Web-Based Learning Environments

David, Menachem P.; Nachmias, Rafi; Lahav, Orly; Oren, Avigail

doi:10.1080/08886504.2000.10782300

Cited by 79 publications

(4 citation statements)

References 7 publications

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“…The use of personal computing devices should be seen by educators as a long overdue opportunity to improve upon (rather than replace) traditional pedagogic approaches. There is abundant evidence that the implementation of BYOD strategies without a concomitant overhaul of the underpinning pedagogical dimension would have a detrimental effect on the learning process (Mioduser et al 2000;Tossell et al 2015). Hence, it is of paramount importance that educators engage in continuing professional development activities to acquire the theoretical framework and technical competence required for an effective modernisation of their teaching practice (Beckingham & Nerantzi 2015).…”

Section: Discussionmentioning

confidence: 99%

“…The dramatic importance of providing appropriate structure and guidance towards the implementation of ICT-based strategies in education had already been clearly recognised by educators before the turn of the millennium. David Mioduser, who famously described the assimilation of new technologies in education as "One step ahead for the technology, two steps back for the pedagogy", stressed that the implementation of ICT in education is futile (and, arguably, deleterious) unless backed up by a concomitant overhaul of the pedagogical dimension (Mioduser et al 2000).…”

Section: Byod Strategies In He Teaching and Learningmentioning

confidence: 99%

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BYOD strategies in higher education: current knowledge, students’ perspectives, and challenges.

Siani

2017

NEW DIR TEACH PHYS SCI

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The use of mobile computing devices has become an integral part of virtually every aspect of our personal and professional life, and education is no exception to this paradigm. Bring Your Own Device (BYOD) strategies are becoming increasingly prevalent in teaching, learning and assessment across all age groups, however the evaluation of their relative effectiveness compared to traditional pedagogies is still a controversial matter.Despite the vast number of reports attesting the successful integration of BYOD in higher education, it has been argued that a significant proportion of the studies on the topic are highly heterogeneous from both a theoretical and methodological standpoint.While BYOD strategies have been put in place in an increasing number of educational institutions around the world, the extent of their implementation varies widely between (and in most cases within) different institutions. This observation highlights the critical importance of the development of a solid theoretical and practical framework to underpin the integration of BYOD in higher education.The first part of this paper will aim to critically evaluate the state of the art of the literature on the efficacy of BYOD strategies in higher education, highlighting potential benefits and drawbacks. As a paradigmatic example of caveats arising from the use of BYOD in higher education, it has been argued that teaching and learning strategies based on the use of personal mobile computing devices may pose a significant risk to aggravate digital divide between students who have access to (and operational mastery of) such devices, and students who do not.The critical evaluation of the advantages and pitfalls of BYOD will be used as a theoretical scaffold for the second part of the paper, which will outline the results of a recent case study to give a practical account of the implementation of BYOD in higher education. A survey was carried out within a cohort of level 4 Biology, Biochemistry, and Marine Biology students to investigate the students’ perception of the effectiveness of Nearpod as a formative assessment tool. While the majority (65%) of the participants had never used BYOD in an educational context before enrolling into university, the students’ account of its efficacy appears overwhelmingly positive. Most students expressed a clear preference for electronic formative assessment and commended its superior helpfulness compared to traditional methods. The vast majority of the participants (over 90%) did not perceive BYOD as potentially aggravating digital divide among their peers.Keywords: BYOD; higher education; electronic; interactive; formative assessment; digital divide; personal computing devices; smartphone; tablet; laptop.

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Section: Discussionmentioning

confidence: 99%

Section: Byod Strategies In He Teaching and Learningmentioning

confidence: 99%

BYOD strategies in higher education: current knowledge, students’ perspectives, and challenges.

Siani

2017

NEW DIR TEACH PHYS SCI

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“…E-learning is the integration of modern technology into the classrooms which can sometimes include learning that is completely independent of mediation (Voogt & Knezek, 2008).The biggest domains of the users of e-learning are schools, colleges and universities which have paid special attention to e-learning in order to expedite the learning procedures (Olatokun & Opesade, 2008). Educators are increasingly aware of the potential and practicalities of using computer assisted learning in the primary classroom and in many circumstances have adopted it as just pedagogy (Mioduser, Nachmias, Lahav & Oren, 2000).…”

Section: Introductionmentioning

confidence: 99%

Ranking challenges facing digital literacy programme in primary schools in Kisii County, Kenya

Morara¹,

Makworo

Abuya³

2020

IJRBS

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Educational institutions are globally adopting new technologies in their pedagogical practices in order to stay in tandem with changes in the ICT sector. Many developing countries are moving towards adopting current technologies in their education systems. On September 30, 2016, after the successful completion of a pilot project, Kenya launched the nation-wide rollout of its DigitalLiteracy program (DLP). The program was meant to provide laptops to the standard one and two pupils in public primary schools together with e-content for learning. The program has been adopted in almost all schools in the country. After rolling out of the program, there are various complaints that have been put forward by the users and other stakeholders and this has necessitated studies to establish the challenges experienced and their possible mitigation. This study evaluated the challenges facing the Digital Learning Programme for Primary Schools in Kisii County, Kenya. A descriptive survey design was used in this study and a self-administered questionnaire was the main data collection instrument used. Stratified random sampling was used to select a sample of 250 primary school teachers in Kisii County. The data was analyzed using SPSS version 22 and presented in tables in form of frequencies and percentages. Training, access to computers, facilities and equipment, funds, and technical support were the main challenges the DLP is facing in Kisii County. The study recommends enhanced training for the teachers, equipping well-furnished computer rooms in the schools among other measures to counter the challenges. Further, enough funds should be provided for in the budget to enable address the challenges facing the program.

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“…1 This transformation requires that we examine the effectiveness of the technologies employed in learning and teaching, with a focus on online materials. 2 In Israel, the number of online courses offered by academic institutions has increased significantly since 1999, mainly due to the strategic initiative of the Commission of Higher Education (CHE) and its executive arm, MEITAL (Centre of Inter-University Knowledge in Support of Learning Technologies). Nonetheless, the CHE's call for a new pedagogy to accompany these new technological tools has remained, for the most part, unanswered.…”

Section: Introductionmentioning

confidence: 99%

A test of distance-learning technology: an assessment study of the Open University Russia Project

Leshem

Davidovitch

2011

East European Jewish Affairs

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Technological developments have created a revolution that challenges teaching in general, and in higher education in particular calls for a re-assessment of traditional teaching methodologies and their effectiveness. The article is an empirical study of the outcomes of a distance-learning project conducted by the Open University of Israel in states of the former Soviet Union (FSU). In 2008, over 5000 students from 11 FSU states participated in the Open University Russia Project. This study explores the characteristics of the participants, their reasons for participation and their expectations, their satisfaction with the project, the project's contribution to participants' knowledge and its impact on their ties to Judaism and Israel, their intention to emigrate to Israel and their desire to attend a higher education institution in Israel. Findings show that the distance-learning courses developed by the Open University and the learning method developed by the Open University made a significant contribution to the target population's knowledge in topics related to Judaism, the Jewish people and the State of Israel, and enhanced their desire to study in higher education programmes in Israel and to emigrate to Israel.

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Web-Based Learning Environments

Cited by 79 publications

References 7 publications

BYOD strategies in higher education: current knowledge, students’ perspectives, and challenges.

BYOD strategies in higher education: current knowledge, students’ perspectives, and challenges.

Ranking challenges facing digital literacy programme in primary schools in Kisii County, Kenya

A test of distance-learning technology: an assessment study of the Open University Russia Project

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