Exploring Online Pedagogical Practices for Enhancing Transfer of Learning in Higher Education

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Online Learning Pub Date : 2021-12-01 DOI:10.24059/olj.v25i4.2887
Tamara Galoyan,Kristen Betts,Brian Delaney,Mariette Fourie
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Abstract

Institutions of higher education play a critical role in bridging academia and workforce, yet college students find it challenging to transfer their learning across and beyond instructional formats, including online, hybrid, and face-to-face. The goals of this exploratory, sequential, mixed-methods study were to (1) explore graduate students’ conceptualizations of transfer, and (2) examine online pedagogical practices for enhancing transfer. Participants included students enrolled in a full-time online graduate degree program in education at a private university in the Mid-Atlantic USA. Findings from the qualitative phase with seven semi-structured interviews were used to design a survey study with 68 graduate students to explore their perceptions of effective online pedagogical practices for enhancing transfer. This study is significant since its findings revealed a number of online practices that instructional designers and faculty can use to optimize learning and transfer in higher education.
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探索促进高等教育学习转移的在线教学实践
高等教育机构在连接学术和劳动力方面发挥着至关重要的作用,但大学生发现,将他们的学习转移到不同的教学形式(包括在线、混合和面对面)是一项挑战。这项探索性的、顺序的、混合方法的研究的目标是:(1)探索研究生对迁移的概念,(2)检查在线教学实践以促进迁移。参与者包括在美国大西洋中部一所私立大学就读全日制在线研究生教育学位课程的学生。通过七个半结构化访谈的定性阶段的发现,我们设计了一项针对68名研究生的调查研究,以探讨他们对有效的在线教学实践促进迁移的看法。这项研究意义重大,因为它的发现揭示了教学设计师和教师可以用来优化高等教育学习和转移的许多在线实践。
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来源期刊
Online Learning
Online Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.40
自引率
15.00%
发文量
55
审稿时长
30 weeks
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