students, teachers and online teaching tools in a highly-wired country
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Students, Teachers and Online Teaching
Tools in a Highly-Wired Country
Moshe RothEFL Unit
Ben-Gurion University Be’er Sheva, Israel
Is there any correlation between the number of online courses a full-time student has in a given semester and his/ her utilization of the online tool?
Do teachers take full advantage of the online tool using all the features it has to offer?
Research Questions
Two-Part QuestionnairePart One: the studentsa) How many courses are you taking this
semester? How many are online?b) Do you feel that HighLearn/ Moodle is
beneficial to the learning process? Explain.c) How often do you logon during the
semester?d) Do you logon when off campus?
Method: Part One
e) Have you ever used the learning- groups feature? (where students can study together)
f) Have you ever contacted the class using the bulletin board or directory? (where messages can be posted or sent)
Method: Part One (continued)
asked students about teachers:a) Are assignments and feedback posted?b) Do your teachers use the various
Collaboration tools? i) forums: teachers and students can
discuss course-related issues ii) polls
Method: Part Two
“high” vs. “low”- not an issue: Most logon at least once a day. All but 14 (of 528) logon when off campus. learning groups, bulletin board, directory
features: underused (Facebook used instead??)
Most students feel that HL/ Moodle is beneficial but there is a small group of “nay-sayers.”
Conclusion: the students (first question)
Learning forum could be used a bit more. Hardly anyone conducted a poll. Teacher misuse: only uploading material/ uploading in the last
minute not explaining in class/ not posting solutions student can learn without attending too many sites/ posting in different places not removing older material/ material not
relevant/ disorganized site
Conclusion: the teachers (second question) Teachers do not use the online tool to the max.
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