http://www.merlot.org:80/merlot/ A search of MERLOT materials Copyright 1997-2013 MERLOT. All rights reserved. Thu, 20 Jun 2013 00:44:19 PDT Thu, 20 Jun 2013 00:44:19 PDT http://www.merlot.org:80/merlot/images/merlot.gif http://www.merlot.org:80/merlot/ 44 34 http://www.merlot.org/merlot/viewMaterial.htm?id=768817 Abstract: Online distance education has become another way for institutions of higher learning to reach out to learners. However, learner retention rates in online distance education tend to be well below those in traditional full-time higher education. A clear understanding of what factors contribute to learner attrition, including withdrawal from or non-completion of courses, is necessary in order for online distance learning institutions to formulate appropriate retention strategies. This case study looks at the role of proactive interventions practiced by institutions to retain learners through an examination of data collected from departments within an online distance institution in Malaysia. Results suggest that among the top reasons learners drop out are those related to family matters, job commitments, and poor time management practices. This preliminary study aims to assist online distance institutions in better understanding the pattern of their learners' withdrawal, with the hope that it will lead to the development of guidelines for a more systematic evaluation of proactive retention intervention techniques to be implemented to reduce attrition rates in such institutions.Volume 8, No. 4, December 2012, pp. 312-323HTML / PDF http://www.merlot.org/merlot/viewMaterial.htm?id=768947 Abstract: Instructors have frequently found that some content, such as mathematical formulae, chemistry laboratory experiments, and business practices, are unusually difficult for students to comprehend through text-centered approaches, and that this is especially so for online students. In response, instructor-made videos (IMVs) of three to 10 minutes in length on problematic topics or subject matter areas were produced for business, chemistry, and mathematics courses. The IMVs were intended to scaffold student learning. Initial findings revealed that multimodal IMVs involving the demonstration, illustration, and presentation of key terms, knowledge, skills, and resources can help students understand important procedures, structures, or mechanisms in previously problematic content. Simply stated, IMVs can have a positive impact on student learning.Volume 8, No. 4, December 2012, pp. 298-311HTML / PDF http://www.merlot.org/merlot/viewMaterial.htm?id=768961 Abstract: Utilizing Wang and Chen's notion of online learning spaces, this study examined student perceptions of a hybrid discussion format that required students to interact within their designated small groups while giving them access to discussions in the other groups of the class. The discussion format also featured a high level of instructor presence during discussions. A survey was developed and used to obtain student views of the various features of the discussion format. Forty-two students enrolled in three online courses participated in the study. Both summary statistics and an independent samples t-test were used to analyze the quantitative data from the survey. A review of the qualitative data from the survey was also made to obtain an in-depth understanding of the students' perceptions. The students felt there were benefits and limitations in both small-group and whole-class discussions, and indicated their preference for a hybrid discussion format that combined the positive features of both small-group and whole-class discussions. The students who did not like online discussions were less likely to enjoy whole-class discussions. Students in general welcomed the presence of the instructor during the discussions.Volume 8, No. 4, December 2012, pp. 288-297HTML / PDF http://www.merlot.org/merlot/viewMaterial.htm?id=768346 Abstract: Assessment of student learning is a fundamental aspect of instruction. Special challenges and affordances exist in assessing student learning in online environments. This two-phase study investigated the types of assessment methods being used in online courses and the ways in which the online environment facilitates or constrains particular methods. In Phase One, syllabi from 24 online courses were reviewed in order to discover the types of method being used to assess student learning and contribute to the overall course grade. Five categories emerged: (1) written assignments; (2) online discussion; (3) fieldwork; (4) quizzes and exams; and (5) presentations. Phase Two consisted of a focus group and interviews with eight online instructors to discuss challenges and effective practices in online assessment. Challenges arose due to the impact of physical distance between the instructor and the students, adaptations resulting from the necessity of using technology for communicating with students, workload and time management issues, and the ongoing need to collect a variety of assessment data and provide feedback. Phase-Two interviewees offered strategies and suggestions to counteract the challenges they identified. The paper concludes with recommendations synthesizing the results of this study with those found in the literature.Volume 8, No. 3, September 2012, pp. 198-208HTML / PDF http://www.merlot.org/merlot/viewMaterial.htm?id=768349 Abstract: Online classes and even fully online programs are becoming efficient means of providing teacher preparation opportunities to students, especially to those who have limited access to on-campus classes. But teacher education programs and school districts need to be confident that teachers are of high quality and ready to teach. The results of the longitudinal study reported in this paper indicate that cohort members completing an online elementary education program demonstrated the same level of competency as those in a traditional face-to-face program. These findings may give teacher education faculty and policymakers some confidence in implementing quality online programs.Volume 8, No. 3, September 2012, pp. 189-197HTML / PDF http://www.merlot.org/merlot/viewMaterial.htm?id=768314 Abstract: This paper reviews the outcomes of a year-long survey examining the perceived workload and value of asynchronous discussion shared by MBA adult learners and instructors engaged in the same classes. Results are characterized for each stakeholder group (instructors or learners) and compared between them. The different response profiles of learners and instructors are discussed as well as the implications for the Discussion Guideline introduced last year. Class size and course level had a differentiating impact on learners and instructors. The research further found a significant relationship between learners and instructors on workload perception, but not on hours spent or value perception. The implications of course and discussion design for an adult learner educational model are discussed. Volume 8, No. 3, September 2012, pp. 174-188HTML / PDF http://www.merlot.org/merlot/viewMaterial.htm?id=768317 Abstract: Much current research exalts the benefits of having students facilitate weekly discussions in asynchronous online courses. This study seeks to add to what is known about student moderation through an analysis of the types of questions students use to spur each discussion. Prior experimental work has demonstrated that the types of questions posed by instructors influence the cognitive levels of responses, but little is known about the extent to which student moderators use these various question forms. Question types and the cognitive levels of responses in an online graduate course were analyzed, and it was found that students relied on a small number of question forms. In particular, students rarely asked questions directly related to weekly course readings, and did not ask any questions that made connections to previously studied course material. Questions that constrained student choice led to lower levels of responses compared to other question types.Volume 8, No. 3, September 2012, pp. 159-173HTML / PDF http://www.merlot.org/merlot/viewMaterial.htm?id=768384 Abstract: Over the last few years, higher education has been transformed by numerous technologies available for course content delivery. Whereas university instructors once asked, "Should I deliver course content online?" the emphasis has shifted so that instructors are now asking, "Which technology works best for which desired teaching outcome?," "Which technology can I quickly learn?," and "Which technology can I manage (while fulfilling my research and service duties)?" To answer these questions, the authors used and evaluated 10 different online instructional technology tools, analyzing each one's potential application in communication courses to address Angelo's four dimensions of higher learning (declarative, procedural, conditional, and reflective). The tools are compared and contrasted to assist university instructors in making informed decisions about which to use in their courses.Volume 8, No. 4, December 2012, pp. 174-188HTML / PDF http://www.merlot.org/merlot/viewMaterial.htm?id=767221 Haber denince Haberler Başlıyor bizce. En son haber en kolay bizde okunur.http://www.haberlerbasliyor.com http://www.merlot.org/merlot/viewMaterial.htm?id=767239 Son Dakika denince Haberler Başlıyor bizce. Son dakika haberleri en kolay bizde okunur.http://www.haberlerbasliyor.com/son-dakika-haberleri