Time Shifting and Agile Time Boxes in Course Design

The ongoing integration of Information and Communication Technologies (ICTs) into higher education courses is often called blended learning although it often relates to course design. It is usually understood in place categories, as a combination of traditional classroom-based sessions and Internet-...

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Autores principales:	Anders Norberg, Birgit Stöckel, Marta-Lena Antti
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	blended learning online learning ICTs and learning agile frameworks procrastination pacing Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/344968273f0c41f2bfb132aedb41fe94
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spelling	oai:doaj.org-article:344968273f0c41f2bfb132aedb41fe942021-12-02T17:00:16ZTime Shifting and Agile Time Boxes in Course Design10.19173/irrodl.v18i6.31821492-3831https://doaj.org/article/344968273f0c41f2bfb132aedb41fe942017-09-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3182https://doaj.org/toc/1492-3831The ongoing integration of Information and Communication Technologies (ICTs) into higher education courses is often called blended learning although it often relates to course design. It is usually understood in place categories, as a combination of traditional classroom-based sessions and Internet-enabled distance or online learning practices. One alternative understanding of ICT integration can be constructed of time categories, with an understanding of ICTs more as process- and project-related. Two such design frameworks are conceptually presented and then used together in a small case study in a pilot experiment in physics at the preparatory level for entering engineering programs at a university in Northern Sweden. These are a) time shift mechanisms between synchronous and asynchronous learning modes in the course process and b) agile frameworks mechanisms adapted from work process developments in the software industry. Both are here used to address common procrastination problems in flexible education. Data were collected in student interviews and analysed with qualitative content analysis. Results show student satisfaction with the work rhythm and that a feeling of presence, which enables easy interaction, can be facilitated by synchronicity. Anders NorbergBirgit StöckelMarta-Lena AnttiAthabasca University Pressarticleblended learningonline learningICTs and learningagile frameworksprocrastinationpacingSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 6 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	blended learning online learning ICTs and learning agile frameworks procrastination pacing Special aspects of education LC8-6691
spellingShingle	blended learning online learning ICTs and learning agile frameworks procrastination pacing Special aspects of education LC8-6691 Anders Norberg Birgit Stöckel Marta-Lena Antti Time Shifting and Agile Time Boxes in Course Design
description	The ongoing integration of Information and Communication Technologies (ICTs) into higher education courses is often called blended learning although it often relates to course design. It is usually understood in place categories, as a combination of traditional classroom-based sessions and Internet-enabled distance or online learning practices. One alternative understanding of ICT integration can be constructed of time categories, with an understanding of ICTs more as process- and project-related. Two such design frameworks are conceptually presented and then used together in a small case study in a pilot experiment in physics at the preparatory level for entering engineering programs at a university in Northern Sweden. These are a) time shift mechanisms between synchronous and asynchronous learning modes in the course process and b) agile frameworks mechanisms adapted from work process developments in the software industry. Both are here used to address common procrastination problems in flexible education. Data were collected in student interviews and analysed with qualitative content analysis. Results show student satisfaction with the work rhythm and that a feeling of presence, which enables easy interaction, can be facilitated by synchronicity.
format	article
author	Anders Norberg Birgit Stöckel Marta-Lena Antti
author_facet	Anders Norberg Birgit Stöckel Marta-Lena Antti
author_sort	Anders Norberg
title	Time Shifting and Agile Time Boxes in Course Design
title_short	Time Shifting and Agile Time Boxes in Course Design
title_full	Time Shifting and Agile Time Boxes in Course Design
title_fullStr	Time Shifting and Agile Time Boxes in Course Design
title_full_unstemmed	Time Shifting and Agile Time Boxes in Course Design
title_sort	time shifting and agile time boxes in course design
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/344968273f0c41f2bfb132aedb41fe94
work_keys_str_mv	AT andersnorberg timeshiftingandagiletimeboxesincoursedesign AT birgitstockel timeshiftingandagiletimeboxesincoursedesign AT martalenaantti timeshiftingandagiletimeboxesincoursedesign
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Time Shifting and Agile Time Boxes in Course Design

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