User:Rie Comaroff

Rie Comaroff

Rie's personal link

PERSONAL INFO

• 2nd year CI student
• Majoring in Diginal media, communication and television
  
• Date of birth: 05/16/1985
  
• Born and grew up in Tokyo
  
• Arrived in Australia: 6/20/2004
  
• Current address: Kelvin Grove
• Hobbies:play basketball, tennis, read books (favorite writer:Jeffery Archer)
• email address: r.comaroff@student.qut.edu.au
  

Rie Comaroff 09:44, 4 Oct 2005 (EST)

---

Annotated Bibliography

'Topic': E-learning,Virtual education and distance education

Definition of virtual education: Virtual Education is defined as a learning environment where teacher and student are distanced. In addition the educator would provide course material through course management applications, multimedia resources, the internet, video conferencing, etc.
Definition of Distance education: The teaching style which do not require students to be in-class or at specific location. This is the teaching method which regular mail is used to send educational materials such as video, audiotapes, and CD-ROMs and hand in the exercises to the provider by the same way. Today new information technology such as e-mail, the Web, and video conferencing over broadband connections are used.

Borthick A.F., and Donald, R.J. (2000). “The motivation for collaborative discovery learning online and its application in an information systems assurance course,�? Issues in Accounting Education no.15, pp. 181-210.

This article argues that collaborative discovery learning online has the potential to make learning more effective, accessible, and affordable. This study was conducted in a master’s course in information systems assurance at Georgia State University. The main purpose of this research was to develop and deliver more effective courses rather than lecture-base instructions in order to enhance students’ problem-solving skills. The research was done by observing students’ reaction to the online sessions, characterisation of the popularity of online participation, and comparisons of student performance in the online classes with the face-to-face class sessions. The article is organised into five sections which are 1) motivation for collaborative online learning, 2) an argument for the collaborative online learning course being more effective than lecture-base learning, 3) arguments for collaborative online learning making education more accessible and affordable, 4) and approaches for assessing collaborative online learning. The results of the study showed that students learn to recognise problems faster, in seeking the knowledge they need and solve problems together in a virtual environment. Borthick and Donald emphasise that in the actual work environments new problems would always occur and it is an important skill to solve together with the group that you are working with.

Dickson, W.G., and Segars, A. (1999) “Redefining the high-technology classroom,�? Journal of Education for Business no.74, pp.152-156.

This feature article describes the high-technology classroom in terms of both physical and virtual space. This article suggests that information technology is crucial to create a virtual space for learning and education institutions. The education institutions should also understand the nature of new-technology enable teaching processes and environment beneficial. It also emphasises that information technology would increase the richness of the educational experience, in addition to broadening institutes reach to students across the globe. The writers raised the issue exist in the education sector which is the use of the information technology provided by the “high-technology classroom is extremely mixed�?. In another word they are not fully taking advantage of what now available through information technology. As to reconfirm the benefit of virtual space education, this article will re-examine the three forms of communication styles in physical classroom which are one- to- one communication, many- to- one communication and many-to-many communication.

Hara, N and Kling, R. (2002) “Digital Academic�?, in H.W. Dutton, and D.B Loader (ed.) Student’s difficulties in a Web-based distance education course, London and New York: Routledge, pp. 63-114. ISBN: 0415262259

This chapter provides a case study on the problem of distance learning particularly on students’ feeling of distress when participating in the online learning session. The study was conducted at the graduate level online course for educational technology at a major university in USA. Two authors, Hara and Kling raised several issues and describe their study and findings, which aim to help enhance understanding of instructional design issues, communication practices and the preparation needed by instructors and students for effective Internet-enabled distance learning. To learn the issues which students face in the online environment, the survey was conducted with several methods. These methods were interviewing students, observation of classroom discussions and during students’ interactions with the course materials online. The conclusions drawn from the interviews and observations showed that there were two main problems of distressed students in this online course. The first was technological problems. The study showed that those students who did not have technical support were being especially frustrated. The second issue was associated with the course content and the instructor’s communication managing with student. In contrast to Palloff and Pratt‘s work, this chapter is similar in terms of target reader, however, this chapter focuses more on narrow, in-depth research.

Lahav,O., and Mioduser, D. (2004). “Exploration of Unknown Spaces by People Who Are Blind Using a Multi-sensory Virtual Environment,�? Special Education Technology, no.3 pp.15-23.

This journal presents the study of virtual environment for blind people. This experiment required thirty-one participants who are blind. Twenty-one of those in the experimental group explored a new space using a “multi-sensory virtual environment�?; ten others directly explored the real new space. Lahav and Mioduser explains the term “new space�? as the unknown spaces for blind people as they move from one space from the other in the domestic or/and public sphere. When people gather information, most of the information required for the information is gathered through the visual channel as people develop efficient mobility skills. However, visual information cannot be gathered by blind people therefore they face the difficulties in mapping as well as navigating spaces. The main goals for of this study points to the development of a haptic virtual environment enabling people who are blind to explore unknown spaces and the study of the exploration process of these spaces by blind people. In conclusion, the results of the study showed that the participants in the experimental group mastered the navigation of the unknown virtual space in a short time. Significant differences were found concerning the use of exploration strategies, methods, and processes by participants working with the multi-sensory virtual environment, in comparison with those working in the real apace.

Mazibuko, F., and Darkwa, O. (2000) “Creating Virtual Learning Communities in Africa: Challenges and Prospects�? M/C Journal, vol.5, no.5, retrieved March 14, 2000, from http://www.firstmonday.org/issues/issue5_5/darkwa/.

This online journal discusses the growth of information communications technologies mainly in Africa and also a number of other countries in the world. It then examines the topic of the growing global information technology revolution and how it is introduced in educational institutions. The discussion will develop to the distance education in Africa and the institution which provide the distance education. In addition, it will examine the challenges and affairs which those institution face and following studies will present the recommendations to overcome the challenges facing the technology-base education in Africa. The writer emphasise that distance education is crucial and needs to be fully explored in terms of better educational opportunities and environment for the nation in Africa. The conclusion implies that the online distant education support system as well as educational effectiveness and cost should be reorganised therefore it could assist as many students who are willing to receive educational opportunities. For example, through distance learning, fewer Africans will leave their home country for the future opportunities. Even though there are a lot of issues that Africa should deal with, the advantages that distance learning brings are enormous. This journal is focusing on a similar aspect of Yoshida’s work but only in a different research country (Africa as oppose to Asia). Therefore, by comparing and contrasting, these two materials would lead to new findings.

Palloff, M.R. and Pratt, K. (1999) “What we know about electronic learning�? Building Learning Communities in Cyberspace, San Francisco: Jossey-Bass Publisher. ISBN 0787944602

This chapter describes the results of the study of online class and elements that affect the people and the work of online education. This chapter is categorised in four areas. These are (1)virtual versus human contact, connectedness; (2) shared responsibility, rules, roles, norms and participation; (3) psychological and spiritual issues; and (4) vulnerability, privacy and ethics. The authors state that these issues are crucial to take notice of in the electronic classroom. They focused on the electronic learning and discussed whether the physical distance between members in the community would be affected in any way. The results showed that the physical distance allowed the participants to be creative; however, observers had to cope with difficult students who are not participating or those who are violating the privacy of the group. In conclusion, the lack of physical interaction leads to a fragile sense within the group in an online learning community. This study is comprehensible to people who have general knowledge on virtual learning and especially helpful for academic and corporate organisation. As it focuses on student’s behaviour towards the virtual learning accompanied by the research results and participant’s voices, this would be helpful source for educators.

Reinhart, J., Anderson, T., and Slowinski, J. (2000). “Creating pre-service teachers' virtual space: Issues in design and development of cross-country collaboration,�? T.H.E. Journal vol.28, no.3, pp. 26-34.

This journal article presents the study of virtual collaboration on Web-based projects in the “Computers in Education�? course at three educational institutions located in Indiana and North Carolina. Reinhart, Anderson and Slowinski conducted the study in order to create a project in which the students engaged in meaningful, virtual interactions through the discussion of computer related topics in education. The theme of this project was “a problem based learning environment�? and students were asked to conceptualise themselves as participatory members of “21st Century Teachers Network�?. The students were given with tasks which required them to build their own expertise in using new learning technologies and to share their experiences with colleagues. Then the article features the student’s collaborative work as groups over the semester and the analysis of the content of the course. Based on the information they have gathered, the authors started to design students’ activities and addressed the implementations as well as the issues arose. Finally, their comments summarised the success of the project.

Sensiper, S. (2002) “Digital Academic�?, in H.W. Dutton, and D.B Loader (ed.) Harvard Business School multimedia, London and New York: Routledge, pp.50-55. ISBN: 0415262259

This chapter examines how Harvard Business School’s approach and method of teaching has been adapted to the Web since 1995, including the introduction of video simulations and links to other online resources. In addition, the examination of students’ approach and behaviour towards the introduction of online resources as well as the enhancement compare to the previous cases will be presented from the study. The aim for offering the online courses in Harvard University is to provide the students with practical learning, as each course presents a real-life business situation. The results of the case study of the Harvard Business School were positive. The results gained form the research were 1) the course helped motivate students to explore the site to which they have random access, 2) visual rich media helped students’ decision making in the real business world. 3) Working with activities with sounds and visual images made the interactivity with knowledgeable experts easier. As the case study is on the Harvard Business University which is a well known university, target readers of this chapter would possibly be an institution or organisation which is willing to apply and adopt virtual education.

Yoshida, A. (2001) “Distance Higher Education and a New Trend of Virtual Universities in Asia�?, in F.T. Tschang and T. D. Senta (ed.) New Information Technologies and the Emergence of the Virtual Universities, Oxford: Pergamon, pp. 371-398. ISBN: 0080436706

This chapter examines the current setting of the distance education and virtual universities in Asia. The first half of the chapter will examine the development, characteristics of distance education in Asia and each focus is on the governance, cost-effectiveness, student profile, educational programs and course delivery technology. Each finding is demonstrated on the charts as well as text evaluation and these results are being compared and contrasted with the other countries. One of the most important aspects that the author addresses here is cost-effectiveness of virtual universities. Korea in particular is the most obvious case which only requires 5% of that of average on-campus universities. Although this might be an extreme example, the charts read that other countries show a range of 15% to 40% savings. The conclusion here says that cost- effectiveness of the virtual universities will lead to the expansion of students’ education opportunities. The second half of the chapter will demonstrate the virtual universities in specific countries, namely Malaysia, Singapore, China, Korea, Hong Kong and Japan. The information provides insights, tendencies, goals, development of the virtual universities in those countries. Yoshida concludes that the adoption of information technology will certainly change the environment of higher education. Finally this chapter will conclude how information technology will change higher education and how successful virtual universities in Asia will be in the future.

Rie Comaroff 11:49, 12 Aug 2005 (EST)