The Quality of Message Ideas,Thinking and Interaction in an Asynchronous CMC Environment

One of the major shifts in education today under the influence of information and communication technologies is that there is an increased tendency toward the use of computer-mediated communications (CMC). CMC has developed an assortment of methods from simple e-mail to wireless instant messages and synchronous and asynchronous discussions. A large portion of the research in this area focuses on the pedagogical aspects of CMC particularly on the use, strategies, effectiveness and the integration of the new technologies for teaching and learning. Some studies investigate different perspectives of interaction like keeping track of asynchronous discussion, quality of participation, interaction and collaborative or group learning. This paper reports findings from the study that examines the quality of message ideas, thinking and interaction in an asynchronous CMC environment in a teacher training institution. The authors suggest some practical strategies in the implementation of asynchronous discussions in CMC environment. La qualité des messages d’idées, de la pensée et de l’interaction dans un environnement CMC asynchrone. Un des changements majeurs dans l’éducation aujourd’hui sous l’influence de l’information et des technologies de la communication est une tendance accrue À l’usage des communications par ordinateur (Computer-mediated Communications CMC). CMC a permis le développement de tout un assortiment de méthodes depuis de simples e-mail jusqu’À des messages sans fil instantanés et des discussions synchrones et asynchrones. Une grande partie de la recherche en ce domaine est centrée sur les aspects pédagogiques des CMC en particulier sur l’emploi, les stratégies, l’efficacité et l’intégration des nouvelles technologies pour l’enseignement et l’apprentissage. Certains études examinent les perspectives différentes de l’interaction. Telles que garder la trace des discussions asynchrones, la qualité de la participation interaction et l’apprentissage en coopération ou en groupe. L’article rapporte les résultats de l’étude qui examine la qualité des messages d’idées, la pensée et l’interaction dans un environnement de CMC asynchrone dans un établissement de formation des enseignants. Les auteurs suggérent des stratégies pratiques dans l’introduction de discussions asynchrones dans un environnement CMC. Die Qualität der übermittlung von Ideen, Denken und Interaktion in einem asynchronen CMC Umfeld Eine der wichtigsten Umstellungen der heutigen Ausbildung ist die unter dem Einfluss von Informations- und Kommunikationstechnologien verstärkte Tendenz, rechnergestützte Kommunikation (computer-mediated communications:CMC)

zu benutzen. CMC hat ein ganzes Arsenal von Methoden entwickelt, von der einfachen E-Mail bis zu drahtlosen Nachrichten und synchron oder asynchron geführten Diskussionen. Die Forschung in diesem Bereich konzentriert sich hauptsächlich auf die pädagogischen Aspekte von CMC, besonders auf die Nutzung, die Strategien, den Wirkungsgrad und die Möglichkeiten der Einbindung der Neuen Technologien zum Lehren und Lernen. Einige Arbeiten erforschen die verschiedenen Perspektiven

der Interaktion wie das Verfolgen von asynchronen Diskussionen, die Qualität der Beteiligung, der Interaktion und Zusammenarbeit oder dem Lernen in Gruppen. In diesem Beitrag wird über Ergebnisse der Studie zur Untersuchung der Qualität der übermittlung von Ideen, Gedanken und Interaktionen in einem asynchron arbeitenden rechnergestützten

System (CMC) einer Lehrerfortbildungseinrichtung berichtet. Die Autoren erläutern praktische Strategien zur Einbindung asynchroner Diskussionen in eine CMC-Umgebung.     

Shrink-film microfluidic education modules: Complete devices within minutes

As advances in microfluidics continue to make contributions to diagnostics and life sciences, broader awareness of this expanding field becomes necessary. By leveraging low-cost microfabrication techniques that require no capital equipment or infrastructure, simple, accessible, and effective educational modules can be made available for a broad range of educational needs from middle school demonstrations to college laboratory classes. These modules demonstrate key microfluidic concepts such as diffusion and separation as well as "laboratory on-chip" applications including chemical reactions and biological assays. These modules are intended to provide an interdisciplinary hands-on experience, including chip design, fabrication of functional devices, and experiments at the microscale. Consequently, students will be able to conceptualize physics at small scales, gain experience in computer-aided design and microfabrication, and perform experiments-all in the context of addressing real-world challenges by making their own lab-on-chip devices.     

Learning English as a second language at the university level in Jordan: motivation,self-regulation and learning environment perceptions

The overarching aim of this study was to investigate students’ perceptions of the learning environment and whether these influenced their motivation and self-regulation in learning English as a second language at the university level in Jordan. Our sample involved 994 students, drawn from 13 schools, within three faculties (humanities, health sciences and engineering) of one university. The collection of data involved the administration of two surveys: one to assess students’ perceptions of the learning environment and another to assess students’ motivation and self-regulation in learning English as a second language. The results of analyses strongly supported the reliability and validity of the surveys when used at the university level in Jordan, thereby providing confidence in the results of the present study. Simple correlation and multiple regression analysis were used to examine the influence of students’ perceptions of the learning environment of English language classes on self-reports of motivation and self-regulation. Statistically significant (p < 0.05) simple correlations were found between students’ perceptions of their learning environment and their motivation and self-regulation. The regression weights (β) indicated that scales of the learning environment were positively, statistically significantly (p < 0.05) and independently related to the motivation and self-regulation outcomes.     

Structural relationships between learning environments and students’ non-cognitive outcomes: secondary analysis of PISA data

Relationships between students’ perceptions and their non-cognitive outcomes (epistemological beliefs, self-efficacy and attitudes to science) were investigated through secondary analysis of data from 14,167 United Arab Emirates students who participated in the Programme for International Student Assessment (PISA). Structural equation modeling (SEM) suggested that students’ perceptions of the learning environment were related to the non-cognitive outcomes of epistemological beliefs, self-efficacy and attitudes. Also, epistemological beliefs were found to have a statistically-significant and positive relationship with self-efficacy and attitudes, and self-efficacy was significantly related to attitudes.

     

Students’ perceptions of the learning environment in tertiary science classrooms in Myanmar

We investigated students’ perceptions of their science classroom environments with the use of the What Is Happening In this Class? (WIHIC) questionnaire at the university level in Myanmar. The translated questionnaire was administered to 251 students in first-year science classes at a university. Both exploratory factor analysis and confirmatory factor analysis supported the reliability and factorial validity of the Myanmar version of the WIHIC. The constructs of the WIHIC were significantly correlated, but gender differences were not detected in correlations between WIHIC scales. Future research is needed to see if our Myanmar version of the WIHIC fits other samples in schools and universities in this context. It is also suggested that future studies include measures of student attitudes and academic achievement to permit investigation of associations between the learning environment and student outcomes in this country.     

Nature of Science in School Science Textbooks

Science & Education -     

Students’ perceptions of the learning environment and attitudes in game-based mathematics classrooms

We investigated whether the introduction of games into college-level mathematics classes in the United Arab Emirates (UAE) was effective in terms of improving students’ perceptions of the learning environment and their attitudes towards of mathematics. A pre–post design involved the administration of English and Arabic versions of two surveys (one to assess students’ perceptions of the learning environment and the other to assess their attitudes) after modification to ensure their relevance for college-level mathematics students in the UAE. For a sample of 33 classes (352 students), eight of which (90 students) were exposed to mathematics games, students involved in mathematics games perceived statistically significantly more teacher support, involvement, personal relevance, enjoyment of mathematics lessons and academic efficacy.     

Exploring relationships among TPACK constructs and ICT achievement among trainee teachers

Teaching in the classroom today can no longer sustain the interest of students and be effective if the process involves traditional approach - teachers as sole provider of content information. In recent years technology has played a significant role in transforming education to more progressive and interactive activities. However the use of technology itself does not produce positive results in quality of learning and students’ achievement. Teachers must be competent in subject knowledge, pedagogical skills and technological know-how. The Technological Pedagogical Content Knowledge or TPACK as a conceptual framework can guide teachers to understand the complex relations between the six components of the model. There has been numerous studies on TPACK in international contexts beyond cultural and language boundaries. This paper examined recent studies on TPACK in various countries and reports findings from a study conducted with student teachers in the UAE.     

David B. Zandvliet and Barry J. Fraser (Eds.): Thirty years of learning environments: Looking back and looking forward (Advances in Learning Environments Research series,Volume 11)

Learning Environments Research -