TOJDEL - Volume 5 - Issue 2 - April 2017

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‘AN ENGAGING AND DIFFERENT EXPERIENCE’: BLOG POSTING IN A HUMANITIES AND SOCIAL SCIENCES TEACHER EDUCATION UNIT

Peter Brett

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Abstract:

There is a relative paucity of detailed exemplars which reflect upon the use of blogging as a tool to examine preservice
teachers’ pedagogical development and which explore the nature of their thinking about blogging in
specific disciplinary contexts. The purpose of this study was to examine pre-service teacher reflections about
their practice through blogging in relation to a third year Bachelor of Education unit at an Australian university
focused upon Humanities and Social Sciences education. Blog posting proved to be an effective way of
promoting high quality practice, thinking, and reflection in relation to some of the key issues that the unit
content sought to emphasise about Humanities and Social Sciences education. The pre-service teachers’
reflections on the positive features of blog posting picked up on the value of collaborative learning, the benefits
for their own learning of responding to others, and the value of receiving specific feedback on how to improve
their work. They also pointed to how they saw blogging as a resource for their future professional practice and
as an outlet for creativity and thinking about the affective dimensions of assessment feedback.

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DESIGNS OF OPEN AND DISTANCE LEARNING (ODL) EDUCATION: CASE OF MALAYSIA INDUSTRY-FOCUSED DOCTORAL STUDIES

Kok Yaw Wong

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The innovation of higher education is assuming a larger role in national economic development which has
significant contributions to private and public sectors. Open and distance learning education (ODL) is receiving
good feedback from many people who aim to pursue postgraduate studies. However, many graduates are found
to have difficulty in fulfilling the industry expectation and societies are concerned about marketability of
industry-focused doctoral studies. There is an educational dissonance whereby the quality of graduates is getting
lower and they have no industrial needed knowledge to enhance business and organization performance. Data is
collected from 100 employers based at Kuala Lumpur, Malaysia. Findings from this study are important to
provide guideline and vision for education provider to design a better industry focused educational system.

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EFFECTIVENESS OF INFORMATION AND COMMUNICATION TECHNOLOGY: A STUDY WITH REFERENCE TO SELECTED DEEMED UNIVERSITIES IN TAMILNADU

D.Sugumar, S.Prasanna, C.R.Surekha

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Abstract:

There have been several studies done on impact of Information and communication technology related to
libraries. Very few of them have been conducted in Universities library. Virtually speaking none of the study
were focused on deemed university libraries. The present paper provides empirical evidence to ascertain Impact
of Information and communication technology in the deemed university libraries of Tamilnadu state. Data was
obtained from 195 respondents who are all using deemed universities library for various purpose. Results
indicate that Information and Communication technology has progressively impacted on increased or decreased
in the usage of libraries among the users at deemed universities as might be expected. Finally results shows that
there are 6 variables were tested with 94 questions in the questionnaire including 6 personal questions.
Additionally, results indicate that out of the tested variables almost all the variable were showing positive
relationship with the respondents opinion towards the deemed university libraries. The following facets namely
purpose of visiting libraries, available electronic resource, bibliographic information, formal source of
information and informal source of information, utilization of library service and Academic motivation of the
Deemed University ICT libraries has created good impact among the users

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IMPACT OF DIGITAL TECHNOLOGY ON LEARNING TO ENHANCE THE EMPLOYABILITY SKILLS OF BUSINESS MANAGEMENT GRADUATES

R.Mary Metilda, Neena .P.C

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The entry of online technology in the information era has witnessed a radical effect on the knowledge
acquisition of an individual to sustain in the competitive scenario. The professional of the digital age is
expected to acquire ICT (Information and Communication Technology) skills to survive in the virtual world to
be successful in their career. The advent of digital tools and networking facility had set up an electronic
platform for a graduate to improve their employability skills. The introduction of Digital Technology boosted
the process and core skills of an individual with high self-confidence, a process skill attribute of the
employability skills to achieve success in the job market. This paper is an analysis of the significance of
Learning with Digital Technology toenhance the employability potential of business graduates as digital
competence is expected for better employment prospects. The study had analysed the variation of the process
skills of the graduates with the impact of the digital technology facilities implemented in institutions and had
also identified the instance of high variation in the process skills of those graduates are not given exposure to
Digital Technology facilities.

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LOCATION AWARE ADAPTIVE ELEARNING MODEL

V.Vidhya

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Abstract:

Extended Actuality (EA) development can be considered as on a very basic level involving two points of view:
ID of certifiable dissent and show of PC delivered propelled substance related the recognized genuine question.
The particular trial of adaptable AR is to recognize this present reality address that PDA's camera goes for. In
this paper, we will show a Location Aware question unmistakable verification figuring that has been used to
recognize learning objects self modify Location Aware convenient learning setting. We will moreover give
some establishment of the computation, look at issues in using the figuring, and present the count empowered
flexible learning structure and its utilization.

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MANAGING INTERACTION RELATED RISKS ON THE DEVELOPMENT OF E-LEARNING IT PROJECTS: A CASE STUDY OF A LANGUAGE INSTITUTE E-LEARNING PLATFORM DESIGN IN IRAN

Musta Ilkan, Mobina Beheshti, Maryam Behendish, Erim Atalar

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The aim of this research is to present the possible problems and complications in designing and developing Elearning
IT projects. The study is focused on how e-content design and delivery risks can be prevented by a
more practical and beneficial communication between the target group and the design team and with the help of
providing some basic knowledge of pedagogical terms and means that provide the IT project team with a better
understanding of learning. Hence, this study includes the problems involved in the steps of defining strategies,
objectives, planning and project management. This research designed as a qualitative study, total 12interviewees
participated in this research. The data were collected by open-ended questions and interviews. The accumulated
data were assessed by the descriptive analysis method. The participants' overall attitude towards the proposed
methods was generally positive.

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MEASURING THE IMPACTS OF E-LEARNING ON STUDENTS’ ACHIEVEMENT IN LEARNING PROCESS: AN EXPERIENCE FROM TANZANIAN PUBLIC UNIVERSITIES

Titus Tossy

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This paper is located within the global debates about the impact of e-learning as one of the ICT on students’
achievements in teaching and learning process in universities. From the perspectives of Tanzania, this paper
provides a model for measuring the impact of e-learning on students’ achievements in universities. The rationale
for the investigation stems from the notion that despite the hundreds impact studies, the impacts of e-learning on
student’s achievements remain difficult to measure and open too much reasonable debate. This raised
contradiction and elusive findings on the conclusion based on the impacts of e-learning systems on student’s
achievement. A Mixed method research methodology involving survey and interviews was employed in the
collection of data for building the model. Multiple regressions technique was used to analyze the hypothesized
relationships conceptualized in the research model. The model was built and validated using structural equation
modeling and Delphi technique respectively. Measuring e-learning impact on student’s achievements, indicators
such as student engagement, student cognitive, performance expectancy, student control, student satisfaction,
continue using, student motivation, student self esteem, student confidence on e-learning system have positive
significance relationship with students’ achievement. The model has the potential to policy makers, universities
and other stakeholder to understand the impacts of e-learning after implementation in order to justify the total
investment based on that technology. The novelty of this research lies in the extension of the findings in
literature with constructs such as frequency use and intension to use e-learning in learning context.

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PEDAGOGICAL DESIGN OF INTERACTIVE ONLINE LECTURES: INSTRUCTIONAL INTERVENTION IN DISTANCE EDUCATION

Anneli Sarja, Marja Leena Böök, Sanna Uotinen, Tarja Ladonlahti

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Interactive online lectures play an important role in distance education aiming at students’ active participation
and knowledge construction. This study deals with an instructional intervention involving a synchronous online
lecture of qualitative research methods for undergraduates in a Finnish Open University course. The metaphor of
orchestration offered the framework for teachers’ pre-design and real-time activities with the aim of guiding
students’ cognitive engagement in online interaction. While the core themes of four lectures were kept constant,
different activating tasks contributed to enhancing content-related interaction. The design of the orientation
phase of the lecture varied along the continuum from the traditional teacher-centred approach to more generated
authoritative approach where the teacher was working as a promoter of knowledge construction. In the last case,
a triggering event (a research abstract) worked as an advance organiser to integrate conceptual knowledge with
students’ existing experiences. The interactivity of online lectures was enhanced by the content and order of the
activating tasks. The content-related interaction multiplied throughout the course of the lectures in line with the
linearity of the structure. The results suggest that the orienting phase of the lecture is crucial for students’
cognitive engagement.

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