Journals : Skype As Learning Tools

Using Skype as a Research Tool 
Abstract :
Interviews are a valuable research tool, particularly when researchers must understand participants’ experiences in great depth. Historically, however, geographically disparate research participants have posed a challenge when conducting interviews for reasons relating to both time and expense. At the same time, although new technologies allow scholars and practitioners to study people at a distance, this has often been limited to questionnaire-type data (e.g., using Survey Monkey). Now, online interviews are becoming an increasingly viable research method and there are many data collection tools available to support this method. This presentation will present findings from one study that explored the information behaviors of university students enrolled in a teacher-librarianship program. The results are used to examine the potential for using Skype (and similar programs) as research tools in library and information studies

How Does Skype, as an Educational Tool, Contribute to Elementary Math

Abstract :

How does Skype, as an educational tool, contribute to elementary math teachers’ reported level of self-efficacy? A sample of n = 16 teachers was purposefully selected to use Skype in their classrooms with a webcam and microphone to communicate with other math teachers and math mentors. The findings revealed that teachers viewed Skype as an educational tool that contributes to the increase of their self-efficacy, which may increase students’ performance in state math testing. Institutes of higher education, professional development providers, teacher organizations, school districts, and math leaders may benefit from having an awareness of how online communication software such as Skype can increase elementary math teachers’ efficacy in the field of teaching and learning. Teacher self-efficacy can be increased through opportunities for ongoing discussions with other math teachers and especially math mentors in the school or within the school district. Supporting math teachers through Skype’s features such as video and voice calls, sharing of files, and sending and receiving instant messages is important for teachers’ sustained growth; however, online teaching support needs to be intentional, ongoing, and systematic.

Evaluating the effectiveness of Skype as a tool for promoting internationalization of the nursing curriculum
Abstract :
The paper examines the effectiveness of Skype as a medium for communication, support and internationalisation of student nurse programmes. The researchers sought to examine whether online face to face contact via Skype improved support and communication with students nursing overseas and if the use of Skype for online communications with students in action learning sets within the home university, developed cultural awareness of those nursing students who stayed on native soil.

Journal : The Influence Of System Characteristics On E-Learning Use

The influence of system characteristics on e-learning use


Abstract :
The benefits of an e-learning system will not be maximized unless learners use the system. This study proposed and tested alternative models that seek to explain student intention to use an e-learning system when the system is used as a supplementary learning tool within a traditional class or a stand-alone distance education method. The models integrated determinants from the well-established technology acceptance
model as well as system and participant characteristics cited in the research literature. Following a demonstration and use phase of the e-learning system, data were collected from 259 college students. Structural equation modeling provided better support for a model that hypothesized stronger effects of system characteristics on e-learning system use. Implications for both researchers and practitioners are discussed.

Journal : Wiki As Learning Tool

Wiki as a Collaborative Learning Tool in a Language Arts Methods Class



Abstract :
The purpose of this study was to determine how contributing to a class wiki affected the learning of preservice teachers enrolled in a language arts methods class. Participants included 37 preservice teachers enrolled in three sections of a field-based language arts methods class during two semesters. Data collection included online observations of the development of the wiki pages, students’ reflections periodically posted in WebCT, final reflections, e-mail correspondence, interview transcripts, and researcher notes. Students’ reflections indicate that contributing to the class wiki led to a deeper processing of the course content and was personally beneficial to the students in spite of persistent technology challenges.

Journal : Laptop And Student Achievemrnt

The Impact of Laptop Use on Student Achievement


Abstract :
interest in utilizing laptops as an instructional tool to improve student learning. There is substantial evidence that using technology as an instructional tool enhances student learning and educational outcomes. Past research suggests that compared to their nonlaptop counterparts, students in classrooms that provide all students with their own laptops spend more time involved in collaborative work, participate in more project-based nstruction, produce writing of higher quality and greater length, gain increased access to information, improve research analysis skills, and spend more time doing homework on computers. Research has also shown that these students direct their own learning, report a greater reliance on active learning strategies, readily engage in problem solving and critical thinking, and consistently show deeper and more flexible uses of technology than students without individual laptops. The study presented here examined the impact of participation in a laptop program on student achievement. A total of 259 middle school students were followed via cohorts. The data collection measures included students’ overall cumulative grade point averages (GPAs), end-of-course grades, writing test scores, and state-mandated norm- and criterion referenced standardized test scores. The baseline data for all measures showed that there was no statistically significant difference in English language arts, mathematics, writing, and overall grade point average achievement between laptop and non-laptop students prior to enrollment in the program. However, laptop students showed significantly higher achievement in nearly all measures after one year in the program. Cross-sectional analyses in Year 2 and Year 3 concurred with the results from the Year 1. Longitudinal analysis also proved to be an independent verification of the substantial impact of laptop use on student learning outcomes.

Journal : Shared Document In Learnercentered Collaborative Learning

Evaluating the role of a shared document-based annotation tool in learnercentered collaborative learning


Abstract :
This study presents a shared document-based annotation tool, EDUCOSM. Usefulness of the system is empirically evaluated in a real-life collaborative learning context. Relationships between learner's self-rated use of learning strategies, cognitive outcomes, and completion of various tasks in the system are investigated. A small scale empirical study (n=31) was conducted in order to investigate various dependencies between variables from pre-course self-rated questionnaire, system log file data collected during the course and post-course e-mail survey. The results show that learners who are willing to do real work with the tools provided by the system, and are able to elaborate what they are doing, produce both highest quality annotations and learning outcomes. Impulsive students produce high-level annotations and score above average in the final examination. Visually oriented students produce higher-level annotations compared to other groups separated by sense perception (i.e.,verbally, auditory, kinesthetic, tactile). Students who feel that they need guidance from teacher or tutor did not do in their studies as well as their more autonomous peers. Further studies are needed to investigate possible distractive effects of peer-to-peer annotation to individual learning processes as self-made highlightings and comments were experienced to be more useful than those made by other learners.

Journal : Mobile Telephone as Learning Tool

Mobile Telephone Technology as a Distance Learning Tool


Abstract :
This paper presents the methodology, results and effectiveness in the development of Mobile telephonebased (Short Message Service-based) distance learning. The proposed novel real time interactive distance learning approach is about the application of information technology to education, was setup, delivered and evaluated using a real-life environment. Statistical analysis of the achieved results of the earners confirmed this SMS-mobile based learning being as effective as direct face-to-face learning.

Journal : Learning And Technologies

Connecting Student Learning & Technologies


Abstract :
Winds of change are blowing through American classrooms from several directions. Schools are serving a more ethnically, linguistically, and culturally diverse student body than ever before. From our universities and research institutions, studies about education, cognitive psychology, and neurology have offered new insights on how humans learn. And from the marketplace, the infusion of technology has redefined work skills and society’s expectations about what it means to be an educated person.