Time Shifting and Agile Time Boxes in Course Design
The ongoing integration of Information and Communication Technologies (ICTs) into higher education courses is often called blended learning although it often relates to course design. It is usually understood in place categories, as a combination of traditional classroom-based sessions and Internet-...
Published in: | The International Review of Research in Open and Distributed Learning |
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2017
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crathabascaup:10.19173/irrodl.v18i6.3182 2024-06-09T07:48:36+00:00 Time Shifting and Agile Time Boxes in Course Design Norberg, Anders Stöckel, Birgit Antti, Marta-Lena 2017 http://dx.doi.org/10.19173/irrodl.v18i6.3182 http://www.irrodl.org/index.php/irrodl/article/viewFile/3182/4371 http://www.irrodl.org/index.php/irrodl/article/viewFile/3182/4389 http://www.irrodl.org/index.php/irrodl/article/viewFile/3182/4390 unknown Athabasca University Press http://creativecommons.org/licenses/by/4.0 The International Review of Research in Open and Distributed Learning volume 18, issue 6 ISSN 1492-3831 journal-article 2017 crathabascaup https://doi.org/10.19173/irrodl.v18i6.3182 2024-05-14T12:53:46Z The ongoing integration of Information and Communication Technologies (ICTs) into higher education courses is often called blended learning although it often relates to course design. It is usually understood in place categories, as a combination of traditional classroom-based sessions and Internet-enabled distance or online learning practices. One alternative understanding of ICT integration can be constructed of time categories, with an understanding of ICTs more as process- and project-related. Two such design frameworks are conceptually presented and then used together in a small case study in a pilot experiment in physics at the preparatory level for entering engineering programs at a university in Northern Sweden. These are a) time shift mechanisms between synchronous and asynchronous learning modes in the course process and b) agile frameworks mechanisms adapted from work process developments in the software industry. Both are here used to address common procrastination problems in flexible education. Data were collected in student interviews and analysed with qualitative content analysis. Results show student satisfaction with the work rhythm and that a feeling of presence, which enables easy interaction, can be facilitated by synchronicity. Article in Journal/Newspaper Northern Sweden Athabasca University Press The International Review of Research in Open and Distributed Learning 18 6 |
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Athabasca University Press |
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description |
The ongoing integration of Information and Communication Technologies (ICTs) into higher education courses is often called blended learning although it often relates to course design. It is usually understood in place categories, as a combination of traditional classroom-based sessions and Internet-enabled distance or online learning practices. One alternative understanding of ICT integration can be constructed of time categories, with an understanding of ICTs more as process- and project-related. Two such design frameworks are conceptually presented and then used together in a small case study in a pilot experiment in physics at the preparatory level for entering engineering programs at a university in Northern Sweden. These are a) time shift mechanisms between synchronous and asynchronous learning modes in the course process and b) agile frameworks mechanisms adapted from work process developments in the software industry. Both are here used to address common procrastination problems in flexible education. Data were collected in student interviews and analysed with qualitative content analysis. Results show student satisfaction with the work rhythm and that a feeling of presence, which enables easy interaction, can be facilitated by synchronicity. |
format |
Article in Journal/Newspaper |
author |
Norberg, Anders Stöckel, Birgit Antti, Marta-Lena |
spellingShingle |
Norberg, Anders Stöckel, Birgit Antti, Marta-Lena Time Shifting and Agile Time Boxes in Course Design |
author_facet |
Norberg, Anders Stöckel, Birgit Antti, Marta-Lena |
author_sort |
Norberg, Anders |
title |
Time Shifting and Agile Time Boxes in Course Design |
title_short |
Time Shifting and Agile Time Boxes in Course Design |
title_full |
Time Shifting and Agile Time Boxes in Course Design |
title_fullStr |
Time Shifting and Agile Time Boxes in Course Design |
title_full_unstemmed |
Time Shifting and Agile Time Boxes in Course Design |
title_sort |
time shifting and agile time boxes in course design |
publisher |
Athabasca University Press |
publishDate |
2017 |
url |
http://dx.doi.org/10.19173/irrodl.v18i6.3182 http://www.irrodl.org/index.php/irrodl/article/viewFile/3182/4371 http://www.irrodl.org/index.php/irrodl/article/viewFile/3182/4389 http://www.irrodl.org/index.php/irrodl/article/viewFile/3182/4390 |
genre |
Northern Sweden |
genre_facet |
Northern Sweden |
op_source |
The International Review of Research in Open and Distributed Learning volume 18, issue 6 ISSN 1492-3831 |
op_rights |
http://creativecommons.org/licenses/by/4.0 |
op_doi |
https://doi.org/10.19173/irrodl.v18i6.3182 |
container_title |
The International Review of Research in Open and Distributed Learning |
container_volume |
18 |
container_issue |
6 |
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1801380387095576576 |