Teaching and learning in cyberspace

Dumont, Ron

doi:10.1109/47.544575

Cited by 70 publications

(64 citation statements)

References 10 publications

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“…However its regular mean magnitude has been for many years around 6.45 ± 0.05 (Dumont 1996), and it was this unexpected increase which called our attention to the star.…”

Section: The Geos Datamentioning

confidence: 97%

Monitoring the activity of the Be star OT Geminorum

Ferro

Sareyan

Avila

et al. 1998

Astron. Astrophys. Suppl. Ser.

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Abstract. Observations obtained in 1995-1996 of the Be star OT Geminorum are reported and show that in october 1995 the star reached a very active phase with large variations around a bright plateau, a phase of activity we have also distinguished in previous observations dating from 1960.The time scales involved are discussed and suggest that the violent variations of the activity propagate very quickly on the whole surface of the star or on a huge portion of it. No likely pulsation periods were found.The assumption that the detected activity is due to the effects of an hypothetical companion leads to conclude that such companion could not be detected by the present interferometric techniques.

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“…However its regular mean magnitude has been for many years around 6.45 ± 0.05 (Dumont 1996), and it was this unexpected increase which called our attention to the star.…”

Section: The Geos Datamentioning

confidence: 97%

Monitoring the activity of the Be star OT Geminorum

Ferro

Sareyan

Avila

et al. 1998

Astron. Astrophys. Suppl. Ser.

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“…8,17 Who are my classmates and where are they? Will I talk to or work with them during the semester?…”

Section: A Communitymentioning

confidence: 99%

Perspectives on an Internet‐Based Synchronous Distance Learning Experience

Williamson¹,

Bernhard

Chamberlin

2000

J of Engineering Edu

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This paper examines the distance learning process by providing an informed student's perspective as well as the instructor's perspective on an Internet-based synchronous distance learning experience. Throughout the semester, the student maintained a classby-class journal on his experiences and reactions to the Internet-based course. This journal served as a crucial resource in the subsequent evaluation of the virtual classroom experience. The analysis provided in this paper, informed by current research on traditional and distance education, suggests that community, interaction, pedagogy, attention, and feedback play important roles in the success of an Internet-based learning experience. Specific comments by the course instructor, as well as survey results from both students and other instructors for a number of synchronous Internet-based courses, are also presented. This data further illuminates the student synchronous distance education experience and contributes additional insight into the delivery method and its ongoing evolution. The unique observations and conclusions provided here are useful for both instructors and students interested in participating in synchronous as well as asynchronous computermediated education.

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“…• The process (the opportunities and particularly the problems) associated with teaching online to the process of teaching in a conventional setting, where student satisfaction with the online learning experience is established primarily through retrospective student reports or instructor observation [12], [41], [50].…”

Section: Assumptions About Effective Distance and Online Educationmentioning

confidence: 99%

“…This difference is to be expected, of course, since the conventional students had the opportunity of interacting with the instructor face-to-face in the classroom, and the Web-based students did not. We present these data primarily to provide a quantitative basis for the frequently reported impression that email management and load constitute an important logistical consideration for instructors of Web-based courses [12], [63]. Indeed, informal analysis of the instructor log kept during the semester revealed numerous technical sessions related to updating and revising the class materials for the Web-based courses.…”

Section: Very Much In Line Withmentioning

confidence: 99%