Asynchronous Video

Text messaging has long been a popular activity, and today smartphone apps enable users to choose from a plethora of mobile messaging applications. While we know a lot about SMS practices, we know less about practices of messaging applications. In this paper, we take a first step to explore one ubiquitous aspect of mobile messaging -messaging history. We designed, built, and trialled a mobile messaging application without history-named forget-me-not. The two-week trial showed that history-less messaging no longer supports chit-chat as seen in e.g. WhatsApp, but is still considered conversational and more 'engaging'. Participants expressed being lenient and relaxed about what they wrote. Removing the history allowed us to gain insights into what uses history has in other mobile messaging applications, such as planning events, allowing for distractions, and maintaining multiple conversation threads.

Enrollment in online learning continues to grow in the higher education sector, along with persistent goals dedicated to achieving better student outcomes and lowering attrition rates. Improved student engagement has been shown to possibly reduce attrition rates through a greater sense of connectedness and decreased feelings of isolation among online learners. Instructor social presence may be the most important factor in building the relationships that foster learning and retention. Through communication, the instructor conveys the necessary immediacy behaviors required to cultivate these interpersonal relationships. With improved technology that allows for enhanced communication in online classrooms, the use of asynchronous video may be an effective way to improve instructor social presence and student engagement. This quasi-experimental design aimed to determine whether asynchronous video or text-based communication increased students’ perceptions of instructor social presence an...

In this paper we consider some non stationary relaxed synchronous and asynchronous multisplitting methods for solving the linear complementarity problems with their coefficient matrices being H−matrices. The convergence theorems of the methods are given,and the efficiency is shown by numerical tests.

Exploring the Retention of Credit-Hour Value in Terms of Workload for University Core Courses Taught in a Time-Compressed Format Lyndell E. Lutes Instructional Psychology and Technology, BYU Doctor of Philosophy This study compared the workload and value of work done outside of class reported by 3512 undergraduate students at Brigham Young University completing 16-week semester and 8week term University Core (General Education and Religion) classes. Based on the results of this analysis, significant differences in workloads were found when comparing them by occasion (semester versus term). Significant differences were also found in workload and value of homework based on the autonomy of the instructors. On average, the workload difference by occasion equates to approximately 54 minutes more per week in a 3-credit semester course when compared to a term course. While term workloads are lighter than semester workloads in general, both could be called “University Core lite,” in that no...

This paper explores the challenges of identifying faculty expectations for engineering communication skills, reinforcing those skills consistently across the curriculum, and assessing learning outcomes in undergraduate students through a series of online communication modules designed for midand upper-level engineering courses. The modules, which include learning objectives, instructional videos, interactive quizzes with feedback, and sample grading rubrics, can assist faculty in clarifying their communication expectations and, in turn, emphasize to students the importance of skills transfer between communication and engineering content courses by providing a consistent message across the curriculum. Our paper, therefore, will demonstrate our modules and share assessment strategies with a broader audience of engineering faculty who may face similar challenges, both with integrating communication skills into engineering courses and with developing consistent expectations for student ...

The purpose of this study was to examine the problems that learners faced while dealing with instructor-related issues when taking on-line courses. In this study, fifteen graduate students enrolled in 5 on-line graduate courses using course management software. The findings showed that lack of feedback from the instructors, their unfamiliarity with the teaching tools, and poor organization of course materials were the three major problems hindering learners' on-line learning experiences.

The COVID-19 pandemic forced colleges and universities to move all in-person courses to a remote or online learning format. As a result, many faculty, including teacher educators, opted to transition their courses to live synchronous web meetings using web conferencing tools like Zoom. Despite benefits of synchronous communication, there are constraints with the use and overuse of synchronous live meetings (which many teacher educators ended up experiencing during the pandemic). In this paper, we describe the experiences of how four different faculty, at four different universities, used asynchronous video to maintain connection and engagement during the COVID-19 pandemic. We conclude with implications for practice and future research.

This mixed method research examined instructors’ use of video feedback and its impact on instructor social presence in 12 blended sections of three preservice educational technology courses. An independent samples t-test was conducted and found no significant difference in perceptions of instructor social presence between students who received video feedback (M = 5.77, SD = 0.85) and those who received text (M = 5.62, SD = 0.75); t(178) = 1.23, p = 0.22. The analysis of 22 student and nine teacher interviews found that participants generally viewed video feedback to be more effective at establishing instructor social presence because instructors could better speak with emotions, talk in a conversational manner, and create a sense of closeness with students. Students also explained that the blended learning format lessened the impact of video feedback on instructor social presence, which may help to explain why statistical differences were not found.

An active learning environment is a technology-enriched and interactive physical space convenient for applying cooperative, active and engaged learning. It allows focus on engaging experiences for students and faculty. This study investigated pre-service teachers' perceptions and experiences in courses in an active learning environment. Eighty pre-service teachers participated in two separate courses designed according to active learning strategies in an active learning classroom. Findings indicated that participants' perceptions about the courses were positive for cognitive awareness, respectability, individual responsibility, cooperation and active participation. Further, their perceptions and experiences regarding the active learning model and environment were positive. Participants also expressed their views about using an active environment in the learning process and instructors conducting courses in these environments.

Students are challenged when learning fractions and problems often persist into adulthood. Teachers may find it difficult to remediate student misconceptions in the busy classroom, particularly when the concept is as challenging as fractions has proven to be. We theorized that a technology-based learning resource could provide the sequencing and scaffolding teachers might have difficulty providing. A development team of teachers, researchers and educational software programmers designed five sets of fractions activities in the form of learning objects, called CLIPS. As part of a larger mixed-methods study, 36 observations as well as interviews were conducted in four classrooms, grades 7-10. Four students were selected by their teachers for CLIPS use from each of these four classrooms because the students were experiencing difficulty with fractions concepts. CLIPS use contributed to student achievement, provided the conditions enabled an effective learning environment and students ex...

We provide actionable strategies that teachers can follow when implementing asynchronous video communication and feedback in their own courses. These strategies are based on our own research over many years in the use of asynchronous video in online teaching, as well as our review of the literature, and are provided to foster greater discussion on the pedagogical strategies surrounding the use of video in online teaching.

Distance learning offers an affordable and convenient way to study and improve one's knowledge in one's spare time. This trend has been accelerated by information and communication technologies that have pushed to new boundaries the ways in which online learning is undertaken. The prevalence of such learning has greatly increased during the COVID-19 pandemic, enabling education in a relatively safe environment. This paper studies how satisfied learners are with such learning. It also looks at interactivity and communication self-efficacy and the effects on student satisfaction with online courses. Analysis of these factors and their cross-effects was undertaken using a case study in a virtual online classroom of 75 students. A questionnaire was designed (with a reliability coefficient of 0.93) and the results were analysed using correlation analysis and ANOVA in SPSS. Satisfaction of students with the course significantly correlated with satisfaction with the online discussion, and positively correlated with satisfaction with course content. The student perception had a significant impact on communication self-efficacy and the interactivity. The results revealed that the key indicating factors for the satisfaction were course content and structure, and the quality of online discussions.

Exploring the Retention of Credit-Hour Value in Terms of Workload for University Core Courses Taught in a Time-Compressed Format Lyndell E. Lutes Instructional Psychology and Technology, BYU Doctor of Philosophy This study compared the workload and value of work done outside of class reported by 3512 undergraduate students at Brigham Young University completing 16-week semester and 8week term University Core (General Education and Religion) classes. Based on the results of this analysis, significant differences in workloads were found when comparing them by occasion (semester versus term). Significant differences were also found in workload and value of homework based on the autonomy of the instructors. On average, the workload difference by occasion equates to approximately 54 minutes more per week in a 3-credit semester course when compared to a term course. While term workloads are lighter than semester workloads in general, both could be called “University Core lite,” in that no...

In education, a virtual learning environment (VLE) is a platform used in teaching and learning to give access to educational online content. This can be via computers or mobile technology. This study aims to identify the relationship between VLE and Iraqi EFL Academic Students` Achievement. The study design is a descriptive correlational one, the instruments are used as an achievement test, and the Distance Education Learning Environments Survey (DELES) was distributed by email addresses to develop settings for investigating how virtual environments affect students' achievement in online courses.The sample of the study was selected in a randomized method in this study to examine the relationship between the (100) students enrolled in the virtual second course and their achievement, during the academic year 2021/2022 in English Department. The student's achievement was the (dependent variable). The results indicate that there is positive links between these VLE and students` achievement. As shown to be significantly correlated with the study independent variables (instructional to an introductory methodology, student autonomy, and virtual course format). Students who had received a thorough introduction to technique, structure, and autonomy tended to perform much better than those who had had a less thorough an introductory to methodology, structure in the course, and levels of autonomy. In the light of the obtained results conclusion, recommendations, and suggestions have been put forward.

The instructional designer (ID) plays a critical role in the development and viability of each course taught at a distance, particularly in the incorporation of immediacy behaviors, or communication behaviors that convey approachability and communicate interpersonal warmth and closeness. Faculty development must be fostered to encourage immediacy behaviors for the distance instructor. Immediacy must be part of the infrastructure that provides the interactive telev;sion system, and IDs must be involved in establishing the infrastructure. The attributes of the technology must be clearly recognized by IDs so that they can be used to their greatest advantage. The ID also must consider the people-related issues, whether they involve students or faculty. Faculty development provides the opportunity for distance education instructors to learn to exploit the attributes of video conference technologies and to practice using the technology. (Contains 9 references.) (SLD)

This paper reports on how asynchronous mobile video messaging presents users with a challenge to doing 'being ordinary'. 53 participants from three countries were recruited to try Skype Qik at launch for two weeks. Some participants embraced Skype Qik as a gift economy, emphasizing a special relationship enacted through crafted self-presentation. However, gift exchange makes up only a small proportion of conversation. Many participants struggled with the self-presentation obligations of video when attempting more everyday conversation. Faced with the 'tyranny of the everyday', many participants reverted to other systems where content forms reflected more lightweight exchange. We argue that designing for fluid control of the obligations of turn exchange is key to mobile applications intended to support everyday messaging.

Social presence in higher education online learning can be complex and challenging. To examine whether video instruction had an influence on course success, a between-subjects design was chosen to compare two groups of students enrolled in introductory psychology courses at a Christian College in the Southwest United States. The convenience sample (N = 281) was divided into two groups, including those that received video instruction (N = 144) and those that did not (N = 137). The results demonstrated that while there were higher numerical final course grades for the classes that received video instruction, there was not a statistically significant difference in overall course success between the two groups (U = 8947, p = .159). Implications and limitations are discussed.

Discussion boards can provide a glimpse into the regular and substantive interaction required in online courses. Advances in technology and an increased interest in learning analytics now provides researchers with billions of data points about instructor and student interaction within a learning management system (LMS). This study used LMS data to explore the frequency of interaction between instructors and students in discussion boards in online courses at one institution. Overall, 415 courses were analyzed spanning two semesters. Results from the study found that the average number of posts by an instructor was 32.9. The average instructor interaction was 1.49 instructor posts per student. 23% of courses had no instructor posts. Student posts averaged 470 per course and the average posts per student was 19.9. Based on the discussion board activity, the most discussion interaction occurred during the first two weeks of the semester. Results also suggested that there is no relationship between student satisfaction and the number of total posts in a course. The paper concludes with implications for research and practice.

Caring is an important component of K-12 teaching and learning. An increasing number of K-12 students are enrolling in online courses. The physical separation of students and teachers in the online medium requires a change in the way caring relationships are formed. In this chapter we examine how teachers worked to develop caring relationships with students at the Open High School of Utah, an online charter high school in the United States. Findings indicate that teachers were able to implement all aspects of Nodding's model of moral education in ways unique to online contexts, and at times with more depth than experienced in a face-to-face context. *The full manuscript by the same name has been accepted for publication as a book chapter. Any citation of this work should be referenced to the full manuscript:

Instructors in a blended learning format struggle to find an effective balance between face-to-face instruction that is high in fidelity and online instruction that is high in flexibility. This chapter presents three cases where asynchronous video communication was used to help offer students instruction high in fidelity and flexibility. Although the medium for sharing asynchronous video varied between the three cases, findings indicate that video was a useful tool to improve instructor immediacy and/or social presence with a minimum amount of face-to-face instruction. The instructors in all three cases saw asynchronous video communications as an effective way to communicate with students, and the majority of students responded positively to asynchronous video communications.

Social presence in higher education online learning can be complex and challenging. To examine whether video instruction had an influence on course success, a between-subjects design was chosen to compare two groups of students enrolled in introductory psychology courses at a Christian College in the Southwest United States. The convenience sample (N = 281) was divided into two groups, including those that received video instruction (N = 144) and those that did not (N = 137). The results demonstrated that while there were higher numerical final course grades for the classes that received video instruction, there was not a statistically significant difference in overall course success between the two groups (U = 8947, p = .159). Implications and limitations are discussed.

This mixed method research examined instructors’ use of video feedback and its impact on instructor social presence in 12 blended sections of three preservice educational technology courses. An independent samples t-test was conducted and found no significant difference in perceptions of instructor social presence between students who received video feedback (M = 5.77, SD = 0.85) and those who received text (M = 5.62, SD = 0.75); t(178) = 1.23, p = 0.22. The analysis of 22 student and nine teacher interviews found that participants generally viewed video feedback to be more effective at establishing instructor social presence because instructors could better speak with emotions, talk in a conversational manner, and create a sense of closeness with students. Students also explained that the blended learning format lessened the impact of video feedback on instructor social presence, which may help to explain why statistical differences were not found.

Caring is an important component of K-12 teaching and learning. An increasing number of K-12 students are enrolling in online courses. The physical separation of students and teachers in the online medium requires a change in the way caring relationships are formed. In this chapter we examine how teachers worked to develop caring relationships with students at the Open High School of Utah, an online charter high school in the United States. Findings indicate that teachers were able to implement all aspects of Nodding's model of moral education in ways unique to online contexts, and at times with more depth than experienced in a face-to-face context. *The full manuscript by the same name has been accepted for publication as a book chapter. Any citation of this work should be referenced to the full manuscript:

Energy Conservation and Environmental Protection (EGEE 102) course has been taught at Penn State since the fall of 2001. This course was selected by Penn State under the "Courseware Initiative" to be offered as an online course. To develop the online version of EGEE 102, the Energy and Geo Environmental Engineering (EGEE) Department, Teaching and Learning with Technology (TLT), and the John A. Dutton e-Education Institute have collaborated to generate highly interactive, innovative learning objects. As a part of this endeavor, activities using Macromedia Flash were developed. The goal of these simulations is to engage students through student specific data enabled animations and enable students to learn concepts through automated interactivity. Interactivity involves online puzzles, drag and drop, fill in the blanks, problem solving with audio narrations, and online flash simulations to check and monitor the online learning. This course was taught online as a pilot version in spring of 2005 to 50 students. In fall of 2005 the course was subscribed by 350 students. This paper discusses the experience during the piloting phase and usefulness of different teaching and learning strategies. The strategies used for online class are 1) variation in instructional strategies, 2) visual reinforcements of students' attention and reinforce their learning, and 3) opportunities for students to provide personal insights and interpretations. This paper also discusses the student feedback and analysis of learning strategies used.

Asynchronous video-based discussions have affordances that can address some of the constraints of asynchronous text-based discussions. However, little research has been conducted on the use of asynchronous video-based discussions in online courses. As a result, the purpose of this exploratory study was to investigate students’ perceptions of using Flipgrid for asynchronous video-based discussions in fully online courses. We used a cross-sectional survey design to survey 79 students who used Flipgrid in a fully online course. Students overall reported that they liked using Flipgrid, it was easy to use, and that it helped improve social presence. In this paper, we will report the results of our inquiry and implications for research and practice.

Teaching foreign languages at distance is now becoming widespread; so is the need for evaluating online language courses. This article discusses an example of a framework that was applied to evaluate an online English as a foreign language (EFL) course at a Middle Eastern university. The development of the framework investigated areas of interest specific to the given school context: level of student engagement, student perceptions, and learning outcomes. This case study followed a mixed method design. Accordingly, the data discussed are both qualitative and quantitative.

Online education has long been suffering from high dropout rate and low achievement. However, both asynchronous and synchronous online instructions have to become effective to serve as a quick response to maintain undisrupted learning during the COVID-19 outbreak. The purpose of the present study was to examine student engagement, learning outcome, and students' perceptions of an online course featured with frequent tasks, quizzes, and tests as formative assessment. Data were collected from the first five weeks of a course that was temporarily converted from blended learning to be fully online in time of school closure. Analysis of students' learning records and scores indicated that students engaged themselves actively in all of the online learning activities and had gained high scores in all tasks, quizzes, and tests. In addition, students held positive perceptions towards the formative assessment.

We examined direct and interaction effects of learners' characteristics (cognitive ability, prior knowledge, prior experience, and motivation to learn) and classroom characteristics (videoconferencing and class size) on learning from a 16-week course. A 2x2 quasiexperimental design varied the class size between large (~ 60 students) and small (~ 30 students) and between traditional classes with the instructor always present and classes taught using a videoconferencing system with the instructor present at each site every other week. Theory regarding instructor immediacy was used to predict that larger and videoconferenced classes would have negative effects on learner reactions and learning, but that highly motivated learners would overcome the negative effects on learning. Interactions between videoconferencing and motivation to learn, and class size and motivation to learn, were found in support of the theory. Research and practice implications are discussed. Videoconferencing and Class Size 1 The Effects of Video Conferencing, Class Size, and Learner Characteristics on Training Outcomes Videoconferencing is becoming more widespread as a training medium (Sugrue, 2003). Advantages of videoconferencing relative to traditional classroom instruction include greater convenience for people at remote sites and reduced travel expenses. Relative to other forms of distance training, videoconferencing has the advantage of having higher levels of synchronous, verbal interaction between the instructor and learners. Because of the possibility for this type of 2-way interaction, videoconferencing is considered the distance training method closest to classroom instruction (Moore & Kearsley, 1996), and is being used by many corporations and universities (Webster & Hackley, 1997). Research to date has provided few prescriptions about when videoconferencing is appropriate. Most models of training effectiveness suggest that both situational and individual factors have effects on training outcomes (Mathieu, Tannenbaum, & Salas, 1992). Yet, few situational and individual factors have been examined in research that compares videoconferencing to other means of delivering training. As a result, it is unclear under what circumstances, and for which learners, videoconferencing would be an appropriate delivery technology. Reviews of delivery technology research revealed that many studies in this area are case studies, and thus it is difficult to draw conclusions about causal relationships (Russell, 2001). Moreover, quasi-experimental research in this area has been criticized for not adequately controlling for differences in instructional method (Clark, 1994) and learner characteristics (such as learner motivation and mental ability) that could explain differences in outcomes across conditions. Studies typically confound multiple variables and are thus unable to clearly attribute observed differences between training conditions to any one particular factor. Videoconferencing and Class Size 2 One quasi-experimental study that avoided confounds of different instructors, content, and methods was Sugrue, Rietz, and Hansen (1999). The authors examined learner performance in the same graduate level finance course, delivered by the same instructor, using the same materials, across traditional classroom and videoconferencing delivery methods. The authors also controlled for relevant individual difference characteristics, including general mental ability (GMA). They found that learners with poor pre-training attitudes did better on exams in classes where the instructor was always physically present compared to videoconferencing from a remote location. Theoretically, the physical presence of the instructor created a more motivating situation than videoconferencing, so learners were more likely to pay attention, less likely to be distracted, and thus more likely to learn. In communications research, instructor behaviors that motivate learners have been referred to as immediacy behaviors (Andersen, 1979). Unfortunately, the Sugrue et al. (1999) study does suffer from a confounding variable. Sugrue et al. (1999) compared small and large videoconferenced course delivery to small faceto-face delivery, but they did not have data from a large, face-to-face class. Because average class size was not equivalent across the videoconferenced and non-videoconferenced versions of the course, the research design was unbalanced and videoconferencing effects may have been confounded with class size effects. Theoretically, class size can influence outcomes in ways similar to videoconferencing; larger classes may decrease student motivation and thus the likelihood that learners pay attention and learn (e.g., Glass & Smith, 1979; Hedges & Stock, 1983). Thus, it would be useful to extend the Sugrue et al. (1999) study with a balanced design that examines small and large classes with videoconferencing delivery and without. The purpose of our study is to examine differences in training outcomes across classroom and videoconferencing classes for learners in classes of various sizes. Videoconferenced classes

Industry has developed a variety of models for efficient production and distribution of goods and services. Many of these have been applied to education, with varying degrees of success. For example, the production line, batch processing, and the supermarket are emulated in our egg-crate classrooms, cohort groups, and periodic progress to higher grades, certificates, and degrees. The supermarket model offers user choice, and this opportunity is expanded at higher grade levels. Quality control is another industrial concept. In the older production lines, quality is measured at the end of the process and problems are sent back to be corrected. Deming taught the Japanese automobile industry a better way. Correcting problems at the stage of production where they occur produces a better product, faster, and at lower cost. The computer revolution added a third model, customized production. The education analog of the old production line uses social promotion to move students through the system and assigning grades of A-F. As a result, many students graduate with substandard knowledge, skills and aptitudes. Correcting problems where they occur is limited by teacher load. It is practical only in advantaged schools with small classes, advanced students, and appropriately trained teachers. Technology and learning management systems support individualized education and enable a diversity of needs to be supported, monitored and evaluated simultaneously. Social promotion produces failures, but the alternative systems are difficult to evaluate because standardized tests are based on mental exercises and trivia that have little relevance to the world the student will work and live and grow in after graduation. Our evaluation systems need to be reoriented to reflect identified needs and performance objectives. Industry conducts market research to translate customer needs into products and services. ADDIE is the equivalent process in education-Assess, Design, Develop, Implement, Evaluate. Assessment must be focused on the present and future; otherwise our certificates and degrees are as relevant as a drivers license to fly an airplane. Drucker's Theory of the Business highlighted relevance as a source of failure in industry. He identified the need for congruence between mission, competencies and environment. Have we, as educators, assessed the world (environments) in which our graduates will live and work? Do we design, develop and implement learning to prepare students for that world? Do we continually evaluate outcomes and the success of our products before and after graduation? And do we benchmark our success against local AND global standards? R&D budgets are an essential for growth and development of education and training. Collaborative research, shared findings, and adaptation for different needs, cultures, and environments are crucial to design and develop relevant and effective learning. This Journal is part of a global movement to improve teaching and learning by knowing what to apply and applying what we know.

The online learning environment (OLE) is an essential element in using information and communication technology (ICT) for learning and instruction. This paper proposed a new structure of an OLE for design professional domain that tried to integrate the learning community (forum) and courseware for increasing the using motivation and learning efficiency. First, a framework consisted with four components -Instructor, Learner, Course, and Internet, was formulated. Then, the OLE was developed based on the framework that constructed by 3 levels -Community, Classroom, and Studio. Community provides an open space for users to interact and exchange the information. Classroom provides various design courses, while Studio provides several communication tools for design studio activities. The experiment courses and surveys were conducted to evaluate the need-ness and satisfaction of the OLE. The results show the positive responses from the learners that regarded the Community can help their learning.

This paper reports on how asynchronous mobile video messaging presents users with a challenge to doing 'being ordinary'. 53 participants from three countries were recruited to try Skype Qik at launch for two weeks. Some participants embraced Skype Qik as a gift economy, emphasizing a special relationship enacted through crafted self-presentation. However, gift exchange makes up only a small proportion of conversation. Many participants struggled with the self-presentation obligations of video when attempting more everyday conversation. Faced with the 'tyranny of the everyday', many participants reverted to other systems where content forms reflected more lightweight exchange. We argue that designing for fluid control of the obligations of turn exchange is key to mobile applications intended to support everyday messaging.

This paper presents the results of an empirical study conducted with a set of students using an online learning environment (OLE) to follow a distance education program. The aim of the study was to find whether students could perform well in examinations using only the Learning Management System (LMS), whether they could use it in an efficient way and whether there was a relationship between students' learning styles, number of LMS hits and learning achievements. The students were given access to a specially designed course section. The students' learning achievements were evaluated in two tests at different intervals. The study data were gathered using questionnaires and LMS statistics. We found that once the students got acquainted with the environment they could use the LMS more efficiently and managed to get high scores by only using the LMS. Results associated with the learning style preferences imply that we have designed the learning content and the environment to satisfy and support the learners with different learning style preferences.

Science and technology, when applied to educational excellence, have become part of the arts and humanities of tomorrow. The interactive multimedia technology tools available to educators today provide an opportunity to build into the distance or traditional course through learning objects, highly interactive experiential exercises that allow the instructor and the student to obtain an accurate image of the student's level of understanding of the content throughout the course. The instructor can not only determine that a student does not understand some aspect of the content of the course, but may also determine exactly what part of the content the student fails to comprehend. Of more importance is the fact that students may also get an immediate and accurate map of their own mastery of the content. To create absorbing and successful traditional, blended, and online classes, a broader cooperative design structure that is as much art as technology is required. In this paper the concepts involved in the creation of course materials, through a cooperative partnership between Indiana University, ITT Educational Services, Inc. (the parent company for the 93 ITT Technical Institutes across the United States), Pearson Learning Solutions, and Arjuna Multimedia, are explored. They have resulted in a technological teaching environment in which sophisticated interactive computer technology may be incorporated into any classroom or distance course to provide the most effective learning experience. These techniques apply equally well in courses in arts and humanities and science and technology. Such tools as virtual worlds, laboratory simulations, game theory-based exercises, artificial intelligence systems, and intelligent tutors have been applied to several hundred courses in 17 countries with excellent results. The focus of this paper is on the pedagogical approaches considered and utilized in these cooperative course production partnerships.

Teaching foreign languages at distance is now becoming widespread; so is the need for evaluating online language courses. This article discusses an example of a framework that was applied to evaluate an online English as a foreign language (EFL) course at a Middle Eastern university. The development of the framework investigated areas of interest specific to the given school context: level of student engagement, student perceptions, and learning outcomes. This case study followed a mixed method design. Accordingly, the data discussed are both qualitative and quantitative.

This paper presents the results of an empirical study conducted with a set of students using an online learning environment (OLE) to follow a distance education program. The aim of the study was to find whether students could perform well in examinations using only the Learning Management System (LMS), whether they could use it in an efficient way and whether there was a relationship between students' learning styles, number of LMS hits and learning achievements. The students were given access to a specially designed course section. The students' learning achievements were evaluated in two tests at different intervals. The study data were gathered using questionnaires and LMS statistics. We found that once the students got acquainted with the environment they could use the LMS more efficiently and managed to get high scores by only using the LMS. Results associated with the learning style preferences imply that we have designed the learning content and the environment to satisfy and support the learners with different learning style preferences.

The online learning environment (OLE) is an essential element in using information and communication technology (ICT) for learning and instruction. This paper proposed a new structure of an OLE for design professional domain that tried to integrate the learning community (forum) and courseware for increasing the using motivation and learning efficiency. First, a framework consisted with four components-Instructor, Learner, Course, and Internet, was formulated. Then, the OLE was developed based on the framework that constructed by 3 levels-Community, Classroom, and Studio. Community provides an open space for users to interact and exchange the information. Classroom provides various design courses, while Studio provides several communication tools for design studio activities. The experiment courses and surveys were conducted to evaluate the need-ness and satisfaction of the OLE. The results show the positive responses from the learners that regarded the Community can help their learning.

Students are challenged when learning fractions and problems often persist into adulthood. Teachers may find it difficult to remediate student misconceptions in the busy classroom, particularly when the concept is as challenging as fractions has proven to be. We theorized that a technology-based learning resource could provide the sequencing and scaffolding teachers might have difficulty providing. A development team of teachers, researchers and educational software programmers designed five sets of fractions activities in the form of learning objects, called CLIPS. As part of a larger mixed-methods study, 36 observations as well as interviews were conducted in four classrooms, grades 7-10. Four students were selected by their teachers for CLIPS use from each of these four classrooms because the students were experiencing difficulty with fractions concepts. CLIPS use contributed to student achievement, provided the conditions enabled an effective learning environment and students ex...

Micro-learning is learning in smaller segments. Learning includes short lessons in written form (textual and/or textual-graphic), podcast (audio form) or a video recording. In addition to reading, listening and viewing new contents, learning is also conducted through problem solving, Q & A's, quizzes and/or preparation of small projects. Micro-learning offers the possibility of gathering data in small segments while enabling the recipients to absorb them more effectively. The article describes some aspects of micro-learning used in Learning Management Systems EduPsy.

This paper discusses the efficacy of a self-instructional material-centred multimedia computer program grounded in a dynamic usage-based (DUB) approach to second language teaching in overcoming a predicament faced by second/foreign language learners in a large heterogeneous teacher-fronted classroom – a strong affective filter. A DUB approach holds that frequency of input, scaffolding, and exposure to comprehensible authentic language input are important in achieving success in learning a second/foreign language. The self-instructional materialcentred multimedia computer program described in this Address correspondence: University of Sri Jayewardenepura, Gangodawila, Nugegoda, Sri Lanka.

In this study, using ADDIE instructional design model, it is aimed to prepare English language educational material for 4 th grade primary students to teach them numbers. At the same time, ARCS model of motivation's attention, relevance and satisfaction phases are also taken into consideration. This study also comprises of Design Based Research which includes design, theory and application processes. The first phase of the ADDIE method is the analysis where there is a discussion with primary school English language teachers so as to determine the topic, the content and the target groups. During the design phase; objectives, strategies, activities, assessments, and methods of learning are determined to organize and present the content on the basis of learning objectives. In the development phase; images, animations and user interface are created in accordance with students' ages. Additionally, sounds including the pronunciation of digits and numbers are created and the codes of the visual scenarios that are designed are written in ActionScript 2.0 in Adobe Flash CS3 Professional. At the implementation phase, some of the target group students are tested with prototype material that has been implemented. In the classroom, students learn both the pronunciation and the spelling of the numbers. After checking their spelling and typing errors of numbers with quizzes, the students repeat what they have learned and then they take the spelling quizzes. The program checks the misspelled words. Students who correctly complete the quizzes are entitled to have one flag. And when they have all the flags (4 flag), they receive a certificate of achievement. With this rewarding technique, it is intended to raise the motivation of the students. Finally, at the evaluation step, the observed problems in the materials are revised. At every stage of the process, expert evaluations are consulted. With this study that is based on ADDIE instructional designed model and ARCS motivational model, it is

This paper reports on how asynchronous mobile video messaging presents users with a challenge to doing ‘being ordinary’. 53 participants from three countries were recruited to try Skype Qik at launch for two weeks. Some participants embraced Skype Qik as a gift economy, emphasizing a special relationship enacted through crafted self-presentation. However, gift exchange makes up only a small proportion of conversation. Many participants struggled with the self-presentation obligations of video when attempting more everyday conversation. Faced with the ‘tyranny of the everyday’, many participants reverted to other systems where content forms reflected more lightweight exchange. We argue that designing for fluid control of the obligations of turn exchange is key to mobile applications intended to support everyday messaging.

Online and brick-and-mortar universities are continually looking for a model that maximizes the student experience with the goal of enhancing retention and graduation rates among all student populations. Online education with its asynchronous nature and adult student populations need to hold faculty accountable for student performance in the classroom. This case study examined the effect of enhanced faculty requirements developed for online teaching on student academic performance and satisfaction. The enhanced requirements focused on increased faculty communication, subject-matter expertise, discipline mentoring, immediate assistance, and relationship building. Researchers compared student performance and satisfaction in courses taught under regular requirements with those taught by the same instructor under enhanced requirements. Results indicated that the enhanced requirements increased student satisfaction and performance measured by the end-of-course survey and the course acade...

Amid the vast spread of the coronavirus pandemic, educational institutions have shifted to online learning across the world. In this connection, people of different cultures are experiencing a rigid period in which mainly school administrators, instructors, and students have to teach and learn at a distance due to corona restrictions. In this context, institutions that have already adopted the principles of ODL and have integrated these principles into their online courses utilized the promises that extend further educational opportunities and potentials from the beginning of the corona process. Therefore, the primary aim of this chapter is to shed light to the promises and pitfalls of ODL in terms of the steps to be taken and the necessary features of an appropriate course design. In addition, this chapter is intended to contribute to the related literature with the updated sources of recent developments during corona lockdown and guide professionals, researchers, and instructors who would benefit from theoretical and practical knowledge for effective distance course design.

The purpose of this study was to identify significant differences in academic achievement among virtual students of various backgrounds, demographics, and virtual learning environments. The study also sought to identify factors that may predict the academic achievement, as defined by final course grade, of virtual students. This study examined those relationships for the 476 students enrolled in virtual courses between January 2010 and January 2013 in Sullivan County Schools, TN. These students were in grades 7-12 during the time the courses were taken. Independent variables in Phase I of the study included gender, race/ethnicity, socioeconomic status, prior number of virtual courses completed, and existing student grade point average. Independent variables in Phase II of the study included instructional dialogue in the virtual course, structure of the virtual course, and autonomy of the learner allowed in the virtual course. The researcher investigated the relationships between these independent variables and the dependent variable, academic achievement, as determined by final virtual course grade. The statistical methods used to answer the research questions included bivariate correlations, independent samples t-tests, and bivariate regression analysis.

An active learning environment is a technology-enriched and interactive physical space convenient for applying cooperative, active and engaged learning. It allows focus on engaging experiences for students and faculty. This study investigated pre-service teachers’ perceptions and experiences in courses in an active learning environment. Eighty pre-service teachers participated in two separate courses designed according to active learning strategies in an active learning classroom. Findings indicated that participants’ perceptions about the courses were positive for cognitive awareness, respectability, individual responsibility, cooperation and active participation. Further, their perceptions and experiences regarding the active learning model and environment were positive. Participants also expressed their views about using an active environment in the learning process and instructors conducting courses in these environments.

Feedback is an essential part of the learning process. Asynchronous online courses are marked by an abundance of text-based feedback. Yet, video feedback in asynchronous online courses is a nascent field of inquiry. This study investigated student perceptions of screencasting style of video feedback in online courses. During this course, students received video feedback from their instructor, and provided and received video feedback to their peers. A total of 84 graduate students completed an end-of-course survey between 2018 and 2020 that focused in part on student satisfaction and perceived learning with video feedback and overall perceptions of social presence. Results indicate students were satisfied with receiving video feedback,
that video feedback contributed to their perceived learning, and that perceptions of social presence were comparable to
previous research. Limitations and implications for practice are discussed.