“El aprendizaje en línea, más conocido en la literatura como “on line”, deviene la forma práctica de la instrumentación de cualquier modelo virtual de enseñanza aprendizaje. De acuerdo cómo se produce la interacción entre los profesores y los estudiante podemos considerarlo en sus dos variantes, “e-learning” y el “blended-learning”. Aquí podrás encontrar materiales interesantes sobre esta temática.”
The proposed model of collaborative virtual learning environment for introductory programming course
Autores: Mahfudzah OTHMAN and Muhaini OTHMAN.
This paper discusses the proposed model of the collaborative virtual learning system for the introductory computer programming course which uses one of the collaborative learning techniques known as the “Think-Pair-Share”. The main objective of this study is to design a model for an online learning system that facilitates the collaborative learning activities in a virtual environment such as online communications and pair or small group discussions. In order to model the virtual learning environment, the RUP methodology has been used where it involves the data collection phase and the analysis and design phase. Fifty respondents have been randomly selected to participate in the data collection phase to investigate the students’ interest and learning styles as well as their learning preferences. The results have shown the needs for the development of online small group discussions that can be used as an alternative learning style for programming courses. The proposed design of the virtual learning system named as the Online Collaborative Learning System or OCLS is being depicted using the object-oriented models which are the use-case model and class diagram in order to show the concise processes of virtual “Think-Pair-Share” collaborative activities. The “Think-Pair-Share” collaborative learning technique that is being used in this model has been chosen because of its simplicity and relatively low-risk. This paper also presents the proposed model of the system’s architecture that will become the guidelines for the physical development of OCLS using the web-based applications.
Publicado en: Turkish Online Journal of Distance Education. TOJDE January 2012. Volume: 13 Number:1
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A web-based virtual classroom system model
Autores: Olumide S. ADEWALE, Emmanuel O. IBAM and B.K. ALESE.
The population of students all over the world is growing without a proportionate increase in teaching/learning resources/infrastructure. There is also much quest for learning in an environment that provides equal opportunities to all learners. The need to provide an equal opportunity learning environment that will hitherto improve the system of education globally has therefore become imperative. Based on our findings, a mathematical model Web-based Virtual Classroom system (WebVCS) was developed to provide a viable medium through which sound education can be offered in tertiary institutions that can carter for varieties of learners irrespective of their abilities, dispositions and geographical locations. Our system model is developed based on active learning approach that adopts blended learning theory (Constructivist-Cognivist learning approach), incorporating e-pedagogy that supports collaboration among participants in the web-based Virtual learning environment. The key objects used in creating the WebVCS model are: Courses, Students, Instructors and Learning performances. Our system model sets a framework for developers of virtual classrooms and successful implementation of the model leads to students learning by interacting with their peers resulting in the construction of knowledge.
Publicado en: Turkish Online Journal of Distance Education. TOJDE January 2012. Volume: 13 Number:1
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Examining and Understanding Transformative Learning to Foster Technology Professional Development in Higher Education
Autor: Maurice Schols
Educators are increasingly encouraged to practice life-long learning. Learning to cope with emerging technologies for educational purposes is, for most educators, a complex process. Consequently, educators engage in critical reflective processes, and consider new views as they learn new knowledge and skills so as how to best apply information and communication technologies to teaching and learning. For educators this process can be intimidating and frustrating. The use of new technologies in education requires educators to reconceptualise traditional educational concepts which means that educators need compelling reasons to dramatically change their teaching and learning practice.This paper highlights the significance of Mezirow’s transformative learning theory for teachers’ technology professional development and provides insight in teachers’ learning processes as they learn emerging technologies for educational purposes. The data discussed in this paper have been drawn from a study at FontysUniversity of Applied Sciences, The Netherlands. The data were collected and analyzed according to a qualitative approach.
Publicado en: International Journal of Emerging Technologies in Learning (iJET) Vol 7, No 1 (2012)
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A comparative study of student satisfaction level in distance learning and live classroom at higher education level
Autores: Azhar MAHMOOD, Sheikh Tariq MAHMOOD and Allah Bakhsh MALIK
The technology has embraced the innovative learning methodologies. Distance Learning has taken the place of traditional face-to-face educational environment. The purpose of this study was to compare the level of student satisfaction of graduate distance learning educational psychology course to a traditional classroom educational psychology course taught by the same instructor. Population of the study consisted of Graduate students in course educational psychology during fall semester 2009. Study was descriptive in nature and findings were drawn after the descriptive analysis. Likert scale was used to determine the level of satisfaction between both groups. On the basis of findings, It was concluded that distance learning and traditional classroom students experienced a high level of satisfaction .It was determined that there was very slightly difference in the levels of student satisfaction in the distance learning and traditional classroom students.
Publicado en: Turkish Online Journal of Distance Education. TOJDE January 2012. Volume: 13 Number:1
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Formación a distancia para profesores de matemáticas: la experiencia de EarlyStatistics
Autores: Maria Meletiou-Mavrotheris y Ana Serradó Bayés.
Las potencialidades que ofrecen las modernas tecnologías de internet brindan nuevas oportunidades a la formación inicial y permanente del profesorado de matemáticas, que permiten superar las limitaciones impuestas por recursos cada vez más escasos y por la ubicación geográfica, y que para este colectivo geográficamente disperso significan el acceso a un aprendizaje de calidad, económico y compatible con el resto de actividades. Este artículo se centra en cómo aprovechar eficazmente las herramientas de comunicación e información disponibles en línea para mejorar la calidad y la eficiencia de la formación del profesorado en la educación de estadística. En primer lugar, describimos los principales problemas y retos pedagógicos de la educación a distancia en general, y de la formación de profesorado en línea en particular. A continuación, ofrecemos una visión general de EarlyStatistics, un curso virtual de desarrollo profesional para la educación estadística dirigido al profesorado de educación primaria y primeros cursos de secundaria (de 6 a 14 años), y las principales conclusiones derivadas de la edición piloto del curso. Concluyen el artículo algunas sugerencias educativas.
Publicado en: RUSC: Revista de Universidad y Sociedad del Conocimiento. Vol. 9, N.º 1 (enero 2012).
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Ecosistemas de formación blended-learning para emprender y colaborar en la universidad. Valoración de los estudiantes sobre los recursos
Autores: Emilio Álvarez Arregui, Alejandro Rodríguez Martín y Fernando Ribeiro Gonçalves
En este trabajo recogemos los resultados obtenidos en un proyecto de innovación que forma parte de una investigación longitudinal sobre ecosistemas de formación que estamos desarrollando en colaboración con la Universidad del Algarve y otros centros de innovación (Innobridge, Suiza y Valnalón, España). En esta ocasión presentamos la valoración que sobre los recursos empleados realizan los estudiantes en diversos títulos y cursos de la Facultad de Formación del Profesorado y Educación de la Universidad de Oviedo. La muestra está formada por 363 estudiantes y la metodología es cuantitativa. Los resultados indican una positiva valoración del contexto de enseñanza-aprendizaje semipresencial y los recursos tecnológicos y humanos empleados porque facilitan la gestión del conocimiento de manera colaborativa entre los agentes educativos implicados así como por la participación de profesionales externos que proyectan el ecosistema de formación en el entorno laboral.
Publicado en: Teoría de la Educación. Educación Cultura en la Sociedad de la Información. Vol 12, No 4 (2011)
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