The relationship between the perceived value of supplementary online components, and student roles and responsibilities
Online delivery is becoming more widely used to enhance face-to-face provision within the tertiary sector. What is the value of such supplementation in the learning process? This notion of value is explored through examination of the responses and online output of over 50 students involved in two 3 year units, each of which used online supplementation. These responses and output are then analysed within teacher-centred and student-centred models of teaching. The findings suggest that the level and amount of self-directed learning undertaken by the students in the supplementary online component is related to the approach to teaching and learning adopted by the lecturer.
Overview and perspectives
Volume 1 An Overview and Perspective: Computer-Mediated Communication and the Online Classroom - An Introduction, Zane L. Berge and Mauri P. Collins What is Computer-Mediated Communication, Gerald M. Santoro Using Computer-Mediated Communication in Teaching University Courses, Jill H. Ellsworth CMC and Writing Instruction - a Future Scenario, James Shimabukuro Computer Access for Students with Special Needs, Joseph Kinner and Norman Coombs CMC and the Educationally Disabled Student, Anne L. Pemberton and Bob Zenhausern Online from the K-12 Classroom, Linda S. Fowler and Daniel D. Wheeler The Higher Education Electronic Infrastructure - the Impact on Libraries and Computer Centres, Katy Silberger Computer-Mediated Communication and American Indian Education, George D. Baldwin The Fractal Factory - a CMC Virtual Laboratory for Instruction and Research, John J. Sarraille and Thomas A. Gentry Online Scholarly Discussion Groups, Raleigh C. Muns Enhancing the Interactive Classroom Through Computer-Based Instruction - Some Examples from Plato, Michael Szabo Internetwork Resources, Fay Sudweeks et al.
The Effectiveness of Two Approaches to the Teaching of High School American History
The purpose of this study was to test the effectiveness of studies in depth utilizing selected materials which had been developed for teaching high school American history.