Emerging Tech Challenges
- Who’s Pushing New Technologies?
Response to the question “Who do you think is primarily pushing new technologies in higher education?” revealed students as the drivers (44%), but additional polling showed that IT leaders focus on wider institutional priorities even as they react to student expectation and demand.
- Challenges What are the challenges surrounding the deployment of emerging technologies?
Participants suggested their own categories, and as a group ranked the following, among other criteria (right): • Impact of technology on learning (30%) • Helping people (faculty, etc.) change (23%) • Keeping up with change (15%) • Changing criteria for evaluating scholarly teaching and learning (5%).
- Additional Challenges
In a ranking of “additional” challenges, participants singled out planning for innovation (48%) as the most significant challenge.
In a two part series, Campus Technology looks into using chat as an instructional tool in education:
Using Chat To Move the Thinking Process Forward
In the first installment, chat is discussed in general terms and its abilities for the use of mixed media and synchronous interaction are emphasized.
Designing a Working Space for Chat
The second installment looks at some of the major concepts in using chat effectively in the process of moving the thinking process forward, like building ideas, constructing media, and establishing which elements are critical to making the environment dynamic and relevant to the student.
The Effectiveness of Blended Learning Environments for the Delivery of Respiratory Care Education
Jason Domachowski and Shawna Strickland
It has been reported that the major weakness of online learning environments is the lack of consistent, efficient communication with the course instructor. In an attempt to provide the learner with the “best of both worlds,” some educators have opted to integrate additional course materials via internet classrooms to enhance learning while still maintaining the face-to-face interaction between instructor and learner. The researchers hypothesized that there is not a difference in academic outcomes between students who complete a course in a traditional environment and those who complete the course in a blended environment nor is there a difference in student satisfaction between the two methods of course delivery.
Methods: Data collection included a retrospective review of the demographic and course information. Quantitative data analysis of the data was performed in SPSS® using the Mann-Whitney test and the Spearman rho correlation. Qualitative data analysis was performed via open coding of subjective student comments.
Results: The data obtained by retrospective review of demographics and course outcomes was analyzed to determine significant differences. None of the variables showed a statistically significant difference (p=0.05). Further testing revealed an expected positive relationship between pre-existing GPA and the final examination grade as well as the final examination grade and the course grade (p=0.05). No other positive relationships were noted in course outcomes, student satisfaction or subjective comments.
Conclusions: It can be assumed by the data presented that there is no difference in academic outcomes when comparing the traditional classroom setting to the blended classroom setting. These results favor the continuing practice of blended learning environments as a viable option for course delivery in health care education, specifically respiratory care.
Web 2.0: Good for Education?
Trent Batson summarizes what Web 2.0 means for higher education:
- More interaction between knowers and learners occurs online rather than in a room
- More continuity between learning meetings during a course of study and after the course is over
- More active learning opportunities are available
- The need for certification of all formal learning is called into question
- A shift in the fundamental perception of learning from content delivery to a guided learning process
- More recognition of and scaffolding on what students already know
- Collection of evidence of student learning online that is owned by the student
- The learning process is associated with the learner
- A deluge of unfiltered information without mature consensus methodologies to handle the deluge
- Transience of knowledge as opinion-producers gain currency more quickly each day than ever before
- Gap between institutions that are able to adapt to Web 2.0 trends and the rest of higher education
- The education enterprise is merely reactive to industry developments; it must instead lead; and educators by and large are resistant; they must instead find opportunities for positive change