Can we talk? Course management software and the construction of knowledge

Payne, Carla R.; Reinhart, Cornel J.

doi:10.1108/10748120810853336

Cited by 17 publications

(5 citation statements)

References 6 publications

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“…For example, there is a vast literature (Aggarwal Adlakha & Mersa 2006;Schell & Burns 2002;Teo & Gay 2006;Dolog et al 2008;Payne & Reinhart 2008;Reinhart 2008;Seongheea & Boryungb 2008) focusing on the design and deployment of institutional repositories for capturing knowledge generated in universities. The focus of these repositories has been on capturing research outputs and publications (Dewe 2005) and learning objects (Chaudhry & Khoo 2007).…”

Section: Capture Of Teaching and Learning Knowledge In Educational Comentioning

confidence: 99%

Reusing Knowledge in Online Forums: A Pilot Study

Soon¹,

Sarrafzadeh²,

Williamson³

2010

Libri

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While universities generate knowledge, they may not often effectively reuse and share that knowledge. Academic colleagues sometimes reinvent the wheels to recreate the same or similar type of knowledge and intellectual work. As the forum is a popular online teaching tool, this research focuses on the examination of how knowledge, created by a learning and teaching community in forums within an online learning environment, can be reused when a subject is run again or handed over to a different colleague later. It is qualitative interpretive research. To investigate the sharing and reuse of knowledge amongst academics, a focus group was conducted with eight experienced subject coordinators who have used online forums in teaching. They were from three different university schools and different disciplines. The participants produced a plethora of rich information regarding potential knowledge reuse about subjects, focusing on subject contents, assignment help, class discussions, learning difficulties and experiences. This study suggests that the development of a knowledge-sharing culture, university policies, or knowledge management leadership can effectively encourage sharing and reuse of knowledge within a university environment. This is an empirical investigation of a theoretical hypothesis raising issues for further research. The paper is based on a full understanding of the existing state of knowledge in the field and is an original contribution to understanding of the issues. The treatment shows evidence of critical evaluation and conclusions appear relevant and soundly based.

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Section: Capture Of Teaching and Learning Knowledge In Educational Comentioning

confidence: 99%

Reusing Knowledge in Online Forums: A Pilot Study

Soon¹,

Sarrafzadeh²,

Williamson³

2010

Libri

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“…Pedagogi digital juga mencakup konseptualisasi keyakinan pedagogis yang mirip dengan orientasi pedagogis dan didefinisikan sebagai pemahaman, premis, dan proposisi tentang pengajaran dan pembelajaran [16]. Mereka berdebat bahwa perubahan dalam keyakinan pedagogis guru mungkin terjadi ketika teknologi diintegrasikan ke dalam pengajaran [17].…”

Section: Tinjauan Pustakaunclassified

Digital Pedagogy Pada Masa Dan Pasca Pandemik Covid 19 Di Perguruan Tinggi: Studi Kasus Universitas Komputer Indonesia

Luckyardi¹,

Yusuf²

2022

MIU

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The COVID-19 pandemic has caused major and substantial changes in various sectors, Digital Pedagogy has become the current trend even though the Pandemic is almost over. On the one hand, this new culture encourages the management of Higher Education (PT) to focus on sourcing its services for the digital adoption of diversity and learning in Higher Education. On the other hand, from a student perspective, students learn to adapt to digital transformation and master digital literacy. This study aims to investigate student perceptions of digital transformation, learning and assessment methods at PT. The case study was conducted at one of the private universities in Bandung, West Java, namely the Indonesian Computer University (UNIKOM). The quantitative method with the approach used in this study by collecting data through online questionnaires and observations on student social media. The sample is 100 students who study online for 1 semester in the even semester of 2022. The findings of this study indicate that 89% of students are interested in face-to-face classes and 60% of students have a preference for face-to-face. Students also expressed their negative views on social media about online teaching and assessment. They frustrated the university administration to go online during a learning situation that was not conducive and prone to burnout during the pandemic. However, students can adjust to the online environment. Understanding student perspectives on digital pedagogy can help discover discoveries to create a pleasant learning atmosphere even in online classes. Key Words : digital pedagogy, student perspective, digital transformation, higher education

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“…The constructivist model calls for active learning and collaboration, yet the learning management system (LMS) tends to subvert this by according ever‐greater power to faculty and administrators to structure and control their lessons. Furthermore, the authors contend, Blackboard and other learning management systems essentially take the traditional classroom and transfer it to cyberspace, rather than delivering the paradigm shift that many expected at the advent of online learning during the last decade or so of the twentieth century (Payne and Reinhart, 2008).…”

Section: The Book and The Websitementioning

confidence: 99%

The library and the internet: introduction to the special issue

Sax

2008

On the Horizon

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PurposeThe purpose of this paper is to introduce the special issue of On the Horizon, which is devoted to the next wave of innovation in online education; analyzes the traditional tension between the realm of books and reality, and to examine ways it which this may be influenced by digital technologies; and reviews possible alternatives to the structure of the traditional classroom for online education.Design/methodology/approachBuilding on the work of Hans Blumenberg, this article begins with analysis of the malaise that pervaded literary culture on the threshold of the digital age. It evaluates various educational structures and technologies as attempts to respond to this challenge.FindingsBooks not only contain but also structure learning, in fact they condition our expectations of what “knowledge” would be. The world of books has traditionally been opposed to that of “experience,” but digital technologies now provide new means of storing knowledge that transcend this dichotomy. This is a major change in the structure of knowledge, which will eventually transform our institutions of higher education.Originality/valueThis article shows how the development of digital media was not simply driven by technology but was a response to the exhaustion of literary traditions, as thinkers began to doubt whether there was anything more worth putting in print. This perspective enables the article to go beyond the technological determinism that pervades much futuristic writing, and suggest how we may innovate, particularly in education, while retaining continuity with the past.

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Can we talk? Course management software and the construction of knowledge

Cited by 17 publications

References 6 publications

Reusing Knowledge in Online Forums: A Pilot Study

Reusing Knowledge in Online Forums: A Pilot Study

Digital Pedagogy Pada Masa Dan Pasca Pandemik Covid 19 Di Perguruan Tinggi: Studi Kasus Universitas Komputer Indonesia

The library and the internet: introduction to the special issue

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