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Appears in:
Pages: 4781-4786
Publication year: 2012
ISBN: 978-84-695-3491-5
ISSN: 2340-1117

Conference name: 4th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2012
Location: Barcelona, Spain

EXPERIMENTAL MANAGED LEARNING ENVIRONMENT FOR COURSE MATERIAL DELIVERY AT TSHWANE UNIVERSITY OF TECHNOLOGY

R. Aylward

Tshwane University of Technology (SOUTH AFRICA)
After much frustration due to continuous low grades of learner and falling pass rates an experimental MLE was developed at Tshwane University of Technology (TUT). The MLE serves as an online resource centre as a depositary for course material. Instead of the normal study guides and lecture notes the MLE serves the material in small sections related to one lecture or partial lecture i.e. in the form of topics. The MLE serves the material in three phases. The first phase is in preparation for the lecture – a pre-reading. The second phase is during the lecture – slides, exercise and other support materials. The third phase is after the lecture – assignments, further exercises and example evaluations.

The material is not presented in the normal learner retrieval manner using written documents, pdf and other formats, but as an “intelligent” monitoring system. Learner progress is monitored and immediate feedback is given. In the pre-lecture phase the MLE evaluate the learner comprehension and prior knowledge pertaining to the lecture and pre-reading material. The MLE informs students via e-mail and sms of outstanding preparation. The MLE also informs the lecturer of learner responses.

In the post lecture phase, after an evaluation, the MLE takes the learners back to the presented material highlighting the appropriate material that was not adequately mastered. If the material is still not mastered during this phase the MLE highlights the appropriate response to the evaluation, assignment or exercise. The MLE also send these responses to the lecturer.
Although still in an experimental phase the MLE has shown great promise as learners are taken by their active involvement. Learners are more motivated and marks have shown improvement. The learner responses in the pre- and post lecture phases aid lecturer in highlighting potential problem areas and which now proactively be addressed.
@InProceedings{AYLWARD2012EXP,
author = {Aylward, R.},
title = {EXPERIMENTAL MANAGED LEARNING ENVIRONMENT FOR COURSE MATERIAL DELIVERY AT TSHWANE UNIVERSITY OF TECHNOLOGY},
series = {4th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN12 Proceedings},
isbn = {978-84-695-3491-5},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {2-4 July, 2012},
year = {2012},
pages = {4781-4786}}
TY - CONF
AU - R. Aylward
TI - EXPERIMENTAL MANAGED LEARNING ENVIRONMENT FOR COURSE MATERIAL DELIVERY AT TSHWANE UNIVERSITY OF TECHNOLOGY
SN - 978-84-695-3491-5/2340-1117
PY - 2012
Y1 - 2-4 July, 2012
CI - Barcelona, Spain
JO - 4th International Conference on Education and New Learning Technologies
JA - EDULEARN12 Proceedings
SP - 4781
EP - 4786
ER -
R. Aylward (2012) EXPERIMENTAL MANAGED LEARNING ENVIRONMENT FOR COURSE MATERIAL DELIVERY AT TSHWANE UNIVERSITY OF TECHNOLOGY, EDULEARN12 Proceedings, pp. 4781-4786.
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