Skype Synchronous Interaction Effectiveness in a Quantitative Management Science Course

Strang, Kenneth David

doi:10.1111/j.1540-4609.2011.00333.x

Cited by 27 publications

(8 citation statements)

References 44 publications

(46 reference statements)

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“…Strategies frequently adopted in online courses include (1) promoting interactivity through asynchronous and synchronous communication or delivery (Ku et al 2011; Lawton et al 2012); (2) facilitating the application of concepts (Steinberg 2010; Strang 2012); (3) using video demonstrations, such as screencasts for demonstrating tools and programs (Gemmell et al 2011); and (4) conveying a strong social presence or a sense of belonging to a learning community (Thomas et al 2008; Zhang and Walls 2006).…”

Section: Introductionmentioning

confidence: 99%

“…However, students may not be satisfied with their instructors’ delayed explanations to their questions, and may not feel that the instructor is approachable, and/or feel at ease in collaborating with their peers with asynchronous communication (Summers et al 2005). Strang (2012) noted that mathematical-oriented topics are more difficult to learn and teach, and it may be ideal to have both synchronous and asynchronous communication to facilitate hands-on applications and interaction to improve learning. However, considering the reality that many online students seek online courses to avoid fixed meeting times and traveling to campus, it is practical to adopt asynchronous communication for online courses (Huan et al 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Instructional strategies, such as problem-based learning and case studies, can provide students an opportunity to experiment and share knowledge with their peers online while exploring complex topics and concepts (Steinberg 2010; Strang 2012). The application of concepts to problem solving can increase engagement in comparison to pure theory.…”

Section: Introductionmentioning

confidence: 99%

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Instructional strategies and course design for teaching statistics online: perspectives from online students

Yang

2017

IJ STEM Ed

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BackgroundTeaching online is a different experience from that of teaching in a face-to-face setting. Knowledge and skills developed for teaching face-to-face classes are not adequate preparation for teaching online. It is even more challenging to teach science, technology, engineering and math (STEM) courses completely online because these courses usually require more hands-on activities and live demonstrations. Although the demand for online STEM courses has never been higher, little has been done to develop effective instructional and online course design strategies for teaching STEM courses online. This paper reports the effectiveness of the instructional strategies adopted and the online course design features in a fully online statistics course from the students’ perspectives. The online statistics course was an introductory, quantitative research course that covered common statistical concepts and focused on the application of educational research concepts for graduate students in educational technology. In terms of the statistics concepts covered, the course was similar to an introductory statistics class for students majoring in science, technology, math and engineering (STEM). The participants were mostly K-20 (meaning from kindergarten to college) instructors who had knowledge of instructional strategies.ResultsData collected from participants’ reflections and course evaluations revealed that a range of instructional strategies and course design features were effective and helped students learn statistics in an online environment. Specifically, case studies, video demonstrations, instructor’s notes, mini projects, and an online discussion forum were most effective. For online course design features, consistent structure, various resources and learning activities, and the application focused course content were found to be effective.ConclusionsThe implications of this study include effective instructional strategies and online course design for application-oriented STEM courses such as physics and engineering. The study results can be used to guide online teaching and learning as well as online course design for instructors, course designers, and students in STEM fields.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Instructional strategies and course design for teaching statistics online: perspectives from online students

Yang

2017

IJ STEM Ed

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“…The scientific researches have shown the effectiveness of high-quality online experiential learning interactions, which includes asynchronous discussion forums and synchronous sessions in Skype (chat, audio, and document sharing) (Strang, 2012) [19].…”

Section: Digital Literacy Of a Modern Teachermentioning

confidence: 99%

Theoretical Principles of Using Steam-Technologies in the Preparation of the Teacher of the New Ukrainian School

Budnyk

2019

jpnu

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Abstract. The Urgency of the problem of STEAM-education, need for training of relevant specialists, especially teachers for using modern digital technologies in the process of teaching students, orientation of the younger generation on STEM professions are discussed in the article. The essence of the digital competence of a modern specialist, which includes a system of knowledge and skills according to the conscious, responsible and critical use of digital technologies in the process of educational and labour activity, civil or social activity is defined by the author. It is revealed that the teacher's digital competence is manifested in his/her information literacy, culture of using data, communication in the information space, the ability to create relevant digital content. Theoretical principles of the introduction of innovative technologies in the pedagogical process of the New Ukrainian school are described. The forms and methods of using STEAMtechnologies in a modern educational establishment are presented. The author stresses there is a need to use various learning tools during the work with students: presentations, laboratory tutorials and simulations, discussions, and peer collaboration to support learning activity, exploration, etc.

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“…As explained by Hall (1976Hall ( , 2000 Combinations of all these elements can create classroom-like interaction between students and teacher in an e-learning environment. Similarly, Strang (2012) found that a synchronous Skype session including audio/video chat and document sharing can produce face-to-face contact very easily in an e-learning environment. The evidence above suggests that there is a lack of awareness about the latest technologies among academics and e-learning providers in the Sri Lankan context.…”

Section: Acceptance Of E-learning Programmesmentioning

confidence: 90%

E-Learning in Information Management (IM) Education in Sri Lanka: An examination of contextual issues

Suraweera¹

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<p>Information is considered a fundamental resource for improving the quality of governance and promoting socio-economic development in developing countries. In Sri Lanka, under the government’s vision of higher education, Information Management (IM) education is seen as important for fostering the development of a high quality market-oriented and knowledge-based society. However, a number of barriers currently restrict access to IM education by Sri Lankan information workers: the provision of education is limited to face-to-face teaching at three institutions in the Colombo (capital city) area, and the country’s physical infrastructure makes it difficult for full-time workers to attend classes without missing substantial work time. This results in IM employer reluctance to support education. Hence there is a growing need to provide equity of access to IM education. In response to World Bank reports (2007, 2009) the Quality Assurance and Accreditation Council (QAAC) of Sri Lanka aims to foster transformative change in IM education with the goal of increasing equality of access to IM education through the use of e-learning. A number of early attempts to implement e-learning in Sri Lanka have already failed (Anderson, 2008). There is no rigorous research that investigates what factors have an impact on the introduction and use of e-learning in tertiary-level IM education in the Sri Lankan context and what the barriers or enablers to doing so might be. Understanding of the cultural context is known to be critical for the success of e-learning (Siritongthaworn et al., 2006). This research fills these gaps in the literature. It was guided by two questions: (i) what are the contextual factors that affect the introduction and use of e-learning in tertiary-level IM education in Sri Lanka? and (ii) how do these factors affect the introduction and use of e-learning? An interpretive case study research was conducted. Thirty semi-structured interviews were conducted with information management education providers, existing e-learning providers and relevant stakeholders, and three focus group discussions were conducted with information workers and academics. Relevant documents were also analysed: (i) official government documents, e.g. policies, reports, and announcements; (ii) official documents from private sources, e.g. administrative documents, proposals, progress reports, and other internal records; and (iii) relevant internet resources. Fullan’s (1991) educational change theory and Hofstede, Hofstede, and Minkov’s (2010) cultural dimensions provided a basis for a conceptual model to guide the process of data collection and analysis in this study to gain an understanding of factors affecting the introduction and use of e-learning in tertiary-level IM education in Sri Lanka. Factors that are perceived to have an impact on the introduction and use of e-learning in tertiary-level IM education in Sri Lanka were found at different levels. Macro-level factors included social and cultural factors, governmental factors, and technological factors. Meso-level factors included resistance to pedagogical change, lack of human and other resources, lack of collaboration/partnership among stakeholders and collective perception of e-learning acceptance. A key outcome of this study is the development of a contextual framework to guide the introduction and use of e-learning in tertiary-level IM education in Sri Lanka. This study extends education and sociology research (including socio-technological innovation research) involving Fullan’s educational change theory and Hofstede, Hofstede, and Minkov’s cultural dimensions into a developing country context. In addition to the study contributing to theoretical understanding in education and sociology research, the findings of this study have implications for IM educators and practice in the forms of development of policies, implementation of e-learning, and prioritization and allocation of resources.</p>

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Skype Synchronous Interaction Effectiveness in a Quantitative Management Science Course

Cited by 27 publications

References 44 publications

Instructional strategies and course design for teaching statistics online: perspectives from online students

Instructional strategies and course design for teaching statistics online: perspectives from online students

Theoretical Principles of Using Steam-Technologies in the Preparation of the Teacher of the New Ukrainian School

E-Learning in Information Management (IM) Education in Sri Lanka: An examination of contextual issues

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