![]() ![]() The case study methodology offered an opportunity for in-depth qualitative data collection through theory-driven examination of website features, observation of website use, and in-depth interviews with students and faculty. ![]() To understand course websites within the context of their usage, three selected course websites were paired with the instructor and a subset of students to form a case study unit. The study analyzes course websites from instructional and technological theoretical perspectives, drawing from literature in the fields of education and technology studies. Its purpose is to develop an understanding of the perceived value of selected course websites from both student and faculty perspectives based on website design and use. This study is a case-study examination of faculty-developed course websites and their usage within a single mid-western community college environment. ![]() So a strong stable advocacy is required for successful adoption of instructional technology in any educational setting. The findings also suggest that faculty's adoption of technology may depend on faculty's objective of using technology as well as their respective subjects. The result shows that the main obstacle is infrastructure problem whereas the incentives are stipend for research and attending conferences on technologies, seminar of new technology and so on. Collected data were analyzed to discover obstacles and incentives to the adoption. In this paper, triangulation methodology was adopted for collecting quantitative and qualitative data. Many studies emphasize on faculties' adoption of instructional technology in different institutions but say little about the faculties' adoption at campuses within a single university. As ICT revolution has dramatically changed educational context, most higher education institutions are asking their faculties to adopt the new technologies in pedagogy. This study aims to observe the differences in faculties' instructional technology adoption at two campuses of a university and to discuss reasons behind the differences. The model is anticipated to nurture interactive learning among students and is conveniently used inside and outside the classrooms. The purpose of this project is to innovate a novel 3-dimensional (3D) histological model specifically designed for oral pathology education among undergraduate dental students. In view of this, a number of interactive platforms have been invented in the education world to foster such new age learning culture. In recent years, education has undergone important paradigm shifts including the shift from teacher-centered to a student-centered learning and the replacement of the traditional practice of learning over a period of time by the concept of lifelong learning. This is particularly true for oral pathology subject as it is substantially theoretical with an overwhelmed conceptual content. In the 21st century, this approach is perceived to have limited potential to create motivated and active learners but rather bore passive learners in the usual classrooms. The traditional approach in teaching oral pathology subject has long been practiced over the past decades by which the learning process is converging towards teacher-centered and frequently conducted in one direction. ![]()
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