Designing a Web-Based Multimedia Learning Environment with Laurillard's Conversational Framework: An Investigation on Instructional Relationships

Autor/inn/en	Neo, Mai; Neo, Ken Tse-Kian; Lim, Sally Thian-Li
Titel	Designing a Web-Based Multimedia Learning Environment with Laurillard's Conversational Framework: An Investigation on Instructional Relationships
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 12 (2013) 3, S.39-50 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-6521
Schlagwörter	Foreign Countries; Web Based Instruction; Multimedia Instruction; Web 2.0 Technologies; Classroom Communication; Educational Change; Models; Interpersonal Communication; Undergraduate Students; Student Attitudes; College Faculty; Questionnaires; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Web Based Training; Multimediales Lernen; Klassengespräch; Bildungsreform; Analogiemodell; Interpersonale Kommunikation; Schülerverhalten; Fakultät; Fragebogen
Abstract	Classrooms today have received a significant overhaul with the inclusion of ICT and new learning pedagogies. Advancements in computing and multimedia technologies in education have resulted in an emerging breed of technologically proficient learners. Today's students are "digital natives" and very influenced by current digital environments for information acquisition, communication and interaction. Currently, many Malaysian classrooms still practice conventional teaching methods which pose many limitations to the student's learning process as interactions and communication processes are lacking. Therefore, there is a need for educators to adjust their teaching in order to suit the new generation of students and create learning environments that stimulate discourse, dialogue and engagement. In this study, Laurillard's Conversational Framework was adapted to investigate the interaction and communication processes between the students and teacher, mediated by multimedia and web 2.0. Results yielded several instructional relationships that showed that students experienced deep and meaningful learning when communicating and collaborating with each other, and that the teacher still played a central role in the learning process. The results provide encouraging support for incorporating dialogue and conversations in technology-backed learning environments. (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10