Allan H.K. Yuen, Liping Deng and Robert Fox
The purpose of this paper is to compare the use of WebCT in support of online and blended learning in the Faculty of Architecture of a Hong Kong university.
Abstract
Purpose
The purpose of this paper is to compare the use of WebCT in support of online and blended learning in the Faculty of Architecture of a Hong Kong university.
Design/methodology/approach
Paper questionnaires are used to collect students' experiences, perceptions and attitudes towards the online course they have undertaken. Focus group interviews are conducted with two groups of students at the end of the semester. In addition, both formal and informal interviews are conducted with the instructor to understand his perceptions and perspectives.
Findings
In general, students prefer to have course management systems (CMS) as a supplement to face‐to‐face lectures rather than as its replacement. They perceive WebCT as mainly a platform for downloading materials and submitting assignments rather than a platform for teaching and learning. Learning fully online is perceived as self‐learning. The traditional lecture is considered more effective and efficient by many students to grasp concepts and principles.
Research limitations/implications
This is an exploratory study at a Hong Kong university. However, it provides initial evidence to shed light on issues concerning the use of CMS in support of online and blended learning.
Practical implications
In order to ensure a more engaging and rewarding online learning experience, teacher's online presence should be strengthened. Other than teacher presence, the cognitive presence could be fostered through engineering the student‐to‐student interaction in co‐located settings.
Originality/value
The paper usefully demonstrates how the blended mode of learning that combines face‐to‐face and online learning has become increasingly popular, while the courses conducted entirely online are comparatively rare at universities in Hong Kong.
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Koji Murai, Shin‐Ichi Wakida, Takashi Miyado, Keiichi Fukushi, Yuji Hayashi and Laurie C. Stone
The purpose of this paper is to propose that the measurement of salivary amylase activity is an effective index to evaluate the stress of a ship navigator for safe navigation…
Abstract
Purpose
The purpose of this paper is to propose that the measurement of salivary amylase activity is an effective index to evaluate the stress of a ship navigator for safe navigation training and education.
Design/methodology/approach
Evaluation comes from the simulator and actual on‐board experiments. The subjects are real captains who have unlimited licenses and cadets who are senior students at Kobe University, navigation course. Stress is evaluated for several situations where a ship navigator makes a lot of decisions, in this case in a narrow passage, entering a port and leaving a port.
Findings
Salivary amylase activity occurs when a ship navigator makes a decision regarding ship handling and collision avoidance. By measuring salivary amylase activity when a student is under duress, cadets' ship‐handling training can be evaluated while onboard a vessel.
Research limitations/implications
Future research will develop cross‐indices with the salivary amylase activity and other physiological indices (nasal temperature and heart rate variability (R‐R interval)), complementary to each other. The salivary amylase activity registers the stress quickly on the spot. Then the nasal temperature and R‐R interval registers the trend and the quick response to the stress (mental workload).
Practical implications
The paper describes an effective index which is useful for evaluating a ship navigator's stress for safe navigation.
Originality/value
Ship navigator's skill and cadet's on‐board training have been evaluated according to performance and a questionnaire as a quantitative evaluation; moreover, stress is evaluated using salivary amylase activity.
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Jun Chen, Zu‐Yuan Wang and Yuren Wu
The purpose of this paper is to introduce some new functions achieved in a web‐based multimedia courseware, which is developed by Flash software and used by part‐time graduate…
Abstract
Purpose
The purpose of this paper is to introduce some new functions achieved in a web‐based multimedia courseware, which is developed by Flash software and used by part‐time graduate students.
Design/methodology/approach
The courseware uses Adobe Flash CS3 as its development software, which supports Actionscript language, FMS and FLV technology as well.
Findings
The courseware developed by Flash can meet the needs of students because of its high speed and interaction in network.
Practical implications
Some part‐time graduate students have already used this courseware system. Compared with the traditional online courseware, students like this kind of courseware more for its humanized interface. It is no more a question to achieve internet face‐to‐face conversation and streaming media play because Flash supports FMS and FLV technology.
Originality/value
The paper summarizes experiences in using Flash to develop a web‐based multimedia courseware and it is valuable to those who intend to develop an educational platform for teaching and training.
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Ihor Katernyak, Sten Ekman, Annalill Ekman, Mariya Sheremet and Viktoriya Loboda
The purpose of this paper is to present an example of how the synergy of different competences in students' teams, out‐of‐the‐box thinking style and various motivation factors in…
Abstract
Purpose
The purpose of this paper is to present an example of how the synergy of different competences in students' teams, out‐of‐the‐box thinking style and various motivation factors in a culturally diverse learning environment is the foundation for knowledge construction, driven by the idea generation process and co‐creation – the so‐called Medici effect, one of the benchmarks for excellence in eLearning.
Design/methodology/approach
Developing this case study in the area of eLearning and Virtual Education Community (VEC) involves passing through various stages: from providing social presence and cooperation of students to co‐creation in the eLearning environment by contriving “e‐students” in the VEC whose profiles and learning processes are managed by pairs/teams of real students with different experiences and types of behaviour.
Findings
The paper presents outcomes of the research focused on the formation of the VEC for students who are motivated in sharing common passions and principles, in developing good communicator‐and‐listener techniques, in studying and creating situations of success.
Practical implications
In order to use and promote this pedagogical approach, enhancement of the desk‐top technology is needed in terms of a user‐friendly interface for creating a VEC where everyone, including people with special needs, feels comfortable, interested, and motivated to communicate, learn, construct, and share knowledge.
Originality/value
The original “4A” (attention, actualization, attraction, and action) pedagogical model applied in eLearning is aimed at ensuring students' social and cognitive presence through their e‐profiles for self‐assessment and positioning, adjusting learning trajectories and monitoring learning results, as well as assessing progress and final outcomes of learning.
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To identify the relative effects of three features of response toward web interface (RWI) on their advertising promotion effectiveness as measured by the number of accesses to…
Abstract
Purpose
To identify the relative effects of three features of response toward web interface (RWI) on their advertising promotion effectiveness as measured by the number of accesses to various web pages.
Design/methodology/approach
A factorial design experiment was conducted on the internet to empirically test the hedonic stimulation web interface model developed by the authors.
Findings
The results reveal that there are three main effects and two two‐variable interactions which are found to be significant. In respect to our hedonic stimulation web interface design model (HSWIDM). No three variables of the hedonic salience interact simultaneously.
Research limitations/implications
Among the potential limitations of this research is the main effect of colour in the design of the experiment. The other potential limitation is related to the broad assumption of subjects selected.
Practical implications
In operational terms, the major finding regarding the key aim of this research is that all three hedonic salience variables have a main effect and lead to a hedonic valance.
Originality/value
The research adds to the body of literature and knowledge focusing on quantitative internet research and analysis of data using a practical factorial design and analysis method as exemplified in the use of Yates' forward analysis of factorial experiment.
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Keywords
Theresa Kwong, Eva Wong and Kevin Downing
The purpose of this paper is to exhibit the integration of learning and study strategies inventory (LASSI) with the City University of Hong Kong information systems to promote…
Abstract
Purpose
The purpose of this paper is to exhibit the integration of learning and study strategies inventory (LASSI) with the City University of Hong Kong information systems to promote teaching and learning within the university.
Design/methodology/approach
From the 2006 entry cohort, all undergraduate freshmen at City University of Hong Kong are required to complete LASSI online through Administrative Information Management System (AIMS). Each student is required to take LASSI at three specific times during their undergraduate careers. With the cooperation of H&H publishing, City University has developed a program within AIMS to upload LASSI results of individual students so that the students can view their scores whenever they wish to. In addition to helping the students develop their learning and study strategies, the integration between LASSI and the university's information system provides academic staff with aggregated LASSI scores for their students.
Findings
The integration of LASSI with the university's information systems is found to be useful as students have the possibility of reviewing their progress in terms of learning and study strategies while teachers can design appropriate teaching and learning activities according to the relative strengths and weaknesses in learning of their own classes to assist students. In addition, the input of LASSI data to the City University AIMS helps administrative personnel correlate LASSI results with the other detailed information available in the AIMS.
Originality/value
This paper provides other institutions with insights into the integration of LASSI with the university's information systems to enhance the teaching and learning environment within the university. It aims to inform decision makers of issues in centralizing and accessing students' data to improve teaching and learning.
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Yu‐Shen Fang and Lung‐Sheng Lee
Applications of online Second Life (SL) prevail over the world. The purpose of this paper is to make a review and synthesis of recent research studies on SL.
Abstract
Purpose
Applications of online Second Life (SL) prevail over the world. The purpose of this paper is to make a review and synthesis of recent research studies on SL.
Design/methodology/approach
Documental analysis is employed. Totally, 135 research publications, published in 2006‐2008, are reviewed and synthesized.
Findings
Findings are as follows: the research studies on SL have been widened and deepened; SL has been widely applied in education and its research approach relies on descriptive methods; and SL has versatile charm for educators but pros and cons of SL in education simultaneously exist.
Research limitations/implications
Some articles might not be reviewed; authors did their best to collect data from relevant electronic databases.
Practical implications
This paper indicates the strengths and limitations of SL.
Originality/value
This paper identifies trends of recent research studies of as well as issues in using SL. Users and researchers of SL may realize trends of and issues in SL.
Andrew John Toon, Attallah Samir, Jennifer Huang Mui Kheng, Lim Kin Chew, Moorthy Vythilingam and Stephen Low Wee Kiat
The purpose of this paper is to investigate the blended learning preferences under which adult students study mathematics, electronics and industry certificate examinations like…
Abstract
Purpose
The purpose of this paper is to investigate the blended learning preferences under which adult students study mathematics, electronics and industry certificate examinations like project management and e‐SAP (systems, applications and products).
Design/methodology/approach
The study is based on four case studies in mathematics, electronics and industry certificate examinations like project management and e‐SAP. Case studies are developed based on observations and feedback from students who have undergone different types of blended learning. The four different blended learning models used are: the complete e‐learning self‐study; the instructor‐led programme blended with self‐study e‐learning; the live e‐learning centred with other media added; and the simulation and laboratory‐centred model.
Findings
It is found that unmotivated adult learners may not necessarily like e‐learning courses that are unguided. The e‐learning self‐study model suits the highly motivated students who aim for industry‐based certifications like the project management or the e‐SAP certifications. Using simulation and virtual laboratory sessions does help to reduce the cost of setting up the full‐fledged laboratory and also make it more accessible to the students. In the blended learning model, the instructor and the subject matter expert are the two most important people in programme design and delivery, not the developer or the technologist.
Originality/value
This paper is useful to adult educators and those dealing with an open university type of education where there are less face‐to‐face interactions.
Details
Keywords
Research on the nature of blended learning and its features has led to a variety of approaches to the practice of blended learning. The purpose of this paper is to provide an…
Abstract
Purpose
Research on the nature of blended learning and its features has led to a variety of approaches to the practice of blended learning. The purpose of this paper is to provide an alternative practice model, the TSOI hybrid learning model (HLM) to enhance the blended learning experiences in science education.
Design/methodology/approach
The Piagetian science learning cycle model and Kolb's experiential learning cycle model are used to structure the theoretical framework of this model. This HLM which is research evidence‐based represents learning as a cognitive process in a cycle of four phases: Translating, Sculpting, Operationalizing and Integrating. A major feature is to promote active cognitive processing in the learner for meaningful and engaged learning proceeding from inductive to deductive and also addressing the learner's individual learning style. Thus, it is inclined towards constructivism.
Findings
The paper provides students' responses in terms of blog and wiki.
Practical implications
An application of this HLM to enhance blended learning experiences in science education is illustrated with an authentic example on understanding multimedia learning design in an e‐learning environment for pre‐service teachers. Outcomes, feedback and implications will be discussed in the context of blended learning in science education.
Originality/value
The HLM contributes as an alternative practice model to a new paradigm shift in designing and enhancing blended learning experiences.