Research Article
Chokri Barhoumi, Pier Giuseppe Rossi
CONT ED TECHNOLOGY, Volume 4, Issue 4, pp. 281-308
ABSTRACT
The use of hypertext systems for learning and teaching complex and ill-structured domain of knowledge has been attracting attention in design of instruction. In this context, an experimental research has been conducted to explore the effectiveness of instructional design oriented hypertext systems. Cognitive flexibility hypertext theory is compared to direct instruction course design without hypertext systems for teaching and learning Flash online course in e-learning environment. Researchers used an experimental approach conducted in the academic year 2010 with independent sample of students of an experimental group (73 students) compared to a control group (73 students) from a university class. The results show the effectiveness of the hypertext systems course design compared to direct online course design. Indeed, the results of cognitive performance have demonstrated that the average time to answer achievement tests is lower for flexible instruction compared to average time for direct instruction. The number of students’ accesses to learning resources in the e-learning platform is higher in case of flexible instruction compared to direct instruction. Results of the experimentation also demonstrate that there are significant differences between the experimental group and the control group, regarding the attitudes of students toward using flexible online course design based cognitive flexibility hypertext theory and direct online course design.
Keywords: E-learning, Online teaching, Flexible online course design, Direct online course design, Cognitive flexibility, Hypertext systems
Research Article
Casimir C. Barczyk, Emily Hixon, Janet Buckenmeyer, Heather Zamojski
CONT ED TECHNOLOGY, Volume 3, Issue 2, pp. 99-114
ABSTRACT
Students at a regional campus of a Midwestern university were surveyed using an online questionnaire to determine their ownership, skill, and use of technological devices. Four hundred ninety-three students responded to the survey. It was found that the survey sample mirrored the student population at the university. Students owned and used a wide variety of electronic devices. Eighty five percent of the students owned laptop computers, 62% digital phones, 60% desktop computers, and 52% gaming systems. Students used electronic devices an average of 6.03 hours per week on classroom activities and 3.93 hours per week surfing the Internet for pleasure. They perceived themselves as being very skilled at using email, surfing the web, and word processing. It was also found that there was a significant correlation between students’ ownership of and skill with educational technology and their experience with Blackboard. Technological barriers were found to have a negative impact on students’ experience with Blackboard. Those barriers also negatively impacted their technological use and skill. A simple linear regression model explains that students’ experience with Blackboard is enhanced by having greater skill with technology, but is diminished when confronted with technological barriers. Implications for course design are discussed.
Keywords: Educational Technology, Post-Secondary Education, Student Experience with Technology, Barriers to Use Technology, Course Design