A Study Comparing Teachers' and Students' Perceptions Toward Multimedia Instruction and Traditional Classroom Teaching at the Jinwen Institute of Technology and the Taipei University in Taiwan PDF Download
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Author: Che-Chang Liu
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 254
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Author: Che-Chang Liu
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 254
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 470
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
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Author: Mary Jo Garcia Biggs
Publisher:
ISBN:
Category :
Languages : en
Pages : 6
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This article reports the results of a project that examined student perceptions of the psychosocial learning environment in a distance education classroom. The study utilized a survey instrument, Distance Education Learning Environments Survey (DELES) that was distributed as a pre-test/post-test to three sections of the same course taught in three distinct formats: traditional classroom instruction, distance learning, and hybrid (partially on-line/partially face-to-face). The DELES survey is a web-based tool specifically designed to assess the learning environment using a standardized, validated instrument. At the beginning of the project, the DELES-Preferred was administered to the three pilot groups. It measures the perception of the "actual" environment, perceptions of the preferred environment, or the "ideal" learning environment of the students. In addition, a brief overview of the DELES instrument is described as well as the implications of the research project findings. Project results, based on the DELES administration, indicate that "Instructor Support" was rated highest by the students enrolled in the course taught in the traditional manner (4.68 mean) closely followed by the Hybrid course (4.66 mean) while the course taught totally at a distance averaged a 3.62 mean. However, "Student Interaction and Collaboration" averaged higher scores in the course taught in the Hybrid manner (4.23) followed by the traditional course (3.97) and then the distance course (3.12). Specific scales of "Personal Relevance," "Authentic Learning," "Active Learning," "Student Autonomy" and "Satisfaction" (scale of affect) are further addressed in the article.
Author: Andrew Charles Couch
Publisher: Open Dissertation Press
ISBN: 9781361375259
Category :
Languages : en
Pages :
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This dissertation, "Comparison of Teaching Approaches and Strategies: How Do the Use of Traditional Teaching and Flipped Classroom Teaching Techniques Affect the Attitudes and Attainment of Science Students in an International School in Hong Kong?" by Andrew Charles, Couch, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Education is an evolving process for teachers. In order to move away from the generally accepted face to face delivery method and adapt to upcoming trends in education, teachers are implementing the flipped classroom as a means to deliver curriculum content to their students. During this study a comparison between a flipped classroom and traditional lecture style teaching approaches was conducted within a Hong Kong based International School in order to gain insight into the effects on students attitude and academic attainment in science. The comparison was conducted using participants from two year 9 (13-14 year old) general science classes. One class conducted their science lessons for the academic year using the flipped classroom approach. Within this structure a Virtual Learning Environment (VLE) was used as the platform for delivering the lesson content. Students were tasked to produce questions and notes based on the online material. The second class, completed their science lessons using a traditional lecture based approach. In these lessons, the teacher delivered content via a lecture and question and answer sessions. Both classes completed investigations and practical activities during the lessons with the flipped classroom class expected to contribute to the design of investigations and the traditional class following provided instructions. In order to determine the effects of the teaching strategies employed during the study on the students attitude and attainment in science, pre and post course attitudinal surveys and pre and post topic tests were presented to the students. The quantitative data was analysed using ANOVA tests and qualitative data responses were interpreted for what the responses could infer or imply. This research has found that the implementation of a flipped learning teaching strategy can be a positive and useful instrument for teachers to use. This strategy is still relatively in its infancy and will continue to develop along with the ever changing world of technology. With the findings relating to the effects on attitude and attainment largely being positive but not necessarily significant, it would appear as though a mix of strategies needs to be employed by teachers in order to facilitate the variety of learner approaches that are experienced. DOI: 10.5353/th_b5396412 Subjects: Science - Study and teaching (Secondary) - China - Hong Kong
Author: Hyasinta Kessy
Publisher: GRIN Verlag
ISBN: 3346095150
Category : Psychology
Languages : en
Pages : 16
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Academic Paper from the year 2019 in the subject Psychology - Intelligence and Learning Psychology, grade: 3, , course: Psychology Department, language: English, abstract: The experimental study assessed the relationship between student’s academic performances in different levels of multimedia enrichment. Students with different learning performances were given instruction in different levels of multimedia enrichment, including: audio visual, audio aided, printed multicolour and printed plain instructional materials. Multiple choices and matching item questions were used to assess their performance in pre and post treatment situations. The results were compared with student’s academic performance in national examination. Correlation analysis was used to assess the strength and direction of the linear relationship between performance in different multimedia enrichment levels and student’s potentials. It was revealed that there was a strong and positive correlation between performance in audio visual and audio aided and student’s academic potentials but there was no significant correlation between performance in both printed modes and academic performances. Also, boys scored higher than girls in three instructional modes namely: audio aided printed multicolour, and printed plain, while girls scored higher only in the audio visual mode. The study recommends that instructional materials should be prepared in multimedia mode so as to benefit both normal and disabled students. The Ministry of Education and Vocational Training should amend school curriculum so as to accommodate multimedia technology as well as training of teachers on multimedia technology.
Author: Julieta A. Araño-Ocuaman
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 148
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The purpose of this study was to examine the efficacy of traditional and blended (partially online and partially face-to-face) course delivery methods. This study further examined the impact of using technology to improve student learning by providing meaningful learning in the areas of content delivery, communication and collaboration, evaluation and feedback, and personal learning experiences. Non-traditional students enrolled in an elementary statistics course either delivered as a traditional course or a blended course participated in the study. It was hypothesized that students enrolled in the blended course would perform better and prefer this method of delivery compared to students enrolled in the traditional course. Student knowledge was assessed by test grades, course grades, and post-tests. Analysis of the first two indicators did not support the hypothesis that students in the blended course delivery would perform better than students enrolled in the traditional course delivery method. Contrary to the hypothesis, students in the face-to-face course scored higher in the post-test compared to the students in the blended course. These contradictory results may suggest that the differences in teaching strategies and/or the use of technology have not resulted in a significant change or improvement in the performance of students. Past experience, familiarity with instructional format and types of assessment used may be considerations in the findings obtained. Student perceptions were also measured. Results indicated that students in the blended course were more satisfied with using technology to facilitate and help them improve their learning than students in the traditional course. Students in the blended course had more positives perceptions of their learning experiences than students in the traditional course in the following areas: (a) accessibility and availability of course materials; (b) use of web-based or electronic tools for communication and collaboration; (c) assessment and evaluation; and (d) student learning experiences with real-life applications. The perception of the majority of the students in both courses indicated a positive view of technology use in the classroom. The findings further suggest that student participants would choose blended course delivery as an alternative to face-to-face instruction. Both course delivery methods emerged as enhancing the students' appreciation of the integration of technology and recognizing the role of the teacher as the expert in the classroom, engaging students in meaningful learning. In spite of the emergence of technology in the classroom, the value of traditional instruction was indicated.
Author: Hyasinta Kessy
Publisher: GRIN Verlag
ISBN: 3346100758
Category : Education
Languages : en
Pages : 21
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Academic Paper from the year 2019 in the subject Didactics - Common Didactics, Educational Objectives, Methods, grade: 3, , course: Psychology Department, language: English, abstract: The study assessed the effectiveness of multimedia instructional materials on students' academic performance. Between groups experimental design was used where three treatment groups were given a variety of multimedia enriched instructional materials; 54 students were exposed to audio visual materials, 53 used printed multicolour, and 54 printed plain as a control group. Pre and post tests were used to assess students' knowledge of the given set of materials before and after the experimental treatments. Post test result scores and multimedia enrichment were used as dependent and independent variables respectively. The audio visual group was found to perform significantly superior (56.76%) than the printed plain (p= 0.001); audio aided group performance was significantly higher (52.31%) than the printed plain (p=0.05); printed multicolour group performed higher (49.57%) than the printed plain group (45.54%). The study recommends the use of multimedia technology in the preparation and use of ODL instructional materials. The study further recommends studies on teachers' competence in developing, embedding and using multimedia enriched instructional materials.
Author: Wallace G. Cox
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 52
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Author: Katarzyna Siedlaczek
Publisher:
ISBN:
Category :
Languages : en
Pages :
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The introduction of computer and communications technology, and particularly the internet, into education has opened up some new possibilities for teaching and learning. Courses designed and delivered in an online environment offer the possibility of highly interactive and individually focussed teaching and learning experiences. However, online courses also present new challenges for both teachers and students. A qualitative study was conducted to explore teachers' perceptions about the similarities and differences in teaching in the online and face-to-face (F2F) environments. Focus group discussions were held with 5 teachers; 2 teachers were interviewed in depth. The participants, 3 female and 2 male, were full-time teachers from a large College of Applied Arts & Technology in southern Ontario. Each of them had over 10 years of F2F teaching experience and each had been involved in the development and teaching of at least one online course. i - -; The study focussed on how teaching in the online environment compares with teaching in the F2F environment, what roles teachers and students adopt in each setting, what learning communities mean online and F2F and how they are developed, and how institutional policies, procedures, and infrastructure affect teaching and learning F2F and online. This study was emic in nature, that is the teachers' words determine the themes identified throughout the study. The factors identified as affecting teaching in an online environment included teacher issues such as course design, motivation to teach online, teaching style, role, characteristics or skills, and strategies. Student issues as perceived by the teachers included learning styles, role, and characteristics or skills. As well, technology issues such as a reliable infrastructure, clear role and responsibilities for maintaining the infrastructure, support, and multimedia capability affected teaching online. Finally, administrative policies and procedures, including teacher selection and training, registration and scheduling procedures, intellectual property and workload policies, and the development and communication of a comprehensive strategic plan were found to impact on teaching online. The teachers shared some of the benefits they perceived about teaching online as well as some of the challenges they had faced and challenges they perceived students had faced online. Overall, the teachers feh that there were more similarities than differences in teaching between the two environments, with the main differences being the change from F2F verbal interactions involving body language to online written interactions without body language cues, and the fundamental reliance on technology in the online environment. These findings support previous research in online teaching and learning, and add teachers' perspectives on the factors that stay the same and the factors that change when moving from a F2F environment to an online environment.
