Browsing by Subject "Internet in education"

Now showing 1 - 5 of 5
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    Creating Academic Web Space for Academic Staff: Research and Teaching Initiatives at the University of Iowa Libraries
    (Australian Library and Information Association, 1999-01) Hughes, Carol Ann; Soderdahl, Paul; Zimmerman, Karen P.
    The University of Iowa has several projects that are reshaping options for teaching staff and librarians as they work to build new types of academic resources. Two of these are Bailiwick and TWIST. Bailiwick is a Web space where academic passions are realised in HTML and creative home pages. Bailiwick is home to Web sites that are experimental in form, like ‘Border Crossings’, which provides comprehensive and in-depth resources, or that take on a narrow, highly specialised topic like ‘French Feminists’. In the Teaching with Innovative Style and Technology Project (TWIST), teaching staff are paired with librarian partners to create Web-based learning environments. These partners are called ‘TWISTed Pairs’. This semester, 27 academic staff members from 13 departments are paired with 11 librarians from various departments, creating 35 course-related Web sites.
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    Effect of Learning Preference on Performance in an Online Learning Environment among Nutrition Professionals
    (2014) Myatt, Emily Laura; Contino, Lisa; Ernst, Judith A.; O'Palka, Jacquelynn M.
    Background: Online courses in healthcare programs like Dietetics have increased in availability and popularity. Objective: The purpose of this study was to investigate the connections between online learning environments and Myers-Briggs Type Indicator (MBTI) dimensions among Nutrition Professionals. This research will add to the knowledge base of educators responsible for the design and development of online nutrition courses and will enhance Nutrition Professionals’ academic and professional outcomes. Design: Semi-experimental study design. Subjects/Setting: Thirty-one Nutrition Professionals with mean age of 29 years old. All elements of the study were done online. Statistical Analysis: MBTI dimension summaries were done for descriptive statistics. Fisher’s Exact Test was used to compare frequency of MBTI dimensions in the learning modules (LM) and to analyze learning modality preference based on MBTI dimensions. Two-Sample T-Tests compared test scores for LM groups and test scores for extraverts and introverts. Paired T-Test assessed improvement in test scores related to LM preference. Chi-Square Test compared preferences for the second learning module for both LM groups. Results: The majority of participants’ MBTIs were ESFJ at 35% or ISFJ at 19%. There were more extraverts (71%) compared to introverts (29%). Both LM groups had similar MBTI dimensions. Extraverts and introverts had similar improvements in scores and LM preferences. LM groups performed similarly and in general participants preferred the second learning module they were assigned. Preference for the second LM could be because participants enjoyed the first LM and wanted to learn more information. Both LM groups significantly improved their scores (P=<.0001) in their first and second learning modules regardless of learning module design. Participants were highly motivated to learn as evidenced by their enrollment in this study and completion of 10 hours of learning modules. Motivation to learn may have been the strongest reason performance significantly improved. Conclusion: LM groups significantly improved their LM scores and learned similar amounts. MBTI dimensions extravert and introvert and preferred learning modality had limited impact on performance for this sample of Nutrition Professionals. These results indicate that motivation may be the key to increasing performance in online nutrition courses.
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    Formación y uso de la tecnología de los profesores de escuelas de inmersión en español
    (2014) Lozano Argüelles, Cristina; Anton, Marta; Van Wyke, Ben; Torijano, J. Agustín, 1963-
    El propósito de esta investigación es ahondar en los usos tecnológicos de los profesores de español y en la formación que han recibido para integrar las TIC en sus clases. En concreto, nos interesa saber su actitud y nivel de seguridad ante la tecnología, de qué recursos disponen y cuáles utilizan en sus clases, cómo aprenden a utilizarlos (formal e informalmente), qué problemas perciben y cómo les gustaría mejorar la integración de la tecnología en sus clases. El estudio se centra en un grupo de escuelas de inmersión de español en los estados de Indiana, Kentucky y Ohio.
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    Instructional Partnerships:TeamTeaching Global Politics and the Web
    (H.W. Wilson Company, 1997) Ramus, Francesca Lane; Larson, Christine M.
    Since its beginnings in the 1960s, the bibliographic instruction program at Earlham College has facilitated strong instructional partnerships between teaching faculty and librarians. Given the growth in information sources available via the Internet, these partnerships now extend beyond the realm of traditional library instruction. One example of how this has evolved at Earlham is the two-year partnership of these authors, who have been part of a team that teaches political science students to create World Wide Web (WWW) pages reflecting topical research and analysis. Successful instructional partnerships are critical to the success of this endeavor. This article describes and evaluates how an assignment that uses the WWW to research and present a global problem was team-taught during the spring 1997 semester, paying particular attention to the instructional partnerships, and their advantages and problems. Reasons for the success of the team teaching methods are discussed.
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    Nursing students' perceptions of presence in online courses
    (2015-08-27) Van Schyndel, Jennie L.; Halstead, Judith Ann; Pesut, Daniel J.; Fisher, Mary L.; Bakas, Tamilyn
    Lack of presence in online courses can result in perceived isolation leading to student dissatisfaction with the learning experience. The purpose of this study was to measure nursing students' perceived extent of teaching, social and cognitive presence and course satisfaction in an online undergraduate nursing course, and whether relationships and associations existed between the three presences, course satisfaction, student demographic, academic, and technology variables, and selected instructional strategies. The Community of Inquiry theory was the framework used in this descriptive correlational study of RN-BSN students (n= 76). Variables were measured using the Community of Inquiry Survey and the Perceived Student Satisfaction Scale instruments, and a researcher developed survey. Findings indicated students' perceived teaching and cognitive presence were present to a greater extent than social presence. Significant positive correlations (p < .01) were found between teaching and cognitive presence (r =.79), cognitive and social presence (r =.64), teaching and social presence (r =.52), satisfaction and the teaching (r =.77), social (r =.63), and cognitive (r =.52) presences. There were no significant findings associated with age, ethnicity, race, number of online courses taken, expected course grade or GPA and perceptions of the three presences and course satisfaction. There was a significant difference (p ≤ .05) with gender and perceived social presence with male students reporting stronger levels. Students experiencing course technology difficulties reported significantly (p ≤ .05) lower perceptions of teaching presence than those experiencing no difficulty. Significant differences (p ≤ .05) were found between specific course instructional strategies and each presence and course satisfaction. The findings provide faculty with an understanding of online course management and teaching/learning strategies that may increase students' perceptions of presence in online courses and improve student satisfaction with online learning.