A Review of the Role of Information Communication Technology and Course Design in Transitional Education Practices

Autor/inn/en	Rienties, Bart; Kaper, Wolter; Struyven, Katrien; Tempelaar, Dirk; van Gastel, Leendert; Vrancken, Sanne; Jasinska, Magdalena; Virgailaite-Meckauskaite, Egle
Titel	A Review of the Role of Information Communication Technology and Course Design in Transitional Education Practices
Quelle	In: Interactive Learning Environments, 20 (2012) 6, S.563-581 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2010.542757
Schlagwörter	Foreign Countries; Teaching Methods; Course Descriptions; Academic Support Services; Teacher Role; Curriculum Implementation; International Education; Conventional Instruction; Intellectual Disciplines; Remedial Instruction; Developmental Studies Programs; Transitional Programs; Taxonomy; College Readiness; Computer Assisted Instruction; Electronic Learning; College Instruction; Remedial Mathematics; Class Size; Language Skills; Distance Education; Educational Technology; Instructional Design; Blended Learning; Online Courses; Online Surveys; Databases; Questionnaires; Mixed Methods Research; Content Analysis; Data Analysis; European Union + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan; Lehrerrolle; Internationale Erziehung; Geisteswissenschaften; Förderkurs; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Taxonomie; Computer based training; Computerunterstützter Unterricht; Hochschullehre; Klassengröße; Language skill; Sprachkompetenz; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Online course; Online-Kurs; Datenbank; Fragebogen; Inhaltsanalyse; Auswertung
Abstract	An increasing number of higher educational institutes are offering remedial, bridging, preparatory or transitional courses in a blended and online format to remediate and enhance students' knowledge and skills. This article addresses how teachers and institutes design and implement these courses. The descriptions of transitional courses were collected by means of an online questionnaire and results were stored in a searchable online database. In the questionnaire consisting of 38 closed- and open-ended questions, teachers had to indicate their content, context, organisation, pedagogical approach, assessment method and information communication technology (ICT) use. During February-May 2009, 118 course descriptions and implementations were collected. These 118 course descriptions were analysed with the aim of describing their main educational scenarios using multiple correspondence analysis and two-step clustering analysis. The results indicate that courses can be explained by five dimensions: (1) ICT; (2) Mathematics versus language; (3) Lower versus higher Bloom levels; (4) Gamma sciences versus others; (5) Very small group size versus others. Afterwards, the courses were positioned into six distinctive clusters. An important finding of this study is that teachers seem to design and implement fairly similar course designs when content, context and pedagogical approach are given. Furthermore, teachers' choices about ICT use are not yet systematically and consensually linked to content and pedagogical choices. (Contains 2 notes, 4 tables, and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10