Improving instructional effectiveness with computer-mediated communication

Naidu, Som; Barrett, John; Olsén, Peter

doi:10.1080/0968776950030207

Cited by 7 publications

(2 citation statements)

References 4 publications

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“…The Web conferencing facilities were limited in 1995, and we had to advocate the use of two systems for M205 -STILE, one for conferencing and email and one for Web access. It has been suggested, however, that the Web even in 1997 is still not a very good medium for conferencing: Collis (1996) discusses the benefits of computer conferencing as compared to the Web environment for course organisation; hypertext systems, proprietary conferencing systems and the Web are discussed by Laurillard (1994), Naidu et al (1995), Cohen (1996) and Nkambou and Gauthier (1996).…”

Section: Discussionmentioning

confidence: 99%

Hijacking hypermedia and other highways to learn computer science on a distancelearning course

Wilson

Whitelock

2011

Research in Learning Technology

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A teaching project using Computer-Mediated Communication (CMQ to aid students' understanding of computer science took place from February to November 1995 at the Open University. The project fell within that of STILE (Students' and Teachers' Integrated Learning Environment), and the course was M205 - STILE: Fundamentals of Computing. Four different institutions were involved: the Universities of Leicester, Loughborough, De Montfort and the Open University (Ruggles, 1995; Ruggles et al, 1995; Underwood et al, 1996; Zhao et al, 1996). One of the main aims of the Open University implementation was to improve the presentation of the computer science course by enabling structured access to online facilities for both tutor-to-student and student-to-student communication. The nine tutors and 110 computer science students were situated nationwide and in Europe. In line with our partners, we used the Netscape browser version 1 revision N, with Trumpet version 2 revision B. Although use of the Web for teaching and learning was underpinned by a wealth of literature about hypertext and hypermedia (see Nielsen 1993; Laurillard, 1994), it did not successfully sustain conferencing in 1995. Therefore we also adopted the FirstClass conferencing system (version 2.6) to accommodate our distance-learning students

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Section: Discussionmentioning

confidence: 99%

Hijacking hypermedia and other highways to learn computer science on a distancelearning course

Wilson

Whitelock

2011

Research in Learning Technology

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“…Pemaparan materi berbantuan komputer untuk memfasilitasi komunikasi pembelajaran semakin jamak digunakan. Moda pengajaran ini dipandang efektif (Asubiojo & Ajayi, 2017;Naidu, Barrett, & Olseb, 2011). Selain itu, kesesuaian antara gaya belajar dan moda penyampaian berdampak pada peningkatan hasil belajar siswa.…”

Section: Memaparkan Materi Pelajaranunclassified

Penerapan Problem-Based Learning untuk Meningkatkan Hasil Belajar di Sekolah Menengah Atas

Rumaidah¹,

Rahman

2020

jpii

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Traditional instruction limited students' autonomy to construct their knowledge. This condition enforces students' dependency on the teacher. Consequently, it affects their learning outcomes. an effort to improve the learning outcomes by applying a problem-based learning model is supported by several pieces of research. This study deployed an action research design carried in two circles. The result stated that there are improvements in three aspects i.e attitude, knowledge and skill. Average score of attitude aspect increase from 77,48 to 77,86; knowledge aspect from 77,26 to 77,98; skill aspect from 76,52 to 77,80. The number of students achieving classical mastery learning criteria increases 20% from the first circle i.e 64% of 25 students. Therefore, the criteria are achieved. The result also points out that learning tasks carried by small groups make knowledge transfer as a learning community possible.Abstrak: Pembelajaran tradisional kurang memberi otonomi bagi siswa untuk membangun pemahamannya, hal ini berimplikasi pada ketergantungan terhadap guru yang besar dan berimplimasi pada hasil belajar. Penggunaan problem based learning untuk meningkatkan hasil belajar telah didukung oleh hasil penelitian. Penelitian ini menggunakan penelitian tindakan, yang dilakukan dalam dua siklus. Hasil yang dicapai berdasarkan aspek, pengetahuan, sikap dan keterampilan dinyatakan ada peningkatan rata-rata skor pada ketiga aspek tersebut: aspek sikap dari 77,48 menjadi 77,86; aspek pengetahuan dari 77,26 menjadi 77,98; aspek keterampilan dari 76,52 menjadi 77,80. Sedangkan ketuntasan klasikal meningkat 20% dari siklus pertama, yaitu 64% dari 25 siswa. Dengan demikian, kriteria ketuntasan klasikal dapat terpenuhi. Hasil ini juga menunjukkan bahwa tugas belajar dalam kelompok memungkinkan terjadinya transfer pengetahuan sebagai komunitas belajar. Kata Kunci : problem-based learning; hasil belajar ………………………….………………………………………………………………………………... Pendahuluan

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What are the perceived benefits of participating in a computer-mediated communication (CMC) environment for distance learning computer science students?

Wilson

Whitelock

1998

Computers & Education

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Improving instructional effectiveness with computer-mediated communication

Cited by 7 publications

References 4 publications

Hijacking hypermedia and other highways to learn computer science on a distancelearning course

Hijacking hypermedia and other highways to learn computer science on a distancelearning course

Penerapan Problem-Based Learning untuk Meningkatkan Hasil Belajar di Sekolah Menengah Atas

What are the perceived benefits of participating in a computer-mediated communication (CMC) environment for distance learning computer science students?

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