Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-4658-1.ch004
Boon-Yuen Ng
The COVID-19 pandemic has resulted in emergency remote teaching taking place globally. Despite the abrupt and rapid transition as well as the temporary nature of emergency remote teaching, it is possible to implement quality online teaching. Instructors can benefit from a review of findings and strategies found in online learning literature. This chapter discusses the challenges of emergency remote teaching and recommends suitable teaching strategies that can be quickly implemented by instructors. The focus is on strategies that can help to engage students by promoting learner-content interaction, learner-instructor interaction, and learner-learner interaction. This chapter also discusses strategies that can build a community of inquiry during emergency remote teaching. Future research directions are proposed.
{"title":"Engaging Students in Emergency Remote Teaching","authors":"Boon-Yuen Ng","doi":"10.4018/978-1-7998-4658-1.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-4658-1.ch004","url":null,"abstract":"The COVID-19 pandemic has resulted in emergency remote teaching taking place globally. Despite the abrupt and rapid transition as well as the temporary nature of emergency remote teaching, it is possible to implement quality online teaching. Instructors can benefit from a review of findings and strategies found in online learning literature. This chapter discusses the challenges of emergency remote teaching and recommends suitable teaching strategies that can be quickly implemented by instructors. The focus is on strategies that can help to engage students by promoting learner-content interaction, learner-instructor interaction, and learner-learner interaction. This chapter also discusses strategies that can build a community of inquiry during emergency remote teaching. Future research directions are proposed.","PeriodicalId":127097,"journal":{"name":"Fostering Meaningful Learning Experiences Through Student Engagement","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130636853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-4658-1.ch012
V. Kalogerou
The current pandemic experienced simultaneously worldwide has accelerated the demand for transitioning from traditional (face-to-face) education to its online equivalent. With the outbreak of COVID-19, the ubiquity of available online tools has become more apparent both for teaching and learning purposes but also for collaboration. Skepticism in relation to the use of online tools was quickly silenced not only due to the lockdown imposed by governments worldwide but also because of the major support these tools provide online, making themselves easy to use even to those who have traditionally objected to their effectiveness. Being part of this transformation of face-to-face classes and also someone with great experience in online teaching, the author explores in this chapter how this change has covertly affected students and teachers in tertiary education in relation to language classes. The study includes teachers of the languages and Literature Department and an international group of students, studying English for Academic Purposes at a private university in Nicosia, Cyprus.
{"title":"Face-to-Face vs. Online Language Courses","authors":"V. Kalogerou","doi":"10.4018/978-1-7998-4658-1.ch012","DOIUrl":"https://doi.org/10.4018/978-1-7998-4658-1.ch012","url":null,"abstract":"The current pandemic experienced simultaneously worldwide has accelerated the demand for transitioning from traditional (face-to-face) education to its online equivalent. With the outbreak of COVID-19, the ubiquity of available online tools has become more apparent both for teaching and learning purposes but also for collaboration. Skepticism in relation to the use of online tools was quickly silenced not only due to the lockdown imposed by governments worldwide but also because of the major support these tools provide online, making themselves easy to use even to those who have traditionally objected to their effectiveness. Being part of this transformation of face-to-face classes and also someone with great experience in online teaching, the author explores in this chapter how this change has covertly affected students and teachers in tertiary education in relation to language classes. The study includes teachers of the languages and Literature Department and an international group of students, studying English for Academic Purposes at a private university in Nicosia, Cyprus.","PeriodicalId":127097,"journal":{"name":"Fostering Meaningful Learning Experiences Through Student Engagement","volume":"8 9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130341006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-4658-1.ch011
D. Saxena
In recent years, the conception of learning has moved from a content delivery focus to experiential learning. In this regard, student-centered and active learning approaches are often recommended for fostering a meaningful experience for learners. This chapter discusses three key elements of student-centered learning—student choice, active learning, and student-teacher relationship—and notes examples from two Irish higher education institutions. Approaches like flipped classroom, interactive classroom, problem-based and collaborative learning, and case-based learning are discussed with examples from business education. Finally, the chapter concludes by offering recommendations and noting the potential of virtual learning environment tools in the post-COVID world.
{"title":"Student-Centered Approach and Active Learning in Business Education","authors":"D. Saxena","doi":"10.4018/978-1-7998-4658-1.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-4658-1.ch011","url":null,"abstract":"In recent years, the conception of learning has moved from a content delivery focus to experiential learning. In this regard, student-centered and active learning approaches are often recommended for fostering a meaningful experience for learners. This chapter discusses three key elements of student-centered learning—student choice, active learning, and student-teacher relationship—and notes examples from two Irish higher education institutions. Approaches like flipped classroom, interactive classroom, problem-based and collaborative learning, and case-based learning are discussed with examples from business education. Finally, the chapter concludes by offering recommendations and noting the potential of virtual learning environment tools in the post-COVID world.","PeriodicalId":127097,"journal":{"name":"Fostering Meaningful Learning Experiences Through Student Engagement","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125000584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-4658-1.ch001
L. Turulja, Amra Kapo, Merima Činjarević
This study examines student engagement in an online environment concerning the perception regarding the course and the technology used. A research model was developed from the principal tenets of the expectancy-value theory to which values and expectations are assumed to influence how students build engagement. The model conjoins student perception related to course factors (content and rigor), technology factor (technology convenience), and student engagement (psychological, cognitive, emotional, and behavioral). The model was tested using a sample composed of 328 business undergraduate students taking the courses online using the BigBlueButton e-learning system due to the global emergency caused by the COVID-19 pandemic. Hence, respondents did not voluntarily choose the online teaching delivery method. The results imply that both course content and perceived technology convenience predict overall student engagement, while course rigor influences student cognitive, emotional, and behavioral commitment, but not psychological engagement.
{"title":"Engage Me Through BigBlueButton","authors":"L. Turulja, Amra Kapo, Merima Činjarević","doi":"10.4018/978-1-7998-4658-1.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-4658-1.ch001","url":null,"abstract":"This study examines student engagement in an online environment concerning the perception regarding the course and the technology used. A research model was developed from the principal tenets of the expectancy-value theory to which values and expectations are assumed to influence how students build engagement. The model conjoins student perception related to course factors (content and rigor), technology factor (technology convenience), and student engagement (psychological, cognitive, emotional, and behavioral). The model was tested using a sample composed of 328 business undergraduate students taking the courses online using the BigBlueButton e-learning system due to the global emergency caused by the COVID-19 pandemic. Hence, respondents did not voluntarily choose the online teaching delivery method. The results imply that both course content and perceived technology convenience predict overall student engagement, while course rigor influences student cognitive, emotional, and behavioral commitment, but not psychological engagement.","PeriodicalId":127097,"journal":{"name":"Fostering Meaningful Learning Experiences Through Student Engagement","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121085565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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