Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Instructional design (2)
- Microblogs (2)
- Case studies (1)
- Collaboration (1)
- Computer assisted instruction (1)
-
- Computer-mediated communication (1)
- Distance education (1)
- Facilitated learning (1)
- Instructional design roles (1)
- Instructional designers (1)
- Instructional guidance (1)
- Interaction (1)
- Interactive learning environments (1)
- Internet in education (1)
- Microblogging (1)
- Online social networks (1)
- Professional development (1)
- Social learning (1)
- Social media (1)
- Teaching methods (1)
- Twitter (1)
- Web 2.0 (1)
- Web-based instruction (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
Use Of Mobile Phones For Interaction In Distance Education, Tayyaba Batool, Ginger Watson, Saul Carliner (Ed.), Catherine Fulford (Ed.), Nathaniel Ostashewski (Ed.)
Use Of Mobile Phones For Interaction In Distance Education, Tayyaba Batool, Ginger Watson, Saul Carliner (Ed.), Catherine Fulford (Ed.), Nathaniel Ostashewski (Ed.)
STEMPS Faculty Publications
Distance education is a widely adopted technology in many developed parts of the world where educational agencies are constantly considering new technologies that can serve as a medium for instructional delivery and interaction. Mobile phones are one of the most recent technologies to gain much consideration and use. This brief paper outlines the current state of distance education, delivery mediums, and instructional approaches that foster interaction to promote effective learning. Particular emphasis is given to the potential for mobile devices to be used as effective instructional tools in distance education in Pakistan and other underdeveloped countries. The proposed study will …
Instructional Guidance In Microblogging-Supported Learning: Insights From A Multiple Case Study, Tian Luo
Instructional Guidance In Microblogging-Supported Learning: Insights From A Multiple Case Study, Tian Luo
STEMPS Faculty Publications
Microblogging tools such as Twitter show potential to enrich classroom experience and benefit student learning. Research shows that instructional guidance is particularly necessary in computer-assisted learning environments, but no research has been done to study the effects of instructional guidance in microblogging-based learning. Using a multiple-case study design, the researcher examined student learning in terms of the amount of participation, ability to focus on task, and depth of thinking in guided, semi-guided, and unguided modes. The findings suggest that in guided environments, students achieved higher levels of learning, especially with respect to focusing on task and depth of thinking. Variations …
Tweeting And Blogging: Moving Towards Education 2.0, Tian Luo, Teresa Franklin
Tweeting And Blogging: Moving Towards Education 2.0, Tian Luo, Teresa Franklin
STEMPS Faculty Publications
This paper reports on an exploratory study that employed Twitter and blogs as instructional Web 2.0 tools to support student learning in an undergraduate-level class. Case study methodology entailing a usage survey, an exit survey, and 12 in-depth semi-structured interviews was sought to examine patterns and characteristics of students' usage of social media and to elicit their perceptions on how the incorporation of Twitter and blogs facilitated their learning. Findings demonstrate that as advanced users of social media, the students highly embraced the incorporation of Twitter and blogs in the class. Not only were the students motivated to utilize social …
Documenting Current Instructional Design Practices: Towards A Typology Of Instructional Designer Activities, Roles, And Collaboration, William Sugar, Robert L. Moore
Documenting Current Instructional Design Practices: Towards A Typology Of Instructional Designer Activities, Roles, And Collaboration, William Sugar, Robert L. Moore
STEMPS Faculty Publications
The overall goal of this study was to conduct a yearlong inquiry into an instructional designer’s activities and interactions with his clients. Exclusive focus of this study was on an instructional designer who worked at a large public university in the southeastern region of the United States. Documented in an instructional design activities log, this study analyzed 115 distinct activities. Using an emergent theme analysis approach, specific instructional design activities and roles emerged. In addition, the instructional designer’s collaboration with his clients was analyzed. Results of this study augment the knowledge base of existing studies of instructional design practices.