Using the Internet to Improve University Education: Problem-Oriented Web-Based Learning with MUNICS

Fischer, Frank; Troendle, Pamela; Mandl, Heinz

doi:10.1076/ilee.11.3.193.16546

Cited by 25 publications

(7 citation statements)

References 8 publications

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“…Palmer and Holt (2009) While the research on interaction and satisfaction is inconclusive, educators would be remiss if they dismissed the importance of student interaction in online courses. Research has shown that one way to increase interaction is to provide flexible support through online tutoring (Fischer et al 2003). When compared to face-to-face tutorial or mentoring situations, online tutoring may require "more frequent and more explicit purpose-setting, progress-reporting, and problem solving communications" (O'Neill and Harris 2004).…”

Section: Online Learning Literature Reviewmentioning

confidence: 99%

The Effect of Synchronous and Asynchronous Participation on Students' Performance in Online Accounting Courses

Duncan

Kenworthy

McNamara

2012

Accounting Education

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This paper examines the relationship between MBA students' performance and participation in two online environments: a synchronous forum (chat room) and an asynchronous forum (discussion board). The quality and quantity of students' participation is used to predict their final exam and course grade performance outcomes. We find that the total quality of students' participation is positively related to final exam performance but the total quantity of students' participation is related to overall course performance. We also find that synchronous engagement with the course (combined quality and quantity) drives these results and has twice the exam and grade impact relative to asynchronous course engagement. We conclude that encouraging high quality and frequent participation in both synchronous and asynchronous forums will help maximise student performance.

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Section: Online Learning Literature Reviewmentioning

confidence: 99%

The Effect of Synchronous and Asynchronous Participation on Students' Performance in Online Accounting Courses

Duncan

Kenworthy

McNamara

2012

Accounting Education

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“…Systems have been proposed to assist learning in general using the web technology (Fischer, Troendle, & Mandl, 2003;Littlejohn & Sclater, 1999;Van der Veen, Van Riemsdijk, Jones, & Collis, 2000). In Teacher Education Programs, electronic portfolio and performance assessment systems were gaining popularity and have been implemented to facilitate learning (Crowe, Karayan, Maliski, McCambridge, & Gathercoal, 2003;Liu, Edwards, & Ferguson-Pabst, 2003;Walker, 2000).…”

Section: Introductionmentioning

confidence: 98%

Building a Web-Based Accountability System in a Teacher Education Program

Rada

2005

Interactive Learning Environments

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A novel Web-based Accountability Model (WAM) for assessment and learning in a Teacher Education Program was implemented. The objective is to explain the rationale for the WAM model, how it was implemented as the web-based Education Accountability System (EAS), and the impacts on the organization and the individual. Standards were followed in the system design and implementation to facilitate interoperability. EAS consists of an electronic portfolio subsystem, an online performance assessment subsystem, and an accountability center subsystem. Each subsystem was developed based on work practices of the department that the department carefully elaborated before implementation. In a department of education annually graduating approximately 450 students and involving over 200 faculty and staff, the EAS was successfully established and used. The EAS improved candidate performance, program quality, and operations and is now being disseminated to other universities. However, successful usage required refinements to the model and modifications to the content of the system. Lessons learned could assist other institutions to implement a similar system.

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“…E‐learning has really impacted the teaching and learning practices and policies with the view of the student as an active learner responsible for her/his instruction, the teacher as a facilitator in the learning process, and the librarian as a provider of e‐services and e‐resources as support tools in the process. This framework of interactivities has raised an interesting debate on how universities can re‐engineer their business processes to deal with the shift of learning from instructor oriented to a learner‐centric paradigm (Fisher et al , 2003). As far as libraries are concerned, much of the debate focused on two fronts:Discussing the opportunities for libraries to engage in e‐learning particularly in e‐literacy tutorials.Discussing the challenges these opportunities may generate for ICT infrastructure and staff of libraries.…”

Section: Introductionmentioning

confidence: 99%

Strategies for the delivery of e‐information services to support the e‐learning environment at the University of Sharjah

Boumarafi

2010

The Electronic Library

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PurposeThis paper aims to reflect on the development of a new learning environment within the library at the University of Sharjah (UOS), United Arab Emirates. It seeks to discuss e‐learning, and how it can be supported by the library web‐based services.Design/methodology/approachThe paper outlines the current developments in the UOS learning environment and the need for the library to strategically prepare contributions to such developments in pursuit of effective collaboration and partnership with faculty in the process.FindingsThe paper argues that the capabilities of learning management systems (LMS) such as Blackboard have a great potential for libraries in becoming an active partner in the learning process. Strategies adopted by the UOS library place it in a strong position to play an effective role in e‐learning environment through the Blackboard platform.Research limitations/implicationsThe paper concentrates on the case of the UOS library strategies to integrate its services in the evolving e‐learning environment. Although it is difficult to generalize from this case, it can, nevertheless, serve for drawing general conclusions about how those strategies can be applicable to other institutions.Practical implicationsStrategies for the delivery of e‐information services are paving the way for the library's integration in the UOS e‐learning environment. These strategies can serve as a checklist for other libraries to successfully integrate their services into, and in support of, the e‐learning environment.Originality/valuesThere is very little documented literature on the topic of the role of the library in the e‐learning environment in Universities in the UAE. This paper helps fill that gap. It provides useful insights into the development of the e‐learning environment at UOS and how library strategies can be implemented for a collaborative integration in LMS platforms.

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Using the Internet to Improve University Education: Problem-Oriented Web-Based Learning with MUNICS

Cited by 25 publications

References 8 publications

The Effect of Synchronous and Asynchronous Participation on Students' Performance in Online Accounting Courses

The Effect of Synchronous and Asynchronous Participation on Students' Performance in Online Accounting Courses

Building a Web-Based Accountability System in a Teacher Education Program

Strategies for the delivery of e‐information services to support the e‐learning environment at the University of Sharjah

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