Lessons from the field: computer conferencing in higher education

McCabe, Margaret Foley

doi:10.1080/14759399800200026

Cited by 8 publications

(4 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As one pre-service teacher noted, "there was no immediate response from my classmates on some ideas that I wish to clarify urgently," while another said, "some [classmates] never respond to the message posted, as a result, the flow of communication was not so good." Therefore, the problem of delays between postings not only could lead to communication anxiety, i.e., the feeling of speaking into a vacuum (Feenberg, 1987) but also make the momentum of a discussion difficult to maintain (McCabe, 1998).…”

Section: Limitations Of Using Asynchronous Online Discussion In Solvimentioning

confidence: 99%

Evaluating the Extent of Ill-Structured Problem Solving Process among Pre-Service Teachers in an Asynchronous Online Discussion and Reflection Log Learning Environment

Cheung

Hew

2004

Journal of Educational Computing Research

View full text Add to dashboard Cite

Most educators increasingly regard ill-structured problem solving as an important objective of learning and have sought various means to achieve it. In this article, we describe a learning environment to help pre-service teachers in Singapore solve ill-structured problems. There are four key dimensions in our learning environment: tutor-led face-to-face tutorial, face-to-face discussion among participants, asynchronous online discussion, and a reflection log. The goal of this study was to investigate the roles of asynchronous online discussion and reflection logs in supporting ill-structured problem solving. Findings indicated that the use of asynchronous online discussion in an Asian context appears to mainly support two types of ill-structured problem solving processes, "Articulate the problem space" and "Generate possible problem solutions," while the reflection log seems to facilitate the processes of "Assessing the viability of alternative solutions" and "Monitor the problem space and solution options." The preservice teachers' perceptions on using the asynchronous online discussion and reflection log were also reported.

show abstract

Section: Limitations Of Using Asynchronous Online Discussion In Solvimentioning

confidence: 99%

Evaluating the Extent of Ill-Structured Problem Solving Process among Pre-Service Teachers in an Asynchronous Online Discussion and Reflection Log Learning Environment

Cheung

Hew

2004

Journal of Educational Computing Research

View full text Add to dashboard Cite

show abstract

“…The Internet-based activities can take advantage of integrated teaching approaches. Collaborative and cooperative learning occurs when computer-assisted language learning (CALL) is used in language teaching and learning, (McCabe, 1998). Evidence was noted that the teacher uses video to support background information of the text in Flash Media.…”

Section: Readingmentioning

confidence: 99%

Flash Media Implementation in Teaching Reading

Arbryan

2018

RILL

View full text Add to dashboard Cite

The media if used in the educational setting will complement the teaching-learning process. It will make the English language teaching better and more effective, and will also ‗enhance the students' ability and to attract students' attention in order to understand and experiment with the language. This research aims at: (1) describing how Flash Media used in teaching and learning of reading, (2) describing the other media that are used to support Flash Media in teaching and learning of reading, and (3) describing the difficulties of implementing Macro Media Flash Player in teaching and learning of reading. This research applies a case study method as one of qualitative research. The subject of the research were the English teacher and students on the ninth grade of one junior high school in Wonogiri. The data were collected through nonparticipant observation, interview, and documentation. In analyzing the data, the researcher used interactive model of analysis data by Miles and Huberman. The findings of the research show that the implementation of the Macromedia Flash Player has shown positive relation in supporting teaching and learning process. The other supporting media were also play the role to complete the teaching and learning experiences. It is hoped that the result can encourage English teachers to explore more medium and implement it in teaching and learning. SariMedia jika digunakan pada pendidikan akan mendukung proses belajar mengajar. Media juga akan membuat pembelajaran bahasa inggris lebih baik dan lebih efektif, selian itu juga akan meningkatkan kemampuan siswa dan menarik perhatian siswa dengan tujuan untuk memahami dan bereksperimen dengan bahasa. Penelitian ini bertujuan untuk: (1) mendeskripsikan bagaimana Flash Media digunakan pada pembelajaran membaca, (2) mendeskripsikan media lain yang digunakan untuk mendukung Flash Media dalam pembelajaran membaca, (3) mendeskripsikan kesulitan implementasi dari Flash Media dalam pembelajaran membaca. Penelitian ini menggunakan metode studi kasus sebagai salah satu dari penelitian kualitatif. Subjek dari penelitian ini adalah Guru Bahasa Inggris dan siswa kelas 9 dari sebuah Sekolah Menengah Pertama (SMP) di Wonogiri. Data dikumpulkan melalui observasi, interview, dan dokumentasi. Analisis data menggunakan interactive model of analysis oleh Miles dan Huberman. Temuan dari penelitian menunjukkan bahwa implementasi dari Flash Media menunjukkan hubungan positif dalam mendukung proses belajar Arbryan, A. 112 p-ISSN 2614-5960, e-ISSN 2615-4137 mengajar. Diharapkan bahwa hasil penelitian ini dapat mendorong Guru bahasa inggris untuk mengeksplor lebih banyak media dan mengimplementasikannya dalam pembelajaran.

show abstract

“…As Alexander and Elena said that -the Internet helps to make English lessons more rewarding and encourages opening the new way to bring about creativity and enthusiasm for learning‖ [12]. Besides, cooperative and collaborative learning occurs when computer-assisted language learning (CALL) is applied to language teaching and learning [13].…”

Section: ) Constructivismmentioning

confidence: 99%

Technology-Enhanced Business English Writing Teaching

Li¹,

Bin-rong²

2017

IJIET

View full text Add to dashboard Cite

The paper aims to present a design and an evaluation of a Business English Writing lesson with the support of several technologies, namely, webQuest, teaching blogs and concordancers (language corpora) in a specific context. This is likely to give an insight into how Chinese vocational college students develop their business writing skills by utilizing internet resources under the guidance of teachers in the era of globalization and information. Index Terms-Business English writing, technology tools, internet resources, in the era of globalization and information.

show abstract

Lessons from the field: computer conferencing in higher education

Cited by 8 publications

References 5 publications

Evaluating the Extent of Ill-Structured Problem Solving Process among Pre-Service Teachers in an Asynchronous Online Discussion and Reflection Log Learning Environment

Evaluating the Extent of Ill-Structured Problem Solving Process among Pre-Service Teachers in an Asynchronous Online Discussion and Reflection Log Learning Environment

Flash Media Implementation in Teaching Reading

Technology-Enhanced Business English Writing Teaching

Contact Info

Product

Resources

About