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Abstract 1. Introduction As with any new technology, we are often drawn to the technology itself rather than recognizing technology as a tool to enhance learning. When a course is delivered in an online environment, old roles between student and teacher and student and subject become redefined and new roles emerge. Issues involving equity of access, the needs of the learner, and the role of teacher as tour guide and site facilitator emerge. With any college course, the mode of delivery and the design of the course content can make the difference between a learning experience that is truly excellent and an experience that is considered fair or even poor. This holds true for online learning as well. As online educators, we cannot simply utilize new technology; we must be sure that it is accessible to all students and that it truly enhances learning. |
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![]() Three collaborative group projects were given throughout the semester. These projects were developed using a constructivist paradigm. Borrowing heavily from Kearsley and Shneidermans' Engagement Theory (Kearlsey, 1997; Kearlsey & Shneiderman, 1998; Schneiderman, 1994; Schneiderman, Alavi, Norman, & Borkowski, 1995), these projects provided an environment that emphasized meaningful learning and collaboration. The projects were designed to have students work in collaborative teams of three and four. Real world data that a team member brought from his or her job was used by the group in a way that promoted active cognitive processes such as creating, problem solving, reasoning, decision making and evaluation. Throughout the semester, after each examination, collaborative teams would present their project to the entire class in a PowerPoint slideshow lasting no more than five minutes. Figure 4 provides an example of one of the three group projects listed in the course schedule. |
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![]() Students go to the course room to submit their assignments and to post questions for discussion. Figure 5 shows a picture of what the students would see from their web browser when they logged into the course database. In the course room, students could have asynchronous discussions, submit their homework either for instructional review or for grading, and view their individual progress in the course. However, test grades were not viewed through Learning Space. After each of the three examinations, students received individual emails from me showing the questions they got wrong, the correct solutions and their final grade. |
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![]() Figure 5. |
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![]() Typically if students had general questions regarding the course or the use of Learning Space, they would either post a discussion topic or add to a discussion thread already in existence. Figure 6 provides a picture of what the students would see from their web browser when posting a discussion. |
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