October 2010
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9 Reads
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October 2010
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9 Reads
July 2010
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35 Reads
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10 Citations
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie
This paper describes the results of a survey to determine the factors that serve as barriers or enablers to the implementation of web-based learning in colleges of education. A total of 229 faculty members responded to the survey. Of these, 104 had never taught a web-based course while 125 had taught at least one online course. Results of the survey showed that Education faculty in this sample had an overall neutral position about the readiness of colleges of education to implement web-based learning. The survey found that financial resources, infrastructure, and support were seen as barriers to implementation while organizational culture, policies, a commitment to learning, and evaluation were seen as enablers to implementation. Open-ended responses showed that there were interesting differences based on the perceived lack of time and perceived lack of social interaction between faculty who have taught online and those who have not. Résumé :Cet article décrit les résultats d’un sondage visant à déterminer les facteurs qui font obstacle ou qui contribuent à la mise en œuvre de l’apprentissage en ligne dans les établissements d’enseignement. Un total de 229 membres du corps professoral ont répondu au sondage. De ce nombre, 104 n’avaient jamais donné un cours en ligne tandis que 125 avaient enseigné au moins un cours en ligne. Les résultats du sondage ont montré que la faculté d’éducation de cet échantillon était globalement neutre au sujet de la volonté des établissements d’enseignement à mettre en œuvre l’apprentissage en ligne. Le sondage a révélé que les ressources financières, l’infrastructure et le soutien étaient considérés comme des facteurs obstacles à la mise en œuvre alors que la culture organisationnelle, les politiques, l’engagement envers l’apprentissage et l'évaluation étaient considérés comme des facteurs facilitants de la mise en œuvre. Les questions à réponses libres ont mis en lumière des différences intéressantes entre les professeurs qui avaient enseigné en ligne et ceux qui ne l’avaient pas fait relativement au manque de temps et d’interaction sociale perçu.
January 2010
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6 Reads
November 2009
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30 Reads
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8 Citations
Australasian Journal of Educational Technology
This article describes the results of a study to determine the books that instructional design and technology professionals believed were most important to the field. Participants in this study were 77 professionals from different areas of the field, including education, business, and government. The purpose of the study was to create a snapshot of the books that form the theoretical and practical foundation of the field of instructional design and technology at this time in the field's history. A survey was conducted asking participants to rank the importance of books on a four-point scale from "profoundly important" to "unimportant". The data were then analysed using descriptive and inferential statistics. Results indicate that the importance of a book varies widely, based on factors such as a person's area of interest in the field, degree level, and age. Overall, however, the study found that 10 books were viewed as being among the most important by most respondent groups. This core group of books should be included in every instructional designer's or technologist's personal library.
... 2) Does the RIPPLES model be applicable in an organizational setting like Oromia Education Bureau? Surry, Ensminger, and Haab (2005) drew on the theories of Rogers (2003) and Ely (1990Ely ( , 1999, among others, to create a model for implementing innovations into higher education settings [15]. Their model, known as RIPPLES has seven components: Resources, infrastructure, people, policies, evaluation, and support which has been used to study technology implementation in higher educations. ...
July 2010
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie
... In order to develop a clear definition of what constitutes an effective E-Learning, it was necessary to review previous literatures as well as best practices in traditional and online teaching and collect the factors that best demonstrated successful E-Learning. An effective E-Learning environment is where the teacher actively provides quality course design and delivery (Rovai, 2002;Wright & Lawson, 2005;Ally, 2008;Smith & Ragan, 1999;Wakefield, 2009), implements appropriate assessments (Leshowitz et al., 1999;MacKnight, 2000;Siragusa, 2002), encourages collaboration (Murphy & Cifuentes 2001;Tu & McIsaac, 2002;Garrison & Anderson, 2003), and apply suitable teaching strategies to meet the needs of the students. Teachers are provided with technical support (Zhao, 2007;Haitham, 2009;Wang & Wang, 2009) so that they can easily integrate teaching activities into the E-Learning system context (Cuban, 2001;Sonwalkar, 2002;Hayes, 2007). ...
November 2009
Australasian Journal of Educational Technology