Distance education over the Internet

Thomas, Pete; Carswell, Linda; Petre, Marian; Poniatowska, Barbara; Price, Bob; Emms, Judy

doi:10.1145/237466.237619

Cited by 10 publications

(4 citation statements)

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“…The first trial, in 1995 (Thomas et al, 1996), was essentially a feasibility study, involving 30 international students studying an introductory Computing course with two UK-based "tutors" (instructors who provide individual academic support for up to 25 students). The second, in 1996, was a large-scale trial on two courses (the introductory Computing course and an upper-level course on programming languages), involving some 250 students and 22 tutors in the Internet presentation.…”

Section: Internet Presentation Trials In Computingmentioning

confidence: 99%

A holistic approach to supporting distance learning using the Internet: transformation, nottranslation

Thomas

Carswell

Price

et al. 1998

Brit J Educational Tech

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This is the first of a series of papers describing how the Open University, a large distance education institution, has embraced the Internet as a medium for supporting its students, tutors, academics, and administrators throughout the education process. This paper reports on a holistic approach to integrating technology into the teaching process which addresses how to provide necessary functions in effective formssome traditional, some new. It describes the development and structure of actual systems, which incorporate electronic student registration; electronic assignment submission, marking, and recording; electronic tutorials and other interaction; and electronic examinations. It describes and summarizes some of the findings of the evaluation of those systems, including student, academic, and administrator feedback. Finally, this paper reflects on the benefits of an integrated holistic approach in exploiting the Internet's potential to support distance learning on a massive scale. Subsequent papers in this series will address specific areas in detail: the student experience, the role of the tutor in an electronic environment, and the institutional perspective.

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Section: Internet Presentation Trials In Computingmentioning

confidence: 99%

A holistic approach to supporting distance learning using the Internet: transformation, nottranslation

Thomas

Carswell

Price

et al. 1998

Brit J Educational Tech

Self Cite

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“…Such summaries also provide models of good discussion. As Thomas et al (1996) point out, electronic discussion must have a useful structure for organizing messages and to help 'visualize' debate. For this reason, subject leaders are required to carry out regular archiving/ ling of messages, use icons to ag important messages -or a new discussion question -as well as provide site maps with hot links to archived or other subject resources.…”

Section: Shared Repertoire and Mutual Engagementmentioning

confidence: 99%

The curriculum knowledge of teachers: a review of the potential of large‐scale, electronic conference environments for professional development

Leach¹

2002

The Curriculum Journal

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This article presents an analysis of two large-scale computer mediated conference environments, supporting teacher education programmes. The analysis draws on programme purposes and policies, log le data, user questionnaires, and conference observation. A review of the task of creating, developing and sustaining such environments for professional learning is presented, based in particular on the community of practice (COP) concept. This focus on a social view of learning is sustained in the nal section of the paper, where a model is proposed for exploring the development of teacher professional knowledge. The model is exempli ed by means of individual messages and discussion threads drawn from the conferences. The article concludes that professional learning in e-environments is only sustainable through the gradual development of joint enterprises, which draw on the common, as well as distributed knowledge, of a range of participants, including newcomers and expert practitioners. KEY WORDS teacher knowledge; professional development; networked communities of practice; computer mediated communication.

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“…One of the reasons is that it is paradoxical to implement educational software to learn how to design (possibly educational) software. However, the importance of educational software is well-known [3,4] and, thus, the importance of knowing how to implement it correctly is critical. This paper presents CGRAPHIC, an original educational software that acts as virtual tutor to teach foundations of programming.…”

Section: Introductionmentioning

confidence: 99%

CGRAPHIC: Educational software for learning the foundations of programming

Fernández

Sánchez

2003

Comp Applic In Engineering

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We present CGRAPHIC, an original software for learning the basic concepts of implementing (possibly educational) software. CGRAPHIC is being used in first-year university courses in engineering studies, and its main aim is to complement the role of the teacher and improve the quality of teaching foundations of programming. CGRAPHIC is a virtual tutor, a programming textbook (online), and an interpreter as well as a debugger of the programming language C, and can be executed on any navigator program in Internet or locally. This software enables different levels of learning (theoretical and practical) and allows the student to study-intuitively, graphically, and gradually-the principles of programming that are crucial to developing new software. ß

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Distance education over the Internet

Cited by 10 publications

References 0 publications

A holistic approach to supporting distance learning using the Internet: transformation, nottranslation

A holistic approach to supporting distance learning using the Internet: transformation, nottranslation

The curriculum knowledge of teachers: a review of the potential of large‐scale, electronic conference environments for professional development

CGRAPHIC: Educational software for learning the foundations of programming

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