Creating a Sense of “Presence” in a Web-Based PSI Course: The Search for Mark Hopkins' Log in a Digital World

Koen, B.V.

doi:10.1109/te.2005.850712

Cited by 15 publications

(16 citation statements)

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“…The list of approaches to teaching and learning computer programming continues to grow. In this article, reported techniques include (1) a "blended" instructional approach (Boyle et al, 2003); (2) an emphasis on mathematics and algorithms (Hu, 2006); (3) supportive programming environments such as BlueJ (Kolling, Quig, & Rosenberg, 2003), DrJava (Hsia, Simpson, Smith et al, 2005), and PigWorld (Lister, 2004); (4) Problem-Based Learning (Tsang & Chan, 2004); (5) the Environment for Learning to Program (Truong, Bancroft, & Roe, 2005); (6) collaborative peer tutoring (Williams et al, 2002) and collaborative learning (Jehng, 1997); (7) a Traffic Light System Simulator (Yuen, 2006); a Computer Clubhouse learning environment (McDougall & Boyle, 2004), and (9) a Web-based personalized system of instruction (Koen, 2005). With the possible exception of Boyle et al (2003), research studies in this domain typically emphasize a student's singular exposure to a task within the context of a single instructional modality.…”

Section: Discussionmentioning

confidence: 99%

Information Communication Technologies for Enhanced Education and Learning

2009

Advances in Information and Communication Technology Education

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Information systems students in a graduate section and an undergraduate section of an introductory Java graphical user interface course completed the following initial assignments to learn a simple program: (1) automated programmed instruction tutoring, (2) hands-on learning with a lecture, and (3) collaborative peer tutoring. Tests of knowledge transfer and software self-efficacy were administered before students began the first assignment and following completion of each one. The results showed progressive improvement in rule test performance and software self-efficacy across the several instructional events. Taken together, the results of these classroom observations extend the generality of previous work to an updated set of instructional materials and assignments, and that outcome shows the reliability of the learning processes with new groups of students. Students who are new to Java had the privilege of exposure to an initial repertoire of teaching tactics that are synergistic and cumulative.

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Section: Discussionmentioning

confidence: 99%

Information Communication Technologies for Enhanced Education and Learning

2009

Advances in Information and Communication Technology Education

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“…The course design was based on the personalized system of instruction developed by Fred Keller [9, 10, and 11]. In [8], Professor Koen describes how to achieve a sense of "Presence" in the on-line environment. This sometimes neglected aspect of instruction makes a difference in student learning and their satisfaction with the experience of on-line education.…”

Section: Formative Experiencesmentioning

confidence: 99%

This is NOT a MOOC!: Reflections on on-line asynchronous education

Richards

2014

2014 IEEE Frontiers in Education Conference (FIE) Proceedings

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In this paper, we describe an on-going experiment in asynchronous on-line learning. In 2010, a popular graduate statistics course was converted to this format. The course has now been offered four times in the new format. We review some highlights from the history of personalized instruction and how those ideas influenced the development of our course; as well as the results of its first four offerings in the asynchronous online environment. We also discuss the potential for the future of on-line learning and the audiences for which it is most appropriate. It is important to distinguish the careful planning and implementation required for successful on-line learning from the currently popular MOOCs. We must not let the fate of MOOCs detract from the many exceptional experiments in personalized learning that have been underway for half a century.

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“…While some courses offer curriculum on cultural differences and how to handle the challenges of working together (Koen, 2005), other programs may ask students to role-play to represent their own or a remote culture. Today, global redistribution of engineering work has led to the participation of significant numbers of Indian and Chinese engineers.…”

Section: Communication Planningmentioning

confidence: 99%