Creating a small, small world through videoconferencing: SAXophone

Mizell, Al P.

doi:10.1007/bf02299603

Cited by 4 publications

(2 citation statements)

References 4 publications

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“…Although more expensive than mentoring through e-mail, the benefits of VC might make the extra expense worthwhile. Some of the benefits of VC include having the feeling of meeting the other person, gathering differing viewpoints, and sharing ideas (Mizell 1999). It can help participants to experience a personal connection over distance as they can make eye contact and see other people's expressions.…”

Section: E-mentoringmentioning

confidence: 99%

“…Using computer mediated communication (CMC), a convenient and relatively inexpensive way to communicate (Mizell 1999), students can connect with mentors and interactions can occur over weeks or months, allowing students time to reflect and grow. Students can learn about their mentor's chosen profession, and build self-esteem and confidence in a supportive environment (Single and Single 2005).…”

Section: E-mentoringmentioning

confidence: 99%

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Inquiry-based learning and e-mentoring via videoconference: a study of mathematics and science learning of Canadian rural students

Moorman

Dyjur

2010

Education Tech Research Dev

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This research seeks to (1) establish a feasible development and implementation model for an inquiry-based learning environment with e-mentoring using videoconference, and (2) apply the model to examine its impact on rural students' learning. To achieve these goals, we developed a model of inquiry-based learning with e-mentoring (IBLE) based on CII's inquiry model (Community Informatics Initiative 2009; http://inquiry.uiuc.edu/). We then tested the effectiveness of the IBLE model and reported our work in a rural context. Results showed that IBLE had enhanced students' learning, most significantly on their affective development, including increased motivation, broadened understanding, and augmented career awareness. Implications for design and limitations of the study are also discussed.

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Section: E-mentoringmentioning

confidence: 99%

Section: E-mentoringmentioning

confidence: 99%

Inquiry-based learning and e-mentoring via videoconference: a study of mathematics and science learning of Canadian rural students

Moorman

Dyjur

2010

Education Tech Research Dev

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The global quiz bowl: Competing and cooperating through compressed video

Kontos¹,

Mizell²

2005

TECHTRENDS TECH TRENDS

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Using Videoconferencing to Provide Mentorship in Inquiry-Based Urban and Rural Secondary Classrooms

Dyjur

Nicholson

et al. 2010

CJLT / RCAT

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The main purpose of this design-based research study is to examine the effects of an inquiry-based learning environment, with the support of videoconferencing, on both rural and urban secondary students’ mathematics and science learning. An important aspect of this learning environment is the use of videoconferencing to connect classes with mathematicians/ scientists (as e-mentors). Specifically, the following two research questions guide this study: (1) In what ways, if any, does the inquiry-based learning environment impact student beliefs and learning outcomes? (2) What challenges emerge in the development of an inquiry-based learning environment with secondary students in both rural and urban schools? Using a mixed methods approach, this study focuses on two grade 9 classes in an urban school and three Grade 8 classes in a rural school. The results suggest positive effects of this learning environment on student learning of math and science. In particular, both urban and rural students showed significant gains in their achievement. In addition, students showed an increased interest and heightened confidence in math and science. As well, the results point to issues arising from the process, suggesting useful guidelines for the development of such environments. Résumé : L’objectif principal de cette étude de recherche axée sur la conception est d’examiner les effets d’un environnement d’apprentissage basé sur le processus d’enquête et utilisant le soutien de la vidéoconférence sur l’apprentissage des mathématiques et des sciences auprès d’élèves du secondaire en milieux ruraux et urbains. L’utilisation de la vidéoconférence pour mettre les classes en lien avec des mathématiciens et des scientifiques (en tant que cybermentors) constitue un aspect important de cet environnement d’apprentissage. Plus précisément, les deux questions suivantes orientent la présente étude : (1) De quelle manière, le cas échéant, l’environnement d’apprentissage basé sur le processus d’enquête a-t-il un effet sur les croyances et les résultats d’apprentissage des élèves? (2) Quels défis émergent lors de la mise en place d’un environnement d’apprentissage basé sur le processus d’enquête auprès d’élèves du secondaire dans des écoles en milieux ruraux et urbains? Cette étude, qui utilise une méthode de recherche mixte, se concentre sur deux classes de 9e année dans une école urbaine et trois classes de 8e année dans une école rurale. Les résultats suggèrent que cet environnement d’apprentissage a des effets positifs sur l’apprentissage des mathématiques et des sciences par les élèves. En particulier, les étudiants des milieux urbains et ruraux ont affiché des gains significatifs dans leurs acquis scolaires. En outre, les élèves ont démontré un intérêt croissant pour les mathématiques et les sciences de même qu’une confiance accrue dans ces matières. Enfin, les résultats permettent également d’identifier certains éléments qu’il convient d’examiner relativement à ce processus et de suggérer des lignes directrices utiles pour la mise en place de tels environnements.

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Creating a small, small world through videoconferencing: SAXophone

Cited by 4 publications

References 4 publications

Inquiry-based learning and e-mentoring via videoconference: a study of mathematics and science learning of Canadian rural students

Inquiry-based learning and e-mentoring via videoconference: a study of mathematics and science learning of Canadian rural students

The global quiz bowl: Competing and cooperating through compressed video

Using Videoconferencing to Provide Mentorship in Inquiry-Based Urban and Rural Secondary Classrooms

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