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Online learning environments are more prevalent in teacher education than ever before. In 2009, many instructors are attempting to emulate traditional instructional methods in the online learning environment as much as possible. Online courses are separated into two categories, (1) asynchronous; and (2) synchronous, depending on the nature of the online tool. Asynchronous courses provide learners with a flexible environment that is self-paced with learners accessing course content using a variety of tools such as CD-ROMs, streamed prerecorded audio/video web recordings, and audio podcasts. On the other hand, synchronous courses provide online learning environments that are very interactive and use web conferencing products such as "Elluminate Live, Interwise, Wimba Live Classroom, Adobe Acrobat Connect Professional," and "Saba Centra". This study aims to compare asynchronous online environments and synchronous web conferencing environments and their effect on the achievement and satisfaction of students. Specifically, the study investigates whether asynchronous and synchronous online instruction result in differences in student performance, student satisfaction, or student perception of their technology skills. Forty-four preservice general education and special education students receive instruction in two different types of online learning environments (asynchronous text-based lectures using WebCT and synchronous web conferencing lectures using "Elluminate Live"). The results of this analysis suggest that both types of lectures are effective in delivering online instruction. In addition, almost three-fourths (30 of the 41 students) of the students indicate that they would rather take an online course that uses synchronous web conferencing lectures than an online asynchronous text-based lecture course. This finding suggests the importance of interactivity on student satisfaction in a course. This study supports the finding that students participating in an online course perceive an increased level of their technology skills. (Contains 2 figures and 4 tables.)

Online learning environments are more prevalent in teacher education than ever before. In 2009, many instructors are attempting to emulate traditional instructional methods in the online learning environment as much as possible. Online courses are separated into two categories, (1) asynchronous; and (2) synchronous, depending on the nature of the online tool. Asynchronous courses provide learners with a flexible environment that is self-paced with learners accessing course content using a variety of tools such as CD-ROMs, streamed prerecorded audio/video web recordings, and audio podcasts. On the other hand, synchronous courses provide online learning environments that are very interactive and use web conferencing products such as "Elluminate Live, Interwise, Wimba Live Classroom, Adobe Acrobat Connect Professional," and "Saba Centra". This study aims to compare asynchronous online environments and synchronous web conferencing environments and their effect on the achievement and satisfaction of students. Specifically, the study investigates whether asynchronous and synchronous online instruction result in differences in student performance, student satisfaction, or student perception of their technology skills. Forty-four preservice general education and special education students receive instruction in two different types of online learning environments (asynchronous text-based lectures using WebCT and synchronous web conferencing lectures using "Elluminate Live"). The results of this analysis suggest that both types of lectures are effective in delivering online instruction. In addition, almost three-fourths (30 of the 41 students) of the students indicate that they would rather take an online course that uses synchronous web conferencing lectures than an online asynchronous text-based lecture course. This finding suggests the importance of interactivity on student satisfaction in a course. This study supports the finding that students participating in an online course perceive an increased level of their technology skills. (Contains 2 figures and 4 tables.)

Online learning environments are more prevalent in teacher education than ever before. In 2009, many instructors are attempting to emulate traditional instructional methods in the online learning environment as much as possible. Online courses are separated into two categories, (1) asynchronous; and (2) synchronous, depending on the nature of the online tool. Asynchronous courses provide learners with a flexible environment that is self-paced with learners accessing course content using a variety of tools such as CD-ROMs, streamed prerecorded audio/video web recordings, and audio podcasts. On the other hand, synchronous courses provide online learning environments that are very interactive and use web conferencing products such as "Elluminate Live, Interwise, Wimba Live Classroom, Adobe Acrobat Connect Professional," and "Saba Centra". This study aims to compare asynchronous online environments and synchronous web conferencing environments and their effect on the achievement and satisfaction of students. Specifically, the study investigates whether asynchronous and synchronous online instruction result in differences in student performance, student satisfaction, or student perception of their technology skills. Forty-four preservice general education and special education students receive instruction in two different types of online learning environments (asynchronous text-based lectures using WebCT and synchronous web conferencing lectures using "Elluminate Live"). The results of this analysis suggest that both types of lectures are effective in delivering online instruction. In addition, almost three-fourths (30 of the 41 students) of the students indicate that they would rather take an online course that uses synchronous web conferencing lectures than an online asynchronous text-based lecture course. This finding suggests the importance of interactivity on student satisfaction in a course. This study supports the finding that students participating in an online course perceive an increased level of their technology skills. (Contains 2 figures and 4 tables.)

This chapter showcases the implementation of an E+VE (Erasmus+ Virtual Exchange) project in a 'broadening module' (elective content-specific modules offered across the university curricula) at the University of Limerick (UL), entitled 'Communication Across Cultures'. The pedagogical approach follows a blended learning model where face-to-face lectures are combined with the "Cultural Encounters" programme series of iOOCs (interactive Open Online Courses) offered by E+VE. This pedagogical practice has received positive feedback due to the practical appropriateness and effectiveness of the VE to the module, and has also been successful in terms of intercultural awareness and learning, in addition to the development of intercultural competence and communication skills. [For the complete volume, "Designing and Implementing Virtual Exchange -- A Collection of Case Studies," see ED609252.]

The research purpose was to create and test the interactive lectures for lower secondary schools based on the characteristics of interactive ICT-supported education. First verification was carried out in the December 2018 on specialized school-board information technologies in Karaganda (Kazakhstan). The sample included two of eighth grade classes chosen, in total 26 respondents participated. The students' opinions toward interactive lectures in this study were tested using simple questionnaire survey. The results showed that more than 70 % of the students enjoy working in an interactive environment and this positively affects their opinions towards the subject. Keywords: interactive lecture, secondary school, students' opinions. [For the full proceedings, see ED619611.]

Use of mobile technology is widespread, particularly among the younger generation. There is a huge potential for utilizing such technology in lecture classes with large numbers of students, serving as an interaction tool between the students and lecturers. The challenge is to identify significant adoption factors to ensure effective adoption of mobile technology to promote interactivity between students and lecturers. This paper aims to examine factors supporting the use of mobile wireless technology during lectures to promote interactivity between students and lecturers in Malaysia's higher education institutions. A survey involving higher education students enrolled in on-campus academic courses in Malaysia was conducted with a sample size of 302. Factor analysis results identified five factors: independent variables System Usefulness (SU), User System Perception (USP), User Uncertainty Avoidance (UUA), System and Information Quality (SIQ), and dependent variable Mobile Wireless Technology Adoption for Interactive Lectures (MWT-AIL). All independent variables are positively associated to MWT-AIL, with UUA and SIQ having higher levels of significance compared to SU and USP. Respondents were selected from higher learning institutions from urban areas in Malaysia. Therefore results obtained are not representative of the entire higher education landscape in Malaysia, and future studies are warranted to include higher learning institutions located in rural areas. It is hoped that findings from this study will serve as a catalyst for future studies to be conducted, particularly among higher education researchers seeking ways to utilize technology effectively to enhance the learning experiences of students.

Use of mobile technology is widespread, particularly among the younger generation. There is a huge potential for utilizing such technology in lecture classes with large numbers of students, serving as an interaction tool between the students and lecturers. The challenge is to identify significant adoption factors to ensure effective adoption of mobile technology to promote interactivity between students and lecturers. This paper aims to examine factors supporting the use of mobile wireless technology during lectures to promote interactivity between students and lecturers in Malaysia's higher education institutions. A survey involving higher education students enrolled in on-campus academic courses in Malaysia was conducted with a sample size of 302. Factor analysis results identified five factors: independent variables System Usefulness (SU), User System Perception (USP), User Uncertainty Avoidance (UUA), System and Information Quality (SIQ), and dependent variable Mobile Wireless Technology Adoption for Interactive Lectures (MWT-AIL). All independent variables are positively associated to MWT-AIL, with UUA and SIQ having higher levels of significance compared to SU and USP. Respondents were selected from higher learning institutions from urban areas in Malaysia. Therefore results obtained are not representative of the entire higher education landscape in Malaysia, and future studies are warranted to include higher learning institutions located in rural areas. It is hoped that findings from this study will serve as a catalyst for future studies to be conducted, particularly among higher education researchers seeking ways to utilize technology effectively to enhance the learning experiences of students.

Use of mobile technology is widespread, particularly among the younger generation. There is a huge potential for utilizing such technology in lecture classes with large numbers of students, serving as an interaction tool between the students and lecturers. The challenge is to identify significant adoption factors to ensure effective adoption of mobile technology to promote interactivity between students and lecturers. This paper aims to examine factors supporting the use of mobile wireless technology during lectures to promote interactivity between students and lecturers in Malaysia's higher education institutions. A survey involving higher education students enrolled in on-campus academic courses in Malaysia was conducted with a sample size of 302. Factor analysis results identified five factors: independent variables System Usefulness (SU), User System Perception (USP), User Uncertainty Avoidance (UUA), System and Information Quality (SIQ), and dependent variable Mobile Wireless Technology Adoption for Interactive Lectures (MWT-AIL). All independent variables are positively associated to MWT-AIL, with UUA and SIQ having higher levels of significance compared to SU and USP. Respondents were selected from higher learning institutions from urban areas in Malaysia. Therefore results obtained are not representative of the entire higher education landscape in Malaysia, and future studies are warranted to include higher learning institutions located in rural areas. It is hoped that findings from this study will serve as a catalyst for future studies to be conducted, particularly among higher education researchers seeking ways to utilize technology effectively to enhance the learning experiences of students.

"In association with Workshops by Thiagi."