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The influence of asynchronous discussion in a virtual learning environment, Blackboard, on subsequent coursework grades was examined with 166 psychology students to determine whether asking questions of the tutor online, and/or reading the questions and the given advice, influenced the grades on the report they were writing. A repeated-measures quasiexperimental design was used, with and without Blackboard available, to control for confounding variables. The grades on the assignment with Blackboard available were significantly higher than those on the previous assignment (when Blackboard was unavailable). Students who never used Blackboard had significantly lower grades on the assignment than the students who had used it. There was a positive relationship between the number of messages read and the grade achieved on the assignment. Students who read the most discussion board posts wrote significantly better reports (up by 4%) than they had previously. No improvement in grades occurred for the people who read no posts at all. Both the students who asked questions and those who just read the questions and answers (‘lurkers’) ended up with significantly better grades than they had done before Blackboard was introduced.
Recently, because of the rapid increase in the popularity of the Internet, the delivery of learning programmes has gradually shifted from local desktop to online-based applications. As more and more technological tools become available for online education, there is an increasing interest among educators and other professionals in the application of these tools with regard to online courses. In large-scale operations, online learning management systems (LMSs) can save cost and time. LMSs are software applications that comprise a suite of tools for learning and teaching online. In conventional educational settings, online LMSs can help to improve the speed and effectiveness of the educational process, communication among learners, and also between staff and students. There are a large number of open-source and commercially available LMSs on the marketplace, and one of the problems facing an administrator or instructor is how to choose the LMS that can meet his/her needs. This paper describes a software system developed by the author to aid in the selection of a suitable LMS. The software is a web-based decision support system, titled Easy Way to Evaluate LMSs, and is based on using a multiattribute decision-making algorithm for the effective selection of an LMS.
The paper proposes a model for e-education in instruction, training, initiation and induction based upon the concept of extended teaching spaces involving execution, facilitation and liberation, and extended learning spaces used for acquisition, application and construction cemented by dialogue and reflection. The proposed model is based upon theory, research and practice in education and information and communications technology (ICT). In this paper, the focus is on K-12 schooling, but the model may be applied to ICT integration in all sectors of education and training.
Editorial20114001
In both cases, the clarity of the content organisation is strengthened by a simple, but not simplistic, exposition which makes them a valid educational support, suitable not only for students but also for all those who need some guidance to systematise their research activity and knowledge. I enjoyed reading both and cannot say which I prefer. Their different perspectives and approaches make them nicely complementary rather than alternative. In fact, thinking about both might help readers gain a more complete perspective on research, by gaining familiarity with issues and methods from different points of view. I would certainly recommend them to my students, since I find both more complete, balanced and stimulating introductions to research than many other guides with similar aims that are currently available.
Published as part of Peter Lang’s “Complicated conversation” series, this book is stimulating and challenging. It requires and repays close, attentive reading. It is written with passion and informed by an almost missionary zeal. The book closes with the hope that, through the pedagogical space of reading, readerswill have joined the authors in their community of thought and practice.
The editors acknowledge that their approach to education may seem impracticable, given the controls exercised by capitalism or neo-liberalism that are relentlessly end-driven and confine education to the “already known”. Even so, in the introduction they hold out the possibility of moving toward the “notyet- known” in educational settings, and of experiencing the process of coming into being in relation to ourselves, to others and to place.
Reynolds then draws together a collection of fourteen previously published or unpublished writings pertaining to school effectiveness and school improvement from the last thirty years. For example, chapters focus on topics such as teacher effectiveness, school effectiveness, and within school variation. The findings given us in these chapters drawon examples from both primary and secondary schools.
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