Cultivating Student Research and Study Skills in Web-based Learning Environments

Goett, Jennifer; Foote, Kenneth E.

doi:10.1080/03098260085162

Cited by 14 publications

(7 citation statements)

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“…But as Goett and Foote (2000) argue, one needs to keep in mind that online literacies need to be taught rather than expected and that to assume that students understand the online environment because they have everyday access to technology is analogous to believing that students understand how to use a library because they can read. In some cases, such as Lemke and Ritter's (2000) description of their use of online technology as an aid in teaching a physical geography course, the emphasis is on enhancing the learning goals rather than delivering a fully online instructional experience.…”

Section: The Promise and The Pitfalls Of Online Educationmentioning

confidence: 97%

“…The CGGE relies primarily upon new technologies -in the form of reliable Internet connections and access -to facilitate the collaborations that are key to the success of the modules, while recognizing the limitations that varied infrastructures impose both within countries and across international boundaries. This case discusses briefly one of these six modules -on labor migration from the western Indian state of Kerala, primarily to the Gulf region -and not only the finished product, but also the process of putting it together, keeping in mind Goett and Foote's (2000) injunction regarding the need for instructors to model the virtual learning experience of users of online educational programs.…”

Section: Kerala and Labor Migration -An Online Modulementioning

confidence: 99%

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Technofetishism and online education: globalizing geography through virtual worlds

Bose

2013

Journal of Geography in Higher Education

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Online education is becoming an increasingly popular venture for postsecondary institutions. It is an often controversial undertaking with proponents lauding the possibilities of technological advancements to increase access to education, while critics question the value and form of pedagogy on offer. This paper examines the potential and problems of online learning with reference to global geographic education. Drawing on the emergent literature on technology and education, it examines issues of design, interactivity, access, and mode, and focuses on a collaborative project between international partners to introduce the study of South Asia through an online suite to a range of students.

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Section: The Promise and The Pitfalls Of Online Educationmentioning

confidence: 97%

Section: Kerala and Labor Migration -An Online Modulementioning

confidence: 99%

Technofetishism and online education: globalizing geography through virtual worlds

Bose

2013

Journal of Geography in Higher Education

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“…However, one pitfall is the even greater amount of "unregulated content" that may be of dubious quality (Taylor 2000). Students need to develop new study skills in order to evaluate this information (Livingstone and Shepherd 1997;Goett and Foote 2000).…”

Section: The Web As a Gigantic Librarymentioning

confidence: 98%

Service Learning and Building Community with the World Wide Web

Longan¹

2007

Journal of Geography

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The geography education literature touts the World Wide Web (Web) as a revolutionary educational tool, yet most accounts ignore its uses for public communication and creative expression. This article argues that students can be producers of content that is of service to local audiences. Drawing inspiration from the community networking movement, the article presents two examples of "Web-raising" service learning projects in which geography students created a Web site with and for local community organizations. Evaluations suggest that the Web raisings were significant learning experiences for both students and community participants, but that logistical factors and characteristics of the students and organizations affected the degree to which this learning took place.

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“…It is important to emphasize that copyright laws still apply for text, graphic, audio, and video ®les found on the Web [29]. Fair use of copyrighted Web materials involves the non-commercial use of copyrighted materials for reportage, research, and educational purposes with acknowledgment of the materials' source.…”

Section: Student Preparationmentioning

confidence: 99%