Pub Date : 2019-06-30DOI: 10.20533/iji.1742.4712.2019.0193
G. Matua, Divya Raghavan, V. Seshan, A. Obeidat
Cultural barriers can significantly diminish educator’s chances of teaching clinical skills and competencies to students [1]. We report about Voice Enhanced High Fidelity Simulation (VES) using Gaumard’s NOELLE® Advanced Maternal Care simulator to teach undergraduate male nursing students maternity nursing skills. This innovation was essential because as a minimum entry-topractice competency, baccalaureate nursing graduates are required to competently care for mothers and their families during labor and childbirth, and to provide safe and supportive environment, while being able to identify complications and respond to psychological needs [2][3]. In our study, we found that simulation helped students to fill the gap between theoretical knowledge and practical skills. Secondly, simulation helped the students to experience heightened awareness and deeper appreciation of the process of labour and childbirth. Thirdly, simulation enhanced student’s communication ability with the mother. Furthermore, simulated experiences taught the students when to call for help. Finally, simulation enabled the students to better understand the role and tenets of interprofessional collaboration in the management of labour. We conclude that VES can be used to overcome barriers that hinder the teaching of male nursing student’s attitudes, skills and competencies to provide safe care to childbearing mothers and their families, including the tenets of how to effectively collaborate with others during their care.
{"title":"Overcoming Cultural Barriers in Undergraduate Nursing Education Using Voice Enhanced High Fidelity Simulation: The Sultan Qaboos University Experience","authors":"G. Matua, Divya Raghavan, V. Seshan, A. Obeidat","doi":"10.20533/iji.1742.4712.2019.0193","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2019.0193","url":null,"abstract":"Cultural barriers can significantly diminish educator’s chances of teaching clinical skills and competencies to students [1]. We report about Voice Enhanced High Fidelity Simulation (VES) using Gaumard’s NOELLE® Advanced Maternal Care simulator to teach undergraduate male nursing students maternity nursing skills. This innovation was essential because as a minimum entry-topractice competency, baccalaureate nursing graduates are required to competently care for mothers and their families during labor and childbirth, and to provide safe and supportive environment, while being able to identify complications and respond to psychological needs [2][3]. In our study, we found that simulation helped students to fill the gap between theoretical knowledge and practical skills. Secondly, simulation helped the students to experience heightened awareness and deeper appreciation of the process of labour and childbirth. Thirdly, simulation enhanced student’s communication ability with the mother. Furthermore, simulated experiences taught the students when to call for help. Finally, simulation enabled the students to better understand the role and tenets of interprofessional collaboration in the management of labour. We conclude that VES can be used to overcome barriers that hinder the teaching of male nursing student’s attitudes, skills and competencies to provide safe care to childbearing mothers and their families, including the tenets of how to effectively collaborate with others during their care.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127327640","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 : 2019-06-30DOI: 10.20533/iji.1742.4712.2019.0192
Noreen Natasha Azmee, N. Kassim
An organization that wishes to stay relevant and achieve competitive advantage must apply the practices of learning organization. A learning organization is a place where people in the organization are learning very powerfully so that the skills and knowledge they own can boost their organizational performance at the maximum. This paper presents the results of a study that examines the perceptions on the practices of learning organization in terms of employee empowerment, learning culture, and technology in learning activities among staff in one research-based organization in the Klang Valley, Malaysia. In this pilot study, questionnaires were distributed to the selected staff of the organization of which all had responded. The result shows positive perceptions with regard to employee empowerment, learning culture, and use of technology in learning activities among staff in the organization. The results are useful to organizations that aspire to become a learning organization.
{"title":"Employee Empowerment, Learning Culture and Technology in a Research-based Organization","authors":"Noreen Natasha Azmee, N. Kassim","doi":"10.20533/iji.1742.4712.2019.0192","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2019.0192","url":null,"abstract":"An organization that wishes to stay relevant and achieve competitive advantage must apply the practices of learning organization. A learning organization is a place where people in the organization are learning very powerfully so that the skills and knowledge they own can boost their organizational performance at the maximum. This paper presents the results of a study that examines the perceptions on the practices of learning organization in terms of employee empowerment, learning culture, and technology in learning activities among staff in one research-based organization in the Klang Valley, Malaysia. In this pilot study, questionnaires were distributed to the selected staff of the organization of which all had responded. The result shows positive perceptions with regard to employee empowerment, learning culture, and use of technology in learning activities among staff in the organization. The results are useful to organizations that aspire to become a learning organization.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134467173","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 : 2019-06-30DOI: 10.20533/iji.1742.4712.2019.0191
Dina Hassidov
A comparison of teaching methods in mathematics (frontal vs. computer enhanced and/or other alternative methods) in two urban elementary schools (479 students; grades 4-6; total 18 teachers) indicated that a significant difference in the achievement of the students resulted from the latter method, particularly for girls in the case of answering word problems. Follow-up studies corroborated the findings, indicating that the teaching method is a decisive factor in student achievement in math and that enhancing teaching with computer practice is of prime importance.
{"title":"The Connection between Teaching Methods - Alternative or Frontal ? and Mathematics Achievements in Classrooms that Combine Computers in Learning and Teaching","authors":"Dina Hassidov","doi":"10.20533/iji.1742.4712.2019.0191","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2019.0191","url":null,"abstract":"A comparison of teaching methods in mathematics (frontal vs. computer enhanced and/or other alternative methods) in two urban elementary schools (479 students; grades 4-6; total 18 teachers) indicated that a significant difference in the achievement of the students resulted from the latter method, particularly for girls in the case of answering word problems. Follow-up studies corroborated the findings, indicating that the teaching method is a decisive factor in student achievement in math and that enhancing teaching with computer practice is of prime importance.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133440158","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 : 2019-06-30DOI: 10.20533/iji.1742.4712.2019.0190
Kyoko Nakano
This paper demonstrates the effectiveness of academic cooperation in the engineering higher education that introduces Laboratory-Based Education (LBE) at a resource university in developing countries, involving local universities in the target country. Nurturing human resources equipped with ability to use advanced knowledge and generate new ideas is indispensable for technological progress and hence for achieving the Sustainable Development Goals (SDGs) in terms of accelerating economic growth and eliminating disparity between central and peripheral areas. LBE, Japanese-style engineering education, involves 4th grade undergraduate students and postgraduate students in research activities at his/her supervisor’s laboratory. LBE simultaneously strengthen research capability of faculty staff and nurture capable human resources through research in laboratories. A laboratory means a research team, not a room for experiments. Participation of faculty staff of local universities in LBE at a resource university is thus the key of the strategy that this paper presents. Verification of the proposed approach is based on the results of a technical cooperation project in Indonesia. The author participated in the project as an expert for LBE. The processes and outputs of the project suggested positive impact of the proposed approach for improving engineering education of local universities besides strengthening research capability of the resource university.
{"title":"Strategic Academic Cooperation with Resource Universities in Developing Countries through Laboratory-Based Education in Engineering Field","authors":"Kyoko Nakano","doi":"10.20533/iji.1742.4712.2019.0190","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2019.0190","url":null,"abstract":"This paper demonstrates the effectiveness of academic cooperation in the engineering higher education that introduces Laboratory-Based Education (LBE) at a resource university in developing countries, involving local universities in the target country. Nurturing human resources equipped with ability to use advanced knowledge and generate new ideas is indispensable for technological progress and hence for achieving the Sustainable Development Goals (SDGs) in terms of accelerating economic growth and eliminating disparity between central and peripheral areas. LBE, Japanese-style engineering education, involves 4th grade undergraduate students and postgraduate students in research activities at his/her supervisor’s laboratory. LBE simultaneously strengthen research capability of faculty staff and nurture capable human resources through research in laboratories. A laboratory means a research team, not a room for experiments. Participation of faculty staff of local universities in LBE at a resource university is thus the key of the strategy that this paper presents. Verification of the proposed approach is based on the results of a technical cooperation project in Indonesia. The author participated in the project as an expert for LBE. The processes and outputs of the project suggested positive impact of the proposed approach for improving engineering education of local universities besides strengthening research capability of the resource university.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133251786","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 : 2019-03-30DOI: 10.20533/iji.1742.4712.2019.0187
S. Shahmohammadi
The emergence of modern technology, particularly dynamic software, in the teaching and learning of mathematics has raised new challenges for both teachers and students. On the one hand, national organizations such as the National Council of Teachers of Mathematics (NCTM) and the International Society for Technology in Education (ISTE) as well as educational authorities recommend effective integration of technology into mathematics classrooms as the central focus of education, so that students can better understand mathematical ideas and critically solve mathematical problems. On the other hand, some researchers assert that over-use of technology and problems like black-boxing of the central concepts within the use of mathematical software leads to a metacognitive shift that results in students’ losing their focus on the mathematical concept to something else. Having considered three popular theories including Information Processing Theory, the Instrumental Theory, and the Semiotic Mediation Theory, and based on the results of a number of relative empirical studies, this paper attempts to illuminate a few functions and limitations of dynamic software, specifically Computer Algebra Systems, Dynamic Geometry Software, and GeoGebra, in the teaching and learning of mathematics.
{"title":"Opportunities and Challenges in Using Dynamic Software in Mathematics Education","authors":"S. Shahmohammadi","doi":"10.20533/iji.1742.4712.2019.0187","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2019.0187","url":null,"abstract":"The emergence of modern technology, particularly dynamic software, in the teaching and learning of mathematics has raised new challenges for both teachers and students. On the one hand, national organizations such as the National Council of Teachers of Mathematics (NCTM) and the International Society for Technology in Education (ISTE) as well as educational authorities recommend effective integration of technology into mathematics classrooms as the central focus of education, so that students can better understand mathematical ideas and critically solve mathematical problems. On the other hand, some researchers assert that over-use of technology and problems like black-boxing of the central concepts within the use of mathematical software leads to a metacognitive shift that results in students’ losing their focus on the mathematical concept to something else. Having considered three popular theories including Information Processing Theory, the Instrumental Theory, and the Semiotic Mediation Theory, and based on the results of a number of relative empirical studies, this paper attempts to illuminate a few functions and limitations of dynamic software, specifically Computer Algebra Systems, Dynamic Geometry Software, and GeoGebra, in the teaching and learning of mathematics.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122773750","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 : 2019-03-30DOI: 10.20533/iji.1742.4712.2019.0188
K. Ohei, Roelien Brink
In the past decades, the method of teaching and learning have centered mostly on the traditional approach (Web 1.0) that promoted teacher directed pedagogical practices. Presently, there is an understanding that the traditional approach is not adequate to effectively address and improve all studentlearning demand or outcomes. The successive incorporation of Web and Web 3.0 tools and applications in universities may serve as additional tools to support educational goals, offering students the affordability and assortments to educational choices and learning platforms. Consequently, educators’ inability to fully incorporate these Web 3.0 and Web 2.0 technologies in their teaching and learning practices remains a struggle. This line of reasoning implies that educators still lack the required ICT skills to administer lectures and bridging learning gaps. This study probes Web 3.0 and Web 2.0 in education, using a methodological concept with the aim to develop a framework for the adoption of social software in HEI to help facilitate business processes and can build social presence among students. A mixed method will be appropriate to develop a comprehensive framework needed in Higher Educational Institute (HEI). After research have been conducted, the adoption of Web 3.0/Web 2.0 tools and application will be based on the developed comprehensive framework which is professed to impact positively on pedagogy and style of delivery, improves learning experience, engagement and ultimately, give rise to educational opportunities and easy access to educational contents
{"title":"Web 3.0 and Web 2.0 Technologies in Higher Educational Institute: Methodological Concept towards a Framework Development for Adoption","authors":"K. Ohei, Roelien Brink","doi":"10.20533/iji.1742.4712.2019.0188","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2019.0188","url":null,"abstract":"In the past decades, the method of teaching and learning have centered mostly on the traditional approach (Web 1.0) that promoted teacher directed pedagogical practices. Presently, there is an understanding that the traditional approach is not adequate to effectively address and improve all studentlearning demand or outcomes. The successive incorporation of Web and Web 3.0 tools and applications in universities may serve as additional tools to support educational goals, offering students the affordability and assortments to educational choices and learning platforms. Consequently, educators’ inability to fully incorporate these Web 3.0 and Web 2.0 technologies in their teaching and learning practices remains a struggle. This line of reasoning implies that educators still lack the required ICT skills to administer lectures and bridging learning gaps. This study probes Web 3.0 and Web 2.0 in education, using a methodological concept with the aim to develop a framework for the adoption of social software in HEI to help facilitate business processes and can build social presence among students. A mixed method will be appropriate to develop a comprehensive framework needed in Higher Educational Institute (HEI). After research have been conducted, the adoption of Web 3.0/Web 2.0 tools and application will be based on the developed comprehensive framework which is professed to impact positively on pedagogy and style of delivery, improves learning experience, engagement and ultimately, give rise to educational opportunities and easy access to educational contents","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129458240","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 : 2019-03-30DOI: 10.20533/iji.1742.4712.2019.0189
Diana Mindrila
The current study identified latent classes of victimization based on the prevalence of different forms of bullying and cyberbullying victimization experienced by 4,933 U.S. adolescents (ages 12-18) who took the 2013 School Crime Supplement of the National Crime Victimization Survey. Latent class analysis (LCA) with school behavior management as a covariate and reports of weapon carrying as a distal outcome differentiated four groups of adolescents who experienced a) mostly face-to-face bullying victimization (C1, N=497), b) mostly cyberbullying victimization (C2, N=114); c) minimal or no bullying or cyberbullying victimization (C3, N=4,257); and d) critical levels of both bullying and cyberbullying victimization (C4, N=67). More effective behavior management at school significantly increased the probability of membership to latent classes with lower levels of victimization. Further, in reference to C3, members of C1 and C4 were approximately 20% more likely to carry weapons to school.
{"title":"Bullying and Cyberbullying Victimization and Weapon Carrying: A 3-Step Latent Class Analysis with a Covariate and a Distal Outcome","authors":"Diana Mindrila","doi":"10.20533/iji.1742.4712.2019.0189","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2019.0189","url":null,"abstract":"The current study identified latent classes of victimization based on the prevalence of different forms of bullying and cyberbullying victimization experienced by 4,933 U.S. adolescents (ages 12-18) who took the 2013 School Crime Supplement of the National Crime Victimization Survey. Latent class analysis (LCA) with school behavior management as a covariate and reports of weapon carrying as a distal outcome differentiated four groups of adolescents who experienced a) mostly face-to-face bullying victimization (C1, N=497), b) mostly cyberbullying victimization (C2, N=114); c) minimal or no bullying or cyberbullying victimization (C3, N=4,257); and d) critical levels of both bullying and cyberbullying victimization (C4, N=67). More effective behavior management at school significantly increased the probability of membership to latent classes with lower levels of victimization. Further, in reference to C3, members of C1 and C4 were approximately 20% more likely to carry weapons to school.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128506323","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 : 2018-12-30DOI: 10.20533/iji.1742.4712.2018.0184
Jonevee B. Amparo
This paper identified factors and challenges in sustaining attention and academic connection in the classroom. Results show that there are things that teachers find important to get attention and to secure academic connection with the students like creating motivating activities, building an environment that nurture trust, love and confidence, and setting expectations and using varied instructional strategies and materials. The effect of emotional security on the teaching-learning process was also evaluated in this study in connection with factors that affect learning. Classroom observations and interviews were made to gather data. The study will help educators and curriculum developers to consider various aspects of students’ learning needs in the preparation and planning of instruction. It is a guide to know and resolve issues in the teaching-learning process as well as to consider some pedagogical practices that are not acknowledged in the classroom dynamics.
{"title":"Emotional Security on Teaching Effectiveness","authors":"Jonevee B. Amparo","doi":"10.20533/iji.1742.4712.2018.0184","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2018.0184","url":null,"abstract":"This paper identified factors and challenges in sustaining attention and academic connection in the classroom. Results show that there are things that teachers find important to get attention and to secure academic connection with the students like creating motivating activities, building an environment that nurture trust, love and confidence, and setting expectations and using varied instructional strategies and materials. The effect of emotional security on the teaching-learning process was also evaluated in this study in connection with factors that affect learning. Classroom observations and interviews were made to gather data. The study will help educators and curriculum developers to consider various aspects of students’ learning needs in the preparation and planning of instruction. It is a guide to know and resolve issues in the teaching-learning process as well as to consider some pedagogical practices that are not acknowledged in the classroom dynamics.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116491243","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 : 2018-12-30DOI: 10.20533/iji.1742.4712.2018.0186
N. Kassim, K. Baharuddin, Mohd Rosnizan Baba
The purpose of the study is to investigate factors of team member effectiveness (TME) namely enablement, engagement and interaction toward employee performance among technical team at one telecommunication organization in Malaysia. A research survey method using questionnaire was distributed to 130 technical team members of the organization. The results of the survey were analyzed using the Statistical Package for the Social Sciences (SPSS). From the findings, the three TME dimensions and employee performance mean score were acquired. Specifically, the TME dimension on engagement was ranked as the highest as perceived by respondents (mean=3.511), followed by enablement (mean=3.431) and interaction (mean=3.331), while for employee performance the mean is 3.456. The results are important to the organization to provide significant feedback on technical team on factors of team member effectiveness and employee performance which is useful for organization to enhance organizational learning.
{"title":"Team Member Effectiveness and Employee Performance in a Telecommunication Organization","authors":"N. Kassim, K. Baharuddin, Mohd Rosnizan Baba","doi":"10.20533/iji.1742.4712.2018.0186","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2018.0186","url":null,"abstract":"The purpose of the study is to investigate factors of team member effectiveness (TME) namely enablement, engagement and interaction toward employee performance among technical team at one telecommunication organization in Malaysia. A research survey method using questionnaire was distributed to 130 technical team members of the organization. The results of the survey were analyzed using the Statistical Package for the Social Sciences (SPSS). From the findings, the three TME dimensions and employee performance mean score were acquired. Specifically, the TME dimension on engagement was ranked as the highest as perceived by respondents (mean=3.511), followed by enablement (mean=3.431) and interaction (mean=3.331), while for employee performance the mean is 3.456. The results are important to the organization to provide significant feedback on technical team on factors of team member effectiveness and employee performance which is useful for organization to enhance organizational learning.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133903347","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 : 2018-12-30DOI: 10.20533/iji.1742.4712.2018.0185
S. Moore, Kerry Black
Until fairly recently, online education was primarily located within the purview of individualized programs or distance universities. In the past decade, “online” has become common across post-secondary institutions as technology has created opportunities for connecting globally. While these opportunities can be exciting, they also pose challenges for engaging learners in meaningful ways. How can we as teachers inspire our students and be real and present in the online classroom? Based on three decades of distance and online teaching experience, my colleagues and I have learned that while online programs have proliferated and technology has moved at lighteningspeed, creating invitational, collaborative online classrooms requires creative and intentional instructional strategies that differ from face-to-face education. We have learned that the teacher still matters and must use deliberate actions and strategies to help students feel part of the learning community. Teacher presence in the online classroom is a crucial aspect of dynamic learning environments. In this paper, innovative strategies (Artistic Pedagogical Technologies) for engaging students and creating invitational online classrooms will be introduced.
{"title":"The Heart of the Matter: Creating Invitational Classrooms in Online Learning","authors":"S. Moore, Kerry Black","doi":"10.20533/iji.1742.4712.2018.0185","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2018.0185","url":null,"abstract":"Until fairly recently, online education was primarily located within the purview of individualized programs or distance universities. In the past decade, “online” has become common across post-secondary institutions as technology has created opportunities for connecting globally. While these opportunities can be exciting, they also pose challenges for engaging learners in meaningful ways. How can we as teachers inspire our students and be real and present in the online classroom? Based on three decades of distance and online teaching experience, my colleagues and I have learned that while online programs have proliferated and technology has moved at lighteningspeed, creating invitational, collaborative online classrooms requires creative and intentional instructional strategies that differ from face-to-face education. We have learned that the teacher still matters and must use deliberate actions and strategies to help students feel part of the learning community. Teacher presence in the online classroom is a crucial aspect of dynamic learning environments. In this paper, innovative strategies (Artistic Pedagogical Technologies) for engaging students and creating invitational online classrooms will be introduced.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116385458","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：