2009 UNC TLT Conference

2009 UNC TLT Conference Discussion Board

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Pedagogy Track

The Pedagogy Track addresses exemplary and effective practices in delivering courses and programs, instructional design, development of learning materials and resources in technology-rich teaching and learning.

Check here for discussions on Pedagogy presentations.

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  • Podcasting the Past: Multimedia and the Teaching of History [Asynchronous]
    In our interconnected world, it is evermore important for educators to not only utilize communication technologies in the classroom but to evaluate students. This presentation addresses how to use visually enhanced podcasting in a history course as an assignment that assists in preparing students for tomorrow’s world. Visually enhanced pocasting is a pedagogic technique that points away from a teacher-centered education by combining audio with film and multi-media images in a single assignment. As a multi-media assignment, podcasting is ideally suited for learning history. I discuss the basic construction of a visually enhanced podcast and focus on two types (i.e., power point and non-power point) that I have assigned to history students. I examine these assignments’ role in student evaluation and how they encourage students to explore their mental “toolboxes” prior to complex decision making in the post-college environment.
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  • Second Life for Second Languages [Asynchronous]
    This project aims to demonstrate innovative uses of Second Life software to create realistic interfaces specifically designed to engage the second language learner with virtual worlds that stimulate the use of the second language in meaningful and entertaining contexts.
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  • Integrating New Technology into the Hindi Classroom: The iPod [Asynchronous]
    The instruction of less commonly taught languages, such as Hindi, is a long-term process. How can language teachers utilize technology to enhance learning and teaching in this process? This paper seeks to address this question by outlining how the iPod’s “simple” technology can be integrated in the Hindi teaching classroom. In addition to the technical aspects of iPod use, this presentation addresses how this technology facilitates the breakdown of the Hindi classroom’s walls. It examines how iPods—a portable technology—allow students to “carry” Hindi around with them. I describe how the downloading of audio and video exercises to an iPod can improve students’ language skills by empowering students to work with materials—often available only in a teacher supervised setting—in multiple locations of their choice. I conclude by examining how iPods, in concert with other classroom technologies, enhance learning and teaching of less commonly taught language.
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  • How Do Computational Tools Impact Student Learning? [Asynchronous]
    New introductory computer-based modeling courses in the college of engineering aim to teach students to model and solve problems relevant to their specific discipline using modeling tools (including a range of software platforms), by employing a series of “in-class labs” which are completed on student-owned laptops. Computational tools for modeling and problem solving are also being integrated into upper division courses with the intention of creating a ‘computational thinking thread’ throughout the curriculum. We will report assessment data about students’: • Confidence in using computational tools • Views about learning with technology • Views about introductory computer based modeling courses • Attitudes and approaches to learning in introductory courses • Factors impacting student success in these courses • Approaches to problem solving and • The impact of technology on problem solving abilities The presentation will compare and contrast 100 and 400 level students regarding several of the above attributes.
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  • Stayin' Alive in Your Online Courses – Instructional Strategies for Effective Online Learning [Asynchronous]
    This presentation will assist online and web enhanced instructors as well as instructional designers. Utilizing software such as screen capture systems, streaming video, and Second Life can enhance an online course. Incorporating instructional strategies across these enhanced technologies can increase the effectiveness of online learning. We will focus on instructional strategies that can be used to enhance the effectiveness of online instruction. These universal design strategies address course design, interaction and collaboration, assessment, and learner support. By utilizing these best practices for online learning, the instructor can create a course that is easily accessed by all students.
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    Last post by vckfree View the latest post
    Mon Mar 16, 2009 9:51 pm
  • “Remember the pregnant man!” Helping Students Think about Sources [Asynchronous]
    The most important 21st-century literacy skill, according to a recent survey by the National Council of Teachers of English, is the “ability to seek information and make critical judgments about the veracity of sources” (Council-Grams, Sept. 2008). Evaluating sources has always been an important part of research, but the availability of the World Wide Web has multiplied the number of good and bad sources available, making it more important than ever to pay attention to reliability when seeking information. This presentation will show how teachers can use online resources—good and bad—to create lab exercises that guide students as they practice evaluating sources and thinking critically about reliability.
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    Last post by wallr@wssu.edu View the latest post
    Tue Mar 17, 2009 10:53 pm
  • A Successful Model for Retaining Freshmen Students Using Online Learning Modules [Asynchronous]
    Internet-based learning modules were developed for freshman introductory biology courses at NCATSU. The learning modules provided a platform to help students excel in higher-level biology courses by improving pedagogy and science learning experiences. Hence, this project provided significant capacity to build a technology-linked dynamic learning environment. Also the instructors were able to learn how to teach with wireless technology using handheld computers and laptop computers. The online learning module initiative significantly expanded our existing efforts to promote collaborative learning, and shared discovery with students interested in pursuing graduate study and biomedical careers. The results proved to us that web-based materials can significantly add to traditional lecture format, and give us the confidence to explore new ways to utilize class time.
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    Last post by clarkec View the latest post
    Thu Mar 19, 2009 11:40 am
  • Making Connections: Exchanging Ideas: Telling Stories: Building Communities – A Pedagogical Approach to Blogging [Asynchronous]
    Blogs are designed to make connections between people and ideas, particularly when they engage new audiences and views. These digital resources have the potential to transform learners and learning in a variety of classroom settings, including the design studio. The dynamic interface of a blog offers a platform for rapid exchange of ideas and stories among students, faculty, teaching assistants and the community at large. In this presentation, we share the transformative power of the blog to energize and engage learning, and develop higher level thinking skills coupled with a sense of community in an online environment. The blog mobilizes student perceptions and enlivens connections within the class and community to provide active and collaborative learning experiences. Though this presentation focuses on pedagogical strategies within a design studio, the audience will be encouraged to discuss potential uses in discipline specific areas.
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  • Using International Faculty Development Experiences to Globalize Pedagogies [Asynchronous]
    One UNC Tomorrow Commission recommendation is to promote an increased partnership between its own campuses and international universities and enhance the global awareness of its faculty and students. To truly impact the educational and life trajectory of students, their perspectives must be expanded beyond the walls of the classroom. This session will present information from two international faculty development experiences and discuss their pedagogical integration. The benefits/outcomes for the audience include: 1) engagement in critical dialogue about the significance of international experience for personal/professional development; 2) presentation of strategies to increase students’ understanding of the need for global preparedness in order to be competitive in the global workforce; and 3) pedagogical methods for making use of technology in partnership with international universities. Teaching Towards Tomorrow is an integral part of this presentation via the emphasis on teaching from a comprehensive perspective including contemporary social issues reflective of the global community.
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  • Can You Hear Me Now? Using Audio and Video to Improve Instruction and Learning [Asynchronous]
    Students should be educated to be personally and professionally successful in the 21st century and, in doing so, they will enhance their global competitiveness through the use of on-demand learning opportunities. Students are more engaged when using every day devices in class. More student engagement leads to better student learning. The use of audio and video should not be limited to just computer courses. Industry has found that seeing and hearing improves training. The same can be said for learning and on-demand instruction is the most efficient method in today’s mobile world. Video was used for on-demand instruction and student reflection on learning was captured by audio. Thus both oral and written skills were practiced in a class that normally just stressed computer concepts. Students were encouraged to download the audio and video to personal players for study aids. This presentation will illustrate how audio and video improved instruction and student learning in a business computer course by having audio and video review notes and student podcasts.
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  • COME: Communicating Our Material (Messages) Effectively [Asynchronous]
    Duet Programming, a style of programming in which two programmers collaborate on the same design, algorithm, code or test, has gained momentum as an effective technique to increase student performance and course completion in computer programming courses. Research from industry indicates that pair programmers perform substantially better than the two working alone. A study conducted at North Carolina State in an Introductory Computer Science Course indicated that students who participated in pair programming performed better on programming projects and were more likely to successfully complete the class. How can this form of collaboration be modified in computer science classes to improve communication skills? What do you do when students prefer to text/email rather than talk? The presenters will present helpful tips that will demonstrate how using the concept of duet programming will not only encourage students to engage in verbal communication but also to motivate them to teach others how to use technologies.
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    Last post by Jackie View the latest post
    Wed Mar 18, 2009 4:10 pm
  • Google in the Classroom [Asynchronous]
    Once known as the dominant name in search, Google has become a multifaceted suite of web applications that can be implemented into many aspects of the classroom. Whether its an occasional desire or a daily necessity, Google can provide solutions for the classroom. Over the past four years Google has introduced web based applications that have redefined the way users of the Internet think about their computers. Many applications and features Google has introduced in recent years empower teachers to convey information in a way that appeals to the interests and needs of the net generation. This session will introduce many of the Google App features and how they can be integrated into a classroom.
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    Last post by Hilarie Nickerson View the latest post
    Thu Mar 19, 2009 5:44 pm
  • OpenSeminar in Research Ethics: Assessment and Refactoring of a Web-Based Approach to Research Ethics Education [Asynchronous]
    Open Seminar in Research Ethics (OSRE) is a Web 2.0 approach to Research Ethics Education utilizing an interacting combination of classroom teaching, an online course and online open source based community software. A design overview was presented at the 2008 UNCTLT conference. Since it was developed, OSRE has been utilized in about a dozen courses at 15 universities with an enrollment of more than 400 students. For the 2009 conference, we will be presenting an assessment of the effectiveness of the OSRE methodology based on survey results from faculty and students. Some of the aspects to be assessed are quality and effectiveness in teaching and learning, use in Distance Education, grading paradigms, ease-of-use of software and comparison to other approaches to Research Ethics pedagogy. Design changes and software refactoring resulting from the assessment, including use of Facebook as an impetus to community building, will be discussed.
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  • Flipping for Tomorrow: Utilizing the Flip Video in the Teaching and Learning Process [Asynchronous]
    If we are to effectively address the changing student populations of tomorrow, we have to engage them in active learning, collaborative teams and problem-based activities that will address their learning styles across degree programs and throughout curricula and develop their “soft skills” (oral and written communication, critical thinking, problem solving, creativity, collaboration, etc.) for future employment. The utilization of the Flip Video (the newest and easiest shoot and share camcorder that can be watched instantly on TV, burned to DVD, emailed and published online) and video production within the classroom environment can address many of the teaching and learning challenges that face Millennial instructors. This presentation will discuss some of the “best practices” and actively engage the participants in a demonstration of how this device can be utilized effectively in the teaching and learning process.
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    Last post by Joyce Newman View the latest post
    Fri Mar 13, 2009 12:44 pm
  • WoW TLT! [Asynchronous]
    This presentation will showcase teaching and learning within the virtual reality game, World of Warcraft. Participants will be shown examples of teaching and learning with the technology available to WoW gamers.
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    Last post by LauraRogers View the latest post
    Thu Mar 19, 2009 1:11 pm
  • IVC, Chiavi di Lettura method: Language Acquistion Through Cultural Immersion [Asynchronous]
    Italian Studies at Emory University has devised a teaching method that utilizes inductive teaching strategies and the combination of a written and E-Book interdisciplinary textbook aimed at teaching students how to learn grammatical structures and interpret the cultural information embedded in these structures. The I.V.C., Chiavi di lettura method is presented to students through the window of an existing study abroad program at Emory. Video clips, photographs, paintings, music, literary texts, film, and interviews meaningfully bring the culture and language to students. Distance learning technology allows for collaborative initiatives such as the one currently being conducted between Emory University and U.N.C.C. The project comes at a time when there is an increased national emphasis on curriculum structure, teaching methodologies, and technology learning environments and their relation to real-world applications.
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  • To Improve the Academy: Faculty Voice in IT Policy [Tuesday]
    A troubled economy and concerns about IT security are seriously impacting campuses and, therefore, IT instructional policies. These conditions can impact the selection of learning management systems as well as the ability of faculty to venture into technology experimentation. The purpose of this presentation is to describe one campus’s organizational structure and policy making practices that attempt to ensure faculty presence at the decision-making table during these difficult times. The presenters will 1) share specific examples of faculty involvement in IT policy decisions that impact instruction and 2) structure audience participation to facilitate the sharing of similar experiences at other campuses.
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  • Multiple Manifestations of Presence - Teaching and Learning in 3D Immersive Environments [Tuesday]
    As the use of 3D immersive virtual worlds in higher education expands, it is important to examine which pedagogical approaches are most likely to bring about success. AET Zone, a 3D immersive virtual world use by Appalachain State University faculty for more than seven years, is one embodiment of pedagogical innovation that capitalizes on what virtual worlds have to offer to social aspects of teaching and learning. The presenters characterize this approach as Presence Pedagogy (P2), a way of teaching and learning that is grounded in social constructivist theory. Faculty members using AET Zone will describe Presence Pedagogy and explain how this new pedagogy has guided teaching and learning in their virtual world. Specific strategies on how to capitalize on the sense of presence and co-presence will be shared
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    Last post by Paul Wallace View the latest post
    Thu Mar 19, 2009 12:16 am
  • A New Model: Moving From 25 to 220 Beginning Spanish Students [Tuesday]
    Budgetary demands, plus the need to immediately utilize/train novice teaching assistants in the classroom fueled the idea for the new model of beginning language instruction we will present in this session. Attendees will better understand the advantages and disadvantages of this new model, which involved the curricular transformation from approximately 20 sections of 25 beginning Spanish students in each section, to two sections of 220 students each, with new graduate teaching assistants in the classroom, assisting the master teacher. Prior to attending the session, we expect participants to view class podcasts and sample other technologies, including Wimba, that are integral to teaching this new course. Participants will also gain a better understanding of how principles of Vygotsky’s social learning theory inform this new model. Additionally, we will demonstrate specific how-to’s of the instructional technologies used, as well as discuss research results regarding teaching evaluations, attitude surveys and post-course performance.
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  • Large Course Redesign: Moving an Introductory Engineering Graphics Course from Face-to-Face to Hybrid Instruction [Tuesday]
    Faculty of an introductory engineering graphics course has been experimenting with hybrid or blended instruction for the last several years. The three main reasons for this investigation have been the continuous search for the best instructional techniques, the desire to create more consistency between the 15-18 sections of the course, and the need to handle more students with the current number of faculty. In the fall of 2008 the faculty was awarded a Large Course Redesign Grant from the university to help convert the course to hybrid instruction. Key components of the redesign include revising existing online streaming media, moving online content from Blackboard to Moodle, conducting synchronous online help sessions, and developing an automated, online grading system for constraint-based CAD files. This paper summarizes previous research conducted in the course, describes reasons for the redesign, and gives examples of instructional innovations resulting from the grant.
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  • Taking Elementary Spanish Online [Tuesday]
    Increased enrollment in Spanish and the availability of technologies such as Elluminate, podcasting, narrated presentations, and streaming video served as the catalyst for creating an online version of Elementary Spanish II. The use of technologies aided greatly in creating a pedagogically-sound class, while allowing a diverse group of students to communicate, practice, and test their language skills with each other and the instructor. The design process, and challenges of putting a traditional class online to reflect current Second Language Acquisition pedagogy, will be discussed. Results from student surveys after implementation will be presented. We will discuss questions that surround implementing an online class: Who are the students? Are they prepared for the online environment? What is the attrition rate? What are some issues that teachers encounter? How do the grades compare to traditional, on-campus classes? Are students adequately prepared to continue to the Intermediate level?
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  • Ready on the set? TV News Presents Sociology 101: The Social Lens [Wednesday]
    Are you curious about why some friends think or act differently than you do? Are you suspicious that coworkers aren't giving you the real story? Come on, admit it! We all think that way. And we have lots in common with students taking UNCG’s latest online production, Sociology 101: The Social Lens – one of the bedrock courses for UNCG's state-funded iSchool program. Students play the part of TV news interns and learn sociological content through in-depth reporting and travels that span the globe. The course's humorous presentation of information is effective and pedagogically sound. Always pushing for that extra step, UNCG also has developed a back-end tool that engages professors and enables them to change quizzes on the fly, connect group discussion terms with glossary entries, and see in the blink of an eye which students are lagging behind.
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  • Engaging Students with Multimedia for Improved Learning [Wednesday]
    Video, audio, animation, interactivity, illustration, text, 3-D, photos, games, simulations... phew! With so many options, how do we know which tools to use and when to use them in our courses? How do we know which tools to use together? And how do we most effectively balance student learning, student engagement, and cost (both our money and our time), when selecting the most appropriate tools? The production team in DELTA works with faculty at NC State to help design successful courses and to integrate multimedia solutions that best match their course needs. In this session the DELTA production team will share their own process for determining the most effective multimedia solutions in course design, share examples of their work to demonstrate how to apply these solutions successfully, and compare courses to show the value of multimedia for student learning.
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  • E-learning Initiatives: Observations and Celebrations [Wednesday]
    This session will share the experiences of 3 professors who are beginning the process of e-learning. These faculty members have launched syllabus re-design projects intended to study the pedagogical and technological process of integrating virtual (or electronic) learning into their course curricula. The participants are engaged in formulating questions about the effects of the initiatives on learners. The presentation will include video clips of the faculty discussing their projects and findings.
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  • Creating a Social Network for Your College: The Walled Garden Approach [Wednesday]
    Social Networking is a powerful tool both in and out of the classroom. Facebook has over 100 million users, but how do we leverage a Social Networking System (SNS) for education purposes? The College of Education at NC State University has created their own SNS using the Ning platform. We hope to leverage the popularity of these SNS, such as MySpace and Facebook, in a more professional environment. Our goal is to encourage discourse and sharing both in and out of the classroom. This session will discuss the basics of setting up your own social network, the research behind the use of SNS in education, and how the usage of this tool is affecting our college.
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    Last post by clarkec View the latest post
    Tue Mar 17, 2009 10:53 pm
  • Active and Interactive Learning in Higher Education: Faculty Professional Development and Lessons Learned at WSSU [Wednesday]
    This paper shares a strategy created to help faculty members at WSSU effectively assume their teaching role; through a blended-learning course they are prepared for the integration of ICT in their courses, within a student- and group-centered approach. WSSU is proud of having highly qualified faculty members who know and do research in their disciplines. Also WSSU recognizes that only some of the faculties have formal preparation as educators and that there is a need to continuously foster reflective teaching and research on teaching as ways of overcoming the above mentioned weakness. In response to this, the Center for Excellence in Teaching and Learning has designed and implemented a seven-week blended course; it allows faculty to have first hand experiences as learners that make use of ICT-based active and interactive learning strategies; it also invites them to reflect on their own teaching and to redesign their course syllabus based on lessons learned and ICT opportunities uncovered through the course. Initial results are outstanding, both concerning face-to-face teaching enhanced with ICT, and online teaching that makes use of active and interactive learning strategies.
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    Last post by galvisal View the latest post
    Thu Mar 19, 2009 8:54 am
  • Building Student Interest Using Video and Social Networking [Wednesday]
    Web 2.0 tools such as YouTube videos and Social Networking can help instructors gain and hold student interest. This hands-on workshop will solicit real world teaching topics from participants and illustrate the search and integration of videos from YouTube, TeacherTube and other sources. The videos can be used to illustrate lecture points (inreach) or as a medium for students to demonstrate mastery of course topics (outreach). Both “inreach” and “outreach” will be illustrated. Participants will also learn how to leverage student engagement using online video comments and social networking. Videos can be identified, promoted and shared via Social networking sites. Additionally these sites can be mined for outside experts who can visit class virtually. Instructors and Designers will leave this session with a specific, initial development of an instructional strategy to incorporate video and video commentary in their classes. Further, participants will take with them the tools to seek out expertise from social networking sites.
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  • 3D Virtual Worlds Across Disciplines: Implementation and Assessment [Wednesday]
    The instructional benefits of 3D virtual worlds has led academics to turn to this technology as the platform for course delivery or as an innovative virtual space to enhance students’ learning experience with real-world, simulated activities. Although educators can make a compelling case to implement virtual worlds for instruction, how much do we know about the overall impact to student learning? Prior to making the decision to select, and implement a virtual world in their teaching, educators should inquire about their potential effectiveness, within the context and discipline of their intended use. In a cross-disciplinary qualitative study, faculty report on the instructional use and implementation of virtual worlds, the issues and challenges presented by these virtual environments, and the perceived impact to student learning. This presentation highlights the results of the study and discusses how faculty can evaluate and assess learning, and their own teaching practices, in a virtual world.
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  • Enhancing Student Learning Through the Use of NetOp School [Wednesday]
    Educators, who effectively prepare students for tomorrow's world, are challenged daily with capturing students' attention, fostering critical thinking, and enhancing collaboration in an active learning environment. Two UNC-P accounting professors are using a new technology, Net Op School, which transforms a computer lab into just such an environment. During class, students participate, collaborate in teams, and take responsibility for their own learning. The professor facilitates discussion while solutions are critiqued. Presenters will demonstrate the use of this technology. Participants will view a presentation to understand the advantages of this user friendly technology from both a student and instructor perspective. The success of this teaching approach and use of this active learning classroom environment is not discipline specific. Faculty should benefit from presentation by determining if this valuable teaching strategy and unique learning environment could enhance their own courses. A question and answer session will follow the presentation.
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  • Criminal Courts: Pedagogy, Faculty Preparation and Technological Issues in Second Life [Wednesday]
    Online education presents substantial challenges for engaging students in authentic learning. Our University offers students unique simulated learning opportunities in Second Life. This software program allows users to create virtual representatives, develop instructional environments and hold events. Educators can engage students in real-time or asynchronous activities with real-world relevance. Our presentation will use Criminal Courts class examples of various styles of learning to address three aspects of the Second Life Project: pedagogical attention to student needs and engagement; faculty requirements for preparation; and technology interface issues. Participants will view the virtual courthouse and accompanying digital learning materials. They will also receive faculty project development flow charts and student instructional step sheets that navigate through the exercises. Presenters will also address student assessment, implications for collaborative learning and use of this virtual learning environment for multiple objectives.
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    Last post by Lisa View the latest post
    Mon Mar 16, 2009 2:13 pm
  • Developing A University-Wide Large Course Redesign Program [Thursday]
    From 2006 to present North Carolina State University has been developing a program to work with faculty and administrators to redesign introductory large enrollment courses. The program has provided funding, guidance and mentorship for faculty striving to improve student learning outcomes and to accommodate the increasing student enrollment expected within the next ten years. DELTA (Distance Education and Learning Technology Applications) is assisting faculty though its Large Course Redesign Pilot Grant program, which provides financial support, instructional design and instructional technology consultations, and faculty to faculty mentorship.
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  • 3-D Virtual World Learning: Using Second Life in a Counseling Mental Health Diagnosis Course [Thursday]
    The presenter will discuss the process and pedagogical lessons learned from using the 3-D virtual environment Second Life in a Mental Health Diagnosis Course in a graduate degree program in counseling. The presenter is involved in developing the virtual-world learning environment, integrating its use in counseling courses in a master’s program, and is currently completing research on using virtual environments in higher education. The objective is to present a study of using a 3-D virtual learning environment in a course with a cohort of students learning to identify and treat clients with mental illness. Using the results of student responses to a perceived learning instrument, an attitudinal survey, and interviews, the presenter will discuss the implications, and offer practical suggestions for using virtual-world learning environments in higher education courses.
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  • Strategies and Resources for Faculty Development and Support in Creating Accessible Web-based Course Materials [Thursday]
    Technology enables educators to use the Web to provide online course materials to their students. However, if a student is unable to access or interact with the materials, read the instructions, or perform any of the required activities then the technology may cause a limitation of student learning. Faculty often don't realize these functional limitations, and having strategies for faculty development and support in creating course materials that are accessible to all students is incredibly important. This session will discuss a three-pronged strategy for educating and supporting faculty in creating accessible Web-based course materials.
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  • Universal Design for Learning and Web Accessibility: Two Sides of the Same Coin [Thursday]
    According to the Center for Universal Design at NCSU, universal design is "the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design," and it "benefits people of all ages and abilities." On the other hand, when we think of web accessibility we often think of doing a lot of work to benefit only a limited group of people. In reality both design principles have the same end goal. In this presentation we will discuss the principles of universal design for learning and demonstrate how applying these techniques to curricula both make courses more usable by everyone and accessible to people with disabilities. We will show real world examples of these techniques from searching for text in print books to using a screen reader to browse the web.
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  • Games in Higher Education: The Good, the Bad, & the Ugly [Thursday]
    This session will focus on three aspects of gaming in higher education: What new opportunities can games bring to our students’ learning experiences? What issues of concern surround the discussion about games in higher education? What are the major barriers to progress? The session will consider reasons for the hype and enthusiasm for games in higher education as well as expose some of the issues we need to address to move forward.
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  • Who Writes This Stuff Anyway?: The Effects of Author Presence on Learning, Interaction and Social Presence [Asynchronous]
    Guided by the age-old adage “the students won't care how much you know, till they know how much you care”, this presentation reports the findings of a study (n=416) on the effects of Authorial Presence on learning, interaction and perceptions of social presence in online, self-paced, instructional settings. Authorial Presence (a “visible” author, writing in 1st person, directly addressing the reader) was not found to directly influence student learning, but did affect interaction and social presence which in turn influenced learning. I discuss the implications and value of authorial presence for self-paced, largely solitary instruction and some study limitations which suggest that significantly different results might be found with different subject matter. The findings should be relevant to instructional designers and developers of distance learning and online training materials.
    1 Topics
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    Last post by Lisa View the latest post
    Mon Mar 16, 2009 12:47 pm
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