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首页> 外文会议>International Technology, Education and Development Conference >(657.pdf) DEVELOPING E-LEARNING PEDAGOGIES THROUGH ONLINE LECTURES-USING ADOBE CONNECT, PODCASTS, PANOPTO AND STREAMED RECORDINGS WITH BA (HONS) SPORT BUSINESS MANAGEMENT STUDENTS
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(657.pdf) DEVELOPING E-LEARNING PEDAGOGIES THROUGH ONLINE LECTURES-USING ADOBE CONNECT, PODCASTS, PANOPTO AND STREAMED RECORDINGS WITH BA (HONS) SPORT BUSINESS MANAGEMENT STUDENTS

机译：（657.pdf）通过在线讲座制定电子学习教学专业 - 使用Adobe Connect，Podcasts，Panopto和流入录制，与BA（HONS）运动业务管理学生

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This study looked at using the Business Enterprise Theory (BET) module to deliver a genuine blended learning approach in an academic and engaging manner to 130 students.Adobe Connect was used to replace 2 traditional lectures. The first online lecture had a total of 92 students logged into the 'meeting'/lecture. The evidenced number of students online for this 'meeting'/lecture was well above 100. This research was replicated again in the following weeks with a similar amount of students (c 100) attending online and this time less than 88 attending the traditional face-to-face lecture the following week. Podcasts were used to replace traditional lectures. Once again over 100 students evidenced their online attendance and watched the podcast which was measureable due to the Bb9 'tracking and monitoring' capabilities. The online lecture can be revisited whenever the student wishes-especially in the case of the lecture itself or the visits in the build up to an assessed piece of work. Recorded and streamed conference 'key note' speeches:This was used to replace traditional lectures. This online lecture evidenced 2 keynote conference speakers as below. Discussion groups on Bb9 were used to replace traditional seminars.According to Winch and Gingell (2008:152) 'Pedagogy means the method of teaching' however this seems to be a very simplistic view since there's a wide variety of attributing factors which also influences pedagogy. Pedagogic shift tends to change its structure according to a specific purpose e.g. school age, culture, subject and mode of learning. Jackson's notion of pedagogy is derived from a theory where creativity is the main focus being imaginative, exploring and teaching where students use decision making and problem solving skills are essential (Jackson et al 2006).Attendance increased through the delivery of these online lectures.Above all this study recognizes that through the online mediums used (developmental pedagogies) students were better able to express themselves in a form of enquiry or discovery-based task far more than if they had attended a face-to-face lecture.The majority of students were complimentary about the use of a 'blended learning' approach and favoured a system, which allowed an increased number of students to make comments (as they did in the 'chat box' of Adobe Connect) and engage in the lecture in an increased manner.The use of recorded sessions such as Adobe Connect, Panapto and the Podcasts was seen as a genuine benefit for the students as they were able to revisit these lectures at a later time and recap on any issues, which they wanted to review again.Students have been asking for an increase in methods of online lecturesFeedback'It seems there is a greater and more varied contribution from a wider range of students perhaps those students who are less confident speaking in front of 100 people feel comfortable typing answers etc. This style of lecture allows for a greater engagement with the material being covered, students can discuss, access Google and ask questions of lecturers which definitely enhances the learning experience'.A 'blended learning' approach and the change in pedagogic shift to a more interactive and student led delivery has both increased the student attendance and enhanced their ability to learn and understand. Hubball and Burt (2004:51) support this as an appropriate learning process for students and integrate with the 'hidden curriculum'.
机译：本研究介绍了使用商业企业理论（BET）模块以学术和参与的方式提供真正的混合学习方法，以130名学生.Adobe Connect用于取代2讲2讲座。第一个在线讲座共有92名学生登录“会议”/讲座。这项“会议”/讲座的在线证明的学生人数远远超过100.在接下来的几周内再次复制了这项研究，其中有类似的学生（C 100）在线参加，这次不到88人参加传统面部 - 接下来的讲座是接下来的一周。播客被用来取代传统讲座。再次超过100名学生在在线考勤中证明了他们的在线考勤并观看了由于BB9“跟踪和监控”能力而可测量的播客。只要学生愿望 - 特别是在讲座本身或建立方面的访问的情况下，可以重新审视在线讲座。录制和流式的会议“关键笔记”演讲：这用于取代传统讲座。此在线讲座可视于以下2个主题演讲说明人员如下。 BB9上的讨论组被用来取代传统研讨会。根据绞车和Gingell（2008：152）'教学意味着教学方法'然而，这似乎是一个非常简单的观点，因为有各种各样的归属因素也影响教育学。教学速度倾向于根据特定目的改变其结构。学龄，文化，学科和学习方式。杰克逊的教育学的概念来自一个理论，这些理论是创造力是富有想象力的，探索和教学的主要关注，探索和教学，在学生使用决策和解决问题的情况下是必不可少的（Jackson等人2006）。通过在这些在线讲座的交付中增加了奖励.Above所有这些研究都认识到，通过使用的在线媒体（发展教育学），学生可以更好地以询问或基于探索的任务表达，而不是他们参加了面对面的讲座。大多数学生是免费使用“混合学习”的方法并赞成一个系统，这允许增加学生的评论（正如他们在Adobe Connect的“聊天框”中所做的），并以增加的方式参与讲座。使用Adobe Connect，Panapto和Podcast等录制会话被视为学生的真正福利，因为他们能够在以后重新审视这些讲座并回顾任何问题，他们想再次审查。学生一直要求在线讲座留下的方法增加，似乎对更广泛的学生来说，更多的学生可能更加多种多样的贡献，也许那些不太自信的学生在100人面前觉得舒适的打字答案等。这种讲座允许更加接近所涵盖的材料，学生可以讨论，访问谷歌并提出讲师的问题，绝对增强了学习体验。“混合学习”方法和教学转移变化到更互动和学生的LED交付都增加了学生出席并增强了他们的学习和理解能力。 HUBBALL和BURT（2004：51）支持这一点作为学生的适当学习过程，与“隐藏课程”融合。

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