Pub Date : 1900-01-01DOI: 10.18848/1835-9795/CGP/V12I02/1-24
R. V. Haren, Jessica Harroun
{"title":"CGScholar’s Analytics: Progress to Mastery Learning","authors":"R. V. Haren, Jessica Harroun","doi":"10.18848/1835-9795/CGP/V12I02/1-24","DOIUrl":"https://doi.org/10.18848/1835-9795/CGP/V12I02/1-24","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"57 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":"132724158","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: 10.18848/1835-9795/cgp/v15i02/55-68
Nancy Fox Edele
This preliminary study documents and explores the myriad ways that asynchronous online forums (AOFs) are high-impact practices (HIPs) and have the potential to create a community in the online class. The project focuses on the structured reflections of 450 writing students at the University of West Florida, a large public university in the southeastern United States, from Spring 2020 to early Autumn 2021—throughout the COVID-19 quarantine—and presents the experience in their voices and through their eyes. While the literature in HIPs is replete with analyses and applications, there is a gap in the study of online writing instruction. This research, as a prelude to an extended pilot study in 2021–2022, consists of metacognitive writing that can be productively analyzed in light of HIPs as a component of the agile classroom, one that is based on collaboration and innovation. The most surprising and exciting discovery is that students themselves signal the deepest impact of AOFs on the class and the university community. This study offers informed and specific recommendations, including forum assignments, to implement and develop this HIP across the curriculum. Further, given the impact of COVID-19 on the university community, the study provides fellow educators with student insight and proven methods for improvement in online instruction, particularly for vulnerable student populations.
这项初步研究记录并探索了异步在线论坛(AOFs)作为高影响力实践(HIPs)的无数方式，并具有在在线课堂中创建社区的潜力。该项目重点关注美国东南部一所大型公立大学西佛罗里达大学(University of West Florida) 450名写作学生从2020年春季到2021年初秋——在整个COVID-19隔离期间——的结构化反思，并通过他们的声音和眼睛呈现他们的经历。虽然关于在线写作教学的文献分析和应用都很丰富，但对在线写作教学的研究还存在空白。作为2021-2022年扩展试点研究的前奏，这项研究包括元认知写作，可以根据HIPs作为敏捷课堂的组成部分进行有效分析，这是基于协作和创新的。最令人惊讶和兴奋的发现是，学生本身表明了AOFs对班级和大学社区的最深影响。本研究提供了明智和具体的建议，包括论坛作业，以在整个课程中实施和发展这种HIP。此外，鉴于2019冠状病毒病对大学社区的影响，该研究为教育工作者提供了学生的见解和行之有效的方法，以改进在线教学，特别是针对弱势学生群体。
{"title":"“This Class Is Not Just a Class. It Really Is a Community”: The Potential of Online Forums as High-Impact Practices and Sites of Agile Teaching and Learning","authors":"Nancy Fox Edele","doi":"10.18848/1835-9795/cgp/v15i02/55-68","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v15i02/55-68","url":null,"abstract":"This preliminary study documents and explores the myriad ways that asynchronous online forums (AOFs) are high-impact practices (HIPs) and have the potential to create a community in the online class. The project focuses on the structured reflections of 450 writing students at the University of West Florida, a large public university in the southeastern United States, from Spring 2020 to early Autumn 2021—throughout the COVID-19 quarantine—and presents the experience in their voices and through their eyes. While the literature in HIPs is replete with analyses and applications, there is a gap in the study of online writing instruction. This research, as a prelude to an extended pilot study in 2021–2022, consists of metacognitive writing that can be productively analyzed in light of HIPs as a component of the agile classroom, one that is based on collaboration and innovation. The most surprising and exciting discovery is that students themselves signal the deepest impact of AOFs on the class and the university community. This study offers informed and specific recommendations, including forum assignments, to implement and develop this HIP across the curriculum. Further, given the impact of COVID-19 on the university community, the study provides fellow educators with student insight and proven methods for improvement in online instruction, particularly for vulnerable student populations.","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"35 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":"116267742","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: 10.18848/1835-9795/cgp/v12i03/41-60
R. Shroff, F. Ting, W. Lam
{"title":"A Conceptual Framework for Immersion and Flow in Digital Game-based Learning: An Example of a Game-based Classroom Response System","authors":"R. Shroff, F. Ting, W. Lam","doi":"10.18848/1835-9795/cgp/v12i03/41-60","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v12i03/41-60","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"109 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":"124239642","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: 10.18848/1835-9795/CGP/V12I03/9-18
Elgloria A. Harrison, Morris Thomas
{"title":"Employing the ENHANCE Learning Model to Inform a High-Impact Course Design","authors":"Elgloria A. Harrison, Morris Thomas","doi":"10.18848/1835-9795/CGP/V12I03/9-18","DOIUrl":"https://doi.org/10.18848/1835-9795/CGP/V12I03/9-18","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"115 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":"128687895","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: 10.18848/1835-9795/cgp/v15i02/37-53
V. Riabov
The COVID-19 pandemic has drastically changed many aspects of people’s lives, including all forms of education. Online studies and distance learning have become a reality across the globe. This study offers a detailed review of the effectiveness of “traditional” virtual class activities (online lectures with recordings, video conferencing, and virtual lab demonstrations) as well as openly-accessed educational resources (digital libraries, collections of the digitized films and videos, free-license software tools, hands-on lab tutorials, and project-development environments and infrastructures) that could be effectively used by instructors and students to enrich STEM educational activities. The case studies overview the necessity of improving students’ self-study skills, online tutoring, faculty training, new partnerships between academic institutions and high-tech companies, the role of multimedia platforms, and financial-support opportunities. The challenges of unresolved issues (remote internship, constraints of old-style professional certification examinations and learning-outcome assessments, and violations of students’ privacy in Cloud and social-media communications) are addressed.
{"title":"Enriching STEM Curricula with Electronic Resources for Teaching Online","authors":"V. Riabov","doi":"10.18848/1835-9795/cgp/v15i02/37-53","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v15i02/37-53","url":null,"abstract":"The COVID-19 pandemic has drastically changed many aspects of people’s lives, including all forms of education. Online studies and distance learning have become a reality across the globe. This study offers a detailed review of the effectiveness of “traditional” virtual class activities (online lectures with recordings, video conferencing, and virtual lab demonstrations) as well as openly-accessed educational resources (digital libraries, collections of the digitized films and videos, free-license software tools, hands-on lab tutorials, and project-development environments and infrastructures) that could be effectively used by instructors and students to enrich STEM educational activities. The case studies overview the necessity of improving students’ self-study skills, online tutoring, faculty training, new partnerships between academic institutions and high-tech companies, the role of multimedia platforms, and financial-support opportunities. The challenges of unresolved issues (remote internship, constraints of old-style professional certification examinations and learning-outcome assessments, and violations of students’ privacy in Cloud and social-media communications) are addressed.","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","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":"130972261","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: 10.18848/1835-9795/cgp/v16i02/17-34
Micheal M. van Wyk
In recent decades, research studies on the flipped class pedagogy strategy have shown significant educational benefits in student learning across subjects and contexts. This investigation determines students' views of pedagogical dimensions as drivers of the functionality of the flipped pedagogy in a teaching methodology course at an Open and Distance eLearning (ODeL) university. An explanatory qualitative design was employed using virtual videoconferencing to collect data. Fourth-year Bachelor of Education (BEd) and Postgraduate Certificate of Education (PGCE) (n = 12) student teachers were purposively selected. This study contributes to the literature of pedagogical dimensions that drives the functionality of the flipped learning in an ODeL context. Furthermore, this exploratory study makes an educational contribution to the practical implementation for future research purposes. Future research may extend the inquiry into other pedagogical dimensions by examining the effect of motivational factors such as self-efficacy of student teachers.
{"title":"Pedagogical Dimensions as Drivers in the Functionality of the Flipped Pedagogy during the COVID-19 Pandemic","authors":"Micheal M. van Wyk","doi":"10.18848/1835-9795/cgp/v16i02/17-34","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v16i02/17-34","url":null,"abstract":"In recent decades, research studies on the flipped class pedagogy strategy have shown significant educational benefits in student learning across subjects and contexts. This investigation determines students' views of pedagogical dimensions as drivers of the functionality of the flipped pedagogy in a teaching methodology course at an Open and Distance eLearning (ODeL) university. An explanatory qualitative design was employed using virtual videoconferencing to collect data. Fourth-year Bachelor of Education (BEd) and Postgraduate Certificate of Education (PGCE) (n = 12) student teachers were purposively selected. This study contributes to the literature of pedagogical dimensions that drives the functionality of the flipped learning in an ODeL context. Furthermore, this exploratory study makes an educational contribution to the practical implementation for future research purposes. Future research may extend the inquiry into other pedagogical dimensions by examining the effect of motivational factors such as self-efficacy of student teachers.","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"123 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":"125470331","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: 10.18848/1835-9795/cgp/v13i02/57-68
J. Byrne
{"title":"Southeast Asian Short-Burst Parameters for Autonomous Mobile Learning: One Step toward Automated Situated MALL","authors":"J. Byrne","doi":"10.18848/1835-9795/cgp/v13i02/57-68","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v13i02/57-68","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"214 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":"122973311","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: 10.18848/1835-9795/cgp/v12i04/1-13
Micheal. M. van Wyk
{"title":"Students’ Perceptions of the Flipped Classroom Pedagogy in an Open Distance e-Learning University","authors":"Micheal. M. van Wyk","doi":"10.18848/1835-9795/cgp/v12i04/1-13","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v12i04/1-13","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"41 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":"124467162","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: 10.18848/1835-9795/cgp/v12i04/37-57
L. McCashin, Lynn M. McGarvey, Mike Carbonaro, C.-W. Yuen
{"title":"Assessing Spatial Geometry through Digital Gameplay in a Minecraft Summer Camp","authors":"L. McCashin, Lynn M. McGarvey, Mike Carbonaro, C.-W. Yuen","doi":"10.18848/1835-9795/cgp/v12i04/37-57","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v12i04/37-57","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"49 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":"125987444","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: 10.18848/1835-9795/cgp/v16i01/13-29
Marlie Williams, Jennifer A. Botello, Ollie Bogdon
School districts and universities around the nation were forced to increase use of technology to meet the educational needs of their students and community with the onset of COVID-19. With varying levels of expertise and resources in using technology as an educational tool, many districts and teachers struggled through this transition. This article explores the success of a midwestern urban school district in the United States and the cooperative engagement with a neighboring small public university. The school district capitalized on the leadership of a courageous administrator’s gift in building efficacious collaborative cultures in a K–12 setting and created a successful program implemented through the 2020–2021 academic year. Keeping the e-learning in-house resulted in substantial savings. When teacher candidates from the neighboring small public university began student teaching in the district’s Virtual Academy, the university’s education faculty quickly realized that a stronger partnership with the district could help faculty better prepare teacher candidates to meet the changing educational technology fluency needs. The district’s academic success and the university’s theoretical knowledge provided opportunities for discussion and training. The education faculty collaborated with field practitioners to better understand the needs of this new “normal.” As a result, some university education faculty gained more technical knowledge and embedded Technological Pedagogical Knowledge (TPACK) and the (S) Substitution, (A) Augmentation, (M) Modification, and (R) Redefinition (SAMR) model recommendations within courses. From this, pivotal shifts grew using the International Society for Technology in Education (ISTE), SAMR, and TPACK foundations in the Education Preparation Programs (EPPs).
{"title":"Navigating Necessary Change: Leadership through Technology Transformation","authors":"Marlie Williams, Jennifer A. Botello, Ollie Bogdon","doi":"10.18848/1835-9795/cgp/v16i01/13-29","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v16i01/13-29","url":null,"abstract":"School districts and universities around the nation were forced to increase use of technology to meet the educational needs of their students and community with the onset of COVID-19. With varying levels of expertise and resources in using technology as an educational tool, many districts and teachers struggled through this transition. This article explores the success of a midwestern urban school district in the United States and the cooperative engagement with a neighboring small public university. The school district capitalized on the leadership of a courageous administrator’s gift in building efficacious collaborative cultures in a K–12 setting and created a successful program implemented through the 2020–2021 academic year. Keeping the e-learning in-house resulted in substantial savings. When teacher candidates from the neighboring small public university began student teaching in the district’s Virtual Academy, the university’s education faculty quickly realized that a stronger partnership with the district could help faculty better prepare teacher candidates to meet the changing educational technology fluency needs. The district’s academic success and the university’s theoretical knowledge provided opportunities for discussion and training. The education faculty collaborated with field practitioners to better understand the needs of this new “normal.” As a result, some university education faculty gained more technical knowledge and embedded Technological Pedagogical Knowledge (TPACK) and the (S) Substitution, (A) Augmentation, (M) Modification, and (R) Redefinition (SAMR) model recommendations within courses. From this, pivotal shifts grew using the International Society for Technology in Education (ISTE), SAMR, and TPACK foundations in the Education Preparation Programs (EPPs).","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","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":"126463948","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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