EDUCATORS’ OPINION ON WEBINARS IN HIGHER EDUCATION
DOI:
https://doi.org/10.17770/sie2016vol1.1488Keywords:
competence, educators’ opinion, experience, higher education, webinarsAbstract
Three strategic priorities of the European Union such as Open Innovation, Open Science, and Openness to the World reveal that higher education focused on training of students as prospective specialists needed by society and production orient higher education how to change. In higher education the transition from distance learning to on-line learning has started. For on-line learning in higher education, webinars are becoming an indispensable tool. However, educators’ opinion on webinars in higher education has not been analyzed. The aim of the present contribution is to analyze educators‘ opinion on webinars in higher education underpinning elaboration of a hypothesis on use of webinars in on-line educational environment within higher education. The meaning of such key concepts as webinar, opinion, on-line learning and on-line educational environment is studied. Moreover, the study shows how the steps of the process are related: identifying webinars → defining educators’ opinion → empirical study → conclusions. The empirical study was carried out in September 2015. The sample included 58 educators from the teacher training institution, namely Dr. Sivanthi Aditanar College of Education in India. The study results demonstrate that the educators’ opinions on webinars in higher education are homogeneous. A hypothesis on use of webinars in on-line educational environment within higher education is elaborated. Directions of further research are proposed.
References
Ahrens, A., Zaščerinska, J., Melnikova, J., Ramar, H., Clipa, O. & Andreeva, N. (2015). Use of Webinars in Higher Education: A Comparative Study of Educators’ Experience. 3rd Annual International Scientific-Practical Application Conference Trends in Science and Higher Education Studies Under Conditions of Globalization. Panevėžys College, Panevėžys, Lithuania. 22-23 October 2015.
Ahrens, A. & Zaščerinska, J. (2015). A Comparative Study of Business and Engineering Students’ Attitude to Mobile Technologies in Distance Learning. In: Patricia Ordonez De Pablos, Robert D. Tennyson and Miltiadis D. Lytras, Assessing the Role of Mobile Technologies and Distance Learning in Higher Education, Chapter 2 (pp. 29-59). IGI-Global.
Beļickis, I., Blūma, D., Koķe, T., Markus, D., Skujiņa, V. (vad.) & Šalme, A. (2000). Pedagoģijas terminu skaidrojošā vārdnīca. Termini latviešu, angļu, vācu, krievu valodā. [Dictionary of Pedagogical Terms. Terns in Latvian, English, German, Russian].Rīga: “Zvaigzne ABC”.
Britt, P. (2006). Seven reasons you need web conferencing. Network computing. Retrieved from http://www.networkcomputing.com/channels/networkinfrastructure/showArticle.jhtml?articleID=191600459.
Cheng, N. S., Ko, H. C., Kinshuk & Lin, T. (2005). A model for synchronous learning using the Internet. Innovations in Education and Teaching International, 42(2), 2005, 181-194.
Cohen, L., Manion, L. & Morrison, K. (2007). Research Methods in Education. Routledge Education.
De Gara, C. & Boora, R. (2006). Using Elluminate as a simple solution for telehealth initiatives for continuing medical education. In T. Reeves & S. Yamashita (Eds.), Proceedings of world conference on e-learning in corporate, government, healthcare, and higher education 2006 (pp. 476-480). Chesapeake, VA: AACE, 2006, p. 476-480.
Groeben, N. (1986). Handeln, Tun, Verhalten als Einheiten einer verstehend-erklärenden Psychologie. [Action, behavior as understanding units of an explanatory psychology]. Tübingen: Francke, 1986, 477 p.
Hotcomm. (2003). Synchronous tools and the emerging online learning model. http://hotcomm.com/tec/dlwp.pdf.
Kohorst, K., & Cox, J. R. (2007). Virtual office hours using a tablet PC: E-lluminating biochemistry in an online environment. The International Union of Biochemistry and Molecular Biology, 35(3), 2007, 193-197.
Luhman, N. (1988). Erkenntnis als Konstruktion. [Knowledge as a Construction]. Bern: Benteli, 1988, 14 p.
Luka, I. (2008). Students and the educator's co-operation as a means of development of students' ESP competence. Paper presented at the European Conference on Educational Research, University of Goteborg, 10-12 September 2008.
Luka, I., Ludborza, S. & Maslo, I. (2009). Effectiveness of the use of more than two languages and quality assurance in European interuniversity master studies. Paper presented at the European Conference on Educational Research, University of Vienna, September 28-30, 2009.
Marjanovic, O. (1999). Learning and teaching in a synchronous collaborative environment. Journal of Computer Assisted Learning, 15, 1999, p. 129-138.
Maslo, E. (2007). Transformative Learning Space for Life-Long Foreign Languages Learning. In: International Nordic-Baltic Region Conference of FIPLV Innovations in Language Teaching and Learning in the Multicultural Context (pp. 38-46), 15-16 June 2007, Riga, Latvia, 2007.
Maslo, I. (2006). Skolotāju sociālintegrējošās darbības modelēšana. In: I. Maslo (Ed) No zināšanām uz kompetentu darbību (35.-44. Lpp). Latvijas Universitātes Akadēmiskais apgāds.
Mayring, P. (2004). Qualitative Content Analysis. In U. Flick, E. Von Kardoff & I. Steinke (Eds), A Companion to Qualitative Research, (pp. 266-269). Glasgow, UK: SAGE.
Mayring, P. (2007). On Generalization in Qualitatively Oriented Research. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 8(3), Art. 26 (p. 1-8).
Mead, G. H. (1973). Geist, Identität, und Gesellschaft. Frankfurt: Suhrkamp, 1973, 298 p.
Ng, K. C. (2007). Replacing face-to-face tutorials by synchronous online technologies: Challenges and pedagogical implications. International Review of Research in Open and Distance Learning, 8(1). 2007. http://www.irrodl.org/index.php/irrodl/article/view/335/776.
Parsons, T. (1976). Theorie sozialer Systeme. [Theory of Social System]. Opladen: Westdeutscher Verlag, 1976, pp. 9-30.
Phillips, D. (2006). Comparative Education: method. Research in Comparative and International Education, Volume 1, Number 4, 2006, 304-319.
Reich, K. Systemisch-konstruktivistische Pädagogik. [System Constructivist Pedagogy].Weinheim:Beltz, 2005, 299 p.
Taylor, P. C., & Medina, M. N. D. (2013). Educational Research Paradigms: From Positivism to Multiparadigmatic. The Journal of Meaning-Centered Education. 1.
Wang, Shiang-Kwei & Hsu, Hui-Yin. (2008). Use of the Webinar Tool (Elluminate) to Support Training: The Effects of Webinar-Learning Implementation from Student-Trainers’ Perspective. Journal of Interactive Online Learning Volume 7, Number 3, Winter 2008, pp. 175-194.
Zaščerinska, J. (2013). Development of Students’ Communicative Competence within English for Academic Purposes Studies. Berlin, Germany: Mensch & Buch. 2013.
Žogla, I. (2001). Mūsdienu mācību teorijas problēmas. [Problems of Modern Educational Theories]. Skolotājs Nr. 45/2001 (4.-7. lpp). Riga: RaKa.
Downloads
Published
Issue
Section
How to Cite
