in integrating laptop computers into their instruction. This thesis documents and describes the role of Ontario high school science teachers in the integration of laptop computers in the classroom. Ten teachers who have successfully integrated laptop computers into their biology courses participated in this descriptive study. Their perceptions of implementing laptops into their biology courses, key factors about the implementation process, and how the implementation was accomplished are examined. The study also identifies the conditions which they feel would allow this innovation to be implemented by other teachers. Key findings of the study indicate that teachers must initiate, implement and sustain an emergent and still evolving innovation; teacher perceptions change and continue to change with increased experience using laptops in the science classroom; changes in teaching approaches are significant as a result of the introduction of laptop technology; and, the teachers considered the acquisition and use of new teaching materials to be an important aspect of integrating laptop computers into instruction. Ongoing challenges for appropriate professional development, sharing of knowledge, skills and teaching materials are identified. The study provides a body of practical knowledge for biology teachers who are considering the integration of laptops into their instruction. The results are of interest to science teachers, those whose decisions affect the meaningful integration of technology in science education, those researching the teaching of science in secondary schools and those who prepare science graduates to teach at this level. Key Words: innovation, laptop, computer, biology, science, secondary, implementation, perceptions, instruction, professional development, qualitative, descriptive.

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No description available.

This thesis examines the role that technology may have in art education. It is a case study that describes how the art educators in one Arizona school district are currently using technology and the plans they have to use technology in their classrooms in the future. On site interviews and limited classroom observations were used to collect information. Art educators cooperating in the study were asked a wide range of unstructured questions to gather their views and impressions. Transcripts are included. The case study suggests that there is a high level of support for the introduction of technology into the art classrooms in this school district. However, at this time it seems that the technologies under consideration are limited to the microcomputer and the CD-disk. In addition, in this school district there seemed to be no technical support system available to assist the art educators in their attempts to integrate technology into the art classroom. Their future success might be limited by the lack of support available from outside sources.

<p> <i>Purpose:</i> Electronic media is eliminating the barriers of time, space, and distance. Digital technology is very convenient and effective in many aspects of our lives. It changes the way we live, interact, communicate, learn, work, and even play. Technology and information technology is becoming essential to numerous individuals and to various types of organizations. The purpose of this study is to describe the students' view on frequency and type of technology used at the Cyprus University of Technology during courses to support instruction. In addition, this study explores what are the Cyprus University of Technology students' attitudes towards technology in general. </p><p> <i>Methods:</i> The research method employed in this study was quantitative. Data collection included the use of a survey. The target population of this study was the students of the undergraduate program at the Cyprus University of Technology in Limassol, Cyprus. That survey was sent to all the undergraduate students and the sample number that was used in the survey for the descriptive statistic analysis was 334. </p><p> <i>Findings:</i> Students indicate that technology elevates the level of teaching and that technology assists students in achieving their academic goals. In addition, students find the use of technology and learning management systems extremely important for their academic success. The students report that forms of communication that utilise technology are extremely important to their academic success. In addition, students believe that handheld mobile devices to be of high importance to their academic success. </p><p> <i>Implications:</i> A notable percentage of students specify that they wish their instructors would use all resources/tools with a higher frequency. In addition, the students indicate that they wish their instructors use more the Course or learning management system. Furthermore, the students state that they wish their instructors would use more technology to communicate with their students. Moreover, students point out that it is important that more or better technology is available in order to learn, study, or complete coursework. Furthermore, students wish their instructors use new technologies and they suppose that it is extremely or very important that they themselves were better trained or skilled at using available technologies for learning and completing course work.</p>

This study hypothesized that distance education students who received regularly scheduled tutoring from trained subject-matter-experts via either telephone or electronic-mail would have significantly higher completion rates, learn significantly more, take significantly less time to complete their training program and be significantly more motivated to participate in future distance education programs. The study was designed as a pre-test-post-test nonequivalent control group experiment with one control and two experimental groups. Data was gathered using student pretests, postests, pre-motivation instruments, post-motivation instruments, on-line management routines, diaries and on-site interviews. ANOVA, t-tests and correlations were used to measure significance. / During the ten week study, 51 military reserve recruits in three different locations completed their basic Anatomy and Physiology training using an individualized computer-based training program. The control group was given no tutorial assistance unless they personally requested it. Students in the first experimental group were only given tutorial assistance if they failed a module test or were falling behind their peers in the amount of time it took to study a module. Students in the second experimental group were contacted by the tutors once every four hours of study time or once a week. Students and on-site supervisors in all three locations were counselled not to provide any in-house tutorial advice to the study participants. / The study found that regularly scheduled tutorial assistance made a significant difference in distance students' course completion rates and motivation towards distance education, but no significant difference in student learning or the amount of time to complete the study across the three groups. The study concluded that scheduled distance tutoring interventions had some positive effect on distance students, but distance education providers must carefully weigh the costs of establishing a tutor intervention program. / Source: Dissertation Abstracts International, Volume: 55-09, Section: A, page: 2685. / Major Professor: Robert K. Branson. / Thesis (Ph.D.)--The Florida State University, 1994.