Coopman - The Diigo Meta page

• 01 Jul 09
  

  Donna Bakke

  blackboard elearning education coopman

• 30 Jun 09
  

  Mathieu Plourde

  Blackboard’s e–learning system dominates the online learning software market. In this essay I critically examine the structure of Blackboard’s two online learning delivery systems, Blackboard 8.0 and Blackboard CE6. I identify ways in which the platforms both constrain and facilitate instructor–student and student–student interaction. I addition, I delineate features that sustain and challenge traditional power relationships in the classroom. I conclude with implications for online pedagogy and practical applications for instructors and students.

  LMS Blackboard interaction communication research article pedagogy Distance education

• 

  Patrick Murray-John

  blackboard

• 18 Jun 09
  

  Howard Griffith

  Look at features of the LMS and which ones may or may not improve student learning. Some comparisons of WebCT 6 and Blackboard 8

  blackboard elearning coopman lms

  • For example, Bunce, et al. (2006) found that two different Web–based delivery systems presenting the same information influenced student engagement with the material. A comparison between interactive television and WebCT communication tools revealed the WebCT platform more conducive to promoting a classroom learning community (Mash, et al., 2005).
  • Much research has centered on distance learning (online or television based) versus the in person classroom. Generally, the findings suggest little difference between the two formats along a range of outcomes.
  • 9 more annotations...
  • • In comparing an accounting course taught using WebCT and the same course taught in person, Basile and D’Aquila (2002) found students’ attitudes toward the course were the same for both groups.
    • Some research suggests that online discussion has a more positive impact on student learning than in person discussion. Kramarski and Mizrachi’s (2006) study of seventh–grade math classes found that students who participated in online discussion and problem solving outperformed their face–to–face counterparts in math literacy and real–life tasks.
    • The authors qualified their findings, arguing that quality of interaction in online discussions, rather than quantity, may be the better predictor of student achievement.
    • Lobel, et al. (2005) discovered that in the in person classroom, students tended to address their comments toward the instructor or other identified expert. In the online class, students interacted more directly with each other. Rodriquez, et al. (2006) found that online discussions required students “to consider previous peer interventions before including their own.”
    • More than previous technologies, online learning systems have the potential to enhance the collaborative performative nature of teaching, and at the same time, the potential to turn teaching into a static exercise, or what Brent calls textualization. As performative teaching, online classes allow for continual updating, integration of multimedia, ongoing discussions, and real–time chats. As textualized teaching, online classes become “plug and play,” where the person who designed the course may not even teach it and little about the class changes from term to term.
    • The structure of online discussion boards, however rudimentary, can have the capacity to facilitate increased student–student communication and decrease the predominance of student–instructor or student–instructor–student communication. Dennen (2007) found that too much or too little instructor participation in online discussions reduced the number of messages students posted. Effectively facilitating online student discussion required a balancing act in which the instructor encouraged learner–centered discussion and still exerted authority as the expert on the topic and pedagogy.
    • Blogs, Farmer argued, have the potential to completely reconceptualize online learning by shifting attention back to students, their identities, and their voices. In addition, Burgess (2006) argued that student blogging provides a key venue for assessing student learning.
    • Similarly, Liaw (2007) identified multimedia instruction as a key component of students’ perceptions of online learning effectiveness and satisfaction. These studies suggest that incorporating multimedia Internet resources, such as the virtual world Second Life, Sloodle (an early integration of Second Life and Moodle), and blogging venues such as Blogger, may provide an enhanced learning experience for students and take a more performative approach to teaching.
    • Dennen’s (2007) analysis of instructor participation in online discussions or forums found that how and how often instructors posted influenced the quality of student discussion and sense of instructor presence. Instructors who blended information–giving with information–seeking strategies were the most adept at facilitating robust student discussion.
• 17 Jun 09
  

  Phil Taylor

  blackboard lms VLE elearning coopman

• 

  John Evans

  blackboard lms VLE elearning coopman learning

• 16 Jun 09
  

  Robert Vouter
  • motivation, satisfaction
• 07 Jun 09
  

  John Martin

  Blackboard’s e–learning system dominates the online learning software market. In this essay I critically examine the structure of Blackboard’s two online learning delivery systems, Blackboard 8.0 and Blackboard CE6. I identify ways in which the platforms both constrain and facilitate instructor–student and student–student interaction. I addition, I delineate features that sustain and challenge traditional power relationships in the classroom. I conclude with implications for online pedagogy and practical applications for instructors and students.

  lms vle ple learning management system virtual blackboard

• 

  Ruby Vine

  blackboard coopman elearning lms

• 04 Jun 09
  

  Christina Teskey

  blackboard elearning lms education technology e-learning research edtech online

• 03 Jun 09
  

  Will Stewart

  Abstract
  Blackboard’s e–learning system dominates the online learning software market. In this essay I critically examine the structure of Blackboard’s two online learning delivery systems, Blackboard 8.0 and Blackboard CE6. I identify ways in which the platforms both constrain and facilitate instructor–student and student–student interaction. I addition, I delineate features that sustain and challenge traditional power relationships in the classroom. I conclude with implications for online pedagogy and practical applications for instructors and students.

  blackboard coopman moodle online e-learning

• 02 Jun 09
  

  J.R. Radney
  • Luppicini
  • This essay explores how Blackboard’s two online learning delivery systems, Blackboard 8.0 and Blackboard CE6, constrain and facilitate instructor–student and student–student interaction.
  • 2 more annotations...
  • • Some research suggests that online discussion has a more positive impact on student learning than in person discussion
    • Rocci Luppicini, 2008. “Educational technology at a crossroads: Examining the development of the academic field in Canada,” Journal of Educational Technology and Society, volume 11, number 4, pp. 281–296.
• 

  Jeff Steely
• 

  Kerry Rice

  blackboard learning

  • constrain and facilitate instructor–student and
• 

  Natalie Lafferty

  Blackboard’s e–learning system dominates the online learning software market. In this essay Stephanie Coopman critically examines the structure of Blackboard’s two online learning delivery systems, Blackboard 8.0 and Blackboard CE6. She identifies ways in which the platforms both constrain and facilitate instructor–student and student–student interaction.

  blackboard VLE lmsFirstMonday journals

• 

  Grant Potter

  research elearning edtech blackboard

• 

  John Rodgers

  An evaluation of Blackboard and its influence on pedagogy

  elearning LMS cms technology

• 01 Jun 09
  

  Andrew Murphie

  blackboard

• 

  Jorge Acosta

  "I identify ways in which the platforms both constrain and facilitate instructor–student and student–student interaction. I addition, I delineate features that sustain and challenge traditional power relationships in the classroom."

  eLearning blackboard firstMonday

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