Summative and Formative Evaluations of Internet-Based Teaching

Nguyen, Dat-Dao; Kira, Dennis

doi:10.4018/9781878289803.ch003

Cited by 4 publications

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“…The global proliferation of computer hardware and software has resulted in the widespread utilization of the Internet in higher education (Liegle & Meso, 2000;Ludlow & Duff, 2001;Nguyen & Kira, 2000;Spooner, Spooner, Algozzine, & Jordan, 1998;Spooner, 2001; Thompson & Lynch, 2003). Since the 1980s, institutions of higher education have been delivering instruction over the World Wide Web (WWW; Liegle & Meso), a technology with no regional, state, or national boundaries 2003(Simonson et al, 2003.…”

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confidence: 99%

“…Web-based instruction allows learners to access information at any time and/or place (Liegle & Meso, 2000;Lim, 2001;Ludlow & Duff, 2001;Nguyen & Kira, 2000;Simonson et al, 2003;Spooner et al, 1998;Thompson & Lynch, 2003). It involves the delivery of information to learners through the Internet using various technologies including e-mail, bulletin boards, Web pages, and listservs (Cheney, 2000;Liegle & Meso;Lim;Spooner et al).…”

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“…Presently, the number of college students who are generally older and have numerous responsibilities is expected to increase rapidly within the next two decades (Simonson et al). Fortunately, because of its flexibility and convenience, this group of students can still pursue their education through the Internet (Brescia, Miller, Ibrahima, & Murry, 2004;Kim, 2004;Nguyen & Kira;Spooner et al;Thompson & Lynch).…”

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confidence: 99%

“…The primary demerit of WBI is the limited interaction between learners and between learners and the instructor (Arbaugh, 2001;Kim, 2004;Liegle & Meso, 2000;Nguyen & Kira, 2000;Purcell-Robertson & Purcell, 2000;Spooner et al, 1998;Yilmaz & Tuzun, 2001). Even with the use of Internet communications such as e-mail, chat rooms, Web pages, and/or listservs, WBI lacks the capabilities of face-to-face communication and immediate feedback (Liegle & Meso; Nguyen & Kira; Yilmaz & Tuzun).…”

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confidence: 99%

“…Even with the use of Internet communications such as e-mail, chat rooms, Web pages, and/or listservs, WBI lacks the capabilities of face-to-face communication and immediate feedback (Liegle & Meso; Nguyen & Kira; Yilmaz & Tuzun). Moreover, since students participating in WBI must use computers, it creates some anxiety for those learners with minimal writing (Ludlow & Duff, 2001) and computer skills (Brescia et al, 2004;Brooks, 2003;Cheurprakobkit, Hale, & Olson, 2002;Lim, 2001;Nguyen & Kira;Simonson et al, 2003).…”

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confidence: 99%

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Perceptions of Graduate Students on the Use of Web-based Instruction in Special Education Personnel Preparation

Bore

2008

Teacher Education and Special Education: The Journal of the Tea

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This study examined the perceptions of 88 graduate students on the use of Web-based instruction in preparing special education personnel. Following the collection of data using surveys, 6 participants were randomly selected from the original sample and interviewed. Findings supported Web-based instruction as a convenient way for students to pursue their education. Furthermore, findings indicated that Web-based courses with increased structure and organization resulted in improved learning outcomes. Greater opportunities for learner and instructor interaction in Web-based courses increased the probability of acquiring anticipated learning goals and objectives. Finally, technological problems and a lack of user-friendly technology jeopardize the effectiveness of Web-based instruction.

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Perceptions of Graduate Students on the Use of Web-based Instruction in Special Education Personnel Preparation

Bore

2008

Teacher Education and Special Education: The Journal of the Tea

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Virtual Schooling Service: Productive Pedagogies or Pedagogical Possibilities?

Kapitzke

Pendergast

2005

Teachers College Record

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This article reports on an evaluation of a virtual schooling innovation in an Australian context. The Virtual Schooling Service Pilot uses online technologies to deliver senior school subjects in both synchronous and asynchronous modes of delivery. The purpose of the study was to analyze the organizational, pedagogical, and technological efficacy of the innovation for the purpose of exploring the feasibility of main-streaming virtual delivery for secondary schooling. Although the Virtual Schooling Service was important in maintaining curricular provision, application of the Productive Pedagogies framework showed that the innovation held pedagogical potential that remained unrealized.

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An ICT-Based Distance Education Model: an Evaluation of ICT-Based Modes at the University of the South Pacific

Devi¹

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<p>This study developed a model for evaluating the ability of ICT-based modes of communication to foster an effective learning environment, by creating telepresence, flexibility, interaction and collaboration, for distance learners at the University of the South Pacific (USP). The model is formulated on the basis of the educational relationship triad developed by Hall and Kidman (2002). Concepts and attributes from foundations of distance education; new models of distance education; and learning theories, which build on the educational relationships are identified and integrated into the ICT-based distance education model developed in the thesis. The study employed a multi-perspective evaluation design with survey questionnaires as the main technique of data collection. Interviews and online conferencing data was used in triangulation to support the main technique of data collection. Nine ICT-based modes of communication used for distance education at USP were assessed in this study. These are video broadcast, audio conferencing, video conferencing, the Web, email, and WebCT-based homepages, text chat, mail and discussion boards. There are two key findings of this study. The first set of findings reveals that the ICT-based distance education model developed in the thesis provided a useful framework for the evaluation of ICT-based modes of communication at USP. The second set of findings shows that distance learners at USP found the use of ICT-based modes of communication fostered an effective learning environment for them, by enhancing telepresence, flexibility, interaction and collaboration. The extent to which the four key attributes were enhanced in each course was influenced by the use of varying modes of communication, the pedagogical design of the course, access to Internet facilities, and the age, occupation and cultural background of distance learners.</p>

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Summative and Formative Evaluations of Internet-Based Teaching

Cited by 4 publications

References 0 publications

Perceptions of Graduate Students on the Use of Web-based Instruction in Special Education Personnel Preparation

Perceptions of Graduate Students on the Use of Web-based Instruction in Special Education Personnel Preparation

Virtual Schooling Service: Productive Pedagogies or Pedagogical Possibilities?

An ICT-Based Distance Education Model: an Evaluation of ICT-Based Modes at the University of the South Pacific

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