A System to Track Teaching Improvement: A Case Study in Engineering
Sid Jaggi, Keith Thomas, Paul Lam, The Chinese University of Hong Kong, Hong Kong
EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
As argued by several studies, a content focus does not appear to change students' understanding. Rather, it is the learning process, including the structures and educational framework, which appears critical to this purpose. This paper examines how some of these structures and learning strategies play out in the context of web enabled technology. The paper outlines an interactive teaching improvement process involving the use of in-class small group discussions, supported by the expanded use of Google documents and a web-based student discussion forum. Based on a weekly evaluative feedback log, there is evidence that increased social interaction, both inside and outside the classroom, can be supported by the innovative use of groupware tools. Moreover, the overall outcome was better transfer of knowledge and improved learning outcomes.
Jaggi, S., Thomas, K. & Lam, P. (2009). A System to Track Teaching Improvement: A Case Study in Engineering. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2191-2193). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)