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Depending on the mixture of all the features presented above and taking into account the discipline and form of the course there are numerous possibilities of pedagogical scenarios for preparatory teaching. What is more, even the same subject may be presented using two or more different pedagogical scenarios. In the case of preparatory teaching it is important to have in mind what is the main aim to be achieved at the end of the course. References Bjørke A., Ask B., Heck D. (2003). Global cooperation on e-learning. Background and pedagogical strategy, United Nations University/Global Virtual University. Bjørke S. A., Holt H. (2005). Learning online requires new communication and information skills and strategies. in M. H. Field, J. Fegan (eds.), Education Across-Borders: Philosophy, Policy and Pedagogy – New Paradigms and Challenges, Waseda University Media, Chapter 11. Bromme, R., Hesse, F. W., & Spada, H. (Eds.). (2005). Barriers and Biases in Computer-Mediated knowledge communication and how they may be overcome (5 ed.). New York: Springer. Brown A. C. (1999). From the What and Why to the How of Course Support Systems – the Value of the Teacher’s perspective. International Journal of Educational Telecommunications, vol. 5, no. 4 1999. Busetti E., Dettori G. Forcheri P., Ierardi M. G. (2005). A pedagogical approach to the design of Learning Objects in A. Méndez-Vilas, B. González-Pereira, J. Mesa González, J.A. Mesa González (eds.), Recent Research Developments in Learning Technologies, FORMATEX publishing, 290-294. De Laat, M., Lally, V., Lipponen, L., & Simons, R.-J. (2007). Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher. Instructional Science, 35(3), 257-286. Delialioglu, O., & Yildirim, Z. (2007). Students’ Perceptions on Effective Dimensions of Interactive Learning in a Blended Learning Environment. Educational Technology & Society, 10 (2), 133- 146. French D., Hale C., Johnson C., Farr G. (1999). Internet based learning. An Introduction and Framework for Higher Education and Business. Stylus publishing. JCU Pedagogical framework for flexible learning, v.1.1, Nov, 2007, James Cook University, http://www.jcu.edu.au/teaching/idc/groups/public/documents/teaching/jcuprd_016534.pdf. Jonassen, D., H., & Kwon, H. (2001). Communication patterns in computer mediated versus face-to-face group problem solving. Educational Technology Research and Development, 49(1), 35-51. Jonassen D. H., Mayes T, McAleese R. (1993). A manifesto for a constructivist approach to technology in higer education, in Duffy T., Lowyck J. & Jonassen D. (eds), Design environments for constructivist learning, Springer Verlag. Kirschner, P., Strijbos, J.-W., Kreijns, K., & Beers, P. (2004). Designing electronic collaborative learning environments. Educational Technology Research and Development, 52(3), 47-66. Kozeracki, C. (2002). Issues in Developmental Education. Community College Review, 29(4), 83-100. Krueger K., Saul J., Lin P.-Y. (2000). The Learning Curve, http://library.thinkquest.org/C005704/content_teaching_it_styles.php3. Reiser B. J. (2004). Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work, Journal of the Learning Science, 13 (3) 273-304. Resta, P., & Laferrière, T. (2007). Technology in Support of Collaborative Learning. Educational Psychology Review, 19(1), 65-83. Rienties, B., Tempelaar, D., Dijkstra, J., & Rehm, M. (2006). An Online Remedial Teaching Model used in Practice. Paper presented at the 12th International conference of European University Information System, Tartu, Estonia. Rienties, B., Tempelaar, D., Dijkstra, J., Rehm, M., & Gijselaers, W. H. (In press). Longitudinal study of online remedial education effects. In Advances in Business Education and Training: Springer. Steeples C., Jones C. (2002). Networked learning: Perspectives and issues. Computer Supported Cooperative Work- series. Springer. Vygotsky L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press. Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: a case study. The Internet and Higher Education, 6(1), 77-90. Watkins C., Carnell E., Lodge C., Wagner P., Whalley C. (2002). Effective learning. NSIN research matters, Institute of education, Univ. of London. Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 114
Wieland, A., Brouwer, N., Kaper, W., Heck, A., Tempelaar, D., Rienties, B., et al. (2007). Factoren die een rol spelen bij de ontwikkeling van remediërend onderwijs. Tijdschrift voor Hoger Onderwijs, 1, 2- 15. Williams, E. A., Duray, R., & Reddy, V. (2006). Teamwork Orientation, Group Cohesiveness, and Student Learning: A Study of the Use of Teams in Online Distance Education. Journal of Management Education, 30(4), 592. Winnips J. C., McLoughlin C. (2001). Six learner supports you can build. In C. Montgomerie, J. Viteli (eds.), Preceeding of ED Media 2001: World Conference on Educational Multimedia, Hypermedia and Telecommunications, AACE, 2062-2068. Wood D., Bruner J., Ross G. (1976). The role of tutoring in problem solving. Journal of child psychology and psychiatry, 17, 89-100. Yang, C.-C., Tsai, I. C., Kim, B., Cho, M.-H., & Laffey, J. M. (2006). Exploring the relationships between students' academic motivation and social ability in online learning environments. The Internet and Higher Education, 9(4), 277-286. Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 115
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Proceedings of Student Mobility and
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Contributions listed per session We
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Teaching Part-time Students Using C
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Description of Practices of Knowled
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Remediating Summer Classes and Diag
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• For a bridging course of this s
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computing and displaying geometrica
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significant. For that reason, the f
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Apparently, ‘new learning’ work
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Delivering a Masters: from Paper to
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1 or 2 days of face to face contact
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MyDundee and the different forms of
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Unified in Learning - Separated by
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views. As the IOs staff has to coll
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was to apply the newly gained knowl
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Please provide an overall grade for
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discussion forums promises to yield
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Additionally to the CIS each course
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system 5.9% and Blended Learning 10
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Conclusion The survey shows that th
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Competence Based Teaching and Evalu
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Peer-assessment, according to Falch
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90 80 70 60 50 40 30 20 10 0 Figure
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and think“). Reliability deals wi
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knowledge but also the skills of th
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Explaining student learning prefere
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• Practice (that is, the problems
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processing strategies, metacognitiv
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0.250 0.200 0.150 0.100 0.050 0.000
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0.400 0.350 0.300 0.250 0.200 0.150
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Selecting Educational Content in m-
Page 63 and 64: Figure 2 How could we integrate the
Page 65 and 66: Applying a Fact-oriented Knowledge
Page 67 and 68: Table 2: List of definitions for su
Page 69 and 70: One, of the most important assumpti
Page 71 and 72: Inspecting the KSD in figure 2 reve
Page 73 and 74: The Influence of Portfolio Media on
Page 75 and 76: discussed the portfolio. The last h
Page 77 and 78: Count 10 8 6 4 2 1 2 3 4 5 6 7 8 9
Page 79 and 80: ased portfolio (n=177). Scoring a 6
Page 81 and 82: An E-Portfolio for Post-Graduate Co
Page 83 and 84: Evers, F. T., Rush, J. C. & Berdrow
Page 85 and 86: Indicators of Needs for Preparatory
Page 87 and 88: dependent on his/her background, ac
Page 89 and 90: study programs. A wide choice of st
Page 91 and 92: It may be presumed that the competi
Page 93 and 94: Bean, J. P. ( 1985 ). Interaction e
Page 95 and 96: Facing the Mathematics Problem, Two
Page 97 and 98: mention the problems that they enco
Page 99 and 100: gradually from the first to the las
Page 101 and 102: 45% 40% 35% 30% 25% 20% 15% 10% 5%
Page 103 and 104: References Dijsselbloem, J., e.a. (
Page 105 and 106: Findings So far, seventy-four stude
Page 107 and 108: Students’ Mobility, Acculturation
Page 109 and 110: Pedagogical Approaches Used For Pre
Page 111 and 112: • the teacher is a learner togeth
Page 113: learning. He pointed at the method
Page 117 and 118: The live learning lab was more than
Page 119 and 120: For the audience site, the camera s
Page 121 and 122: video/audio compression and competi
Page 123 and 124: applications for a typical presenta
Page 125 and 126: E-learning - Non-discovered Territo
Page 127 and 128: References Badania potrzeb w zakres
Page 129 and 130: Security Requirements and Goals for
Page 131 and 132: The implications of using this tech
Page 133 and 134: References Hinton, H., & Vanderwauv
Page 135 and 136: This is mainly due to the fact that
Page 137 and 138: students from one class session to
Page 139 and 140: Social Presence, Web-videoconferenc
Page 141 and 142: facilities. As Figure 2 shows, web-
Page 143 and 144: Instruments Expectations of the cou
Page 145 and 146: Table 1 Comparison of course useful
Page 147 and 148: As group collaboration and the cour
Page 149 and 150: Literature Scan on Online Remedial
Page 151 and 152: Most recent studies have focussed o
Page 153 and 154: The implementation of online educat
Page 155 and 156: Lefgren (2004); Kozeracki (2002); L
Page 157 and 158: Establishing a European Framework o
Page 159 and 160: Modelling Mobile Agent Mobility in
Page 161 and 162: f11 = Addressing f12 = Encoding f13
Page 163 and 164: Naming services The Sun Microsystem
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Lamport, L & Melliar-Smith, P. M.(1
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lecturers see all lectures they hav
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Figure 3. A content page of the Tec
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Digitizing Courses for Flexible Edu
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Figure 1. Amount of fragment views
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elaborate on the fragments in sever
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engaged in family and/or work life,
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and Services contributes to interna
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Furture prospects Physical student
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Towards a Dutch Remedial Education
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Hollins, E. R. (1996). Culture in s
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To realise this goal a consortium o
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Hybrid Learning as a Facilitator to
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are commonly associated with high c
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Table 3. Individual forum participa
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ecause of the huge investment in de
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Pere, R. (1982). Ako: concepts and
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facility with technology as an empl
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The subject of the advertisement is
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M Pete Nevin October 10 at 8:46pm H
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