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Facebook and classroom group work: A trial study involving University of Botswana Advanced Oral Presentation students 下载免费PDF全文
Joel M. Magogwe Beauty Ntereke Keith R. Phetlhe 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1312-1323
In the 21st century, the use of information technology in the classroom is advancing rapidly, especially in higher education. The Internet, through social networking, has made it possible for students to learn and teachers to teach outside the classroom walls. Facebook in particular has made it possible for students to interact and communicate with their teachers and among themselves about their progress and about the problems they encounter in learning. Yet, limited research exists on the use of Facebook in education in Sub‐Saharan Africa more especially in Botswana. This is in spite of the observation that Sub‐Saharan Africa is the fastest growing Internet population with a growth of more than 2500% between 2000 and 2011. This study therefore set out to examine (1) the students' interest in using Facebook to facilitate group work activities in the Advanced Oral Presentation Skills course; (2) whether the students interact and communicate using Facebook on matters relating to the Advanced Oral Presentations course; (3) whether the students benefitted from using Facebook for learning advanced oral presentation skills; and (4) what challenges the students encountered when using Facebook in the Advanced Oral Presentations course. In this trial study, students were allocated groups and assigned to conduct their group activities via Facebook. Although this was optional, more than 80% of the groups opted for Facebook and less than 20% chose to do their group work traditionally. A follow‐up evaluation of the experiment was done through a questionnaire and interviews. The findings suggest that Facebook could facilitate student communication and interaction about group assignments. 相似文献
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David Lowe Bridgette Dang Keith Daniel Stephen Murray Euan Lindsay 《European Journal of Engineering Education》2015,40(6):611-622
Laboratories are generally regarded as critical to engineering education, and yet educational institutions face significant challenges in developing and maintaining high-quality laboratory facilities. Remote laboratories are increasingly being explored as a partial solution to this challenge, with research showing that – for the right learning outcomes – they can be viable adjuncts or alternatives to conventional hands-on laboratories. One consequential opportunity arising from the inherent support for distributed access is the possibility of cross-institutional shared facilities. While both technical feasibility and pedagogic implications of remote laboratories have been well studied within the literature, the organisational and logistical issues associated with shared facilities have received limited consideration. This paper uses an existing national-scale laboratory sharing initiative, along with a related survey and laboratory sharing data, to analyse a range of factors that can affect engagement in laboratory sharing. The paper also discusses the implications for supporting ongoing laboratory sharing. 相似文献
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As a society, we have a responsibility to provide an inclusive built environment. As part of the need to promote inclusion, there is now a growing trend to place pupils with special educational needs (SEN) into a mainstream school setting. This is often facilitated by providing a specialist SEN resource base located within the mainstream school. This article outlines why the whole school should be considered when locating and implementing a SEN resource base. It also highlights the wider opportunities for enhancing inclusion for pupils with SEN when giving holistic thought to the wider context of the resource base. It then indicates a four‐stage approach, using the illustrative example of a pupil with autistic spectrum disorder (ASD), to help evaluate the optimum SEN resource base location within a mainstream school setting. Finally it highlights some benefits and challenges of an enriched school environment for all pupils when considering genuine inclusion. 相似文献
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Statewide birth certificate and preschool exceptionality records were integrated to identify risk factors for developmental delay (DD). Epidemiological methods were used to investigate both individual-level and population-level risk for DD associated with a number of child and maternal factors. Infants born with very low birth weight were at the greatest individual-level risk for DD, whereas prematurity (gestational age less than 37 weeks) and low maternal education posed the greatest population-level risk. For comparative purposes, individual-level risk for speech disability and other developmental disabilities was also determined. The individual-level risk associated with nearly all factors was significantly greater for DD than for speech disability or other developmental disabilities. The present study suggests that information available from birth certificate records can be used to target screening and early intervention services for children at high risk with the goal of reducing the incidence of DD and subsequent associated disabilities. 相似文献
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School library media specialists wear many hats within their school libraries, classrooms, and districts. Whether these roles
are formally acknowledged or not, library media specialists (LMSs) are functioning as co-teachers, curriculum designers, website
managers, technology troubleshooters, administrators, and in-service staff development providers. In an era of decreased funding
and increased budget-trimming, however, positions for qualified LMS librarians are especially vulnerable. This article presents
the result of a multistate survey of administrators and teachers perceptions with regards to their impact on the school’s
learning process. 相似文献
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