By Eaves, Mina. Teachers and Teaching : Theory and Practice.  17. 6 (2011): 677.

Abstract

As the number of international students and transnational education agreements continue to rise at an unprecedented rate in many countries, an area of research that continues to lag behind is how far students’ learning styles can adapt to different educational contexts. Learning styles research has recently developed from simplistic yet popular models, subjected to recent heavyweight criticisms concerning their validity and reliability, into more complex conceptual models based on metacognitive concepts, processing strategies and motivation. Research based on the latter models tends to be limited to learning styles comparisons of Asian students, particularly from Confucian Heritage Cultures and Western samples. The findings from both psychometric and non-psychometric studies indicate some cultural differences in learning styles. However, there are growing concerns that the application of learning styles concepts from Western cultures and research may not be valid in non-Western education contexts, due to fundamental differences in learning processes or misinterpretation of international students’ learning behaviour. This article considers recent developments in the area of learning styles research, including concerns over the validity of popular measures, and their application to international pedagogy. [PUBLICATION ABSTRACT]

Abstract

This paper argues for a more nuanced perspective on learning that takes account of the real and situated contexts of student experience. It is presented against a backdrop of the agenda to widen participation in higher education (HE) in the UK, which has led to a rise in students from non-traditional backgrounds entering into HE. Responding to this, an argument is made in favour of widening ‘capability’ in learning, to produce a more socially just pedagogy. Drawing on examples of the student learning experience a series of reflections is produced from an undergraduate programme of education studies. Such reflections, linking personal knowledge with wider social and cultural practices, are used to produce notions of ‘cultural wealth’ across informal and formal learning contexts. It is argued that by creating choice and freedoms in student learning the exclusivity of university education may be challenged and a more socially just pedagogy usefully considered. [PUBLICATION ABSTRACT]

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Beyond the language classroom.
Benson, Phil. Reinders, Hayo.
2011 | Palgrave Macmillan | book | hbk. | 9780230272439 | AUD $120.00 inc GST, AUD $111.95 ex GST
Language teachers and learners now live, work and study under very different conditions to those that prevailed in the past. This is an exploration of new aspects of language learning outside of the formal language classroom setting. Source: DA (dadirect.com)

http://us.macmillan.com/beyondthelanguageclassroom

Combining E-Learning and M-Learning : New Applications of Blended Educational Resources.

Parsons, David.
2011 | IGI Global | book | hbk. | 9781609604813 | AUD $210.95 inc GST, AUD $193.10 ex GST
This volume draws together all the articles published by the International Journal of Mobile and Blended Learning in its first year of publication (2009). When compared with traditional classroom learning, mobile learning (m-learning) has the dist… [more] Source: DA (dadirect.com)

Designing mLearning : Tapping into the Mobile Revolution for Organizational Performance
Quinn, Clark N.
2011 | EBL – LIBRARY ORDERS ONLY | ebook | 9780470945926 | AUD $62.26 inc GST, AUD $56.80 ex GST
This book presents principles for designing and implementing mobile learning solutions. Based upon previous mobile writing and thinking, this invaluable resource captures the resulting integrated approach and provides guidance for mobile learning reg… [more] Source: DA (dadirect.com)

Digital education : opportunities for social collaboration.
Thomas, Michael.
2011 | Palgrave Macmillan | book | hbk. | 9780230111585 | AUD $150.00 inc GST, AUD $140.74 ex GST
A collection of content-based chapters and case studies examining the pedagogical potential and realities of digital literacies in education. The book aims to examine a number of foundational aspects of Web 2.0 technologies and social media applicati… [more] Source: DA (dadirect.com)

Distance education.
MacTeer, Claudia F.
2011 | Nova Science Publishers Inc | book | hbk. | 9781617288586 | AUD $161.95 inc GST, AUD $149.15 ex GST
Distance education, or distance learning, is a field of education that focuses on the pedagogy, technology, and instructional system designs that aim to deliver education to students who are not physically “on site” in a traditional classroom or camp… [more] Source: DA (dadirect.com)

E-learning theory and practice.
Andrews, Richard. Haythornthwaite, Caroline.
2011 | Sage Publications Ltd UK | book | hbk. | 9781849204705 | AUD $171.95 inc GST, AUD $160.68 ex GST
In E-learning Theory and Practice the authors set out different perspectives on e-learning. The book deals with the social implications of e-learning, its transformative effects, and the social and technical interplay that supports and directs e-lear… [more] Source: DA (dadirect.com)

Education and Technology : Key Issues and Debates
Selwyn, Neil
2011 | EBL – LIBRARY ORDERS ONLY | ebook | 9781441108890 | AUD $156.95 inc GST, AUD $143.06 ex GST
Digital technology lies at the heart of contemporary education provision. This book considers the key issues in the field and addresses some fundamental but often unvoiced questions about the ever-growing use of technologies in education. It focuses … [more] Source: DA (dadirect.com)

Engaging the online learner : activities and resources for creative instruction.
Conrad, Rita-Marie. Donaldson, J. Ana.
2011 | John Wiley & Sons Ltd | book | pbk. | 9781118018194 | AUD $46.95 inc GST, AUD $43.89 ex GST
This is a revision of the first title in Jossey-Bass’ Online Teaching & Learning series. This series helps higher education professionals improve the practice of online teaching and learning by providing concise, practical resources focused on partic… [more] Source: DA (dadirect.com)

How to design and evaluate research in education.
Fraenkel. Wallen.
2011 | McGraw Hill Publishing Co UK | book | hbk. | 9780078097850 | AUD $90.99 inc GST, AUD $76.34 ex GST
How to Design and Evaluate Research in Education provides a comprehensive introduction to educational research. The text covers the most widely used research methodologies and discusses each step in the research process in detail. Step-by-step analys… [more] Source: DA (dadirect.com)

Innovation and creativity in elt methodology.
Cirocki, Andrzej. Widodo, Handoyo Puji.
2011 | Nova Science Publishers Inc | book | hbk. | 9781613242919 | AUD $140.00 inc GST, AUD $126.11 ex GST
Innovation and Creativity in ELT Methodology comprises a collection of pedagogical articles, giving language teachers a fascinating insight into the way different teaching approaches, methods, procedures and techniques can be explored in the language… [more] Source: DA (dadirect.com)

Inspiring academics : learning with the world’s great university teachers.
Hay, Iain.
2011 | McGraw Hill Publishing Co UK | book | hbk. | 9780335237418 | AUD $65.00 inc GST, AUD $54.53 ex GST
Inspiring Academics draws on the experience and expertise of award-winning university teachers to help identify the approaches and strategies that lead to exemplary teaching practice. It is structured around five core themes: inspiring teaching, deve… [more] Source: DA (dadirect.com)

Key Issues in e-Learning : Research and Practice
Pachler, Norbert Daly, Caroline
2011 | EBL – LIBRARY ORDERS ONLY | ebook | 9781441145246 | AUD $181.13 inc GST, AUD $165.26 ex GST
This book offers education practitioners insights that will enable them to improve their professional practices in relation to the conceptualisation, design, implementation, assessment and evaluation of approaches to e-learning. The authors pay atten… [more] Source: DA (dadirect.com)

Managing technology in higher education : strategies for transforming teaching and learning.
2011 | John Wiley & Sons Ltd | book | hbk. | 9780470584729 | AUD $30.99 inc GST, AUD $26.00 ex GST
Universities continue to struggle in their efforts to fully integrate information and communications technology within their activities. Based on examination of current practices in technology integration at 25 universities worldwide, this book argue… [more] Source: DA (dadirect.com)

Abstract

A survey conducted by the Sloan Consortium in Fall 2007 revealed 3.9 million students were enrolled in online classes which is a 12 percent increase over the number reported in 2006 (Allen & Seaman, 2008). The current economic downtown has also created a positive impact on the numbers of online learners. To effectively serve these students, educational materials must be developed, structured, and distributed using pedagogy that best supports online learning. This paper is a review of the recent literature regarding electronic pedagogy – the term for preparing materials for the online learner. A list of twenty reported components for success is identified and then augmented with what the authors have learned during seven years of teaching online WebCT and Blackboard classes. Examples of course pages that illustrate the application of selected concepts are included as well as suggestions for how to implement these concepts. Implications for future online instruction, based on the evolving electronic pedagogy are also provided. [PUBLICATION ABSTRACT]

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by Jennifer Brill

Published in: International Journal on ELearning. Jan 2011. Vol. 10, Iss. 1; p. 5

Abstract

The effective integration of current technologies in teaching and research is a high priority for today’s universities. To support the technology skills of university faculty, staff, and students, the subject university’s office for faculty training and support, provides free, 24/7 access to a collection of online technology tutorials leased from a professional vendor, PBJ (pseudonym). Despite significant financial investment, the effectiveness of these tutorials has never been evaluated. The purpose of this study was to evaluate the effectiveness of PBJ online technology training tutorials in supporting the technology skills development of faculty, staff, and students at a large university. A customized Web-based survey was used to collect quantitative and qualitative data from PBJ users. Findings revealed that PBJ users are largely satisfied with this online learning resource. However, users also recommended improvements: providing alternative formats/media for flexibility in learning; offering more practice opportunities to skill-build; providing content that is current, comprehensive, and targets high-need areas; and resolving usability issues such as cumbersome navigation. In sum, findings resulted in practical recommendations for improvement to this facet of the university’s technology support strategy as well as insights for other universities engaged in similar efforts. Implications for effective e-learning evaluation are offered. [PUBLICATION ABSTRACT]

Evaluating Online Tutorials for University Faculty, Staff, and Students: The Contribution of Just-in-Time Online Resources to Learning and Performance.

by Nihuka, Kassimu A; Voogt, Joke

Published in: International Journal on ELearning. Jan 2011.  Vol 10, Iss. 1; p. 63

Abstract

In most sub-Sahara African countries, distance education is delivered using print materials complemented by a few face-to-face sessions. The approach is associated with a myriad of challenges some of which can be addressed by appropriately selected e-learning technologies based on the context in which they need to be used. This study was designed to understand the context of the Open University of Tanzania related to the use of e-learning technologies in distance education. A sample of 32 instructors and 208 students participated in the study. Both quantitative and qualitative data were collected. Results show that despite limited access to technologies, instructors and students (i) have positive perceptions about using e-learning technologies for distance education and support of students and (ii) have competences on basic computer and internet applications. It is argued that challenges related to narrow bandwidth, access, experiences and motivation of instructors to use e-learning technologies must be considered in deciding what technologies to use. Implications of the results for e-learning implementation, instructors’ professional development and student learning needs are discussed. [PUBLICATION ABSTRACT]

Published in: Journal of Small Business and Enterprise Development, Volume 17, Issue 4, p. 552 – 568.

Abstract

Purpose – This paper – one of only a few examples – aims to conduct a cross-national research into innovative teaching approaches in entrepreneurship in France and Germany.

Design/methodology/approach – The paper is based on two cross-cultural cases and reflects on the experiences of two innovative teaching approaches in two European settings. The underlying aim of this investigation is to identify commonalities and differences between the approaches, establish learning between the different Higher Education institutions as well as to investigate the transferability of such approaches to other cultural environments.

by: William S. Davidson, Tiffeny R. Jimenez, Eyitayo Onifade and Sean S. Hankins.
Published in: American Journal of Community Psychology, Volume 46, Numbers 3-4, p. 442-458.

Abstract

Service-learning partnerships between universities and surrounding communities striving to create systems-level change must consider an emphasis in critical community service; a community centered paradigm where students are taught to work with communities to better understand contexts surrounding a social problem, as opposed to merely volunteering to provide a service to a community. The Adolescent Diversion Project (ADP), which has been operating for over 30 years, demonstrates critical community service through the type of relationship built between students and the local community. This article describes: a qualitative study with ADP students, the historical context of ADP, what and how students learned through their involvement in ADP, and reframes the work of this project as a form of service-learning pedagogy. Inductive content analysis was employed to identify underlying themes across participants related to their personal experiences of ADP and its impact in their lives. Findings were compared with service-learning outcomes and other quantitative studies conducted with past ADP cohorts from the literature. Consistent with past studies, ADP students become more negative toward social systems involved with their youth. This finding may explain an increase in feelings of political commitment following involvement in ADP. Consistent with service-learning outcomes, results demonstrate that ADP should be further documented as not only an effective community-based program but also as an exemplar in the pedagogy of service-learning. This study highlights why service-learning opportunities for students are not just one way to teach students, they are opportunities to bridge relationships within communities, bring life to theoretical concepts, and build the foundations necessary for educated citizens that will one day take lead roles in our society.

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Abstract

This study aims to create a blended learning environment, based on the concept of competency-based training, in a Chinese as a Foreign Language (CFL) classroom at an American university. Drupal platform and web 2.0 tools were used as supplements to traditional face-to-face classroom instruction. Students completed various selective tasks and assignments and received instructor’s feedback through several online modules. Students and the instructor were polled at the end of the semester so that their opinions and experiences could be gathered and analyzed. The findings revealed that the instructor and students alike responded positively to blended learning, suggesting that web 2.0 is a promising tool in promoting effective learning of Chinese.

Published in: British Journal of Educational Technology, Special Issue: Learning objects in progress.  Volume 41, Issue 6, p. 971-991 (November 2010).

Abstract

This paper explores the role that eCompetence of faculty members play in the integration of eLearning in higher education. Learning technologies have the potential to enhance educational innovation, but the eLearning adoption rate of faculty in universities is so far disappointing. The motivation and capability of faculty to use information and communication technologies (ICT) in teaching and learning is influenced by competence development measures and wider institutional incentives that universities offer. The paper presents the findings of an international survey on eCompetence measures for faculty in 23 universities. Results show that traditional ICT training courses do not sufficiently motivate faculty to acquire the required competences and to engage in eLearning. Universities have to create innovative portfolios for faculty development which extend both the scope and breadth of formal training with non-formal measures like communities of practice, peer groups and networks. Beyond these competence development measures, institutional incentives like eLearning rewards and career opportunities for eLearning champions increase the motivation of faculty to sustainably use learning technologies for their courses.

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