Groupwork activities in synchronous online classroom spaces

BowerMatt,

doi:10.1145/1227504.1227345

Cited by 7 publications

(3 citation statements)

References 11 publications

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“…Computing programs at Northwest Missouri University [10], Macquarie University in Australia [4][5][6] [7], and George Mason University [14] have complemented asynchronous online education with synchronous sessions in their programs by using Saba's Centra Live, Adobe's Acrobat Connect Meeting, and an open source product entirely developed in the CS Department at George Mason University, Network EducationWare (NEW). We examined three web conferencing platforms, Acrobat Connect Meeting (formerly Macromedia Breeze at the time of our evaluation), Elluminate Live!, and LearnLinc.…”

Section: The Contextmentioning

confidence: 99%

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Teaching and learning in live online classrooms

Sabin

Higgs

2007

Proceedings of the 8th ACM SIGITE Conference on Information Technology Education

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Online presence of information and services is pervasive. Teaching and learning are no exception. Courseware management systems play an important role in enhancing instructional delivery for either traditional day, full-time students or non-traditional evening, party-time adult learners enrolled in online programs. While online course management tools are with no doubt practical, they limit, however, live or synchronous communication to "chat" rooms, whose discourse has little in common with face-to-face class communication. A more recent trend in online teaching and learning is the adoption and integration of web conferencing tools to enable live online classrooms and recreate the ethos of traditional face-to-face sessions.In this paper we present the experience we have had with the adoption of the LearnLinc® web conferencing tool, an iLinc Communications, Inc. product. We have coupled LearnLinc with Blackboard®, for the online and hybrid computer science courses we offered in the past academic year in the evening undergraduate and graduate computer science programs at Rivier College. Twelve courses, enrolling over 150 students, have used the synchronous online teaching capabilities of LearnLinc. Students who took courses in the online or hybrid format could experience a comparable level of interaction, participation, and collaboration as in traditional classes.We solicited student feedback by administering a student survey to over 100 students. The 55% response rate produced the data for this paper's study. We report on the study's findings and show students' rankings of evaluation criteria applied to hybrid and online instructional formats, with or without a web conferencing tool. Our analysis shows that students ranked favorably LearnLinc live sessions added to Blackboard-only online classes. In addition, how they learned in live online classrooms was found to be the closest to the hybrid class experience with regard to teaching practices they perceived as most important to them, such as seeking instructor's assistance, managing time on task, and exercising problem solving skills.

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Section: The Contextmentioning

confidence: 99%

“…online classrooms have the potential of emulating face-to-face classroom sessions and recreating the ethos of a traditional class [7][10] [14].…”

Section: Introductionmentioning

confidence: 99%

Teaching and learning in live online classrooms

Sabin

Higgs

2007

Proceedings of the 8th ACM SIGITE Conference on Information Technology Education

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“…This literature review will address issues related to developing and delivering online programming courses including the range of technology and methods used, degree of support for interactivity or synchronous communications, and reported outcomes. Bowers (2007) describes the use of meeting groupware to introduce collaborative group work into an online Information Technology program. Recorded lectures were augmented with synchronous distance project work by students.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring Technologies, Materials, and Methods for an Online Foundational Programming Course

El-Sheikh¹,

Coffey²,

White³

2008

Informatics in Education

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Introductory computer programming courses are inherently challenging for a variety of reasons. With increased demands for online delivery, the use of effective technologies, materials, and methods that best support online learning is essential to maximize student success. This article describes a recent study conducted at our institution with an overall objective to improve the design and online delivery of a foundational course in Java programming. The online course included a variety of technologies and materials intended to improve student learning outcomes, including an online synchronous interaction component similar to teleconferencing. A comparison of students' backgrounds, perspectives, and outcomes in an online section of the course compared to a benchmark face-to-face section was conducted using various evaluation methods. The results indicated that online synchronous sessions and several other aspects of the course were beneficial toward improving online learning. Results of the study, conclusions, and other issues warranting further consideration are described.

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Enhancing Online Learning Activities for Groups in Flipped Classrooms

Bharali

2014

Lecture Notes in Computer Science

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Groupwork activities in synchronous online classroom spaces

Cited by 7 publications

References 11 publications

Teaching and learning in live online classrooms

Teaching and learning in live online classrooms

Exploring Technologies, Materials, and Methods for an Online Foundational Programming Course

Enhancing Online Learning Activities for Groups in Flipped Classrooms

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