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Article
Publication date: 1 February 2005

Mai Neo

The purpose of this paper is to study the impact of a web‐based constructivist learning environment, which was developed based on a course given to students in the Faculty…

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6452

Abstract

Purpose

The purpose of this paper is to study the impact of a web‐based constructivist learning environment, which was developed based on a course given to students in the Faculty of Creative Multimedia (FCM) on student learning.

Design/methodology/approach

In this paper, a web‐based multimedia‐mediated project was developed based on an Internet Applications course where students were taught to use specific web authoring tools to solve a web‐related problem. The mode of learning was geared towards a student‐centred, constructivist learning perspective where students were active learners, worked in a group environment and constructed knowledge and understanding in their learning process. An online survey was given to the students to assess their reactions towards this learning environment.

Findings

The results obtained were positive and satisfactory. In this learning process, students were able to understand the problem, work collaboratively, construct their own solutions, and determine their own learning outcomes. Feedback on the online survey provided further support of the students' positive attitudes towards this learning environment.

Research limitations/implications

The implications of this research study are that students found that the web‐based learning environment allowed them to be more active participants in their learning process, increasing their critical and creative thinking skills as well as improving their problem‐solving skills. They learned “how to learn” and developed several learning skills such as communication, teamwork, collaboration and presentation, as well as achieving ownership of these learning outcomes. The use of multimedia‐ and web‐based tools for their project allowed them to be innovative in their presentations, making the project more fun for them.

Practical implications

This research provides educators with an innovative approach to teaching with technology, and students with a more effective learning environment.

Originality/value

This paper fulfils Malaysia's MSC initiative to include ICT in the classroom teaching environment and to focus on learner‐centred teaching and learning strategies. This constructivist‐based learning environment also enabled students to build their problem‐solving and collaborative skills as well as their creative and critical thinking abilities in order to meet the rising demands of twenty‐first century organisations.

Details

Campus-Wide Information Systems, vol. 22 no. 1
Type: Research Article
ISSN: 1065-0741

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Article
Publication date: 1 February 2000

Ann R.J. Briggs

Reports on project work in six further education colleges in central England, supported by funding from the Further Educational Development Agency as part of its inclusive…

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1667

Abstract

Reports on project work in six further education colleges in central England, supported by funding from the Further Educational Development Agency as part of its inclusive learning initiative. The project team investigated a range of materials for student analysis of learning styles, carried out a trial of chosen materials with class groups across a range of vocational subjects, and evaluated the usefulness of the materials to both students and lecturers. The outcomes of the project are analysed and set within the context of current developments in post‐16 education. A follow‐up study at one of the colleges is presented, and the implications of the project as a whole for college management are considered.

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Education + Training, vol. 42 no. 1
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 1 December 2000

James Poon Teng Fatt

Aims to understand a group learning style so that teachers can best adapt their teaching style and materials to suit the students. Defines learning styles and briefly…

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4446

Abstract

Aims to understand a group learning style so that teachers can best adapt their teaching style and materials to suit the students. Defines learning styles and briefly covers previous findings in this area. Looks at different types of thinking before covering how to assess learning styles using a questionnaire. Provides some implications for educators and looks at the design of assignments which can be tailored in different ways depending upon the findings.

Details

International Journal of Sociology and Social Policy, vol. 20 no. 11/12
Type: Research Article
ISSN: 0144-333X

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Article
Publication date: 4 July 2016

Staffan Schedin and Osama A.B. Hassan

The purpose of this paper is to develop a practical model of work integrated learning for undergraduate engineering students in relation to…

Abstract

Purpose

The purpose of this paper is to develop a practical model of work integrated learning for undergraduate engineering students in relation to Conceiving-Designing-Implementing-Operating standards 7 (Integrated Learning Experiences) and 8 (Active Learning). Moreover, it is discussed the role of cultural-social perspective and peer learning in enhancing the developed learning model from a pedagogical point of view.

Design/methodology/approach

The model is based on an organized collaboration with the industrial partners in the surrounding geographic region. As a part of the collaboration, each participating student is guaranteed internships at a chosen company over the summer period. In the model, company-based projects are integrated with some of the study program courses. Moreover, the participating students are given a possibility to perform their final thesis at the chosen company.

Findings

A number of positive effects have been observed and documented as follows: first, the integrated learning improves the learning process for the students, where learning, knowledge and practice are integrated into the engineering curricula; second, the general quality of the study programs in the faculty has been developed and improved based on the professional skills as required by modern industrial companies; and third, the obtained advantage for the industrial partners has been to establish professional contacts with the students as well as the possibility to be acquainted with potential future employees.

Research limitations/implications

The feedback the authors received so far from the industrial partners has been positive. A detailed evaluation will be made at a later stage when more information is available.

Practical implications

The developed learning model supports the expected learning outcomes, especially with regard to interpersonal skills, teamwork and communication. As a part of the collaboration, each participating student is guaranteed internships at a chosen company over the summer periods. The authors consider this collaboration as a “win-win situation” for the three parties involved in the learning model: the students, the university/faculty and the industrial partners.

Originality/value

Case study based on observations and evaluation of a developed learning model.

Details

Journal of Applied Research in Higher Education, vol. 8 no. 3
Type: Research Article
ISSN: 2050-7003

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Article
Publication date: 22 October 2018

Zamzami Zainuddin and Corinne Jacqueline Perera

This paper aims to examine the impact of the learning management system (LMS), in promoting students’ self-directed experiential learning using the flipped classroom…

Abstract

Purpose

This paper aims to examine the impact of the learning management system (LMS), in promoting students’ self-directed experiential learning using the flipped classroom approach. This study further evaluates the effectiveness of integrating video lectures, perceived as a social interface, for students to watch, prior to their class session conducted in class.

Design/methodology/approach

This is a case study that investigated a group of undergraduate students of English as a foreign language (EFL) to identify the impact of the LMS TES BlendSpace in fostering their self-directed learning capacity, using a flipped classroom approach. Data were gathered through a qualitative approach from student interviews and observations of student activities and video-recordings uploaded on TES BlendSpace.

Findings

Flipped classrooms have begun to redesign learning spaces and promote active learning through video-enabled instructional practices. This study provides an overview of flipped classrooms and the benefits students’ gain from the wealth of online content posted on the LMS. The flipped classroom model has clearly shifted the learning paradigm, enabling students the autonomy of their self-directed learning pace and to become acquainted with the currency of video lectures that promote efficacious learning. This study concludes with implications for further research in this area.

Originality/value

This study has the potential to contribute towards the advancement of students’ self-directed learning and proposes its continued application for future EFL classes in this institution, as well as across all courses, to enable self-direction for all students.

Details

On the Horizon, vol. 26 no. 4
Type: Research Article
ISSN: 1074-8121

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Article
Publication date: 1 July 2004

William A. Drago and Richard J. Wagner

It has become evident that students have diverse preferred learning styles and effective instructors must design and deliver courses to meet the needs of those students

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12891

Abstract

It has become evident that students have diverse preferred learning styles and effective instructors must design and deliver courses to meet the needs of those students. This study investigates the four physiological learning styles of visual, aural, read‐write and kinesthetic as they apply to online education. Findings suggest that online students are more likely to have stronger visual and read‐write learning styles. Further, read‐write learners and students that were strong across all four learning styles were likely to evaluate course effectiveness lower than other students while aural/readwrite learners and students that were not strong on any learning style were more likely to evaluate course effectiveness higher than other students.

Details

Management Research News, vol. 27 no. 7
Type: Research Article
ISSN: 0140-9174

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Article
Publication date: 2 September 2014

Osama A.B. Hassan

The purpose of this paper is to investigate the role of peer learning and formative assessment as two creative learning methods in engineering learning environments. The…

Abstract

Purpose

The purpose of this paper is to investigate the role of peer learning and formative assessment as two creative learning methods in engineering learning environments. The results show that both models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum. However, the integrated model has resulted in better results than the model of formative assessment. The paper discusses also some practical and theoretical aspects related to the learning models.

Design/methodology/approach

It is advanced two general learning models; in the first model, the formative assessment is integrated with peer learning and in the second one, the formative assessment is solely used to enhance the learning. A field case study is conducted to investigate the effect of using the learning models on the expected learning outcomes of the students in an engineering course.

Findings

The results show that both learning models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum. However, the integrated model has resulted in better results than the model of formative assessment.

Research limitations/implications

The two models can be applied for the engineering course that has both practical and theoretical aspects. It is expected that areas of expertize in engineering education can be developed very well with the models.

Practical implications

The results show that the two learning models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum and that formative assessment link to good learning practice does indeed give improved learning.

Social implications

Increase the effectiveness of learning in engineering education.

Originality/value

Case study based on observation and planning.

Details

Journal of Applied Research in Higher Education, vol. 6 no. 2
Type: Research Article
ISSN: 2050-7003

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Article
Publication date: 15 June 2020

Crystal Fulton

Teaching and learning online during the Covid-19 pandemic has forced university instructors to consider online alternatives to the classroom. It is possible to facilitate…

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2136

Abstract

Purpose

Teaching and learning online during the Covid-19 pandemic has forced university instructors to consider online alternatives to the classroom. It is possible to facilitate studentslearning in the digital environment in similar ways to the traditional face-to-face classroom. The inclusion of e-guests in the digital learning space presents one such opportunity. The purpose of this paper is to discuss the use of e-guests in online learning.

Design/methodology/approach

This paper presents a case study, following a postgraduate class and the role of the e-guest in students’ synchronous online learning.

Findings

E-guests facilitated student learning. Their approaches to learning ranged from slides to discussions. Students responded well to this method of learning.

Practical implications

There is potential for enhancing student learning through the inclusion of e-guests, who bring their expertise to the classroom. E-guests from different regions offer students an opportunity to learn from specialists they would not necessarily have access to in the traditional classroom.

Originality/value

E-guests offer one important potential means of enriching online teaching.

Details

Information and Learning Sciences, vol. 121 no. 7/8
Type: Research Article
ISSN: 2398-5348

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Article
Publication date: 1 October 2006

Alina Zapalska and Dallas Brozik

The purpose of this paper is to recognize that individual learning styles must be taken into account in the instructional design template used in online education. The…

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14355

Abstract

Purpose

The purpose of this paper is to recognize that individual learning styles must be taken into account in the instructional design template used in online education. The paper argues that when students' learning styles are identified, it is possible to define an appropriate context of learning.

Design/methodology/approach

The paper identifies a set of instructional principles for online learning environments that are derived from multiple theories of learning with a consideration of different learning styles. The VARK questionnaire was used to determine learning styles of students who participated in two online courses. The VARK instrument identifies four distinct learning styles: visual (V); aural (A); reading/writing (R) and kinesthetic (K). These four dimensions are used to analyze the appropriateness of online learning structures.

Findings

The paper identifies teaching strategies in online courses while recognizing the four learning styles. The paper concludes that the achievement of online learning can be improved by providing instruction in a manner consistent with each student's learning style. However, it is important to keep in mind that, even if a specific student learns best in a certain way, he or she should be exposed to a variety of learning experiences to become a more versatile online learner.

Originality/value

The new result indicates that students with the auditory learning preference do not select online education as their first choice for learning. The combination of different techniques can make it possible for students with all types of learning styles to be successful in an online course.

Details

Campus-Wide Information Systems, vol. 23 no. 5
Type: Research Article
ISSN: 1065-0741

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Article
Publication date: 4 August 2014

Shraddha Anilkumar and Shalini Ramdas Lihitkar

The purpose of this paper is to know the personalized online student support system provided by e-learning centers, to find out academic advice as Student Support Services…

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780

Abstract

Purpose

The purpose of this paper is to know the personalized online student support system provided by e-learning centers, to find out academic advice as Student Support Services provided by institution running e-learning programs; to find out career counseling as Student Support Services provided by institution running e-learning programs; to find out technical support as Student Support Services provided by institution running e-learning programs; to find out registration assistance as Student Support Services provided by institution running e-learning programs; to find out methods used for paying fee for e-learning programs for LIS education; and to find out financial aid available for students for e-learning programs in LIS education.

Design/methodology/approach

The present study is exploratory in nature. In the study, the attempt was made to explore the Student Support Services provided by e-learning institution. It focuses on the various online Student Support Services. Data collection was made through following methods: through Web pages of related departments; by contacting the departments and by sending questionnaires.

Findings

Student Support Services provided by institutions – academic advice: it was observed from Table I that the data were significant (p < 0.05) and that high percentage (60.9 per cent) of universities/institutes provide support systems like academic advice to the students opting LIS courses through e-programs; career counseling: it was observed from Table II that the data were significant (p < 0.05) and that high percentage (60.9 per cent) of universities/institutes provide support systems like career counseling to the students opting LIS courses through e-programs; technical support: it was observed from Table III that 100 per cent universities/institutes provide technical support to the students opting LIS courses through e-programs; and registration assistance: it was observed from Table IV that 100 per cent universities/institutes provide registration assistance support to the students opting LIS courses through e-programs. *Mode of payment of fees for e-learning programs for LIS education: it was apparent from the information (Table V) that mode of payment of fees such as credit card, check and purchase order or money order is available for majority of e-learning courses. *Financial aid available for students for e-learning programs in LIS education: it may be concluded on the basis of the study results (Table VI) that for significantly (p < 0.05) high percentage of LIS courses, the financial aid is not available.

Research limitations/implications

The research work, especially Student Support Services, was limited to only 23 institutions which are running courses in LIS education by e-learning technology.

Practical implications

The present study shows that there is a need to strengthen more Student Support Services. The successful implementation of such a system would need efforts by the concerned management of the institutions and substantial support from the apex statutory organizations. The stakeholders have strongly reinforced the necessity of support strategies which need to start from the time the student enrolls to completion of course. Feedback from students, teachers and researchers should be taken for improving the services. It is useful for those who are running e-learning courses.

Social implications

Students who are taken and studying online courses would be aware of Student Support Services.

Originality/value

This research work is valuable and original, and no prior research has been identified for Student Support Services for e-learning programs in LIS.

Details

Library Hi Tech News, vol. 31 no. 6
Type: Research Article
ISSN: 0741-9058

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