2002
DOI: 10.1016/s0360-1315(01)00065-3
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Integrating internet tools into traditional CS distance education: students' attitudes

Abstract: This paper describes a study conducted on the attitudes of students towards the integration of the Web as a channel of communication and a study tool in traditional distance teaching of Computer Science (CS) at the Open University of Israel (OUI). We examined the incorporation of web communication into the traditional model with three different groups of undergraduate students-one of 700 students in our introductory course, another of 150 students in our advanced ''Computer Networks'' course, and the third inc… Show more

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Cited by 30 publications
(11 citation statements)
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“…Such examples in economics education include Lage et al (2000), Parks (1999), Vachris (1999), Simkins (1999) and Agarwal and Day (1998). 1 The unique attributes of Internet tools may benefit students' learning experience by offering a new medium of interaction that complements classroom instruction, giving additional tools to support students' studies, facilitating idea generation and evaluation and record keeping, and yielding positive externalities for future employment, further study and/or research, and engagement in lifelong learning (see Simkins, 1999;Gal-Ezer & Lupo, 2002;Parkinson & Hudson, 2002). However, though the use of Internet tools in economic pedagogy is growing, there is no firm evidence to prove that Internet tools can make a substantial difference in improving teaching and enhancing learning.…”
Section: Introductionmentioning
confidence: 99%
“…Such examples in economics education include Lage et al (2000), Parks (1999), Vachris (1999), Simkins (1999) and Agarwal and Day (1998). 1 The unique attributes of Internet tools may benefit students' learning experience by offering a new medium of interaction that complements classroom instruction, giving additional tools to support students' studies, facilitating idea generation and evaluation and record keeping, and yielding positive externalities for future employment, further study and/or research, and engagement in lifelong learning (see Simkins, 1999;Gal-Ezer & Lupo, 2002;Parkinson & Hudson, 2002). However, though the use of Internet tools in economic pedagogy is growing, there is no firm evidence to prove that Internet tools can make a substantial difference in improving teaching and enhancing learning.…”
Section: Introductionmentioning
confidence: 99%
“…On the other hand asynchronous tools offer more flexibility for learners [3]. Gal-Ezer and Lupo recommend that effectiveness of learning approaches depends more on the nature of the learners and instructors [6].…”
Section: Brief Related Workmentioning
confidence: 99%
“…For instance, Gal-Ezer and Lupo (2002) and Hodson et al (2001) advocate that effectiveness of distance learning approaches depends more on the nature of the learners' ability for self studying, ability to integrate well with tutors and the overall discipline that is required of learners and tutors in the distance learning programme. This view places both learners and tutors performing a key role in influencing the effectiveness of the distance learning programme.…”
Section: Literature Review Distance Learning Developmentsmentioning
confidence: 99%
“…In addition, amidst the constraints placed on the managers of distance learning programmes, various measures are often put in place to enable social interactions of the learners thereby negating learner isolation in favour of enhancing engagement. This paradigm does, however, need to be tempered with the availability of resources to service this arrangement, along with an expectation that learners themselves have a direct responsibility to engage in the teaching-learning process, which directly impinges on the overall effectiveness of the online distance learning experience (see Gal-Ezer and Lupo, 2002;Hodson et al, 2001).…”
Section: Figure 4 Social Interaction Conceptual Modelmentioning
confidence: 99%