Danielle Morin

Activities and Resources in Online Learning: From a Critical Thinking View

This article investigates the relationship between Web-based learning and Critical thinking (CT) in a web-based course on the fundamentals of Information Technology at a university in Montreal, Canada. In particular, it will identify what part(s) of the course and to what extent, critical thinking is perceived to occur. The course contains two categories of learning modules namely resources and interactive activity components. The study aimed at answering the following questions: (1) What is the effect of the learning modules on Critical Thinking? and (2) What is the relative contribution of the various learning modules on Critical Thinking skills requirements?

The “Clicker” Project: A Scholarly Approach to Technology Integration

How can we make larger classes more interactive, with all students (even those in the back row) feeling engaged, reflective, and questioning ideas being presented? How do we get students to read before coming to class and prepared to take an exam? How do professors get the most out of their lectures and class time? These are the kind of questions guiding a research study on “clicker” technology in the John Molson School of Business at Concordia University in Montreal, Canada. The purpose of this study is to evaluate systematically the use of clickers in a business classroom context.

Immersive Learning: Using a Web-Based Learning Tool in a PhD Course to Enhance the Learning Experience

Aim/Purpose Teaching and learning is no longer the same and the paradigm shift has not settled yet. Information technology (IT) and its worldwide use impacts student learning methods and associated pedagogical models. Background In this study we frame immersive learning as a method that we believe can be designed by pedagogical models such as experiential, constructivist, and collaborative elements. We also present a peer-to-peer interactive web based learning tool, designed and implemented in-house with immersive learning features. Methodology We conducted an exploratory research with a Ph.D course on “pedagogical methods” where 9 doctoral students were tasked to follow the peer-to-peer 3 phase process in their learning. Contribution We found the peer-to-peer does favor experiential, constructivist, collaborative learning, which contributes into the use of immersive learning as an important learning style for the future. Findings This study investigated different ways to measure students’ collaboration, constructivism through their peer evaluation scores and performance in an immersive learning environment by taking the roles of teacher, evaluator, and learner. Recommendations for Practitioners An in-depth understanding of immersive learning methods allows the application of Experiential Immersive Learning (EIL) in various disciplines of professional training, which can increase performance and engagement.

Fostering Problem-Solving in a Virtual Environment.

This article investigates students’ perceptions of the relationship between Problem-Solving and the activities and resources used in a Web-based course on the fundamentals of Information Technology at a university in Montreal, Canada. We assess for the different learning components of the course, the extent of perceived problem-solving skills acquisition including research, creativity and critical thinking skills. The course entailed two categories of learning, namely resources-based and interactive components. The study aimed at answering the following questions: 1) To what extent do students understand the definitions of Problem-solving, Research, and Creative Idea Generation skills, and Critical Thinking skills? (2) What is the relative contribution of the various learning components (activities and resources) of the course to the perceived acquisition of Problem-Solving, Research, and Creative Idea Generations skills, and Critical Thinking skills; (3) Is the understanding of the definitions correlated with the perceived contributions of the learning components (activities and resources) of the course to the skills development? (4) To what extent is perceived Problem-solving skill acquisition explained by the acquisition of the other three skills?

Immersive Interactive Learning Environments (A PhD Case Study)

Teaching and learning is no longer the same and the paradigm shift has not settled yet. In this study we frame immersive learning as a method which we believe can be designed by experiential, constructivist, and collaborative elements. We then present a peer to peer interactive webbased learning tool, which was designed, and implemented in-house and piloted in a PhD course on ‘Pedagogical Methods’. We present the results showing how the learning tool has immersive elements and the student outcomes. The tool engages students to learn a specified subject matter, synthesize the information, create question and rate their peer’s questions. Tests are then generated by professor from the students’ questions. Student performance shows that in such a context, students who spent more time doing the test scored less. In the results section, we also present the item response theory as a more appropriate analysis tool to assess and study immersive learning, and provide examples.