Search

This paper examines eLearning from three related perspectives: (1) Current and recommended front-end approaches to improving online instruction; (2) The planning, implementation and administration of online courses; (3) The reliable and valid approaches to online measurement and testing methods that are designed to eliminate such problems as plagiarism, technical problems associated with access, matching learners' and instructors' technical skill levels, learner isolation, and the impersonality of computerized assessment. The study also examines how instructors and instructional designers can maximize control over assessment conditions, and yet at the same time increase online instruments validity and reliability and address issues that are administrative in nature. Future cutting edge assessment of learning outcomes techniques are discussed in regard to how they may affect online, instructional design and technology application strategies. The second part of this paper examines the assessment and evaluation of learning outcomes in an eLearning environment. (Contains 1 figure.)

The proliferation of online courses has become a major concern for some educators when it comes to whether they apply valid and reliable instruments to asses learning outcomes. In addition, few publications seem to have dealt with the faculty realm that addresses the front-end fundamental learning principles of instruction that underlie quality online learning. Overall, there does not seem to be a clear coordination or consensus of thought and methodology between what is expected from online courses, and what is generally delivered at the end of a learning period. As a result, course management systems, which are mainly computer-based, vary in type and delivery approach from institution to institution. In this article, the authors discuss the implications of interactivity and personal approach to learning on the following: (1) the instructional strategies; (2) the online teacher; (3) the online learner; and (4) the future.

Examines the effects of three preinstructional strategies--advance organizers, performance objectives, and structured overviews--in enhancing learner understanding of textual materials. Two achievement tests were administered to 674 preservice teachers enrolled in two of Zimbabwe's teachers' training colleges. Results indicated that performance objectives were relatively superior to the other treatment variables. (AEF)

Explores the power of Digital Video Interaction (DVI) technology, specifically its ability to combine multimedia tools to form a single communication engine. Looks at what DVI is, its historical origins, its importance, how it works, and where its impact might be felt in the next century. Examines the potential of DVI in developing countries for personal and organizational computing. (AEF)

This study examined the effect of computer-assisted instruction, used as a supplement to traditional classroom instruction, on students' understanding of selected algebra topics, their attitude towards mathematics, and computer-assisted instruction at a laboratory high school. Four classes received supplementary instruction on factoring, radicals and simple quadratics expressions delivered via a computer-assisted instruction. A mixed method approach was employed where both qualitative and quantitative data collection techniques were used. The data were analyzed using both quantitative and qualitative methods. The study found that students' scored significantly higher in posttests than pre-tests both in terms of content and attitudes towards mathematics and use of computer-assisted instruction., INTRODUCTION Mathematics educators have recognized that algebra is the main tool for working with several mathematical systems (Brody & Rosenfield, 1996; Choike, 2000). The algebraic knowledge and skills are also [...]

The proliferation of on-line or computer-based learning environments has become a major concern for some educators when it comes to whether they are valid and reliable strategies in delivering instruction. The purpose of this essay is to examine how any organization, including indeed governments and training institutions, can incorporate a needs assessment and strategic plan when implementing any instructional innovation that is governed by basic learning principles. The fact is in any educational setting, the needs assessment and strategic planning process can serve to clarify and encourage all stakeholders to look at observable outcomes which can be managed, controlled and even predicted. The study also recommends best practices of conducting needs assessment and strategic planning particularly in elearning., INTRODUCTION The proliferation of on-line or computer-based learning environments has become a major concern for some educators when it comes to whether they are valid and reliable strategies in delivering [...]

Online learning perches on the possibility of revolutionizing the way that higher education is delivered to students. The prospect of a more national or even global approach to educational opportunities is quickly becoming a reality. Implications for the teacher include successfully adapting coursework to a new learning environment by being cognizant of factors such as communication, active and collaborative learning, and reflective practices (Gresh & Mrozowski, 2000: Palloff & Pratt, 1999). Students must also shill their learning paradigms to maxixnize knowledge acquisition. Before online learning strategies become entrenched and subject to only minor revisions, it is suggested that institutions broaden their vision to explore innovative methods of utilizing the online learning medium., One of the goals of any teacher is to help students to view the world in ways dramatically different from what their experiences and biases would otherwise filter their conceptualizations. [...]

This is a study that utilizes descriptive statistics to examine the extent to which information technology has been applied in the public and private sectors of the Zimbabwean economy. The study also examines managerial areas that typically utilize IT in Zimbabwe, the type of information technology that is used in terms of hardware and software, and the characteristics and profile of an individual user. This study also looks at whether previous computer experience has any bearing on a manager's perception of information technology or actual computer use in a management setting. The study targets chief executives and senior management personnel across a broad spectrum of public and private organizations. It also looks at the essential components of a technology-based information system and how it is applied to maximize productivity and efficiency in a given setting., INTRODUCTION The computer is now one of the most commonly used modern information technology devices in the world today. To add to this, there is also a proliferation of software [...]

During the past ten years, radical changes in hardware and software have transformed the way instructional design and technologists do business in the classroom. The microcomputer has now become the standard operating tool when designing, developing, implementing and evaluating instruction at every level of our educational systems. Yet up until fifteen years ago, the microcomputer was the exclusive tool for engineers and mathematicians and computer scientists. It was hardly as ubiquitous in every classroom environment as it is today. This paper examines the radical changes in hardware and software that transformed the computer from a complex data processing tool to a common gadget that is now the standard communications tool in most households throughout this world. The paper explores some of the phenomenal changes in the following; the assumptions and the legacy of Moore's law; the advances in creating single-threaded and low- level programs; the advances in the use and manipulation of virtual memory; the continual sophistication of output devices; and the advances in hierarchical file systems. Most of the these changes have emanated from computer science and mathematics related fields without any direct input from the field of instructional design and technology. [ABSTRACT FROM AUTHOR]