Voices and Pictures from an Online Course and a Face to Face Course
In light of the technological development and its
introduction into the field of education, an online course was
designed in parallel to the 'conventional' course for teaching the
''Qualitative Research Methods''. This course aimed to characterize
learning-teaching processes in a 'Qualitative Research Methods'
course studied in two different frameworks. Moreover, its objective
was to explore the difference between the culture of a physical
learning environment and that of online learning. The research
monitored four learner groups, a total of 72 students, for two years,
two groups from the two course frameworks each year. The courses
were obligatory for M.Ed. students at an academic college of
education and were given by one female-lecturer. The research was
conducted in the qualitative method as a case study in order to attain
insights about occurrences in the actual contexts and sites in which
they transpire. The research tools were open-ended questionnaire and
reflections in the form of vignettes (meaningful short pictures) to all
students as well as an interview with the lecturer. The tools facilitated
not only triangulation but also collecting data consisting of voices
and pictures of teaching and learning. The most prominent findings
are: differences between the two courses in the change features of the
learning environment culture for the acquisition of contents and
qualitative research tools. They were manifested by teaching
methods, illustration aids, lecturer's profile and students' profile.
[1] J. Abromitis, "Trend analysis of distance education and implication for
public postsecondary institution," in Proc.TCC Online Conference,
2000.Available online: http://leahi.kcc.hawaii.edu./org/tcon2k/paper
abromitisj.html
[2] A. Rotem, The third model as an opening for information community.
Collaborative learning, education, teaching and learning in a
computerized environment, 2011. Available online:
http://avrumrotem.com. (Hebrew).
[3] A. Rotem, and Y. Peled, Towards an online school. Tel Aviv: MOFET
2008.
[4] S. Wiess, S, Virtual Education 101: More and more colleges and
universities are offering classes on the Internet' but are these Cyber
classrooms up tosnuff? WA/PO W31, 2000.
[5] A. Braziller, and D. Hegman, "Hybrid Instruction as a learning
Solution," in Proc. TCC Online Conference, 2000. Available
online:.http://leahi.kcc.hawaii.edu./org/tcon2k/paperBrazillera.html.
[6] J. L. Moore, C. Dickson-Deane, and K. Galyen, "e-Learning, online
learning, and distance learning environments: Are they the same?"The
Internet and Higher Education, vol.14, no. 2, 2011, pp. 129-135.
[7] M. Parkes, S. Stein, and C. Reading, "Student preparedness for
university e-learning environments," The Internet and Higher Education,
vol.25, 2014, pp. 1-10.
[8] M, Beller, "Virtual learning in an existing reality," .Academia: Magazine
of the Universities Heads Committee, vol. 9, 2000, pp. 13-19. (Hebrew).
[9] L. Sjerry, "Issues in Distance Learning," Int. J. of D.L., vol. 1, 1995, pp.
337-365.
[10] G. Solomon, Technology and Education in the Information Age. Tel
Aviv: ZmoraBitan Publishing and University of Haifa, 2000. (Hebrew).
[11] R. Donmoyer, "The qualitative/quantitative distinction: Is it is still a
matter of different epistemologies?" in Proc. Annual Meeting of the
American Education Research Association, Chicago, Illinois, 1997.
[12] Y. Lincoln, and E. G. Guba, Naturalistic Inquiry: Establishing
trustworthiness, Newbury Park, California: Sage, 1985, ch. 11, pp. 289-
409.
[13] R. E. Harriot, and W. A. Firestone, "Multisite Qualitative policy
Research: Optimizing Description and Generalizability," Educational
Research, vol. 12, no. 2, 1983, pp. 14-19.
[14] S. Shlasky, and B. Alpert, Ways of writing a qualitative research, from
dismantling of reality to its structure as a text, Tel Aviv: MOFET
Institute, Klil Publishing House, 2007, p. 160. (Hebrew). [15] R. K. Yin, Applications of Case Study Research. London: Sage
Publication, 1993.
[16] M. Yosifun, "A case study,"inTraditions and Currents in Qualitative
Research,N. Sabar Ben-Yehoshua, Ed. Lod: Dvir, 2001. (Hebrew).
[17] J. J. Smolicz, and M. J. Secombe, "Language as a core value of culture
among Chinese students in Australia: A minor approach,"Journal of
Asian Pacific Communication, vol. 1, 1990, pp. 229-245.
[18] S. Millet, and E. Gilad, "Change in Education System-From a Face-to-
FaceCourse to a Virtual Course,"in Proc. ED-MEDIA,World Conference
on EducationMultimedia, Hypermedia & Telecommunicationsand
Association for theAdvancement of Computing in Education, 2008, pp.
pp 5342-5350. Available online: www.aace.orgwww.EdiTLib.org.
[19] S. Millet, D. Patkin, and H. Ezer,"What is between Lafontaine's quarter
and the rational number quarter? Or What is thedifference between math
justice and jungle justice?" in Proc. 26st Conference of the International
Group for the Psychology of Mathematics Education – PME, Norwich,
UK., 2002.
[20] A. Shkedi, The meaning behind the words. Tel Aviv: Ramot Publishing,
2012,ch, 4-5. (Hebrew).
[21] L. Kassan, and M. Kromer-Nevo, Data analysis in qualitative research.
Beer-Sheba: Ben-Gurion University of the Negev Publications, 2010,
pp. 383-413. (Hebrew).
[22] N. Sabar Ben-Yehoshua, (2001). Traditions and Currents in Qualitative
Research. Lod: Dvir, 2001. (Hebrew).
[23] S. Sharan, and D. Ishay, "A planned change in education,"in Planning
the education policy, Y. Danilov,Ed. Jerusalem: Ministry of Education,
1990, pp.169-241. (Hebrew).
[24] A. Salant, "Communication Technologies on the Internet and
consolidation of class identity,"in Bitaon, vol. 46, Tel Aviv: MOFET
Institute, 2011. (Hebrew).
[25] A. Goldstein, "Issues in IT teaching: Investigation of computerized
courses," in Proc.The virtual conference 'Opening Gates in Teacher
Education'. Israel, 2001. Available online:
http://vcisrael.macam.ac.il/site/heb/dropdown.asp?page=topics&subject
=de (Hebrew).
[26] A. Naveh, "Empowering dialogues in the test of implementation,"in
Empowering dialogues in humanistic education, N. Aloni, Ed. Tel Aviv:
HakibbutzHameuchad Publishing, 2008,, pp. 398-421. (Hebrew).
[27] A. Hasegal, "Network technologies in education systems – From
assimilation to adjustment," inComputerized technology in learning and
teaching, D. Chen, and G. Koretz, Eds. Or Yehuda: Centre for Academic
Studies, 2011, pp. 279-296. (Hebrew).
[28] S. Mazor, R. Nachmias, and R Mintz, "Empowering collaborative
learning processes in Internet-based learning environments,"Eureka, vol.
20, 2005.. (Hebrew).
[29] D. Pasig, Taxonomy of future cognitive competences and skills. Ramat
Gan: Bar-Ilan University, School of Education, 1996. (Hebrew)
[30] D. Pasig, Code of the future, Tel Aviv: SifreiHemed, YediotAcharonot
Publications, 2008. (Hebrew).
[1] J. Abromitis, "Trend analysis of distance education and implication for
public postsecondary institution," in Proc.TCC Online Conference,
2000.Available online: http://leahi.kcc.hawaii.edu./org/tcon2k/paper
abromitisj.html
[2] A. Rotem, The third model as an opening for information community.
Collaborative learning, education, teaching and learning in a
computerized environment, 2011. Available online:
http://avrumrotem.com. (Hebrew).
[3] A. Rotem, and Y. Peled, Towards an online school. Tel Aviv: MOFET
2008.
[4] S. Wiess, S, Virtual Education 101: More and more colleges and
universities are offering classes on the Internet' but are these Cyber
classrooms up tosnuff? WA/PO W31, 2000.
[5] A. Braziller, and D. Hegman, "Hybrid Instruction as a learning
Solution," in Proc. TCC Online Conference, 2000. Available
online:.http://leahi.kcc.hawaii.edu./org/tcon2k/paperBrazillera.html.
[6] J. L. Moore, C. Dickson-Deane, and K. Galyen, "e-Learning, online
learning, and distance learning environments: Are they the same?"The
Internet and Higher Education, vol.14, no. 2, 2011, pp. 129-135.
[7] M. Parkes, S. Stein, and C. Reading, "Student preparedness for
university e-learning environments," The Internet and Higher Education,
vol.25, 2014, pp. 1-10.
[8] M, Beller, "Virtual learning in an existing reality," .Academia: Magazine
of the Universities Heads Committee, vol. 9, 2000, pp. 13-19. (Hebrew).
[9] L. Sjerry, "Issues in Distance Learning," Int. J. of D.L., vol. 1, 1995, pp.
337-365.
[10] G. Solomon, Technology and Education in the Information Age. Tel
Aviv: ZmoraBitan Publishing and University of Haifa, 2000. (Hebrew).
[11] R. Donmoyer, "The qualitative/quantitative distinction: Is it is still a
matter of different epistemologies?" in Proc. Annual Meeting of the
American Education Research Association, Chicago, Illinois, 1997.
[12] Y. Lincoln, and E. G. Guba, Naturalistic Inquiry: Establishing
trustworthiness, Newbury Park, California: Sage, 1985, ch. 11, pp. 289-
409.
[13] R. E. Harriot, and W. A. Firestone, "Multisite Qualitative policy
Research: Optimizing Description and Generalizability," Educational
Research, vol. 12, no. 2, 1983, pp. 14-19.
[14] S. Shlasky, and B. Alpert, Ways of writing a qualitative research, from
dismantling of reality to its structure as a text, Tel Aviv: MOFET
Institute, Klil Publishing House, 2007, p. 160. (Hebrew). [15] R. K. Yin, Applications of Case Study Research. London: Sage
Publication, 1993.
[16] M. Yosifun, "A case study,"inTraditions and Currents in Qualitative
Research,N. Sabar Ben-Yehoshua, Ed. Lod: Dvir, 2001. (Hebrew).
[17] J. J. Smolicz, and M. J. Secombe, "Language as a core value of culture
among Chinese students in Australia: A minor approach,"Journal of
Asian Pacific Communication, vol. 1, 1990, pp. 229-245.
[18] S. Millet, and E. Gilad, "Change in Education System-From a Face-to-
FaceCourse to a Virtual Course,"in Proc. ED-MEDIA,World Conference
on EducationMultimedia, Hypermedia & Telecommunicationsand
Association for theAdvancement of Computing in Education, 2008, pp.
pp 5342-5350. Available online: www.aace.orgwww.EdiTLib.org.
[19] S. Millet, D. Patkin, and H. Ezer,"What is between Lafontaine's quarter
and the rational number quarter? Or What is thedifference between math
justice and jungle justice?" in Proc. 26st Conference of the International
Group for the Psychology of Mathematics Education – PME, Norwich,
UK., 2002.
[20] A. Shkedi, The meaning behind the words. Tel Aviv: Ramot Publishing,
2012,ch, 4-5. (Hebrew).
[21] L. Kassan, and M. Kromer-Nevo, Data analysis in qualitative research.
Beer-Sheba: Ben-Gurion University of the Negev Publications, 2010,
pp. 383-413. (Hebrew).
[22] N. Sabar Ben-Yehoshua, (2001). Traditions and Currents in Qualitative
Research. Lod: Dvir, 2001. (Hebrew).
[23] S. Sharan, and D. Ishay, "A planned change in education,"in Planning
the education policy, Y. Danilov,Ed. Jerusalem: Ministry of Education,
1990, pp.169-241. (Hebrew).
[24] A. Salant, "Communication Technologies on the Internet and
consolidation of class identity,"in Bitaon, vol. 46, Tel Aviv: MOFET
Institute, 2011. (Hebrew).
[25] A. Goldstein, "Issues in IT teaching: Investigation of computerized
courses," in Proc.The virtual conference 'Opening Gates in Teacher
Education'. Israel, 2001. Available online:
http://vcisrael.macam.ac.il/site/heb/dropdown.asp?page=topics&subject
=de (Hebrew).
[26] A. Naveh, "Empowering dialogues in the test of implementation,"in
Empowering dialogues in humanistic education, N. Aloni, Ed. Tel Aviv:
HakibbutzHameuchad Publishing, 2008,, pp. 398-421. (Hebrew).
[27] A. Hasegal, "Network technologies in education systems – From
assimilation to adjustment," inComputerized technology in learning and
teaching, D. Chen, and G. Koretz, Eds. Or Yehuda: Centre for Academic
Studies, 2011, pp. 279-296. (Hebrew).
[28] S. Mazor, R. Nachmias, and R Mintz, "Empowering collaborative
learning processes in Internet-based learning environments,"Eureka, vol.
20, 2005.. (Hebrew).
[29] D. Pasig, Taxonomy of future cognitive competences and skills. Ramat
Gan: Bar-Ilan University, School of Education, 1996. (Hebrew)
[30] D. Pasig, Code of the future, Tel Aviv: SifreiHemed, YediotAcharonot
Publications, 2008. (Hebrew).
@article{"International Journal of Business, Human and Social Sciences:70489", author = "Eti Gilad and Shosh Millet", title = "Voices and Pictures from an Online Course and a Face to Face Course", abstract = "In light of the technological development and its
introduction into the field of education, an online course was
designed in parallel to the 'conventional' course for teaching the
''Qualitative Research Methods''. This course aimed to characterize
learning-teaching processes in a 'Qualitative Research Methods'
course studied in two different frameworks. Moreover, its objective
was to explore the difference between the culture of a physical
learning environment and that of online learning. The research
monitored four learner groups, a total of 72 students, for two years,
two groups from the two course frameworks each year. The courses
were obligatory for M.Ed. students at an academic college of
education and were given by one female-lecturer. The research was
conducted in the qualitative method as a case study in order to attain
insights about occurrences in the actual contexts and sites in which
they transpire. The research tools were open-ended questionnaire and
reflections in the form of vignettes (meaningful short pictures) to all
students as well as an interview with the lecturer. The tools facilitated
not only triangulation but also collecting data consisting of voices
and pictures of teaching and learning. The most prominent findings
are: differences between the two courses in the change features of the
learning environment culture for the acquisition of contents and
qualitative research tools. They were manifested by teaching
methods, illustration aids, lecturer's profile and students' profile.", keywords = "Face to face course, online course, qualitative
research, vignettes.", volume = "9", number = "7", pages = "2400-7", }
