Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9814-5.CH013
S. Park
In this chapter, the writer unfolds and develops a fundamental praxis of collaboration. Drawing on the wisdom of Freire and Confucius, the author of this chapter on collaboration delineates it from three different perspectives: liberative, practical, and philosophical. Through these three perspectives, she discusses collaboration as a necessary component of online education and offers key principles to shape effective and successful collaborative efforts. Confucian humanism lays the foundation and context for Freire's liberative pedagogy in education; the writer brings these two theoretical practitioners into conversation to offer practical principles for collaboration between educators and students in online spaces.
{"title":"Learning Together","authors":"S. Park","doi":"10.4018/978-1-5225-9814-5.CH013","DOIUrl":"https://doi.org/10.4018/978-1-5225-9814-5.CH013","url":null,"abstract":"In this chapter, the writer unfolds and develops a fundamental praxis of collaboration. Drawing on the wisdom of Freire and Confucius, the author of this chapter on collaboration delineates it from three different perspectives: liberative, practical, and philosophical. Through these three perspectives, she discusses collaboration as a necessary component of online education and offers key principles to shape effective and successful collaborative efforts. Confucian humanism lays the foundation and context for Freire's liberative pedagogy in education; the writer brings these two theoretical practitioners into conversation to offer practical principles for collaboration between educators and students in online spaces.","PeriodicalId":186852,"journal":{"name":"Enriching Collaboration and Communication in Online Learning Communities","volume":"28 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":"122783416","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: 10.4018/978-1-5225-9814-5.CH014
Elizabeth G. Donnellan
Students attending traditional or online universities will benefit from membership in student-run virtual clubs. This chapter provides specific information about tools used to create, administer, and motivate participation in virtual university clubs. To enhance the club experience, suggestions are offered for creating interactive clubrooms, utilizing specific social media tools, and providing unique club events all as a virtual experience. A case study is included to demonstrate how students of a major online university participate in virtual club events. Results of this case study indicate a correlation between students who can easily access club tools and events with participation. Further, students who participate in clubs report greater satisfaction with their overall university experience and increased confidence in professional skills.
{"title":"If You Build It, They Will Come","authors":"Elizabeth G. Donnellan","doi":"10.4018/978-1-5225-9814-5.CH014","DOIUrl":"https://doi.org/10.4018/978-1-5225-9814-5.CH014","url":null,"abstract":"Students attending traditional or online universities will benefit from membership in student-run virtual clubs. This chapter provides specific information about tools used to create, administer, and motivate participation in virtual university clubs. To enhance the club experience, suggestions are offered for creating interactive clubrooms, utilizing specific social media tools, and providing unique club events all as a virtual experience. A case study is included to demonstrate how students of a major online university participate in virtual club events. Results of this case study indicate a correlation between students who can easily access club tools and events with participation. Further, students who participate in clubs report greater satisfaction with their overall university experience and increased confidence in professional skills.","PeriodicalId":186852,"journal":{"name":"Enriching Collaboration and Communication in Online Learning Communities","volume":"7 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":"124445688","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: 10.4018/978-1-5225-9814-5.CH008
Mette L. Baran, Janice E. Jones
This chapter intends to answer the question, “What are some guidelines for working effectively in virtual teams?” To further advance existing literature, the authors utilized a qualitative phenomenological approach with a randomly-sampled group of seven students who had completed master's-level education courses that were conducted in an online format at a private Midwestern University. Students were halfway through their course completion at the time of data collection. In addition, a random sample of one program administrator and four faculty members were interviewed. Specifically, students who enrolled in online Master's in Education courses are required to work in study teams to complete a certain portion of the course work. Study teams can often be difficult to navigate in person and with the added dimension that a virtual experience brings to developing trusting, successful working relationships, different working guidelines are needed. Findings revealed that managerial and social aspects of online learning and teaching were critical for online students' success.
{"title":"Online Teaching and Learning in Higher Education Settings","authors":"Mette L. Baran, Janice E. Jones","doi":"10.4018/978-1-5225-9814-5.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-9814-5.CH008","url":null,"abstract":"This chapter intends to answer the question, “What are some guidelines for working effectively in virtual teams?” To further advance existing literature, the authors utilized a qualitative phenomenological approach with a randomly-sampled group of seven students who had completed master's-level education courses that were conducted in an online format at a private Midwestern University. Students were halfway through their course completion at the time of data collection. In addition, a random sample of one program administrator and four faculty members were interviewed. Specifically, students who enrolled in online Master's in Education courses are required to work in study teams to complete a certain portion of the course work. Study teams can often be difficult to navigate in person and with the added dimension that a virtual experience brings to developing trusting, successful working relationships, different working guidelines are needed. Findings revealed that managerial and social aspects of online learning and teaching were critical for online students' success.","PeriodicalId":186852,"journal":{"name":"Enriching Collaboration and Communication in Online Learning Communities","volume":"32 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":"132246382","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: 10.4018/978-1-5225-9814-5.CH004
Melissa A. Miller
In the online classroom, email has emerged as a predominant communication method between students and faculty. Despite many benefits of email, including ease of use, familiarity of the technology, and rapid response times, there are numerous challenges faculty face when sending and receiving email correspondence with students. Mainly, due to the medium and format of email, with its lack of cues such as body language, inflection, and other sensory stimuli, it presents a paramount challenge to faculty. However, appropriate tone and attitude in emails can help mitigate the challenges the medium presents. When written and read effectively and purposefully, email is an effective outreach and communication tool for students and faculty.
{"title":"The Importance of Tone and Attitude in Email and the Online Classroom","authors":"Melissa A. Miller","doi":"10.4018/978-1-5225-9814-5.CH004","DOIUrl":"https://doi.org/10.4018/978-1-5225-9814-5.CH004","url":null,"abstract":"In the online classroom, email has emerged as a predominant communication method between students and faculty. Despite many benefits of email, including ease of use, familiarity of the technology, and rapid response times, there are numerous challenges faculty face when sending and receiving email correspondence with students. Mainly, due to the medium and format of email, with its lack of cues such as body language, inflection, and other sensory stimuli, it presents a paramount challenge to faculty. However, appropriate tone and attitude in emails can help mitigate the challenges the medium presents. When written and read effectively and purposefully, email is an effective outreach and communication tool for students and faculty.","PeriodicalId":186852,"journal":{"name":"Enriching Collaboration and Communication in Online Learning Communities","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":"128667710","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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