16 SES 12 A, E-Learning Platforms
Parallel Paper Session
Much it has been written about different kinds of learning provided through on line environments. Within them, the number of studies around asynchronous it is widespread; however it is not the case for synchronous learning environments. In this context, we locate web conferencing as a recent research topic , that need to be studied in depth, as showed Kear, Chetwynd, Williams and Donelan (2012). They found the opportunities provided for interactive learning according students and teachers’ perceptions, despite of the challenges in managing multiple tasks online together with technical obstacles in some cases.
Even though are many the research challenges in this area, mainly on the impact on learner achievement and engagement and particularly as referred Oncu and Cakir (2011), in developing assessment techniques and designing faculty development programs. Also pedagogical beliefs and circumstances underpinning face-to-face teaching are studied, which are seen as more influential in VLE use than VLE system features as pointed Lameras, Levy, Paraskakis and Webber (2011).
On this paper it is described a research study regarding the teaching methodology used in university teachers’ on line training regarding the use of virtual videoconference systems. This survey covers an analysis of teaching methods developed through using virtual classrooms (synchronous & asynchronous). The first method is based on the development of two training models: one which uses an expository activity and a second one based on a collaborative approach where students working in groups create their own virtual training environment. The second teaching method is based on an autonomous and asynchronous work using forums, quizzes and tutorial video display, plus the synchronous sessions focused on on-line discussions about the use of forums and the practice of contents.
All in all, new research it is still needed for developing new teaching designs and how to develop learning and assessment activities and interactive formative feedback, received and offered, on computer mediated learning related to students’ success (Tanes, Arnold, Selzer and Remnet, 2011) and the formative assessment within blended and online contexts (Gikandi, Morrowa and Davis, 2011) in these synchronous virtual environments (Alonso et. al., 2011, Cubo et. al., 2011 and Gutiérrez et. al., 2010).
Hence according previous research, a reconceptualization of issues of teaching, learning and assessment, in non traditional spaces, from educators it is been demanded, following the concept of extended learning proposed by Jung and Latchem (2011), which include three spheres: acquisition, application and construction. So, the aims of this study were:
• To study different kinds of teaching methodologies used in virtual synchronous environments
• To know the success given to these methodologies in the learning acquisition by students
• To improve and making advances in the use of virtual synchronous tools
• To deep in the knowledge in the virtual synchronous environments
We firmly believe together with Aparici and Silva (2012) that the current communicational context allows us talk about a feed-feed model, in which participants are feed communicational and informational way each other. It is deals with an interactive process of building and connecting learning (knowledge) “more than a process of reinforcing messages”.
Alonso, L.; Arias, J.; Cubo, S., Gutiérrez, P, Reis, A. and Yuste, R. (2011). Pedagogical and methodological criteria for teaching in synchronous virtual learning environments. Sevilla: XIX Jornadas Internacionales Universitarias de Tecnología Educativa. Aparici, R. and Silva, M. (2012). Pedagogy of interactivity. Revista COMUNICAR, Scientific Journal of Media Education. In press. 1134-3478. Cubo, S., Arias, J., Alonso, L. y Gutiérrez, P. (2011). Modelling technological-pedagogical-didactic of Virtual Classroom in Higher Education. A study of Implementation at the University of Extremadura. The European Conference on Educational Research (ECER), Berlín, September 2011. Gikandi J.W., Morrowa, D. & Davis, N.E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57 (2011) 2333–2351. Gutiérrez P.; Yuste, R.; Cubo, S.; Reis, A.; Alonso, L. and Arias, J. (2010). Higher education teachers’ perspectives referring to virtual classrooms. Gandía: XVIII Jornadas Internacionales Universitarias de Tecnología Educativa. Gutiérrez, P., Yuste, R., Reis, A. y Cubo, S. (2011). Virtual learning environment a tool for university teaching within EHEA. The European Conference on Educational Research (ECER), Berlín, September. 2011. Jung, I. and Latchem, C. (2011). A model for e-education: Extended teaching spaces and extended learning spaces. British Journal of Educational Technology, Vol 42, No 1, 6–18. Kear, K., Chetwynd, F., Williams, J. & Donelan, H. (2012). Web conferencing for synchronous online tutorials: Perspectives of tutors using a new médium. Computers & Education, 58 (2012), 953–963. Lameras, P., Levy, P., Paraskakis, I., Webber, S. (2012). Blended university teaching using virtual learning environments: conceptions and approaches. Instructional Science, 2012, 40:141–157. Oncu, S. & Cakir, H. (2011). Research in online learning environments: Priorities and methodologies, Computers & Education, 57 (2011), 1098–1108. Tanes, Z., Arnold, K. E., Selzer, A., Remnet, M. A. (2011). Using Signals for appropriate feedback: Perceptions and practices. Computers & Education, 57 (2011), 2414–2422.
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