An Evaluation of Innovative Projects Involving Communication and Information Technology in Higher Education

Alexander, Shirley

doi:10.1080/0729436990180202

Cited by 47 publications

(26 citation statements)

References 3 publications

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“…While these aspects of evaluation are useful, students' views are not objective evidence of their learning (Alexander, 1999;Dowling et al, 2003). Accordingly, there are calls by employer groups, professional accreditation bodies, and others for the higher education sector to more fully explore the effect of teaching and learning strategies generally and, particularly, the use of on-line learning systems in enhancing student learning outcomes (see for example AACSB, 1996;Boyce, 1999;Michlitsch & Sidle, 2002).…”

Section: Introductionmentioning

confidence: 98%

The effect of interactive on-line learning systems on student learning outcomes in accounting

Potter

Johnston

2006

Journal of Accounting Education

100

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Section: Introductionmentioning

confidence: 98%

The effect of interactive on-line learning systems on student learning outcomes in accounting

Potter

Johnston

2006

Journal of Accounting Education

100

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“…The reasons for this increase are two-fold. The objective of improving student learning experiences is one reason (Alexander, 1999). The other is the increase in economic and competitive pressures affecting the tertiary education sector.…”

Section: Introductionmentioning

confidence: 99%

Do hybrid flexible delivery teaching methods improve accounting students' learning outcomes?

Dowling

Godfrey

Gyles

2003

Accounting Education

184

108

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This study investigates the association between the learning outcomes of students and two teaching models: a traditional face-to-face lecture/tutorial teaching model and a hybrid flexible delivery model. The hybrid flexible model is delivered using a combination of face-to-face seminars and electronic delivery and communication tools. It is found that academic performance is higher for students who studied under the flexible delivery model, achieved higher marks in prerequisite units, were female, or were younger. Evidence is provided that flexible delivery teaching models utilizing electronic delivery media can be used to achieve the benefits of small class sizes when teaching large student numbers. The results should be of interest to administrators and educators as they attempt to address the challenges of supplying tertiary education to an increasing number of students as well as meeting the perceived demand for flexible course delivery in a manner that can enhance students' learning outcomes.flexible delivery, teaching method, learning outcomes,

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“…The researchers carried out the research in Libya, using a sample of Libyan stakeholders. The use of a questionnaire is supported by research conducted by Alexander (1999), who states that the use of one or more techniques is effective in evaluating the effect of blending learning methods on student outcomes, and also as a means of investigating the use of e-learning systems in real situations. The questionnaires were distributed to students both before and after the project, which was also conducted as part of the study.…”

Section: The Actual Questionnaire Processmentioning

confidence: 99%

Application to the Computer Science Course at Omar Al-Mukhtar University, Libya

Othman¹

2014

Yuksekogretim Derg

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Science. The course material has traditionally been delivered through lectures (also known as school-based learning, or SBL) and subsequently reinforced in lab sessions (laboratory-based Bu makale, Libya'daki Omar Al-Mukhtar Üniversitesi, Fen Fakültesi bünyesinde yer alan Bilgisayar Bölümü'nde okul temelli ö¤renim (OTÖ) ve laboratuvar temelli ö¤renim (LTÖ) aras›ndaki beceri mevcut beceri bofllu¤una yönelik tespitleri sunmaktad›r. Yazarlar, ö¤retim görevlileri, laboratuvar görevlileri ve ö¤renciler taraf›ndan doldurulan bir anket gelifltirmifllerdir. Amaç, OTÖ faaliyetleri esnas›ndaki ö¤renci becerileri ile LTÖ oturumlar›nda ihtiyaç duyulanlar aras›ndaki bofllu¤a yönelik paydafl alg›lar›n› keflfetmekti. Anket, biliflsel, psikomotor ve duygusal olmak üze-re üç ö¤renim alan›na iliflkin becerilere odaklanm›flt›r. Bulgular, iki önemli IT becerisi ve grup çal›flma becerisi bofllu¤u bulundu¤unu ve geri kalanlar›nda materyal eksikli¤i, al›flt›rmalar› yapmak için gerekli teorik konular› anlama eksikli¤i, IT alan›na s›n›rl› eriflim, gelifltirme aflamalar›n-da eksiklik, zay›f müfredat incelemesi ve uygulamal› görevlerle teorik içe-rik aras›nda s›n›rl› ba¤lant›lar bulundu¤unu göstermektedir. Yan›tlar›n kantitatif ve kalitatif analiziyle elde edilen sonuçlar, laboratuvar oturumlar› için gerekli uygulamal› ve sosyal becerilerden oluflan bir LTÖ beceri modeli gelifltirmekte kullan›lm›flt›r. Önerilen bu model, ö¤rencinin ö¤re-nim ve tatmin kalitesini art›racak yard›mc› ö¤retim ve ö¤renim faaliyetlerini ve materyallerini tasarlamakta ve gelifltirmekte kullan›lacakt›r.Anahtar sözcükler: Okul temelli ö¤renim (STÖ), laboratuvar temelli ö¤re-nim (LTÖ), e-ö¤renim, Bloom taksonomisi, biliflsel alan, psikomotor alan, duygusal alan, sosyal beceriler.This paper provides an identification of the existing skills gap between school-based learning (SBL) and laboratory-based learning (LBL) in the Computing Department within the Faculty of Science at Omar AlMukhtar University in Libya. The authors developed a questionnaire which was completed by lecturers, laboratory demonstrators and students. The aim was to discover these stakeholders' perceptions about the gap between the students' skills during SBL activities and those required by LBL sessions. The questions referred to skills related to three learning domains: cognitive, psychomotor and affective. The findings show there are two most significant IT skills gap and group work skills, and others are lack of materials, lack of understanding of theoretical issues necessary to perform exercises, limited access to IT, a lack of development processes, poor curriculum review and limited links between practical tasks and theoretical content. The results of quantitative and qualitative analysis of the responses were used to develop an LBL skills model comprising the hard and soft skills required for lab sessions. This proposed model will be used to design and develop supplementary teaching and learning activities and materials which will increase the quality of student learning and satisfaction.

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An Evaluation of Innovative Projects Involving Communication and Information Technology in Higher Education

Cited by 47 publications

References 3 publications

The effect of interactive on-line learning systems on student learning outcomes in accounting

The effect of interactive on-line learning systems on student learning outcomes in accounting

Do hybrid flexible delivery teaching methods improve accounting students' learning outcomes?

Application to the Computer Science Course at Omar Al-Mukhtar University, Libya

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