Paper - Refereed

Abstract: The purpose of the paper was to identify the usefulness of support from teachers in relation to the interaction between students and teachers in an online learning context. To approach these aims, the present project used quantitative and qualitative methods: Questionnaire, designed to examine students
Web-based collaborative learning approaches that have been used successfully for knowledge acquisition and transfer in a higher education e-learning environment generate numerous valuable disparate learning resources from heterogeneous sources in multiple formats. These resources are often subject to various shortcomings such as the replication and redundancies in resources, the lack of transparency and authenticity, the restricted access, the lack of effective management and reuse.
The term digital pedagogy is emerging as a way of thinking and enacting the distinctive nature of teaching and learning in contemporary times. This paper builds on existing research on the integration of information and communication technology (ICT) in teaching and learning and the work of the Queensland Department of Education Training and the Arts in establishing digital pedagogies as one of the five essential components of smart classrooms.
Engagement is being widely recognised as critical to the learning process. Either formally or informally this term arises during most discussions about learning, especially when ICT is being used to enhance the learning environments. While suggestions abound for ways of using ICT in learning to increase engagement, few of these reports offer means for measuring and reporting on the engagement. This paper first defines engagement that is relevant to school learning environments and expands on three types of engagement: behavioural, cognitive and emotional.
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ACCE Partners