Reflectors as online extraverts?

Downing, Kevin; Chim, Tat Mei

doi:10.1080/0305569042000224215

Cited by 38 publications

(21 citation statements)

References 9 publications

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“…Their stated purpose is to support, manage, enrich and enhance teaching, learning and assessment and their anticipated benefits include increased communication, interactivity and incorporation of collaborative pedagogical models, synchronous and asynchronous communication, international information sharing, shared passion and deepening of knowledge from ongoing interaction (Gannon-Leary & Fontainha, 2007). Other benefits commonly cited in the literature include providing a means of improving the quality of learning opportunities and learning outcomes, creating learning environments and learning not dependent on, or without the restriction of, time or space, that they take in to account individual learning needs, promote student responsibility and motivation for the learning process, improved learning in a social setting, provide an enhanced learning environment, foster feelings of connectedness, increase enjoyment and are learner centred (Barker & Grossman, 2013;Downing & Chim, 2004;Jewitt, et al, 2010;Joint Information Systems Committee, 2008;Lee & Lee, 2004;Means, et al, 2009;Wernet, Olliges & Delicath, 2000).…”

Section: Introductionmentioning

confidence: 99%

Virtual Learning Environments as Mediating Factors in Student Satisfaction with Teaching and Learning in Higher Education

Cassidy

2016

JCT

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Virtual learning environments (VLE) have become a standard feature of most courses in higher education, offering the potential to facilitate and improve teaching and learning. Whilst there is an implicit assumption that VLEs benefit student learning, much of the evidence originates from direct questioning of students about their satisfaction with the VLE itself. In order to establish the impact of VLEs on student satisfaction with teaching and learning in higher education, the present study gathered data from a sample of 128 undergraduate students using self-report module evaluation questionnaires (MEQs) completed before and after VLEs were introduced. MEQs were completed in relation one core (Research Methods) and one elected (Health Psychology) module. Results for the core module showed a marked increase in the percentage of students responding as extremely or very satisfied following the introduction of the VLE compared to the pre VLE period. There was also a fall in the percentage of students responding as neither satisfied nor dissatisfied. No clear or consistent change in student satisfaction was evident for the elected module. Improved communication and greater variety of teaching methods were reported by students post VLE for both the core and the elected module. Findings provide some support for the notion that VLEs mediate increased student satisfaction with teaching and learning in higher education, but that their impact may vary according to the course and the perceived utility of the VLE, pre-existing student satisfaction and the effectiveness with which VLEs are blended with traditional approaches to meet student expectations.

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Section: Introductionmentioning

confidence: 99%

Virtual Learning Environments as Mediating Factors in Student Satisfaction with Teaching and Learning in Higher Education

Cassidy

2016

JCT

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“…One criticism of Piaget's approach is that it asserts that much of cognitive development is a result of maturational processes within the child, and the environment has very little impact on how cognitive abilities change over time. However, since Vygotsky (1975) highlighted the role of social interaction in cognitive development, more contemporary researchers (Rogoff & Chavajay, 1995;Lourenco & Machado, 1996;Serpell & Boykin, 1994;Downing & Chim, 2004) have tended to focus on the role of culture and social interactions in cognitive development. This view posits that children and young adults develop through a process of internalisation, absorbing knowledge from their social context which has a major impact on how their cognition develops over time.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Moving Away from Home on Undergraduate Metacognitive Development

Downing¹

2012

Current Topics in Children's Learning and Cognition

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“…Downing and Chim suggest that, given the reported prevalence of this volume 46, issue 2 | 29 style of learning among Asian students, this is an important consideration when designing programs for Asian students, particularly in Western universities. 25 Other studies have found that, when using Honey and Mumford' s model, those classified as Theorists also tend to do well in an online environment. 26 Theorists tend to think problems through in a vertical, step-by-step, and logical way.…”

Section: Online Success Characteristicsmentioning

confidence: 99%