This paper reports on the preliminary findings of a research-in-progress project investigating what factors influence the students' learning experience while they study in an online environment. Online peer learning activities combined with current technology are expected to improve students' learning experience. The students were asked to respond to an online survey and attend virtual focus groups. Semi-structured interviews were also conducted with the teaching team. The questions raised were in the areas of relevance, reflection, interaction, teacher support, peer support, making sense, and course technology. This research utilizes a mixed method (quantitative & qualitative) data collection and data analysis. The preliminary findings from the research to date show that at the end of semester, students shifted from focusing on teacher support and content knowledge to an increased focus on technology and interaction through personal reflection of what and how they were learning.
This is a report on a qualitative investigation into the challenges and solutions for Information Systems PhD candidature in Australia by conducting a three-phase research process. Information Systems doctoral theses approved within the past 10 years in Australia were identified in three areas of research, using structured evidence-based search and review methods. This was followed by two focus groups. The first focus group provided a forum where participants engaged and contributed by sharing and reflecting on experiences during their candidature. The data generated was thematically analyzed. The second focus group provided a forum to compare, contrast, and combine findings from the first focus group and the theses review. This was then conceptually organized into a SWOT framework for discussion. The findings imply that there is a need, not only for an inclusive candidature research pathway now provided by most Australian universities, but also an integrated research and personal support pathway. The investigation resulted in defining a conceptual framework of value in Australia and internationally, which acknowledges and bridges the academic-practice gap, offering a considerable step for future PhD candidature investment.
This research aims to introduce and examine the innovative instructional design model with Mobile Technology for undergraduates of School of Liberal Arts at Sukhothai Thammathirat Open University. Furthermore, it will evaluate the innovative instructional design model with Mobile Technology accordingly. The participants in the project comprised 30 undergraduates from the Information Science program, Thai Studies program, and English program who took the Science, Technology and Environment for Life course. They were selected through the cluster sampling technique. The research instruments comprised the innovative instructional design model, evaluation forms and the pre- and post- achievement tests. Included as well was the questionnaire on undergraduates’ opinions towards the model. The data analysis used the mean, the standard deviation, and the t-test. In addition, the model contains distance learning lessons which have been developed by Mobile Technology, and have passed educational quality assurance measures. It has been categorized regarding content, educational technology, and assessment by experts in content, educational technology, and assessment. The innovative instructional design with Mobile Technology has also been rated as “most appropriate” by five experts in the areas of distance education, mobile technology, educational technology, assessment, and content. The undergraduates learning from the innovative instructional design model showed significant achievement at the .05 level and their satisfaction was rated at the “high satisfaction” level. This paper reports the research findings regarding selected elements of the innovative instructional design model. It comprises the input, the process, the output and the feedback. There are nine steps to the innovative instructional design model with Mobile Technology.
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