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Enhancing Distributed Learning Environments With Tablet Pc Technology And Software

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Conference

2008 Annual Conference & Exposition

Location

Pittsburgh, Pennsylvania

Publication Date

June 22, 2008

Start Date

June 22, 2008

End Date

June 25, 2008

ISSN

2153-5965

Conference Session

Re-Imagining the Higher Ed Classroom -- Tablet PCs

Tagged Division

Computers in Education

Page Count

13

Page Numbers

13.539.1 - 13.539.13

Permanent URL

https://peer.asee.org/3782

Download Count

48

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Paper Authors

author page

Elliot Moore Georgia Institute of Technology

author page

Monson Hayes Georgia Institute of Technology

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Enhancing Distributed Learning Environments with Tablet PC Technology and Software

Abstract

The ability to gather and distribute knowledge effectively is at the heart of a healthy society. This paradigm has not escaped the educational realm as distance education programs have been established in many universities. Distance education programs are not intended to replace traditional face-to-face classroom instruction, but rather to expand the accessibility of knowledge to students where face-to-face instruction is not always possible or feasible. As universities expand geographically to other parts of the country and establish partnerships with institutions worldwide, it is clear that an effective design for creating distributed learning environments (i.e., distance education) must be established.

Distributed learning (DL) environments are at the heart of much of the course instruction at the Georgia Institute of Technology (GT). Currently, Georgia Tech Savannah (GTS) provides engineering education to students who are physically located at four different universities. One of the primary initiatives at GTS is to develop a blueprint for building a campus that utilizes computer-based technology to enhance the effectiveness of education in synchronous DL environments (i.e., live classroom instruction transmitted to remote sites).

This paper describes how Tablet PCs installed with Dyknow Vision software are being used in classrooms at GTS to improve student learning in a distributed learning environment. The Tablet PC is an attractive technology for use in synchronous distributed learning environments because of its mobility, and its ability to not only serve as an effective note taking device but also as a high-resolution course content viewing device. In this project, the instructor and students are given a Tablet PC to use during the semester, and surveys are administered to evaluate student attitudes about the use of Tablet PC technology as a means of receiving, processing, and learning course material. This paper discusses results from several distributed learning courses that were offered in the Spring and Fall semesters of 2007 to assess student attitudes on the use of Tablet PC technology. The work presented here provides useful insight into evaluating student learning experiences in distributed education in order to build effective synchronous DL environments.

Introduction and Motivation

A core goal of education is to deliver new concepts and ideas with the intent of promoting active learning and retention. At the heart of this information exchange is the interaction among instructors and students. Some of the most common activities of a traditional classroom include the presentation of written or electronic material, student note-taking and/or asking questions, and insightful problems and exercises posed by the instructor to promote student involvement in their learning process. These elements form the heart of most instruction and educational research has shown that each of these activities should be done with the intent to promote active and life-long learning1.

Moore, E., & Hayes, M. (2008, June), Enhancing Distributed Learning Environments With Tablet Pc Technology And Software Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. https://peer.asee.org/3782

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