August 3rd, 2010
Jewitt, Carey, et al. “Exploring Learning through Visual, Actional and Linguistic Communication: The Multimodal Environment of a Science Classroom.” Educational Review 53 1 (2001): 5-18.
From the abstract:
It suggests that learning is realised through the interaction between visual, actional and linguistic communication (i.e. learning is multimodal) and involves the transformation of information across different communicative systems (‘modes’), e.g. from speech to image. It demonstrates that learning is a process of selection, adaptation and transformation motivated by the interests of pupils and the context of learning” (5).
This finding is quite important to my research, since it suggest that it is this multimodality of seeing, doing, and discussing that is most effective for learning. Furthermore, Read the rest of this entry »
May 23rd, 2010
Gurak, L. J. (2001). Cyberliteracy: Navigating the internet with awareness. New Haven Conn.; London: Yale University Press.
Even in 2001 (when Cyberliteracy was published), the use of the internet for distance education was growing. Gurak addresses this point from sort of a media richness perspective.
“The richest form of communication has always been face-to-face. Humans can communicate so much with their bodies. Read the rest of this entry »
January 29th, 2010
Briggs, Lowell A., and G. Dale Wagner. “Factors of Distraction in a One-Way-Video, Two-Way-Audio Distance Learning Setting.” PAACE Journal of Lifelong Learning 6 (1997): 67-75.
Published in 1997, this one is pretty outdated, particularly considering that Briggs and Wagner are citing works that were relatively contemporary at the time, but precede their work by 10 or more years. That said, there are a number of excellent points made in this article that are either directly relevant or can at least be modified in such a way as to make them applicable to the topic of online video use in distance classrooms.
The authors studied Read the rest of this entry »
