Investigating the Role of Identity in Writing Using Electronic Bulletin Boards

Spiliotopoulos, Valia; Carey, Stephen

doi:10.1353/cml.2005.0046

Cited by 10 publications

(10 citation statements)

References 15 publications

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“…A few examples are: first, few faculty are believed to have any formal training in teaching via online formats resulting in online programmes offered not being pedagogically sound (Care and Scanlan, 2001;Barley, 1999); second, neglect of the relationship between student characteristics and use of the instructional methodologies incorporated into distance education and online courses (e.g. Spiliotopoulos and Carey, 2005); third, the problem of the "digital divide", with digital natives having an advantage over digital immigrants unless proactively addressed (Prensky, 2001a, b). On a different note, MacKnight (2000) defines requirements that should be met by students and faculty in order to facilitate critical thinking with online discussions, such as the need for students' social skills necessary to: "ask the right questions; listen to each other; take turns and share work; help each other learn; respect each other's ideas; build on each other's ideas; construct their own understanding; and think in new ways".…”

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The pains and gains of blended learning – social constructivist perspectives

Pillay

James

2014

Education + Training

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Purpose -Using the case of a cross-cultural setting, the purpose of this paper is to compare perceptions of students towards face-to-face learning and blended learning. A social constructivist perspective is used which implies that cultural data are in fact social constructs made on the basis of the participants' own cultural thought patterns and the concepts and categories to which they are socialised within learning organisations. This paper aims to discuss these issues. Design/methodology/approach -Perceptual evidence forms the primary qualitative and quantitative data for this study. The paper uses social constructivist approach with empirical data in developing the notion that cross-cultural management is a process whereby people, through social interactions, acquire participative competence for working in cross-cultural settings. Findings -Perceptual data emerging from this study point out that considering the learning objectives of a cross-cultural context are paramount when engaging in cross-cultural management curriculum and teaching design. Such social contexts, while complex and challenging, is often a perfect opportunity where cross-cultural competence can be developed. Originality/value -The value of the study lies in the original insights it offers into student experiences and the challenges to adopt a "one size fits all" strategy in a cross-cultural setting. 254ET 56,4 touted as an alternative to the first mode, is best described by Keegan (1995, p. 7) as distance education and training that results from the teacher and learner being technologically separated, thus freeing the student from the necessity of travelling to "a fixed place, at a fixed time, to meet a fixed person, in order to be trained". This mode, too, has drawn criticism, given its propensity for causing a sense of learner isolation and frustration, anxiety, and confusion (Brown, 1996;Hara and Kling, 2000;Piccoli et al., 2001), and also higher student attrition rates (Laine, 2003;Ryan, 2001). The third, a hybrid which combines elements of the earlier two, and credited with nullifying the lacunae within them, is BL (Meyer, 2007;Rubenstein, 2003;Smart and Cappel, 2006).With innovative technologies finding their way into the field of education and training (Arbaugh, 2008;Williams, 2008;Hwang and Francesco, 2010), many scholars maintain that online learning is a leading growth sector in higher education (Allen and Seaman, 2006;Foster and Carnevale, 2007;Kim and Bonk, 2006). Despite its popularity, the literature on innovative technologies such as BL provides little explanation of its efficacy within cross-cultural management settings. Three major contributions whose approaches to the understanding of cross-cultural management in its international aspects that have been influential in the field include: Adler (1991), Hofstede (1980) and Trompenaars (1993). All three have been pioneering in their own way and have been arguably the principal creative sources on the thinking of many other writers on cross-cultural management issues. To such ...

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The pains and gains of blended learning – social constructivist perspectives

Pillay

James

2014

Education + Training

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“…Other issues that arise involve the various technological formats and instructional tools for offering distance education (e.g., Northover, 2002;Palloff & Pratt, 2001;Warger, 2003), the relationship between faculty teaching styles and online teaching methods (e.g., Barrett, Bower, & Donovan, 2007), how to assess the relationship between instructional methodologies and learning outcomes (e.g., La Pointe & Gunawarndena, 2004), and the relationship between student characteristics and use of the instructional methodologies incorporated into distance education and online courses (e.g., Spiliotopoulos & Carey, 2005).…”

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And Never the Two Shall Meet?: Student vs. Faculty Perceptions of Online Courses

Osborne

Kriese

Tobey

et al. 2009

Journal of Educational Computing Research

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The education literature is blossoming with work on perceptions of distance education, online teaching, hybrid courses, and the like. Although this literature is important for helping faculty to understand the costs and benefits for teaching in these newer formats, little attention has been paid to documenting potential differences between student expectations for taking and faculty perceptions about teaching online courses. The current project gathered perceptual data from students and faculty about online courses. Findings suggest that differences between student and faculty perceptions of online courses might create barriers that diminish the effectiveness of the teachinglearning environment in such courses.Research on the effectiveness of online teaching, the reasons for the increase in online courses and programs, and the relationship between teaching and learning in online environments has been mixed at best. McAlister, Rivera, and Hallam (2001), for example, suggest that web-based programs are positive tools

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“…Net‐savvy students understand that an argument made without reference to supporting evidence is not as persuasive as an argument made with such evidence (Lenhart et al . 2008; Spiliotopoulos and Carey 2005 4 ). They learn this lesson brutally quickly when they engage in their first online fight.…”

Section: How Students Learn To Writementioning

confidence: 99%

“…4 4 Spiliotopoulos and Carey (2005) do not address this point directly; but as one reads the interaction between students, one can clearly see the learning curve in action. …”

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Teaching the Net Generation without Leaving the Rest of Us Behind: How Technology in the Classroom Influences Student Composition

Moody

Bobic

2011

Politics & Policy

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Today's entering college students have the advantage of a lifetime of computer use. Education scholars and professionals claim that such exposure makes these students the most prepared ever to enter college. It cannot be argued that the advent of the Web, and Web 2.0 has placed at students' fingertips great works of literature, art, and science. It also cannot be argued that despite all this opportunity, students enter college writing with less precision than at any time in the last century. The two facts are reconcilable because (1) students map the world of technology differently than we do; and (2) they live in a digital culture different from our own. Until we understand that our perception of computers and technology is vastly different from our students, we cannot understand why they do what they do, and they will never understand what we want of them. This article argues that unless we change our pedagogy of technology, students and faculty will continue to be frustrated at poor performance, plagiarism, and misunderstandings about what each expects of the other. Los estudiantes que entran a la universidad en el siglo XXI tienen una ventaja sobre sus colegas de hace una década porque tienen toda una vida usando el computador. Académicos y profesionales afirman que dicha exposición convierte a estos estudiantes en los mejor preparados para entrar a la universidad. No puede ser negado que la llegada del internet y de la web 2.0 ha colocado al alcance de los estudiantes grandes obras de literatura, arte y ciencia. Tampoco puede ser negado que, a pesar de todas estas oportunidades, los estudiantes entran a la universidad escribiendo con menor precisión que cualquier otro momento en el último siglo. Ambos hechos son compatibles porque: (1) los estudiantes interpretan el mundo de la tecnología de forma diferente a nosotros, y (2) ellos viven en una cultura digital diferente a la nuestra. Hasta que comprendamos que nuestra percepción de las computadoras y la tecnología es diferente a la de nuestros estudiantes, no comprenderemos porque hacen lo que hacen, y ellos nunca comprenderán lo que queremos de ellos. Este artículo sugiere que, a menos que cambiemos nuestra pedagogía de la tecnología, estudiantes y profesores continuarán frustrados por el bajo rendimiento, plagio y malentendidos acerca de lo que cada uno espera del otro.

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Investigating the Role of Identity in Writing Using Electronic Bulletin Boards

Cited by 10 publications

References 15 publications

The pains and gains of blended learning – social constructivist perspectives

The pains and gains of blended learning – social constructivist perspectives

And Never the Two Shall Meet?: Student vs. Faculty Perceptions of Online Courses

Teaching the Net Generation without Leaving the Rest of Us Behind: How Technology in the Classroom Influences Student Composition

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