Research Article
Year 2017,
Volume: 3 Issue: 7, 184 - 189, 30.04.2017
Abstract
Internet and networked technologies have expanded delivery mode opportunities in education. In recent years, many universities have offered either predominantly online courses or online learning platforms embedded within traditional modes of on-campus and face-to-face learning. Online learning has thus developed into a priority within modern educational facilities and has grown significantly both in Australia and other countries. To consider the connection between student learning and effective integration of technology, this study provides an overview about the requirements for learning in a modern society. It will discuss current reforms in higher education to accommodate a new generation of digital Australians and to prioritize teaching and learning issues in online environments.
Keywords
References
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[43] O’Meara, J., Australian teacher education reforms: reinforcing the problem or providing a solution? Journal of Education for Teaching, 2011. 37(4): pp. 423-431. [44] Shah, M. and L. Jarzabkowski, The Australian higher education quality assurance framework. Perspectives: Policy and Practice in Higher Education, 2013. 17(3): pp. 96-106. [45] Yuan, L. and S. Powell, MOOCs and open education: Implications for higher education. JISC CETIS, 2013. [46] Vardi, M.Y., Will MOOCs destroy academia? Communications of ACM, 2012. 55(11): p. 5. [47] Paldy, L.G., MOOCs in Your Future. Journal of College Science Teaching, 2013. 42(4): pp. 6-7. [48] Cooper, S. and M. Sahami, Reflections on Stanford's MOOCs. Communications of the ACM, 2013. 56(2): pp. 28-30. [49] Lewin, T., After setbacks, online courses are rethought, in The New York Times. 2013. [50] Buchanan, W., Too Mooc or Not? ASEE Prism, 2013. 22(9): pp. 61-62. [51] Tham, C.M. and J.M. Werner, Designing and evaluating e-learning in higher education: A review and recommendations. Journal of Leadership and Organizational Studies, 2005. 11(2): pp. 15-25.
Year 2017,
Volume: 3 Issue: 7, 184 - 189, 30.04.2017
Abstract
References
- [1] McCoog, I.J., Integrated instruction: Multiple intelligences and technology. The Clearing House, 2007. 81(1): pp. 25-28. [2] Lee, G. and D.L. Schallert, Constructing trust between teacher and students through feedback and revision cycles in an EFL writing classroom. Written Communication, 2008. 25(4): pp. 506-537. [3] Barber, M. and M. Mourshed, Shaping the future: How good education systems can become great in the decade ahead. 2009. [4] Australian Bureau of Statistics, Year Book Australia. 2012, Canberra, Australia: Author. [5] Chen, Y.-T., The effect of thematic video-based instruction on learning and motivation in e-learning. International Journal of Physical Sciences, 2012. 7(6): pp. 957-965. [6] Harpe, d.l. and A. Radloff, Institutional support for quality learning and teaching, in The globalized university, S. Scott and K.C. Dixon, Editors. 2008, Black Swan Press: Perth, WA. pp. 19-50. [7] Goldman, S.R., et al., Technology for teaching and learning with understanding, in Classroom teaching skills, J. Cooper, Editor. 2011, Houghton Mifflin: Boston. pp. 185-234. [8] Henry, L.A., J. Coiro, and J. Castek, The flickering mind: The false promise of technology in the classroom and how learning can be saved. Journal of Adolescent & Adult Literacy, 2005. 48(5): pp. 442-445. [9] Bill & Melinda Gates Foundation Next generation learning: The intelligent use of technology to develop innovative learning models and personalized educational pathways. 2010. [10] Willingham, P. Improving classroom learning. eduviews: A K-12 Leadership Series, 2010. [11] Terrell, R.S., A longitudinal investigation of the effect of information perception and focus on attrition in online learning environments. The Internet and Higher Education, 2005. 8(3): pp. 213-219. [12] Ellis, R.A., et al., How and what university students learn through online and face-to-face discussion: Conceptions, intentions and approaches. Journal of Computer Assisted Learning, 2006. 22(4): pp. 244-256. [13] Allen, I.E. and J. Seaman, Learning on demand: Online education in the United States, 2009. 2010. [14] Allen, I.E. and J. Seaman, Changing course: Ten years of tracking online education in the United States. 2013. [15] Leu, D.J., et al., The lessons that children teach us: Integrating children's literature and the new literacies of the Internet. International Reading Association, 2004: pp. 496-503. [16] Irwin, C., et al., Students’ perceptions of using Facebook as an interactive learning resource at university. Australian Journal of Educational Technology, 2012. 28(7): pp. 1221-1232. [17] Ferdig, R.E., Editorial: Examining social software in teacher education. Journal of Technology and Teacher Education, 2007. 15(1): pp. 5-10. [18] Brown, J., J. Bryan, and T. Brown, Twenty-first century literacy and technology in K-8 Classrooms. Innovative 2005. 1(3). [19] Collins, A. and R. Halverson, The second educational revolution: Rethinking education in the age of technology. Journal of Computer Assisted Learning, 2010. 26(1): pp. 18-27. [20] Speak up Project Tomorrow, Learning in the 21st Century: 2010 Trends Update. 2010. [21] Cramer, S.R., Update your classroom with learning objects and twenty-first-century skills. The Clearing House, 2007. 80(3): pp. 126-132. [22] Klopfer, E., et al., Using the technology of today, in the classroom: The instructional power of digital games, social networking, simulations and how teachers can leverage them. The Education Arcade, 2009: pp. 1-21. [23] Lankshear, C. and M. Knobel, New Literacies : Everyday Practices and Social Learning. 3rd ed. 2011: McGraw-Hill Education. [24] Moyle, K., Building innovation: Learning with technologies. 2010, Camberwell, Victoria: Australian Council for Educational Research (ACER). [25] Logan, R., Using YouTube in Perioperative Nursing Education. AORN Journal, 2012. 95(4): pp. 474-481. [26] Garrett-Wright, D.M. and C.H. Abell, Using YouTube to bridge the gap between Baby boomers and Millennials. Journal of Nursing Education, 2011. 50(5): pp. 298-300. [27] Kirkpatrick, D., The Facebook Effect. 2011, London: Virgin Books. [28] Mazman, S.G. and Y.K. Usluel, Modeling educational usage of Facebook. Computers & Education, 2010. 55(2): pp. 444-453. [29] Bosch, T.E., Using online social networking for teaching and learning: Facebook use at the University of Cape Town. Communicatio, 2009. 35(2): pp. 185-200. [30] Ophus, J.D. and J.T. Abbitt, Exploring the potential perceptions of social networking systems in university courses. MERLOT Journal of Online Learning and Teaching, 2009. 5(4): pp. 639-648. [31] Naidu, S., Learning & teaching with technology: Principles and practices. 2005, Oxon, UK: Routledge Falmer. [32] McCarthy, J., Blended learning environments: Using social networking sites to enhance the first year experience. Australasian Journal of Educational Technology, 2010. 26(6): pp. 729-740. [33] McCarthy, J., International design collaboration and mentoring for tertiary students through Facebook. Australian Journal of Educational Technology, 2012. 28(5): pp. 755-775. [34] Willems, J. and D. Bateman. The potentials and pitfalls of social networking sites such as Facebook in higher education contexts. in Changing demands, changing directions. . 2011. ascilite Hobart 2011. [35] Kirschner, P.A. and A.C. Karpinski, Facebook and academic performance. Computers in Human Behavior, 2010. 26(6): pp. 1237-1245. [36] Tapscott, D., Grown up digital: How the Net generation is changing your world. 2009, New York: McGraw-Hil. [37] Rosen, L.D., L.M. Carrier, and N.A. Cheever, Rewired: Understanding the iGeneration and the way they learn. 2010, New York, NY: Palgrave Macmillan. [38] Jones, V., Publishers' technologies and their impact on higher education, in The strategic management of higher education: Serving students as customers for institutional growth, H. Kazeroony, Editor. 2012, Business Expert Press. [39] Dede, C., P. Whitehouse, and T. Brown-L'Bahy, Designing and studying learning experiences that use multiple interactive media to bridge distance and time, in Current Perspectives on Applied Information Technologies: Distance Education and Distributed Learning, C. Vrasidas and G.V. Glass, Editors. 2002, Information Age Press: Greenwich, Conn. pp. 1-30. [40] McMahon, M. and R. Pospisil. Laptops for a digital lifestyle: Millennial students and wireless mobile technologies. in ASCILITE 2005: Balance, Fidelity, Mobility: maintaining the momentum. 2005. QUT, Brisbane, Australia. [41] Australian Bureau of Statistics, Australian social trends. 2011, Canberra, Australia: Author. [42] Findah, O., Swedes and the Internet. 2012. [43] O’Meara, J., Australian teacher education reforms: reinforcing the problem or providing a solution? Journal of Education for Teaching, 2011. 37(4): pp. 423-431. [44] Shah, M. and L. Jarzabkowski, The Australian higher education quality assurance framework. Perspectives: Policy and Practice in Higher Education, 2013. 17(3): pp. 96-106. [45] Yuan, L. and S. Powell, MOOCs and open education: Implications for higher education. JISC CETIS, 2013. [46] Vardi, M.Y., Will MOOCs destroy academia? Communications of ACM, 2012. 55(11): p. 5. [47] Paldy, L.G., MOOCs in Your Future. Journal of College Science Teaching, 2013. 42(4): pp. 6-7. [48] Cooper, S. and M. Sahami, Reflections on Stanford's MOOCs. Communications of the ACM, 2013. 56(2): pp. 28-30. [49] Lewin, T., After setbacks, online courses are rethought, in The New York Times. 2013. [50] Buchanan, W., Too Mooc or Not? ASEE Prism, 2013. 22(9): pp. 61-62. [51] Tham, C.M. and J.M. Werner, Designing and evaluating e-learning in higher education: A review and recommendations. Journal of Leadership and Organizational Studies, 2005. 11(2): pp. 15-25.
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Details
| Journal Section | Articles |
|---|---|
| Authors | |
| Publication Date | April 30, 2017 |
| Submission Date | May 30, 2017 |
| Published in Issue | Year 2017Volume: 3 Issue: 7 |
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