Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Annotated discussion (2)
- Collaboration (2)
- Collaborative reading (2)
- Peer review (2)
- Social annotation (2)
-
- Computer-assisted language learning (1)
- Computer-mediated communication (1)
- Engineering students (1)
- Haptics (1)
- Haptics-augmented tools (1)
- Instructional design (1)
- Instructional technologies (1)
- Online course development planning (1)
- Online learning (1)
- Project method (1)
- Social networking (1)
- Technology (1)
- Virtual training (1)
- Web 2.0 (1)
Articles 1 - 5 of 5
Full-Text Articles in Education
Working Together: The Public Records Webinar Series, Robert L. Moore
Working Together: The Public Records Webinar Series, Robert L. Moore
STEMPS Faculty Publications
Key Takeways:
* Faculty and instructional designers working together can create more effective online courses that leverage technology efficiently to reach the target audience.
* The instructional support team was part of the initial conversations planning the webinar series at the UNC School of Government, which led to the formulation of a webinar theme that reflected the content as opposed to imposing a design theme afterwards.
* Advanced planning and coordination among faculty and staff, and the thematic marketing plan provided at the outset, enabled the production of a uniform package of information in a high-quality format.
Examining Student Participation In Three Learning Activities Supported By Social Annotation Tools, Tian Luo, Fei Gao, Kathryn S. Hoff
Examining Student Participation In Three Learning Activities Supported By Social Annotation Tools, Tian Luo, Fei Gao, Kathryn S. Hoff
STEMPS Faculty Publications
Social annotation (SA) allows learners to highlight and comment on Web pages and share annotations with each other online. Despite its potential in promoting collaborative learning, examining how to integrate it into educational settings has not been fully studied. The purpose of the study is to examine student participation in three different SA-based online activities: (1) peer review, (2) annotated discussion, and (3) collaborative reading. Students participated in all three SA-based activities and took a survey at the end reporting the effectiveness of these activities. The analysis of students' annotations and their survey responses suggested that although participants perceived the …
Design, Development And Evaluation Of An Interactive Virtual Haptics-Augmented Training System For Undergraduate Engineering, Robert L. Williams Ii, Ernur Karadogan, David R. Moore, Tian Luo
Design, Development And Evaluation Of An Interactive Virtual Haptics-Augmented Training System For Undergraduate Engineering, Robert L. Williams Ii, Ernur Karadogan, David R. Moore, Tian Luo
STEMPS Faculty Publications
No abstract provided.
Web 2.0 For Language Learning: Benefits And Challenges For Educators, Tian Luo
Web 2.0 For Language Learning: Benefits And Challenges For Educators, Tian Luo
STEMPS Faculty Publications
This literature review study explores 44 empirical research studies that report on the integration of Web 2.0 tools into language learning and evaluate the actual impact of using those Web 2.0 tools in language learning. In particular, this review aims to identify the specific Web 2.0 tools integrated in the educational settings, theoretical underpinnings that are commonly used to frame the research, methodologies and data analysis techniques that scholars employ to analyze their research data, the benefits and challenges scholars spotted in their research findings, the pedagogical implications in using Web 2.0 for language learning and future research directions that …
Examining Student Participation In Three Learning Activities Supported By Social Annotation Tools, Tian Luo, Fei Gao, Kathryn S. Hoff
Examining Student Participation In Three Learning Activities Supported By Social Annotation Tools, Tian Luo, Fei Gao, Kathryn S. Hoff
STEMPS Faculty Publications
Social annotation (SA) allows learners to highlight and comment on Web pages and share annotations with each other online. Despite its potential in promoting collaborative learning, examining how to integrate it into educational settings has not been fully studied. The purpose of the study is to examine student participation in three different SA-based online activities: (1) peer review, (2) annotated discussion, and (3) collaborative reading. Students participated in all three SA-based activities and took a survey at the end reporting the effectiveness of these activities. The analysis of students’ annotations and their survey responses suggested that although participants perceived the …