The Convergence of Text and Graphics in an Online Learning Environment: A Case Study in Economics.

Autor/inn/en	Ingram, Deborah; Thompson, Eileen; Tcha, MoonJoong
Titel	The Convergence of Text and Graphics in an Online Learning Environment: A Case Study in Economics.
Quelle	(2001), (9 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Case Studies; Computer Uses in Education; Economics; Educational Environment; Educational Technology; Foreign Countries; Higher Education; Instructional Design; Instructional Development; Instructional Effectiveness; Instructional Innovation; International Trade; Material Development; Models; Teaching Methods; Visual Aids; Web Based Instruction; World Wide Web + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Computernutzung; Volkswirtschaftslehre; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Unterrichtsmedien; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching improvement; Unterrichtsentwicklung; Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Trade; International relations; Handel; Internationale Beziehungen; Lehrmaterialentwicklung; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial; Web Based Training; World Wibe Web
Abstract	While much visually oriented teaching material that uses the new technologies is being developed, there is little understanding or research into the demands such material makes on students' information processing. This paper outlines an innovative approach to teaching complex economic models that incorporates the convergence of text and graphics in instructional material in an online learning environment. The Interactive International Trade (IIT) program is designed to improve the effectiveness of teaching and learning by the effective, efficient and innovative use of graphics as well as equations and text in teaching material on the World Wide Web. The paper describes the implementation and initial evaluation of this approach to teaching economics at the University of Western Australia. It proposes that the technical capacity to be able to generate dynamic graphics in teaching material needs to be distinguished from the issue of whether or not the generation of dynamic graphics is likely to have desirable perceptual and cognitive consequences for students. The findings give some indication of how this type of instructional material is impacting on student learning, identify ways it can be improved, and provide some guidelines for the future development of similar material to support student learning. (Contains 22 references.) (Author/MES)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC