Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/57494
Type of publication: Straipsnis Clarivate Analytics Web of Science ar/ir Scopus / Article in Clarivate Analytics Web of Science or / and Scopus (S1)
Field of Science: Edukologija / Educology (S007)
Author(s): Rienties, Bart;Kaper, Wolter;Struyven, Katrien;Tempelaar, Dirk;Gastel van, Leendert;Vrancken, Sanne;Jasińska, Magdalena;Gerulaitienė, Eglė
Title: A review of the role of information communication technology and course design in transitional education practices / Bart Rientiesa, Wolter Kaper, Katrien Struyven, Dirk Tempelaar, Leendert van Gastel, Sanne Vrancken, Magdalena Jasińska, Eglė Virgailaitė-Mečkauskaitė
Is part of: Interactive learning environments. London : Routledge, 2012, Vol. 20, iss. 6
Extent: p. 563-581
Date: 2012
Note: eISSN 1744-5191
Keywords: ICT;Course design;Pedagogical approach;Role of teacher;Multi-method approach
Abstract: An increasing number of higher educational institutes are offering remedial, bridging, preparatory or transitional courses in a blended and online format to remediate and enhance students' knowledge and skills. This article addresses how teachers and institutes design and implement these courses. The descriptions of transitional courses were collected by means of an online questionnaire and results were stored in a searchable online database. In the questionnaire consisting of 38 closed- and open-ended questions, teachers had to indicate their content, context, organisation, pedagogical approach, assessment method and information communication technology (ICT) use. During February–May 2009, 118 course descriptions and implementations were collected. These 118 course descriptions were analysed with the aim of describing their main educational scenarios using multiple correspondence analysis and two-step clustering analysis. The results indicate that courses can be explained by five dimensions: (1) ICT; (2) Mathematics versus language; (3) Lower versus higher Bloom levels; (4) Gamma sciences versus others; (5) Very small group size versus others. Afterwards, the courses were positioned into six distinctive clusters. An important finding of this study is that teachers seem to design and implement fairly similar course designs when content, context and pedagogical approach are given. Furthermore, teachers' choices about ICT use are not yet systematically and consensually linked to content and pedagogical choices
Internet: http://www.tandfonline.com/doi/full/10.1080/10494820.2010.542757
http://www.tandfonline.com/doi/full/10.1080/10494820.2010.542757
Affiliation(s): Šiaulių universitetas
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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