Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-9004-1.ch015
K. Maslin
Drawing on the wealth of literature regarding scaffolding, the author explores the use of data analysis under conditions of remote learning to help students think and talk about a divisive election, whilst building the skills necessary to not only undertake independent research, but to become creators of knowledge. The chapter explores the structures that can support students as they move from passive recipients of knowledge to producers of knowledge, as well as ways that the educational institution can support faculty members in the transition from exclusively face-to-face instruction to online learning. The combination of remote learning and data analysis, as a major learning goal, may contribute to a more analytical, hence less controversial or confrontational, learning environment.
{"title":"Analytical Thinking in a Time of COVID (and Trump)","authors":"K. Maslin","doi":"10.4018/978-1-7998-9004-1.ch015","DOIUrl":"https://doi.org/10.4018/978-1-7998-9004-1.ch015","url":null,"abstract":"Drawing on the wealth of literature regarding scaffolding, the author explores the use of data analysis under conditions of remote learning to help students think and talk about a divisive election, whilst building the skills necessary to not only undertake independent research, but to become creators of knowledge. The chapter explores the structures that can support students as they move from passive recipients of knowledge to producers of knowledge, as well as ways that the educational institution can support faculty members in the transition from exclusively face-to-face instruction to online learning. The combination of remote learning and data analysis, as a major learning goal, may contribute to a more analytical, hence less controversial or confrontational, learning environment.","PeriodicalId":413944,"journal":{"name":"Cases on Innovative and Successful Uses of Digital Resources for Online Learning","volume":"30 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":"132415625","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: 10.4018/978-1-7998-9004-1.ch001
Parama Chaudhuri
The COVID-19 pandemic began in the late months of 2019, and by Spring of 2020, in an effort to limit transmission of the virus, schools across the globe closed and transitioned to emergency online teaching. This disrupted the schooling for over 80% of the students worldwide. While the move to online teaching and learning was inevitable, many learners, especially in rural and remote areas, found that online schooling had certain challenges due to lack of access, lack of resources, lack of infrastructure, unavailability of devices, and a lack of qualified teachers who can assist with online learning. To be able to transition to online teaching, teachers too had to adjust their instructional strategies and pedagogies. How did teachers and students navigate this sudden shift to online teaching and learning?
{"title":"Navigating Emergency Remote Teaching During the COVID-19 Pandemic","authors":"Parama Chaudhuri","doi":"10.4018/978-1-7998-9004-1.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-9004-1.ch001","url":null,"abstract":"The COVID-19 pandemic began in the late months of 2019, and by Spring of 2020, in an effort to limit transmission of the virus, schools across the globe closed and transitioned to emergency online teaching. This disrupted the schooling for over 80% of the students worldwide. While the move to online teaching and learning was inevitable, many learners, especially in rural and remote areas, found that online schooling had certain challenges due to lack of access, lack of resources, lack of infrastructure, unavailability of devices, and a lack of qualified teachers who can assist with online learning. To be able to transition to online teaching, teachers too had to adjust their instructional strategies and pedagogies. How did teachers and students navigate this sudden shift to online teaching and learning?","PeriodicalId":413944,"journal":{"name":"Cases on Innovative and Successful Uses of Digital Resources for Online Learning","volume":"144 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":"114457532","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: 10.4018/978-1-7998-9004-1.ch003
P. Sullivan
This chapter describes the online learning experience from the perspective of a sixth-grade student in a private school setting. This collection of thoughts from a student provides a first-person view of the instruction during COVID-19 school disruptions. This qualitative interview will cover topics such as comparisons of online and in-person content and teaching techniques, attention, pacing, specific learning activities in all content areas, and growth as a learner during this time. Themes and discussion from the student responses will be analyzed and related to current literature regarding best practices in online learning.
{"title":"From the Student Perspective","authors":"P. Sullivan","doi":"10.4018/978-1-7998-9004-1.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-9004-1.ch003","url":null,"abstract":"This chapter describes the online learning experience from the perspective of a sixth-grade student in a private school setting. This collection of thoughts from a student provides a first-person view of the instruction during COVID-19 school disruptions. This qualitative interview will cover topics such as comparisons of online and in-person content and teaching techniques, attention, pacing, specific learning activities in all content areas, and growth as a learner during this time. Themes and discussion from the student responses will be analyzed and related to current literature regarding best practices in online learning.","PeriodicalId":413944,"journal":{"name":"Cases on Innovative and Successful Uses of Digital Resources for Online Learning","volume":"27 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":"126984618","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: 10.4018/978-1-7998-9004-1.ch005
K. Torres, Shani Salifu
Technology has provided numerous opportunities for teachers and families to connect and to support student academic performance. The advent of the internet and educational apps has resulted in immediate and more accessible home-to-school communication options. Researchers have found significant benefits related to these connections resulting in higher academic performance and lower off-task classroom behaviors. However, families do not always have reliable access to technology, and teachers may lack training on how to establish these valuable partnerships. Therefore, this chapter provides an overview of how to promote home-to-school connections and practical applications of how to overcome potential barriers that inhibit these impactful relationships.
{"title":"Promoting Home-to-School Connections in the Digital Age","authors":"K. Torres, Shani Salifu","doi":"10.4018/978-1-7998-9004-1.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-9004-1.ch005","url":null,"abstract":"Technology has provided numerous opportunities for teachers and families to connect and to support student academic performance. The advent of the internet and educational apps has resulted in immediate and more accessible home-to-school communication options. Researchers have found significant benefits related to these connections resulting in higher academic performance and lower off-task classroom behaviors. However, families do not always have reliable access to technology, and teachers may lack training on how to establish these valuable partnerships. Therefore, this chapter provides an overview of how to promote home-to-school connections and practical applications of how to overcome potential barriers that inhibit these impactful relationships.","PeriodicalId":413944,"journal":{"name":"Cases on Innovative and Successful Uses of Digital Resources for Online Learning","volume":"17 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":"130332981","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: 10.4018/978-1-7998-9004-1.ch008
Beverly A. Bondad-Brown, C. Haras
This chapter highlights a strategic faculty development effort to address equity issues when a university campus pivoted to emergency remote instruction during the COVID-19 pandemic. The authors describe the development of an online faculty development summer program, ‘Alt-Instruction', targeted to help all campus faculty make the rapid pivot to remote learning, while keeping student equity issues front and center. This COVID-19 program was not designed haphazardly but rather based on years of designing and offering educational development that 1) assumed the necessity for collocating instructional technology support with teaching resources, 2) considered teaching from a student-centered perspective, and 3) anticipated the need to carefully model best practices for faculty. The 2020 Alt-Instruction program, which close to 1,000 faculty participated in, used a highly structured approach to educational development, including the employment of online resources and modeling templates. These contributed to a relatively fast, if unprecedented, campus migration to remote learning.
{"title":"Alt-Instruction","authors":"Beverly A. Bondad-Brown, C. Haras","doi":"10.4018/978-1-7998-9004-1.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-9004-1.ch008","url":null,"abstract":"This chapter highlights a strategic faculty development effort to address equity issues when a university campus pivoted to emergency remote instruction during the COVID-19 pandemic. The authors describe the development of an online faculty development summer program, ‘Alt-Instruction', targeted to help all campus faculty make the rapid pivot to remote learning, while keeping student equity issues front and center. This COVID-19 program was not designed haphazardly but rather based on years of designing and offering educational development that 1) assumed the necessity for collocating instructional technology support with teaching resources, 2) considered teaching from a student-centered perspective, and 3) anticipated the need to carefully model best practices for faculty. The 2020 Alt-Instruction program, which close to 1,000 faculty participated in, used a highly structured approach to educational development, including the employment of online resources and modeling templates. These contributed to a relatively fast, if unprecedented, campus migration to remote learning.","PeriodicalId":413944,"journal":{"name":"Cases on Innovative and Successful Uses of Digital Resources for Online Learning","volume":"40 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":"133866048","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: 10.4018/978-1-7998-9004-1.ch013
Jennifer S. Griffith, Aubrey L. C. Statti, K. Torres
Chickering and Gamson introduced seven principles for engaging undergraduate students into the literature in 1987. The principles provided faculty with the foundational best practices they could incorporate into their own courses. Using Chickering and Gamson's best practices, the authors of this chapter conducted a literature review on how these best practices could be used for engaging learners through the support of technology. Institutions of higher education are incorporating online degree programs in their strategies and should understand how to prepare faculty, especially new faculty, for facilitating online courses for nontraditional students using the learning management system (LMS), technology, pedagogical approaches, and best practices.
{"title":"Applying Chickering and Gamson's Principles to Engage Today's Online Learner","authors":"Jennifer S. Griffith, Aubrey L. C. Statti, K. Torres","doi":"10.4018/978-1-7998-9004-1.ch013","DOIUrl":"https://doi.org/10.4018/978-1-7998-9004-1.ch013","url":null,"abstract":"Chickering and Gamson introduced seven principles for engaging undergraduate students into the literature in 1987. The principles provided faculty with the foundational best practices they could incorporate into their own courses. Using Chickering and Gamson's best practices, the authors of this chapter conducted a literature review on how these best practices could be used for engaging learners through the support of technology. Institutions of higher education are incorporating online degree programs in their strategies and should understand how to prepare faculty, especially new faculty, for facilitating online courses for nontraditional students using the learning management system (LMS), technology, pedagogical approaches, and best practices.","PeriodicalId":413944,"journal":{"name":"Cases on Innovative and Successful Uses of Digital Resources for Online Learning","volume":"79 3 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":"126052432","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: 10.4018/978-1-7998-9004-1.ch010
Chelsey M. Bollinger, J. Liu
The use of video-based interactive annotation and analysis with time-attached comments and reflection are on the rise in teaching and learning. Although video technologies are becoming more affordable, video annotation tools require sophisticated integration of database management, metadata mapping and retrievability, user management, data privacy, and storage. These issues have contributed to the limited application of these tools in educational settings. To understand the teaching and learning possibilities of these video annotation tools, the researchers conducted a case study with a purposeful sample of faculty from interdisciplinary backgrounds. The study took an inductive approach through comparison of two video annotation systems, exploratory applications as different user roles, observations, usability tests, and pilots with in-service teachers.
{"title":"Reflective Learning With Video-Based Annotations","authors":"Chelsey M. Bollinger, J. Liu","doi":"10.4018/978-1-7998-9004-1.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-9004-1.ch010","url":null,"abstract":"The use of video-based interactive annotation and analysis with time-attached comments and reflection are on the rise in teaching and learning. Although video technologies are becoming more affordable, video annotation tools require sophisticated integration of database management, metadata mapping and retrievability, user management, data privacy, and storage. These issues have contributed to the limited application of these tools in educational settings. To understand the teaching and learning possibilities of these video annotation tools, the researchers conducted a case study with a purposeful sample of faculty from interdisciplinary backgrounds. The study took an inductive approach through comparison of two video annotation systems, exploratory applications as different user roles, observations, usability tests, and pilots with in-service teachers.","PeriodicalId":413944,"journal":{"name":"Cases on Innovative and Successful Uses of Digital Resources for Online Learning","volume":"24 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":"128989021","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: 10.4018/978-1-7998-9004-1.ch014
A. Young
Librarians embed themselves virtually and physically into courses to provide information literacy instruction. The COVID-19 pandemic had librarians swiftly shift their instruction practices and outreach to patrons, learning and using new technologies and teaching techniques. The goals of this chapter are to understand what embedded librarianship is and how it affects information literacy instruction, explore what instructional services an embedded librarian provided before the COVID-19 pandemic, describe adjustments to information literacy instruction as the classroom shifted to remote/hybrid format, and outline strategies to successfully deliver embedded information literacy instruction in the future.
{"title":"From the Classroom to the Breakout Room","authors":"A. Young","doi":"10.4018/978-1-7998-9004-1.ch014","DOIUrl":"https://doi.org/10.4018/978-1-7998-9004-1.ch014","url":null,"abstract":"Librarians embed themselves virtually and physically into courses to provide information literacy instruction. The COVID-19 pandemic had librarians swiftly shift their instruction practices and outreach to patrons, learning and using new technologies and teaching techniques. The goals of this chapter are to understand what embedded librarianship is and how it affects information literacy instruction, explore what instructional services an embedded librarian provided before the COVID-19 pandemic, describe adjustments to information literacy instruction as the classroom shifted to remote/hybrid format, and outline strategies to successfully deliver embedded information literacy instruction in the future.","PeriodicalId":413944,"journal":{"name":"Cases on Innovative and Successful Uses of Digital Resources for Online Learning","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":"130718216","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: 10.4018/978-1-7998-9004-1.ch002
Lisa Chen, John T. Almarode
In this case study, the researchers examine how Mrs. Flora was purposeful in her use of technology to make her asynchronous and synchronous lessons digestible, clear, and connected to prior knowledge. In her choice of technology tools, she was mindful of ensuring that learning could occur anyplace, anytime, even if students had little to no internet in their homes. Takeaways from this chapter demonstrate how Mrs. Flora used technology not for technology's sake, rather as a means to deepen her fifth graders' knowledge base on fractions. Mrs. Flora used technology first to establish authentic relationships with students and families, and then she focused on planning. Mrs. Flora was laser-focused in her planning and delivery of online instruction, as well as clear in her explanation, examples and guided practice, and feedback. Readers will learn how one teacher used low-tech options to successfully teach her students fractions during COVID-19 and will be presented with a model of best practices to consider whether developing an online unit or teaching virtually.
{"title":"Leveraging Technologies to Promote Clarity in Learning During the COVID-19 Pandemic","authors":"Lisa Chen, John T. Almarode","doi":"10.4018/978-1-7998-9004-1.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-9004-1.ch002","url":null,"abstract":"In this case study, the researchers examine how Mrs. Flora was purposeful in her use of technology to make her asynchronous and synchronous lessons digestible, clear, and connected to prior knowledge. In her choice of technology tools, she was mindful of ensuring that learning could occur anyplace, anytime, even if students had little to no internet in their homes. Takeaways from this chapter demonstrate how Mrs. Flora used technology not for technology's sake, rather as a means to deepen her fifth graders' knowledge base on fractions. Mrs. Flora used technology first to establish authentic relationships with students and families, and then she focused on planning. Mrs. Flora was laser-focused in her planning and delivery of online instruction, as well as clear in her explanation, examples and guided practice, and feedback. Readers will learn how one teacher used low-tech options to successfully teach her students fractions during COVID-19 and will be presented with a model of best practices to consider whether developing an online unit or teaching virtually.","PeriodicalId":413944,"journal":{"name":"Cases on Innovative and Successful Uses of Digital Resources for Online Learning","volume":"286 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":"114260335","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: 10.4018/978-1-7998-9004-1.ch007
Jeremy Riel, K. Lawless
In this chapter, the authors present the case of GlobalEd, a virtual educational simulation game (ESG) that focuses on the development of student written argumentation and socio-scientific literacy skills over the course of play. Interactions within the simulation emphasize the use of written argumentation among players throughout the game's entire duration through an online communications system that is a fundamental part of all play interactions. Through this case illustration, they describe the rationale and design for GlobalEd, particularly toward its primary learning outcomes of written communication, argumentation, and collaboration. They illustrate the interactive portions of the game that are designed to elicit skill development in these areas and provide examples of actual interactions by students as they work toward these goals. Finally, they provide a brief synopsis of the studied effects of GlobalEd over the last decade in authentic classroom settings through experimental and other efficacy analyses.
{"title":"Developing Written Argumentation Skills With an Educational Simulation Game (ESG)","authors":"Jeremy Riel, K. Lawless","doi":"10.4018/978-1-7998-9004-1.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-9004-1.ch007","url":null,"abstract":"In this chapter, the authors present the case of GlobalEd, a virtual educational simulation game (ESG) that focuses on the development of student written argumentation and socio-scientific literacy skills over the course of play. Interactions within the simulation emphasize the use of written argumentation among players throughout the game's entire duration through an online communications system that is a fundamental part of all play interactions. Through this case illustration, they describe the rationale and design for GlobalEd, particularly toward its primary learning outcomes of written communication, argumentation, and collaboration. They illustrate the interactive portions of the game that are designed to elicit skill development in these areas and provide examples of actual interactions by students as they work toward these goals. Finally, they provide a brief synopsis of the studied effects of GlobalEd over the last decade in authentic classroom settings through experimental and other efficacy analyses.","PeriodicalId":413944,"journal":{"name":"Cases on Innovative and Successful Uses of Digital Resources for Online Learning","volume":"107 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":"124916763","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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