Asynchronous Computer Mediated Conferencing to Support Learning and Teaching: An Action Research Approach

McGugan, Stuart

doi:10.3794/johlste.11.9

Cited by 13 publications

(10 citation statements)

References 10 publications

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“…One such opportunity presented by online learning is interaction between learners, their peers, their tutor, and their institution (Aspden & Helm, 2004). Interaction is essential to students' learning experience and achievement (Paloff & Pratt, 1999;Laurillard, 2000;Garrison & Anderson, 2003) regardless of the type of interaction (Jung, Choi, Lim, & Leem, 2002;McGugan, 2002). Students who participate in interactive elements of course delivery have shown increased satisfaction with their learning compared to students with limited interaction (Althaus, 1997).…”

Section: Introductionmentioning

confidence: 96%

Assessment strategies to support higher level learning in blended delivery

Purvis

Aspden

Bannister

et al. 2011

Innovations in Education and Teaching International

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A level 6 module was developed in order to implement innovative assessment strategies and encourage higher level learning. The module tutor (one of this paper's authors) was seconded from teaching duties (40%) to the University's academic development unit to work on the module transformation. The rationale for the redesign of the assessment strategy was to enhance the student learning experience whilst taking an innovative approach to computer aided learning and assessment. Information technology enabled assessment strategies and ways of using computer based assessment in higher level learning were examined. The redesigned module has been delivered two years running, and the students' experience of the module evaluated following the final taught session each year. This paper outlines the experiences of the learners and the tutor and considers the potential for future development of blended learning and assessment.

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Section: Introductionmentioning

confidence: 96%

Assessment strategies to support higher level learning in blended delivery

Purvis

Aspden

Bannister

et al. 2011

Innovations in Education and Teaching International

View full text Add to dashboard Cite

show abstract

“…Despite this trend, and the increasing proliferation of online education, both synchronous and asynchronous (Chen, Ko, Kinshuk, & Lin, 2005;Jereb & Smitek, 2006;McGugan, 2002), empirical investigations into this delivery method have lagged (Kerr, Rynearson, & Kerr, 2006). Along this line, assessing student learning in an online environment is one of the main challenges faced by educators (Hartnett, 1999).…”

Section: Introductionmentioning

confidence: 98%

Optimal Timing in Online Task Deadlines: What if Students Procrastinate (A Little)?

Nicolau

2015

Journal of Teaching in Travel & Tourism

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This article analyzes the distribution of deadlines for task delivery in an online learning continuous assessment framework. It looks for the optimal task delivery distribution, understanding optimal as that which allows students to maximize their performance. This empirical application is based on students enrolled on a modular subject in a Tourism Management master's program, and the results show that continuous assessment, uniformly distributed throughout the course, leads to better performance than concentrating the evaluation on the second half or even on the last two thirds of the course. For the sake of flexibility in students' task delivery a slight delay of less than a day can be tolerated.

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“…Thus it requires that the e-moderator design meaningful activities to promote online interaction among the participants, rather than simply asking them to access the online system for information and resources related to the online courses. Practitioners like McGugan (2002) have found Salmon's model to be an effective framework for guiding their teaching of online undergraduate courses. As the model is built around human interaction, sharing ideas and collaboration come to the fore.…”

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confidence: 99%

Book Review

Quek

Bopry

2006

Educational Media International

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e-Moderating: the key to teaching and learning online (2nd edn) Gilly Salmon, 2004 London, RoutledgeFalmer £23.99 (pbk), 256 pp. ISBN 0 415 33543 4 (hbk), 0 415 33544 2 (pbk)This is a practical guide for e-moderators, whether they are experienced or are new to the online environment, to facilitate skillfully in an online learning environment. Salmon highlights an overview of their roles and the qualities and expertise required in an online teaching and learning environment. Of particular interest throughout this text are the clear and concise presentations of concepts, case studies and illustrations and, in particular, the language used is simple but engaging. In this edition Salmon provides a comprehensive treatment of e-moderating skills, managing e-moderating and online participants and future scenarios for online learning.Based on her years of action research, Salmon developed a five stage e-moderating model (Salmon, 2000) for teaching and learning through online computer mediated conferencing (CMC). The five stages are:• access and motivation; • online socialization; • information giving and receiving; • knowledge construction; • development. Figure 1. E-moderating model (reproduced by kind permission of Gilly Salmon)Each of the five stages of the model includes scaffolds that the e-moderators can provide and the skills that learners may attain. The model provides a roadmap for e-moderators, whether they are new to online learning or are looking for ways to refine their online facilitation skills. The model encourages e-moderators to be more aware of the social and cognitive aspects of online learning and communication, when and how to provide support for the participants, as well as effective practices to facilitate participants in their online learning journey. As described in this model, online learners also master certain technical skills while they progress through the various stages and gradually become more familiar with non-threatening peer-peer and peertutor interactions in the online environment. Using the five stage model the e-moderators facilitate the online learners by:

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Asynchronous Computer Mediated Conferencing to Support Learning and Teaching: An Action Research Approach

Cited by 13 publications

References 10 publications

Assessment strategies to support higher level learning in blended delivery

Assessment strategies to support higher level learning in blended delivery

Optimal Timing in Online Task Deadlines: What if Students Procrastinate (A Little)?

Book Review

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