Distance education, on-campus learning, and e-learning convergences: an Australian exploration.: An article from: International Journal on E-Learning

Distance education, on-campus learning, and e-learning convergences: an Australian exploration.: An article from: International Journal on E-Learning Review

This digital document is an article from International Journal on E-Learning, published by Association for the Advancement of Computing in Education (AACE) on July 1, 2002. The length of the article is 7676 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

Citation Details
Title: Distance education, on-campus learning, and e-learning convergences: an Australian exploration.
Author: Cameron Richards
Publication:International Journal on E-Learning (Refereed)
Date: July 1, 2002
Publisher: Association for the Advancement of Computing in Education (AACE)
Volume: 1 Issue: 3 Page: 30(10)

Distributed by Thomson Gale

Learning performance and computer software: an exploration of knowledge transfer [An article from: Computers in Human Behavior]

Learning performance and computer software: an exploration of knowledge transfer [An article from: Computers in Human Behavior] Review

This digital document is a journal article from Computers in Human Behavior, published by Elsevier in 2007. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.

Description:
Computer studies educators have a challenging task in keeping pace with the rapidly changing content of computer software. One way to meet this challenge is to examine the nature of knowledge transfer. Instead of focusing on unique software packages, teachers could concentrate on knowledge that is likely to transfer from one software application to another. The purpose of the current study was to describe what kind of knowledge is used in learning new software, assess the relative effectiveness of this knowledge in aiding the learning process, and examine how the results could advance educational learning theory and practice. Thirty-six adults (18 male, 18 female), representing three computer ability levels (beginner, intermediate, and advanced), volunteered to think out loud while they learned the rudimentary steps (moving the cursor, using a menu, entering data) required to use a spreadsheet software package (Lotus 1-2-3). Previous understanding of terminology, software concepts and actions, and other software packages had the largest impact, both positive and negative, on learning. A basic understanding of the keyboard and common movement keys was also important, although higher level knowledge (e.g., terms, concepts, actions) is probably necessary for significant gains in learning performance. Computer ability had little impact on the type of transfer knowledge used, except with respect to the use of software concepts and, to a lesser extent, terminology. The interaction between problem type and effectiveness of a specific transfer area suggests that identifying specific common tasks among software packages is important in detecting useful transfer knowledge. It is equally important that computer users understand labeling idiosyncrasies of these common tasks.

The evolution of mathematical explorations in open-ended problem-solving situations [An article from: Journal of Mathematical Behavior]

The evolution of mathematical explorations in open-ended problem-solving situations [An article from: Journal of Mathematical Behavior] Review

This digital document is a journal article from Journal of Mathematical Behavior, published by Elsevier in 2005. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.

Description:
Results from an earlier study conducted by the researchers [Cai, J., & Cifarelli, V.V. (2005). Exploring mathematical exploration: How two college students formulated and solved their own mathematical problems? Focus on Learning Problems in Mathematics, 27(3), 43-72] illustrated and explained several characteristics of the solvers' mathematical explorations in open-ended problem situations. The current study continues our efforts to understand this important process by extending the results of the earlier study in two ways. First, the analysis broadens the scope of the original study by examining the solver's mathematical exploration across a pair of open-ended tasks, the Billiard Ball and Number Array tasks. This enabled us to determine if the results of the earlier study could be replicated and if the consistency of general processes of mathematical exploration processes could be confirmed across different problem tasks and contexts. Second, the results build on the findings of the earlier study by refinement and clarification of the individual processes found in the earlier study. In these ways, the results of the original study are generalized and there is refinement of the individual processes that were identified.