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Rholé Coetzee - One of the best experts on this subject based on the ideXlab platform.
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Web Conferencing-based tutorials: student perceptions thereof and the effect on academic performance in accounting education
Accounting Education, 2017Co-Authors: Stephen Coetzee, Astrid Schmulian, Rholé CoetzeeAbstract:ABSTRACTThis study explores undergraduate accounting students’ perceptions of Web Conferencing-based tutorials, in a developing country, South Africa. In addition, this study explores the effect of these tutorials on academic performance. Understanding the perceptions of students regarding the effectiveness of using Web Conferencing is both influential and critical to the success or failure of the integration of Web Conferencing in accounting education. In general, attendance of Web conference-based tutorials was found to positively and statistically significantly impact the students’ academic performance, and the majority of the respondents agreed that regularly attending the Web conferences and connecting with instructors improve their academic performance. These findings offer support for the continued use of Web Conferencing as a beneficial teaching and learning intervention. While this study is limited to a single site, the positive results of this study may encourage other instructors to explore Web...
Matt Bower - One of the best experts on this subject based on the ideXlab platform.
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A Framework for Adaptive Learning Design in a Web-Conferencing Environment
Journal of Interactive Media in Education, 2016Co-Authors: Matt BowerAbstract:Many recent technologies provide the ability to dynamically adjust the interface depending on the emerging cognitive and collaborative needs of the learning episode. This means that educators can adaptively re-design the learning environment during the lesson, rather than purely relying on pre-emptive learning design thinking. Based on a three-semester design-based research study this paper explores how adaptive learning design can be used to provide learning environments that enable more effective collaboration and representation of information. The analysis culminates in a framework for adaptive learning design of a Web-Conferencing environment that depends on the type of knowledge being represented and the nature of interaction anticipated. Heuristics for adaptive learning design in synchronous multimodal environments are presented, and the potential role of students as co-designers is also discussed.
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synchronous collaboration competencies in Web Conferencing environments their impact on the learning process
Distance Education, 2011Co-Authors: Matt BowerAbstract:Based on a three‐semester design‐based research study examining learning and teaching in a Web‐Conferencing environment, this article identifies types of synchronous collaboration competencies and reveals their influence on learning processes. Four levels of online collaborative competencies were observed – operational, interactional, managerial, and design. The relative importance of students and teachers possessing the different levels of competencies depended on the degree of interactivity in the learning designs being applied. Both misunderstandings and misuses impacted on learning and collaborative processes, with misuses occurring more persistently throughout semesters than misunderstandings. The distinction between developing students’ technical skills and their collaborative capabilities is drawn. Strategies for developing each are recommended.
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Redesigning a Web-Conferencing environment to scaffold computing students' creative design processes
Educational Technology & Society, 2011Co-Authors: Matt BowerAbstract:Based on a three-semester design research study, this paper argues the need to redesign online learning environments to better support the representation and sharing of factual, procedural, and conceptual knowledge in order for students to develop their design capabilities. A Web-Conferencing environment is redesigned so that the modalities facilitate more socio-constructivist pedagogies whereby students co-construct knowledge and share their design thinking. The design-based research methodology explicates how redesign not only allowed more effective student representation and sharing of the different levels of knowledge required for abstraction to occur, but also enabled better teacher assessment and, hence, remediation. On the basis of the emerging findings of the study a set of principles for designing Web-Conferencing (or other online) environments to support creative design learning is proposed.
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a quantitative multimodal discourse analysis of teaching and learning in a Web Conferencing environment the efficacy of student centred learning designs
Computer Education, 2010Co-Authors: Matt Bower, John G HedbergAbstract:This paper presents a quantitative approach to multimodal discourse analysis for analyzing online collaborative learning. The coding framework draws together the fields of systemic functional linguistics and Activity Theory to analyze interactions between collaborative-, content- and technology-related discourse. The approach is used to examine how the task subject matter, the activity design, and the choice of interface affected interaction and collaboration for a computing course conducted in a Web-Conferencing environment. The analysis revealed the critical impact of activity design on the amount and type of discourse that transpired. Student-centred designs resulted in over six times more student discourse as compared to teacher-centred designs and created a learning environment where students took greater ownership over the tasks and contributed more to the content-based discussion. The paper also incorporates a rationale for the approach to coding and a reflection on its efficacy for discourse analysis in technology-based learning environments.
Birgit Loch - One of the best experts on this subject based on the ideXlab platform.
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Adopting synchronous audiographic Web Conferencing: a tale from two regional universities
2010Co-Authors: Birgit Loch, Shirley Reushle, Stephen Rowe, Nicola JayneAbstract:This chapter provides a comparative study of two Australian regional universities with a similar student profile as they investigate the use of synchronous audiographic Web Conferencing as a learning and teaching tool. In both universities, the trials of the Web Conferencing tool, Elluminate Live! (Elluminate) were initially driven by individual academics with an interest in new technologies. While similar in some aspects at the beginning, the two universities then approached the software trials in different ways. As part of this comparison, issues and challenges relating to software trials in educational environments are highlighted, and recommendations provided for others who may be considering the adoption of similar technologies.
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CONDUCTING A TRIAL OF Web Conferencing SOFTWARE: Why, How, and Perceptions from the Coalface
The Turkish Online Journal of Distance Education, 2008Co-Authors: Shirley Reushle, Birgit LochAbstract:This paper reports on the trial of Web Conferencing software conducted at a regional Australian university with a significant distance population. The paper shares preliminary findings, the views of participants and recommendations for future activity. To design and conduct the trial, an action research method was chosen because it is participative and grounded in experience, reflecting the context and objectives of the trial. In the first phase of the trial, students in postgraduate Education courses were linked across the globe to participate in interactive and collaborative conference activity and to communicate via audio, text, and video and shared whiteboard. Mathematical problem-solving was carried out collaboratively in an undergraduate course using tablet PCs. This was followed by phase 2, a university-wide trial across disciplines. Preliminary findings indicate that Web Conferencing software enables teachers and students at the university to engage actively across diverse locations, supporting a student-centred approach and greater flexibility in terms of where, when and how students learn. From these findings, the authors have made some initial recommendations to university management on the adoption of Web Conferencing to support learning and teaching.
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The practice of Web Conferencing: Where are we now?
2008Co-Authors: Birgit Loch, Shirley ReushleAbstract:The use of Web Conferencing tools to support learning and teaching and facilitate interaction and collaboration is common in many higher education environments as is the replacement of face-to-face meetings with virtual collaboration tools. This paper reports on Phase 3 of a trial of Web Conferencing conducted at a regional Australian university and further explores the use of Web Conferencing to support and enhance learning and teaching. Preliminary findings from Phases 1 and 2 of the trial have been reported on in a previous paper. The action research method which framed the initial trial has again been applied to Phase 3. In Phase 1, collaborative mathematical problem-solving in an undergraduate course was carried out using Web Conferencing and tablet PCs. In addition, students in postgraduate Education courses were linked across the globe to participate in interactive and collaborative Web conference activity. In Phase 2, a university-wide trial across disciplines was conducted. Phase 3 represents an analysis of feedback received from teachers who were involved in Phases 1 and 2 and who have had some time to reflect on the impact Web Conferencing has had on their teaching practice. From this, and their own experience, the authors make further observations regarding the use of Web Conferencing to support learning and teaching and raise a number of questions and issues to guide future research.
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Adopting Synchronous Audiographic Web Conferencing : A Tale from Two Regional Universities in Australia
Cases on Technology Enhanced Learning through Collaborative Opportunities, 1Co-Authors: Birgit Loch, Shirley Reushle, Nicola Jayne, Stephen RoweAbstract:EXECUTIVE SUMMARY This chapter provides a comparative study of two Australian regional universities with a similar student profile as they investigate the use of synchronous audiographic Web Conferencing as a learning and teaching tool. In both universities, the trials of the Web Conferencing tool, Elluminate Live! (Elluminate) were initially driven by individual academics with an interest in new technologies. While similar in some aspects at the beginning, the two universities then approached the software trials in different ways. As part of this comparison, issues and challenges relating to software trials in educational environments are highlighted, and recommendations provided for others who may be considering the adoption of similar technologies.
Helen Donelan - One of the best experts on this subject based on the ideXlab platform.
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Web Conferencing for synchronous online tutorials
Computers & Education, 2012Co-Authors: Karen Kear, Frances Chetwynd, Judith Williams, Helen DonelanAbstract:This paper reports on a pilot investigation into Web Conferencing in a distance learning module. It focuses on the perceptions and experiences of the tutors, all of whom were new to the Web Conferencing environment, but were experienced in online teaching. A number of Web Conferencing tutorials were studied through the collection of various datasets, mostly qualitative. The data were analysed by a team of researchers, informed by key literature in this area.The main findings from the pilot indicated that tutors experienced challenges in creating social presence and in managing cognitive load when dealing with multiple tasks online. There were also technical obstacles to improvisation in response to students' emerging needs. The findings of the pilot informed the training and support provided when Web tutorials were subsequently rolled out to all tutorial groups (approximately 140) in the module. Overall, experiences from the Web tutorials indicate that tutors and students reacted positively to the opportunities Web Conferencing provides for interactive learning and teaching. Highlights? The paper discusses the experiences of tutors new to Web Conferencing. ? There is a need for both prior preparation and real-time improvisation. ? There are challenges in creating social presence and dealing with cognitive overload. ? Training, practice and sample teaching resources are important for new tutors. ? Tutors and students valued the learning and teaching opportunities of Web Conferencing.
Stephen Coetzee - One of the best experts on this subject based on the ideXlab platform.
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Web Conferencing-based tutorials: student perceptions thereof and the effect on academic performance in accounting education
Accounting Education, 2017Co-Authors: Stephen Coetzee, Astrid Schmulian, Rholé CoetzeeAbstract:ABSTRACTThis study explores undergraduate accounting students’ perceptions of Web Conferencing-based tutorials, in a developing country, South Africa. In addition, this study explores the effect of these tutorials on academic performance. Understanding the perceptions of students regarding the effectiveness of using Web Conferencing is both influential and critical to the success or failure of the integration of Web Conferencing in accounting education. In general, attendance of Web conference-based tutorials was found to positively and statistically significantly impact the students’ academic performance, and the majority of the respondents agreed that regularly attending the Web conferences and connecting with instructors improve their academic performance. These findings offer support for the continued use of Web Conferencing as a beneficial teaching and learning intervention. While this study is limited to a single site, the positive results of this study may encourage other instructors to explore Web...
