Evaluating computer-based simulations, multimedia and animations that help integrate blended learning with lectures in first year statistics

Neumann, David Lester; Neumann, Michelle M.; Hood, Michelle

doi:10.14742/ajet.970

Cited by 44 publications

(44 citation statements)

References 36 publications

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“…The overall results appear to support the data that computer simulations are most effective when used as a supplement to face-to-face lectures and in hybrid environments (Koh et al, 2010;Mkpanang, 2010;Mosalanejad et al, 2012;Neumann et al, 2011).…”

Section: Discussionsupporting

confidence: 72%

The Use of Computer Simulation to Compare Student performance in Traditional versus Distance Learning Environments

Guy

Lownes-Jackson

2015

IISIT

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Simulations have been shown to be an effective tool in traditional learning environments; however, as distance learning grows in popularity, the need to examine simulation effectiveness in this environment has become paramount. A casual-comparative design was chosen for this study to determine whether students using a computer-based instructional simulation in hybrid and fully online environments learned better than traditional classroom learners. The study spans a period of 6 years beginning fall 2008 through spring 2014. The population studied was 281 undergraduate business students self-enrolled in a 200-level microcomputer application course. The overall results support previous studies in that computer simulations are most effective when used as a supplement to face-to-face lectures and in hybrid environments.

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Section: Discussionsupporting

confidence: 72%

The Use of Computer Simulation to Compare Student performance in Traditional versus Distance Learning Environments

Guy

Lownes-Jackson

2015

IISIT

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“…The integration of technology also provides a means to enhance student learning and engagement in lectures. Therefore, recent studies have aimed to better understand the applications adapted during lectures from the perspective of students, including multimedia, computer-based simulations, animations and statistical software (Neumann et al, 2011). Research by Geer and Sweeney (2012) showed that the use of a variety of media applications to explain concepts increased the understanding and supported greater collaboration between students.…”

Section: Introductionmentioning

confidence: 99%

A Review of Research on Augmented Reality in Education: Advantages and Applications

Saidin

Halim²,

Yahaya³

2015

IES

257

127

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Technology in education can influence students to learn actively and can motivate them, leading to an effective process of learning. Previous research has identified the problem that technology will create a passive learning process if the technology used does not promote critical thinking, meaning-making or metacognition. Since its introduction, augmented reality (AR) has been shown to have good potential in making the learning process more active, effective and meaningful. This is because its advanced technology enables users to interact with virtual and real-time applications and brings the natural experiences to the user. In addition, the merging of AR with education has recently attracted research attention because of its ability to allow students to be immersed in realistic experiences. Therefore, this concept paper reviews the research that has been conducted on AR. The review describes the application of AR in a number of fields of learning including Medicine, Chemistry, Mathematics, Physics, Geography, Biology, Astronomy and History. This paper also discusses the advantages of AR compared to traditional technology (such as e-learning and courseware) and traditional teaching methods (chalk and talk and traditional books). The review of the results of the research shows that, overall, AR technologies have a positive potential and advantages that can be adapted in education. The review also indicates the limitations of AR which could be addressed in future research.

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“…In specific areas of the curriculum, software may provide opportunities for computer based simulation of techniques, tools for handling large sets of authentic data, as in the teaching of statistics e.g. Neumann, Neumann, & Hood, 2011, and for widening the range of 'accessible geometrical constructions', as in Straesser's (2002) discussion of Cabri. Of course there is not universal agreement as to the value of technology.…”

Section: Background To the Studymentioning

confidence: 99%

Theorising the take-up of ICT: can Valsiner’s three zones framework make a contribution?

Hammond

Alotaibi²

2016

Technology, Pedagogy and Education

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(2016) Theorising the take-up of ICT : can Valsiner's three zones framework make a contribution? Technology, Pedagogy and Education. Permanent WRAP URL:http://wrap.warwick.ac.uk/71517 Copyright and reuse:The Warwick Research Archive Portal (WRAP) makes this work by researchers of the University of Warwick available open access under the following conditions. Copyright © and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable the material made available in WRAP has been checked for eligibility before being made available.Copies of full items can be used for personal research or study, educational, or not-for profit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. A note on versions:The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher's version. Please see the 'permanent WRAP URL' above for details on accessing the published version and note that access may require a subscription. THEORISING THE TAKE-UP OF ICT: CAN VALSINER'S THREE ZONES FRAMEWORK MAKE A CONTRIBUTION?This paper explores the contribution of theory to understanding the take-up of ICT and, in particular, it describes how Valsiner's three zones framework came to be used in a study of lecturers in Saudi higher education institutions. The paper describes the value of theory and, in the process, illustrates some of the approaches taken in the literature on teachers' use of ICT. The challenges faced in theorising are also covered. The paper thengives the background to a study of ICT use among university lecturers before moving to a discussion of methodology and presentation of key findings. Next, attention shifts to explaining key aspects of Valsiner's zones framework and showing how this framework was applied to explain the modest but differentiated use of ICT across eight institutions.Finally, the paper discusses the strengths and limitations of the zones framework and highlights some of the wider challenges which theorisation poses. WHY THEORISE?Theorising can cover a range of activity in social research but a common feature of most theory is an attempt to offer an explanation as to how and why social processes happen for example, may serve as an explanation as to why some teachers take up ICT but confidence comes from somewhere, and if, say, it is a consequence of a particular kind of enculturation, how was that culture constructed in the first place? Theories do not, and cannot, provide definitive answers, rather they provoke argument. They provide a way of seeing the world and are valuable for the lens they offer on social activity (e.g. teacher educators in the Netherlands). In these and other studies there is widespread agreement that teachers with r...

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Evaluating computer-based simulations, multimedia and animations that help integrate blended learning with lectures in first year statistics

Cited by 44 publications

References 36 publications

The Use of Computer Simulation to Compare Student performance in Traditional versus Distance Learning Environments

The Use of Computer Simulation to Compare Student performance in Traditional versus Distance Learning Environments

A Review of Research on Augmented Reality in Education: Advantages and Applications

Theorising the take-up of ICT: can Valsiner’s three zones framework make a contribution?

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