Scientifically Based Research

Thompson, Ann D.

doi:10.1080/15391523.2005.10782440

Cited by 56 publications

(3 citation statements)

References 3 publications

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“…The online discourse literature continues to call for robust theory and methodology to examine interaction quality (e.g., Cazden, 2001) and to inform best practice (Thompson, 2005) through significant longitudinal studies (e.g., Flynn & Polin, 2003;Rourke, Anderson, Garrison, & Archer, 2001). Research methods, although useful, have remained focused upon structural and discourse content analyses (e.g., Fahy, Crawford, & Ally, 2001;Henri, 1992) and covered a relatively short time frame (e.g., Gunawardena, Lowe, & Anderson, 1997), thus failing to explain how dialogues may influence decisions.…”

Section: Research Design Methods and Research Designmentioning

confidence: 99%

Understanding Innovative Professional Development for Educators Through the Analysis of Intersubjectivity in Online Collaborative Dialogues

Hui

Russell

2007

International Journal of Information and Communication Technology Education

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Effectiveness of professional development is affected by the quality of social interaction. This study examines how online collaborative dialogues might influence teachers' decisions in their classrooms-sometimes hurting when not appropriated well. This theoretical article extends principal sociocultural approaches to a cognitive concept called intersubjectivity through illustrations of empirical data. Part of a larger innovative professional development involving four classroom locations across Missouri, synchronous chatroom dialogues comprising teachers and researchers, and pre-and post-unit interviews underwent qualitative discourse and focused microanalyses. We argue that teachers purposefully used their dynamic intersubjective spaces and strategies in the management of meaning-making negotiations within an online interactive environment. The findings reveal two novel variable forms of intersubjectivity: (a) temporary suspension, and (b) resistance and disagreement. These findings inform teacher educators and practitioners of online learning about the cognitive and sociocultural processes and tension of learning within advanced interactive learning environments.

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Section: Research Design Methods and Research Designmentioning

confidence: 99%

Understanding Innovative Professional Development for Educators Through the Analysis of Intersubjectivity in Online Collaborative Dialogues

Hui

Russell

2007

International Journal of Information and Communication Technology Education

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“…Technological innovation may be able to produce more efficient and effective teaching and learning activities at a local, national and international level, when used for strategic purposes, in particular contexts and areas (Valdez, McNabb, Foertsch, Anderson, Hawkes, & Raack, 2000) and if conceived as a "keystone" to increase the quality of teaching and learning, as well as research, in a situation where European higher education is currently experiencing a state of "stalemate" and a continuing reduction of resources for teaching and research facilities. However, the current debate on the role and use of new technologies in the higher education system, both in terms of teaching and research, on what leads to the discussion of the criteria that the university community processes to define what qualifies something (in terms of technology) as being of high academic quality, and currently indicates the need for empirical evidence and research methods with a scientific basis (Ehrmann, 1997(Ehrmann, , 1999 that confirms the usefulness of technology (Roblyer & Knezek, 2003;Dede, 2004;Hostetler, 2005;Thompson, 2005), as has been happening since 2001 in the United States for the No Child Left Behind Act (NCBL), the SBR, which is trying to conduct analysis and measurements which examine the relationship between technology and teaching-learning processes. This debate will surely advance the 'high quality' of educational research in terms of technology, but is raising questions about the application of these devices both in the classroom and in the laboratory.…”

Section: The Relationship Between "Core Competencies" Of the Teaching...mentioning

confidence: 99%

Technological Literacy in the Profile of Skills of University Professor in the New European Higher Education System

Nuzzaci

2011

International Journal of Digital Literacy and Digital Competence

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This article describes the new requirements of the European Higher Education Area (EHEA) - international and cross-cultural, Information and Communication Technologies (ICTs) that are important in all fields of university studies and take on a central role for learning and teaching. The literature review showed that, despite the considerable attention focused on the technological know-how of university teaching, few studies have examined the characteristics of these actors. The purpose is to focus more on teachers, clearly defining the technological skills necessary to develop the new European System of Higher Education in order to facilitate the development of skills, general learning, disciplinary, and professional digital education. This paper analyzes why this adaptation is necessary, the difficulties encountered, the objectives, and the response of teachers to these changes. On the other hand, university education acts on three fronts: the integration and use of new educational technologies in universities, the European convergence and application of ICT, the innovation and education needed to bridge the gap between universities, and teachers facing reality, both socially and professionally. This study contributes to the debate on the interactions between academic literacy, technological skills, and employment prospects for university teachers.

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“…Some researchers have emphasized the unique contributions that multimedia brings to the learning experience [3] [4]. According to Mayer [5], interactive multimedia is PAPER DESIGNING AND IMPLEMENTING AN EFFECTIVE COURSEWARE FOR THE ENHANCEMENT OF E-LEARNING one of the best technologies to help students learn.…”

Section: B Multimedia Principlesmentioning

confidence: 99%

Designing and Implementing an Effective Courseware for the Enhancement of e-Learning

Karajeh

Hamtini

Hamdi

2016

Int. J. Emerg. Technol. Learn.

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Abstract-The objective of this study is to determine the effect of applying the cognitive theory of multimedia learning in an e-learning environment. Three versions of a course on how to master skills in Adobe Photoshop were designed and given to a sample of (60) students to test their effectiveness.This research sample was divided into three groups. The first was an experimental group that studied the subject through Course Facilitated Multimedia Principles (CFMP), like the multimedia principle, the modality principle and the contiguity principle. The second experimental group studied the subject through Course Not-Facilitated Multimedia Principles (CNFMP), which did not apply the multimedia principle. The last group is a control group that studied the subject through traditional methods. Learning outcomes were determined by achievement test. Differences between pre and post-test scores were analyzed. The results show that the students in the first experimental group had improved their academic achievement by 53.70%, while the students in the second experimental group improved by 45.80%. Finally, the students in the control group had improved their achievement only by 30.5%. The findings affirm that CFMP has more effect on student achievement than the traditional way or the CNFMP. This is an indication that the application of the multimedia principles has improved the students' ability to comprehend, and achieved higher levels in learning. We recommend that educators should continuously examine the effectiveness of their pedagogical strategies and smartly apply technologies to enhance student's learning.

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Scientifically Based Research

Cited by 56 publications

References 3 publications

Understanding Innovative Professional Development for Educators Through the Analysis of Intersubjectivity in Online Collaborative Dialogues

Understanding Innovative Professional Development for Educators Through the Analysis of Intersubjectivity in Online Collaborative Dialogues

Technological Literacy in the Profile of Skills of University Professor in the New European Higher Education System

Designing and Implementing an Effective Courseware for the Enhancement of e-Learning

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