E- Campus as an Environmental and Pedagogical Tool for Online Support
The Internet and the ever growing applications enable
communities to share and collaborate through common platforms.
However, this growing pattern is not witnessed yet even for elearning.
This paper is based on a doctoral research which aimed at
researching the ways students interact in an online campus and the
supports that they look for and require. Content analysis, based on the
Panchoo/Jaillet methodology, was done on four synchronous
meetings between a tutor and his ten students. The UNIV-Rct ecampus,
analogical to a physical campus, was found to be user
friendly and the students enrolled in a master-s course faced no
difficulties in using it. In addition to the environmental aspects, the
pedagogical implementation of the course has driven the students to
interact and collaborate significantly and this has contributed to
overcome the problems faced by the distance learners. This
completely online model was found to be fruitful in helping distant
learners fight their loneliness and brave their difficulties in a socioconstructivism
approach.
[1] W. Sack, "Discourse architecture and very large scale conversation",
Digital Formations: IT and New Architectures in the Global Realm,
2005.
[2] B. Rieder, « De la communauté ├á l-écume: quels concepts de sociabilité
pour le ÔÇÿweb social-"? tic&société, Vol. 4, no 1 (2010), pp. 43.
[3] G. Lovink, « Digitale Nihilisten », Lettre International, 2006, n┬░73,
pp.94-99.
[4] S. Panchoo, « Interagir pour collaborer et apprendre ├á distance avec les
Technologies de l-Information et de la Communication: Approche
méthodologique d-étude des interactions d-une formation ├á distance »,
thesis, University of Cergy-Pontoise, Paris, Dec. 2010.
[5] S. Panchoo, "Using The Social Network Analysis As A Pedagogical
Tool To Enhance Online Interactions, International Conference on
Advanced Computer Science Applications and Technologies, ACSAT
20102, Palace of the Golden Horses, Mines Resort City, Malaysia, 26-
28 Nov., 2012.
[6] M. Blissenden, S. Clarke, C. Strevens, (2012),"Developing online legal
communities", International Journal of Law and Management, 2012,
Vol. 54 Iss: 2 pp. 153 - 164.
[7] J. C. Doppke, D. Heimbigner, and A. L. Wolf, "Software Process
Modeling and Execution within Virtual Environments, ACM
Transactions on Software Engineering and Methodology, Vol. 7, No. 1,
Jan. 1998.
[8] S. Panchoo, "Proposed Information System: online teachers- support for
enhanced personalized quality feedback", International Conference on
Information Systems, World Academy of Science, Engineering and
Technology, Issue 60 December 2011 Thailand, Phuket, Dec. 21-23
2011, eISSN 2010-3778, pp 1587-1590.
[9] L. Audet, « Recherche sur les facteurs qui influencent la persévérance et
la réussite scolaire en formation ├á distance », Réseau s-enseignement
francophone à distance au canada-REFAD, March 2008.
[10] D. Dobbe-Semanou, 2010, "Persistence and drop-out of distance
learners in Sub-Saharan Francophone Africa: few research avenues",
frantice.net, 2010, no.1.
[11] J. Glennie, "Distance education in South Africa", Commonwealth
education partnerships, launched at the 16th conference of
commonwealth education ministers, Cape-Town, South Africa, 2007.
[12] S. Franck, « Rapport sur les techniques des apprentissages essentiels
pour une bonne insertion dans la société de l-information, Sénat », Office
parlementaire d-Evaluation des Choix scientifiques et technologique :
Rapport no. 383, 1997.
[13] A. A. Koohang and K. Harman, Learning objects: Theory, praxis, issues
and trends, Santa Rosa: Informing Science Press, 2007.
[14] M. Sureshramana, "Integrating new technology to commerce
curriculum: How to overcome teachers- resistance?", The Turkish
Online Journal of Education Technology, Volume 6, Issue 1, Article
1,TOJET Jan. 2007.
[15] S. Panchoo, « Quels soutiens recherchent les apprenants lors d-un tutorat
en ligne ? », Colloque scientifique international sur les TIC en
éducation : bilan, enjeux actuels et perspectives futures, Montréal,
Canada, 3 and 4 May 2012.
[16] S. Panchoo, "Using ODL and ICT to reach the unreached in Africa:
Tools and Strategies for supporting Distant Learners", Association for
Development of Education in Africa (ADEA), 2012 Triennial on
Education and Training in Africa, Ouagadougou, Burkina Faso, 12-17
Feb. 2012,
http://www.adeanet.org/triennale/eng/index.php?categoryid=84.
[17] B. Robert, R. B. de Rojo, and S. Denise, "Collaborative Online Distance
Learning: Issues for Future Practice and Research", Distance Education,
21(2), 2000, pp. 260-277.
[18] Educacentre, Collège Educacentre College, « Rapport d-une session de
travail. Comité consultatif du Campus Virtuel d-éducacacentre », 17 Jan.
2005, retrieved in April,
http://www.educacentre.com/etudes/campusvirtuel1.pdf.
[19] V Gilkman, « Des cours par correspondance au « ÔÇÿe-learning- »,
Education et formation PUF (Presses universitaires de France), 2002.
[20] J. Perriault, « La communication du savoir ├á distance, Education et
formation », l-Harmattan, 1996.
[21] D. Peraya, « Staf 17 - Réalisation d-un dispositif de formation
entièrement ou partiellement ├á distance, Période 1 : La formation ├á
distance. Un cadre de référence », Tecfa 2001-2002.
[1] W. Sack, "Discourse architecture and very large scale conversation",
Digital Formations: IT and New Architectures in the Global Realm,
2005.
[2] B. Rieder, « De la communauté ├á l-écume: quels concepts de sociabilité
pour le ÔÇÿweb social-"? tic&société, Vol. 4, no 1 (2010), pp. 43.
[3] G. Lovink, « Digitale Nihilisten », Lettre International, 2006, n┬░73,
pp.94-99.
[4] S. Panchoo, « Interagir pour collaborer et apprendre ├á distance avec les
Technologies de l-Information et de la Communication: Approche
méthodologique d-étude des interactions d-une formation ├á distance »,
thesis, University of Cergy-Pontoise, Paris, Dec. 2010.
[5] S. Panchoo, "Using The Social Network Analysis As A Pedagogical
Tool To Enhance Online Interactions, International Conference on
Advanced Computer Science Applications and Technologies, ACSAT
20102, Palace of the Golden Horses, Mines Resort City, Malaysia, 26-
28 Nov., 2012.
[6] M. Blissenden, S. Clarke, C. Strevens, (2012),"Developing online legal
communities", International Journal of Law and Management, 2012,
Vol. 54 Iss: 2 pp. 153 - 164.
[7] J. C. Doppke, D. Heimbigner, and A. L. Wolf, "Software Process
Modeling and Execution within Virtual Environments, ACM
Transactions on Software Engineering and Methodology, Vol. 7, No. 1,
Jan. 1998.
[8] S. Panchoo, "Proposed Information System: online teachers- support for
enhanced personalized quality feedback", International Conference on
Information Systems, World Academy of Science, Engineering and
Technology, Issue 60 December 2011 Thailand, Phuket, Dec. 21-23
2011, eISSN 2010-3778, pp 1587-1590.
[9] L. Audet, « Recherche sur les facteurs qui influencent la persévérance et
la réussite scolaire en formation ├á distance », Réseau s-enseignement
francophone à distance au canada-REFAD, March 2008.
[10] D. Dobbe-Semanou, 2010, "Persistence and drop-out of distance
learners in Sub-Saharan Francophone Africa: few research avenues",
frantice.net, 2010, no.1.
[11] J. Glennie, "Distance education in South Africa", Commonwealth
education partnerships, launched at the 16th conference of
commonwealth education ministers, Cape-Town, South Africa, 2007.
[12] S. Franck, « Rapport sur les techniques des apprentissages essentiels
pour une bonne insertion dans la société de l-information, Sénat », Office
parlementaire d-Evaluation des Choix scientifiques et technologique :
Rapport no. 383, 1997.
[13] A. A. Koohang and K. Harman, Learning objects: Theory, praxis, issues
and trends, Santa Rosa: Informing Science Press, 2007.
[14] M. Sureshramana, "Integrating new technology to commerce
curriculum: How to overcome teachers- resistance?", The Turkish
Online Journal of Education Technology, Volume 6, Issue 1, Article
1,TOJET Jan. 2007.
[15] S. Panchoo, « Quels soutiens recherchent les apprenants lors d-un tutorat
en ligne ? », Colloque scientifique international sur les TIC en
éducation : bilan, enjeux actuels et perspectives futures, Montréal,
Canada, 3 and 4 May 2012.
[16] S. Panchoo, "Using ODL and ICT to reach the unreached in Africa:
Tools and Strategies for supporting Distant Learners", Association for
Development of Education in Africa (ADEA), 2012 Triennial on
Education and Training in Africa, Ouagadougou, Burkina Faso, 12-17
Feb. 2012,
http://www.adeanet.org/triennale/eng/index.php?categoryid=84.
[17] B. Robert, R. B. de Rojo, and S. Denise, "Collaborative Online Distance
Learning: Issues for Future Practice and Research", Distance Education,
21(2), 2000, pp. 260-277.
[18] Educacentre, Collège Educacentre College, « Rapport d-une session de
travail. Comité consultatif du Campus Virtuel d-éducacacentre », 17 Jan.
2005, retrieved in April,
http://www.educacentre.com/etudes/campusvirtuel1.pdf.
[19] V Gilkman, « Des cours par correspondance au « ÔÇÿe-learning- »,
Education et formation PUF (Presses universitaires de France), 2002.
[20] J. Perriault, « La communication du savoir ├á distance, Education et
formation », l-Harmattan, 1996.
[21] D. Peraya, « Staf 17 - Réalisation d-un dispositif de formation
entièrement ou partiellement ├á distance, Période 1 : La formation ├á
distance. Un cadre de référence », Tecfa 2001-2002.
@article{"International Journal of Business, Human and Social Sciences:64341", author = "Shireen Panchoo", title = "E- Campus as an Environmental and Pedagogical Tool for Online Support", abstract = "The Internet and the ever growing applications enable
communities to share and collaborate through common platforms.
However, this growing pattern is not witnessed yet even for elearning.
This paper is based on a doctoral research which aimed at
researching the ways students interact in an online campus and the
supports that they look for and require. Content analysis, based on the
Panchoo/Jaillet methodology, was done on four synchronous
meetings between a tutor and his ten students. The UNIV-Rct ecampus,
analogical to a physical campus, was found to be user
friendly and the students enrolled in a master-s course faced no
difficulties in using it. In addition to the environmental aspects, the
pedagogical implementation of the course has driven the students to
interact and collaborate significantly and this has contributed to
overcome the problems faced by the distance learners. This
completely online model was found to be fruitful in helping distant
learners fight their loneliness and brave their difficulties in a socioconstructivism
approach.", keywords = "Content analysis, e-campus, interaction, online
supports, pedagogy.", volume = "7", number = "1", pages = "252-5", }
