Virtual Development and Virtual Geographies: Using the Internet to teach interactive distance courses in the global South

Mendler, Janot; Simon, David; Broome, P.

doi:10.1080/0309826022000019891

Cited by 26 publications

(17 citation statements)

References 9 publications

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“…This study confirms the effectiveness of Internet-based instruction in general (Mendler et al, 2002;Jain & Getis, 2003) and virtual field learning in particular (Wentz et al, 1999;Spicer & Stratford, 2001). Spicer and Stratford (2001) concluded that students believe virtual field trips reinforce real field-trip experiences, but that they should not replace them.…”

Section: Aggregate Datasupporting

confidence: 66%

Learning Desert Geomorphology Virtually versus in the Field

Stumpf

Douglass

Dorn

2008

Journal of Geography in Higher Education

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Statistical analyses of pre-test and post-test results, as well as qualitative insight obtained by essays, compared introductory physical geography college students who learned desert geomorphology only virtually, in the field and both ways. With the exception of establishing geographic context, the virtual field trip was statistically indistinguishable from real field trips in establishing basic knowledge about desert geomorphology. However, qualitative results reveal the deepest personal ownership of knowledge among field trip participants. These findings should not be construed as having validity beyond an introductory course.

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Section: Aggregate Datasupporting

confidence: 66%

Learning Desert Geomorphology Virtually versus in the Field

Stumpf

Douglass

Dorn

2008

Journal of Geography in Higher Education

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“…Researchers have suggested the potential of the Internet/Web technology for improving teaching (Barrbera 2004;Mendler et al 2002;Neo 2003;Wallace 2004;Windschitl 1998;Woo and Kimmick 2000). In particular, Webbased Instruction has gained wide-reaching recognition among educators and researchers in the area of educational technology, with assertions that Web-based Instruction can provide learners with distant, interactive, individualized and inquiry-based learning activities, as well as promote learners' knowledge construction and meaningful learning (e.g., Lee and Tsai 2005;Miller and Miller 2000;Relan and Gillani 1997;Tsai 2001).…”

Section: Introductionmentioning

confidence: 98%

Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web

2008

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Research in the area of educational technology has claimed that Web technology has driven online pedagogy such that teachers need to know how to use Web technology to assist their teaching. This study provides a framework for understanding teachers' Technological Pedagogical Content Knowledge-Web (TPCK-W), while integrating Web technology into their pedagogical practice. Furthermore, contemporary educational researchers have highlighted the significance of teachers' self-efficacy, conceptualized as the teachers' perceptions of their own competence at teaching, and related to instructional strategies as well as teaching effectiveness. The major purpose of this study was to investigate teachers' perceived self-efficacy in terms of their TPCK-W. This study aimed to develop a new questionnaire, namely the Technological Pedagogical Content Knowledge-Web (TPCK-W) Survey to explore teachers' self-efficacy in terms of their TPCK-W, and additionally to assess their attitudes toward Web-based instruction. The participants in this study were 558 teachers from elementary school to high school level in Taiwan. Both exploratory and confirmatory factor analyses indicated that the TPCK-W survey developed in this study has satisfactory validity and reliability characteristics. The results indicate a lack of general knowledge about Web-related pedagogy amongst the teachers surveyed. The correlations between teachers' self-efficacy in terms of their TPCK-W, their attitudes regarding Web-based instruction, and their background variables were also examined. Correlations were found between self-efficacy and positive attitudes to web-based instruction. Older and more experienced teachers were found to have lower levels of self-efficacy with respect to TPCK-W, though teachers with more experience of using the web (including for instruction) had higher levels of self-efficacy with respect to TPCK-W.

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“…This seems to depend on the kind of Internet connection that the individual is using. For the teacher, who will often be sitting at the University with a very fast connection, there are seldom problems, but our students work under a wide variety of conditions, and many parts of the world are still without sufficient connectivity for applications like Marratech (see e.g., Mendler, Simon, et al, 2002;Pick & Azari, 2008). The example shown in Figure 2 is a Swedish student having difficulty.…”

Section: Text Chatmentioning

confidence: 99%

"Can you hear me, Hanoi?" Compensatory mechanisms employed in synchronous net-based English language learning

Cunningham

Fägersten

Holmsten

2010

IRRODL

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English for Academic Purposes (EAP) at Dalarna University, Sweden Ahern (2008) writes that the ability to remove the constraints of time and place is a major hallmark of computer-mediated communication (CMC) but that it also supports real-time synchronous forms of interaction. He suggests that "synchronous technologies create a strong network bond because each of the participants must be present at the same time in order to communicate" (Ahern, 2008, p. 99). Kenning (2010, p. 6), expanding on the work of Ciekanski and Chanier (2008, p. 173) would have us view the synchrony and asynchrony as a matter of degree where "face-to-face offers greater simultaneity than audio networks, audio than textchat and text chat than a shared word processor." At Dalarna University, Sweden, we offer modes of communication at many points of Kenning's continuum with a web-based learning platform, including asynchronous document exchange and collaborative writing tools, e-mail, recorded lectures in various formats, live streamed lectures with the possibility of text questions to the lecturer in real time, textchat, and our audiovisual seminars in Marratech™ or Adobe Connect™. Our online students live in many countries around the world and come to our online learning spaces from profoundly different physical realities, so the synchronous seminar is a shared experience that is quite separate from the physical environment in which the students find themselves.Many of our net-based English for Academic Purposes (EAP) students experience that their limited English language proficiency, compounded by technical difficulties and the constraints of the online spaces available, will sometimes cause problems in synchronous seminars. On the other hand, the rich environment of Marratech™, the desktop videoconferencing system used, offers multiple modes of communication (see Figure 1). The aim of this study is to examine the use of the multiple modes available in the seminar tool Marratech to support communication by students and teachers in a synchronous online learning environment. We describe the communication problems experienced in this kind of education and the compensatory strategies

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Virtual Development and Virtual Geographies: Using the Internet to teach interactive distance courses in the global South

Cited by 26 publications

References 9 publications

Learning Desert Geomorphology Virtually versus in the Field

Learning Desert Geomorphology Virtually versus in the Field

Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web

"Can you hear me, Hanoi?" Compensatory mechanisms employed in synchronous net-based English language learning

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