25 research outputs found
Molphy and Pocknee 493 Chemistry online in a constructivist environment
No full textThis paper reports on the use of a constructivist approach to the online design and delivery of a first year chemistry course at Swinburne University of Technology during 2004. The transition to tertiary education for most students is difficult but particularly so for those that come to higher education with diverse and disparate backgrounds. Students often have unrealistic expectations of university life, their learning environment and the skills they require to succeed. The engagement of such students presents a continual challenge for teaching academics. In this case study the delivery approach used employed a mixture of both online and face-to-face delivery. Lectures were pre-recorded and delivered using video streaming via the universities Learning Management System, Blackboard™, and CD-ROM. Theoretical concepts and practical skills covered in the lectures were reinforced via face-to-face tutorials and laboratory sessions. Online discussion forums were established to encourage scientific debate and help build a student centred learning environment. Evaluation of the targeted outcomes indicate that issues such as social dynamics, and staff’s inexperience with technology, impacted on the student’s learning experience more than the diversity of learning backgrounds students came to the course with
Virtual Focus Groups: New Frontiers in Research
No full textNew information and communication technologies in the form of learning management systems provide unique and inventive opportunities for qualitative researchers. Their intrinsic ability to record discursive data in text format accurately and to provide safe, secure, and anonymous environments for participants makes them amenable for use as advanced research tools. In this article, the authors report on a collaborative project that tested the potential of online discussion boards for use in virtual focus groups. What the researchers found was that not only was the method theoretically sound, it actually enhanced their ability to connect with difficult-to-access populations that were disparately spread
Virtual Focus Groups: New Frontiers in Research
No full textNew information and communication technologies in the form of learning management systems provide unique and inventive opportunities for qualitative researchers. Their intrinsic ability to record discursive data in text format accurately and to provide safe, secure, and anonymous environments for participants makes them amenable for use as advanced research tools. In this article, the authors report on a collaborative project that tested the potential of online discussion boards for use in virtual focus groups. What the researchers found was that not only was the method theoretically sound, it actually enhanced their ability to connect with difficult-to-access populations that were disparately spread
The WIL (Work Integrated Learning) report : a national scoping study [Final Report]
No full textThis report provides an account of the first large-scale scoping study of work integrated learning (WIL) in contemporary Australian higher education. The explicit aim of the project was to identify issues and map a broad and growing picture of WIL across Australia and to identify ways of improving the student learning experience in relation to WIL. The project was undertaken in response to high levels of interest in WIL, which is seen by universities both as a valid pedagogy and as a means to respond to demands by employers for work-ready graduates, and demands by students for employable knowledge and skills. Over a period of eight months of rapid data collection, 35 universities and almost 600 participants contributed to the project. Participants consistently reported the positive benefits of WIL and provided evidence of commitment and innovative practice in relation to enhancing student learning experiences. Participants provided evidence of strong partnerships between stakeholders and highlighted the importance of these relationships in facilitating effective learning outcomes for students. They also identified a range of issues and challenges that face the sector in growing WIL opportunities; these issues and challenges will shape the quality of WIL experiences. While the majority of comments focused on issues involved in ensuring quality placements, it was recognised that placements are just one way to ensure the integration of work with learning. Also, the WIL experience is highly contextualised and impacted by the expectations of students, employers, the professions, the university and government policy
Virtual focus groups: New technologies, new opportunities, new learning environments
No full textNew technologies and ICT provide unique and inventive opportunities for qualitative researchers. Their innate ability to accurately record discursive data in text format, as well as provide safe, secure and anonymous environments for participants, makes them amenable to trialling a variety of qualitative research methodologies. This paper reports a collaborative project involving two academics and two research students as they examine and trial the potential of online discussion boards in Blackboard©, to conduct virtual focus groups as part of an existing research project. What the researchers found was that not only was the method theoretically sound, but it was also extremely effective in creating ‘authentic learning’ environments for research students as they acquire research skills. The collaborative approach they established within the project team created an egalitarian, self directed learning environment for the students that facilitated acquisition of advanced research skills
Virtual Focus Groups: New Frontiers in Research
No full textAbstract: New information and communication technologies in the form of learning management systems provide unique and inventive opportunities for qualitative researchers. Their intrinsic ability to record discursive data in text format accurately and to provide safe, secure, and anonymous environments for participants makes them amenable for use as advanced research tools. In this article, the authors report on a collaborative project that tested the potential of online discussion boards for use in virtual focus groups. What the researchers found was that not only was the method theoretically sound, it actually enhanced their ability to connect with difficult-to-access populations that were disparately spread
Virtual focus groups: new technologies, new opportunities, new learning environments
No full textNew technologies and ICT provide unique and inventive opportunities for qualitative researchers. Their innate ability to accurately record discursive data in text format, as well as provide safe, secure and anonymous environments for participants, makes them amenable to trialling a variety of qualitative research methodologies. This paper reports a collaborative project involving two academics and two research students as they examine and trial the potential of online discussion boards in Blackboard, to conduct virtual focus groups as part of an existing research project. What the researchers found was that not only was the method theoretically sound, but it was also extremely effective in creating 'authentic learning' environments for research students as they acquire research skills. The collaborative approach they established within the project team created an egalitarian, self directed learning environment for the students that facilitated acquisition of advanced research skills
The Use of Social Interaction Technologies in E-Portfolios
No full textThe chapter focuses on the potential of electronic portfolios (e-portfolios) to engage and motivate the learners and presents a framework for the informed inclusion and adoption of social interaction technologies as a means to increase the effective use of e-portfolios. Electronic portfolios are a Web-based format for providing genuine evidence of student performance, self-reflection, competence, career planning and leadership. The e-portfolios meet the needs of the digital learner in the knowledge society. The collaboratively constructed artifacts enable the articulation of shared knowledge building and selfreflective practice, further confirming the status of e-portfolios as living documents. By their electronic nature, e-portfolios open promising opportunities for the assimilation of social interaction technologies such as blogs, wikis, podcasts, video, and photo sharing. The authors trace the development and use of e-portfolios within the context of higher education. Various e-portfolio tools are discussed along with their educational potential and the associated challenges.</jats:p
