Comparing hybrid learning with traditional approaches on learning the Microsoft Office Power Point 2003 program in tertiary education

The use of video lectures in distance learning involves the two major problems of searchability and active user participation. In this paper we promote the implementation and usage of a collaborative educational video annotation functionality to overcome these two challenges. Different use cases and requirements, as well as details of the implementation, are explained. Furthermore, we suggest more improvements to foster a culture of participation and an algorithm for the extraction of semantic data. Finally, evaluations in the form of user tests and questionnaires in a MOOC setting are presented. The results of the evaluation are promising, as they indicate not only that students perceive it as useful, but also that the learning effectiveness increases. The combination of personal lecture video annotations with a semantic topic map was also evaluated positively and will thus be investigated further, as will the implementation in a MOOC context.

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“…Research supports the claim that e-lectures, i.e. video recordings of lectures, play a key role in online education [3].…”

Section: Introductionsupporting

confidence: 55%

Implementation and Evaluation of Digital E-Lecture Annotation in Learning Groups to Foster Active Learning

Grünewald

Meinel²

2015

IEEE Trans. Learning Technol.

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“…This mix of traditional learning with the support of ISI e-learning tools can be effective. Some researchers have contended that this hybrid mode is better than either the pure online or strictly in-classroom approach because a wider variety of learning tools can be used while retaining face-to-face contact and lectures (Simon et al 1996;Brown & Liedholm, 2002, 2004Riffell & Sibley, 2005;Vernadakis et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Comparing e-Learning tools’ success: The case of instructor–student interactive vs. self-paced tools

Hsieh

Cho

2011

Computers & Education

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E-learning tools have profoundly transformed modern pedagogical approaches. Vendors provide different types of systems, such as self-paced (SP) and instructor-student interactive (ISI) elearning tools. Although both types of tools represent promising solutions to facilitate the learning process, it is important to theoretically identify a framework to evaluate the success of these tools and assess whether one type of tool is more effective than another. Toward this end, we (1) propose a model to evaluate e-learning tools' success by extending and contextualizing Seddon's information systems (IS) success model for the e-learning environment and (2) formulate four hypotheses to predict the differences in the success factors between SP and ISI tools. We test the model and hypotheses using data from 783 students across seven higher education institutions in Hong Kong. The results support the proposed e-learning tool success model and three of the four hypotheses. ISI tools outperform SP tools in terms of system quality, perceived usefulness, satisfaction, and learning outcome.

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“…Most of this research is focused on technology-enhanced classrooms, CAI (computer assisted instruction), elearning interventions, and the like. The achievements of students are seen as a result of the support coming from ICT-aware teachers or school organization (Bell, 2007;Carle, Jaffee, & Miller, 2009;Pedro, 2005;Qayumi et al, 2004;Vernadakis, Antoniou, Giannousi, Zetou, & Kioumourtzoglou, 2011). That this is not always true is confirmed by Svirko and Mellanby (2008).…”

Section: Theoretical Backgroundmentioning

confidence: 84%

“…In the section on the "Theoretical background" it was argued that technology-enhanced classrooms, CAI, e-learning, and the like may have a discernable influence on educational attainment (Carle et al, 2009;Pedro, 2005;Qayumi et al, 2004;Vernadakis et al, 2011), but it has also been demonstrated that the influence is not always positive (Hunley et al, 2005;Şendag & Odabaşi, 2009;Svirko & Mellanby, 2008). In this research we did not investigate CAI or e-learning.…”

Section: Discussionmentioning

confidence: 99%

Do ICT Competences Support Educational Attainment at University?

Wit

Heerwegh²,

Verhoeven

2012

JITE:Research

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Executive SummaryTaking into account that universities assume students will have at least some basic knowledge of the use of computers and the Internet, we hypothesize that the command of ICT skills by freshmen could have an influence on their educational attainment. To test this hypothesis an online questionnaire was used, which was answered by a representative sample of 1,529 freshmen studying at a large university. Two explanatory models were developed. First, using regression analysis the predictive power of the academic pathways model for the educational attainment of freshmen was tested. Second, the personal knowledge management model was developed in order to discover whether ICT competences contribute to the prediction of educational attainment and, if so, to what extent. Educational attainment was measured in terms of persistence of study choice at the end of the academic year, attained study efficiency at the end of the academic year, and GPA (Grade Point Average) at the end of the academic year. Three types of ICT skills were included in the second model: ICT social contact skills, basic ICT skills, and maintenance skills. Four factors are very powerful in predicting a student's educational attainment: the GPA in secondary school, the number of hours spent weekly on the study of maths in secondary school, the study of classical languages in secondary school, and any ambivalent feelings about the chosen study subject. Contrary to our expectations, ICT social contact skills and basic ICT skills do not provide a better prediction of educational attainment, whereas maintenance skills do; however, the latter predict a lower attainment.

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Comparing hybrid learning with traditional approaches on learning the Microsoft Office Power Point 2003 program in tertiary education

Cited by 63 publications

References 14 publications

Implementation and Evaluation of Digital E-Lecture Annotation in Learning Groups to Foster Active Learning

Implementation and Evaluation of Digital E-Lecture Annotation in Learning Groups to Foster Active Learning

Comparing e-Learning tools’ success: The case of instructor–student interactive vs. self-paced tools

Do ICT Competences Support Educational Attainment at University?

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