A MULTI-CHANNEL APPROACH FOR COLLABORATIVE WEB-BASED LEARNING

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/41/ac/8f.pdf

Approaches:

This research contains two approaches which are the scientific approach and social approach, in which it describes an architectural framework and a prototype implementation of a web-based multi-channel e-Learning application that allows users to collaborate regardless of the communication device a user is carrying and will improve the learning processes.The prototype application has been tested locally (on a localhost computer) using a mobile device emulator. The study concluded that with the multi-channel approach, feedback between the students and lecturers is faster since scope of communication device used by clients are more, and interaction is flexible and community based.

Levels:

This research is implemented at the project level in which it aims at creating an architectural framework and web-based application that will improve learning processes using multi-channel technologies that connect students, faculty and the researcher community in a growing network of education environments, irrespective of the communication device such as WAP phones, Laptop/PC, Pocket PC and PDAs owned by a subscriber.

Techniques:

The researcher used a number of tools in his study, which are:

• Observation and study of important documents and information from the Internet was used to elicit relevant facts or information on web-based learning .

• The Microsoft Visual Studio.NET framework was employed in developing the prototype application.

• Microsoft development tool was chosen (since it can be downloaded free from the Internet), because it is compatible since they are all from the same company (Wei-Meng, 2007).

Second Study: The Effects of Instructional Simulation Use on Teaching and learning

by: Michael C. Johnson,
Charles R. Graham,
Su-Ling Hsueh
Brigham Young University
Department of Instructional Psychology & Technology

There is an increase interest and use of instructinal simulations in higher educatuin due to its many features and capabilities in providing real experiences to the classroom. This study utilizied Virtual Audiometer simulation in an Audiology course. The results of this study showed a big number of students agreed that the simulation helped in Visualizing the content through its ability of providing 3D representations of images and procedures. Students also reported enjoyment of using the simulation, in which it provides for authentic engagement with virtual equipment therefore the ability to do more demonstrations in class wich will ensure savingtime, money and safty. The study also indicated that the instructional simulation treatment ensures Quality and Quantity of Practice and Feedback, in which it provides opportunities for guided practice in which students siad that they were able to see each action the professor was taking and follow the procedure he was using to complete hearing tests. all though, The use of Virtual Audiometer simulation enhanced the perfessor's demonstration procedures in class, students wanted more interaction and collaboration by inviting students to participate in the demonstration process.

First study: Effectiveness of simulation in a hybrid and online networking course

Dr. Brian H. Cameron

The Pennsylvania state University

The purpose of the study:

was to compare students' performance in two different teaching methods which are, simulation based teaching and static graphic representational teaching for a compuetr networking course in an online learning environment.

The instruments used:

The study's participants are divided into 2 sections,one section which consists of 44 students used a network simulation package created by net cracker technologies, the other section consists of 40 students utilized a static network diagramming software package. The assessment instruments that were used included a mid-term and final exams in the form of 50 multiple choice questions, team project results which focused on the teams knowledge of computer networks to solve complex probleams, finally a qualitative course survey that was don at the end of the course.