Volume 4, Issue 4, October 2013

ABSTRACT

Given the rising popularity of both open and distance learning (ODL) and social networking tools, it seems logical to merge and harness these two popular technologies with the goal of improving student educational experience. The integration seems to hold tremendous promise for the open and distance learning mode. To reduce the gap in the literature, this study explores the educational benefits of social media tools on distance learners’ perspectives and experiences in an online course taught using elgg (open source social media tool) platforms. To achieve this, the study relied on collecting qualitative and quantitative data from students who were required to use elgg, in addition to LMS, for one semester as part of their coursework. The findings indicated that students enjoyed the social learning experience afforded by the elgg better when compared to LMS to support one another in their distance learning experiences. It was also noted that students, with little experience in social networking and the sharing features on elgg, in most cases, exhibited high involvement in course-related work and graded exercises. Additionally, it was observed that students shared information limited only at the level required by the instruction mode. The study concludes that most students perceived their learning experience was enhanced by their interaction with each other and with the instructors in the elgg. The article ends with a discussion of results and highlighting the areas for future research on the topic.

Keywords: ODL, Social networking technology, Student interaction, LMS, elgg, Social learning experience

ABSTRACT

The use of emerging technologies shape learners’ knowledge creation and transformation processes. In this regard, this study aimed to develop a scale to investigate 8th graders’ competencies regarding the educational technology standards based on ISTE-NETS. After a review of relevant literature, an item pool was prepared. The pool was improved through expert opinions and pilot implementations. The items were administered to 620 Turkish students from six different cities for the exploratory factor analysis (EFA). A four-factor structure with a total of 21 items emerged and explained 51 percent of the total variance. Factors were named technical proficiency, creativity, digital citizenship and participation, and innovativeness. Each factor had acceptable internal consistency coefficients. For the confirmatory factor analysis (CFA), the scale was administered to 210 new participants from a different city in Turkey. A few modification indices led to acceptable fit values. Thus, the suggested factor structure was considered plausible. Implications of the study were provided, followed by the recommendations for further research.

Keywords: Technology integration, Technology literacy, Educational technology standards, NETS-S, Scale development

ABSTRACT

In a rural context in a developing country purchasing a computer and connecting it to the Internet is in itself difficult, even when the lack of money is a minor issue. These issues prevent individuals in rural communities from familiarizing themselves with educational technology and ICT in general. The present study investigates the specific barriers to buying and utilizing ICT and ways in which these barriers can be overcome in a case study involving stakeholders from an educational institution in rural Bangladesh. Through a transformative methodology and a phenomenographic approach to the analysis (Larsson & Holmström, 2007), interview data on the decision-making experience of computer purchases, and the after-purchase experience of learning computer-related skills, the integration of the technology and the skills in interviewees’ (students and teachers) learning environments is analyzed. The barriers to purchasing a computer fall in four major categories: Cultural, financial, infrastructural, and knowledge barriers; with knowledge transcending the other barriers. When addressing the barriers to facilitate purchase of a computer locally situated knowledge is crucial. The study concludes that more research is needed to fully understand the diffusion and development of knowledge and inclination to purchase a computer.

Keywords: Phenomenography, Educational technology, Barriers to technology, Diffusion of innovations, Promoting ICT, Training facilitation.

ABSTRACT

The use of hypertext systems for learning and teaching complex and ill-structured domain of knowledge has been attracting attention in design of instruction. In this context, an experimental research has been conducted to explore the effectiveness of instructional design oriented hypertext systems. Cognitive flexibility hypertext theory is compared to direct instruction course design without hypertext systems for teaching and learning Flash online course in e-learning environment. Researchers used an experimental approach conducted in the academic year 2010 with independent sample of students of an experimental group (73 students) compared to a control group (73 students) from a university class. The results show the effectiveness of the hypertext systems course design compared to direct online course design. Indeed, the results of cognitive performance have demonstrated that the average time to answer achievement tests is lower for flexible instruction compared to average time for direct instruction. The number of students’ accesses to learning resources in the e-learning platform is higher in case of flexible instruction compared to direct instruction. Results of the experimentation also demonstrate that there are significant differences between the experimental group and the control group, regarding the attitudes of students toward using flexible online course design based cognitive flexibility hypertext theory and direct online course design.

Keywords: E-learning, Online teaching, Flexible online course design, Direct online course design, Cognitive flexibility, Hypertext systems

ABSTRACT

Emerging technologies do not necessarily facilitate or advance learning processes; teaching strategies that are used in the learning process, integration and incorporation methods do. In online instruction, research shows that “effective distance education depends on the provision of pedagogical excellence” (Bernard et al., 2004, p.413). From this perspective, a case study was conducted as a means of preliminary evaluation in a graduate program so that the effectiveness of emerging technologies and their impact on student learning could be understood. The article starts with a description of a case where emerging technologies are integrated throughout the curriculum of an online educational technology master’s program. It then discusses concerns related to the integration practices and whether these practices are in line with the foundational pillars of educational technology as described by Spector (2012). Finally, a set of suggestions are proposed for those graduate programs incorporating emerging technologies in online learning on a regular basis. The analysis of this case study would benefit others in two major ways. First, faculty members can conceptualize emerging technology integration using a recent framework. Second, such a conceptualization would set the stage for deeper analysis of learning effectiveness and program evaluation.

Keywords: Technology integration, Emerging technologies, Online master’s programs, Program evaluation, Learning effectiveness.

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