Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-9004-1.ch006
Shereen Seoudi, A. Carter
The recent and significant increase in online and virtual learning has had major impacts on all learning environments, including EAP classrooms and programs. As more courses are offered in virtual and online formats, students can participate in EAP courses across time zones and locations. Digital tools are essential to these learning environments in order to share materials and host lessons. Digital tools can be difficult to incorporate in courses and lessons due to instructor and student lack of familiarity with tools and associated costs. However, when implemented with purpose and care and in conjunction with guiding pedagogical frameworks, digital tools can engage and motivate learners, contribute to a sense of community, support varied learning needs and preferences, and ensure EAP programs remain relevant in an increasingly digital world.
{"title":"Strengths and Challenges of Digital Tools in EAP Remote Learning Settings","authors":"Shereen Seoudi, A. Carter","doi":"10.4018/978-1-7998-9004-1.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-9004-1.ch006","url":null,"abstract":"The recent and significant increase in online and virtual learning has had major impacts on all learning environments, including EAP classrooms and programs. As more courses are offered in virtual and online formats, students can participate in EAP courses across time zones and locations. Digital tools are essential to these learning environments in order to share materials and host lessons. Digital tools can be difficult to incorporate in courses and lessons due to instructor and student lack of familiarity with tools and associated costs. However, when implemented with purpose and care and in conjunction with guiding pedagogical frameworks, digital tools can engage and motivate learners, contribute to a sense of community, support varied learning needs and preferences, and ensure EAP programs remain relevant in an increasingly digital world.","PeriodicalId":413944,"journal":{"name":"Cases on Innovative and Successful Uses of Digital Resources for Online Learning","volume":"22 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":"129174246","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.ch011
N. Mosia, L. Goosen
The purpose of this chapter is to provide readers with an overview of a case of the innovative and successful use of digital resources for open distance online learning, or e-learning. To further summarize the content of the chapter, background is offered in a literature study, including related definitions, on the extent to which the application of quality evaluation tools for learning objects were adequate and appropriate for engineering tuition. The main focus of the chapter is on presenting the authors' perspectives on the issues, challenges, problems, etc., as these relate to the themes and arguments supporting their position. The next section of the chapter discusses how this research will lead to the development of solutions and recommendations that will deal with the issues or problems presented. Emerging trends and future research directions are discussed before a discussion of the overall coverage of the chapter and concluding remarks are provided.
{"title":"A Case of Innovative and Successful Use of Digital Resources for Online Learning","authors":"N. Mosia, L. Goosen","doi":"10.4018/978-1-7998-9004-1.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-9004-1.ch011","url":null,"abstract":"The purpose of this chapter is to provide readers with an overview of a case of the innovative and successful use of digital resources for open distance online learning, or e-learning. To further summarize the content of the chapter, background is offered in a literature study, including related definitions, on the extent to which the application of quality evaluation tools for learning objects were adequate and appropriate for engineering tuition. The main focus of the chapter is on presenting the authors' perspectives on the issues, challenges, problems, etc., as these relate to the themes and arguments supporting their position. The next section of the chapter discusses how this research will lead to the development of solutions and recommendations that will deal with the issues or problems presented. Emerging trends and future research directions are discussed before a discussion of the overall coverage of the chapter and concluding remarks are provided.","PeriodicalId":413944,"journal":{"name":"Cases on Innovative and Successful Uses of Digital Resources for Online Learning","volume":"51 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":"115284442","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.ch012
Sean Hickey, A. Correia, K. B. Fergus
When the domestic and international travel restrictions resulting from the COVID-19 pandemic made face-to-face training and professional development activities impossible, organizations needed to shift rapidly to a virtual format. One such organization, the DACUM International Training Center at The Ohio State University's Center on Education and Training for Employment, was forced to reimagine its five-day, in-person DACUM Institute—a workshop with a 35-year history of training human resources and learning and development professionals in the DACUM method of job analysis. This chapter examines the opportunities presented by and the challenges inherent in deconstructing this face-to-face experience and reimagining it as a virtual one, the DACUM Virtual Institute. This online program, a mix of synchronous and asynchronous learning activities, puts into practice learning design methodologies and learner experience design principles to capture the essential components of the in-person workshop experience while also leveraging new opportunities afforded by virtual and online learning.
{"title":"The DACUM Virtual Institute","authors":"Sean Hickey, A. Correia, K. B. Fergus","doi":"10.4018/978-1-7998-9004-1.ch012","DOIUrl":"https://doi.org/10.4018/978-1-7998-9004-1.ch012","url":null,"abstract":"When the domestic and international travel restrictions resulting from the COVID-19 pandemic made face-to-face training and professional development activities impossible, organizations needed to shift rapidly to a virtual format. One such organization, the DACUM International Training Center at The Ohio State University's Center on Education and Training for Employment, was forced to reimagine its five-day, in-person DACUM Institute—a workshop with a 35-year history of training human resources and learning and development professionals in the DACUM method of job analysis. This chapter examines the opportunities presented by and the challenges inherent in deconstructing this face-to-face experience and reimagining it as a virtual one, the DACUM Virtual Institute. This online program, a mix of synchronous and asynchronous learning activities, puts into practice learning design methodologies and learner experience design principles to capture the essential components of the in-person workshop experience while also leveraging new opportunities afforded by virtual and online learning.","PeriodicalId":413944,"journal":{"name":"Cases on Innovative and Successful Uses of Digital Resources for Online Learning","volume":"79 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":"132559246","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.ch004
Aimee L. Morewood, Courtney Shimek, Julie W. Ankrum, Allison Swan Dagen
In the past year, one instructional practice that has gained traction is the use of online children's picture books or digital texts. Teachers use these (often free) online resources in various ways during literacy instruction. The purpose of this chapter is to demonstrate how preservice teachers and inservice teachers can plan for the effective use of digital texts in their literacy instruction. This chapter provides a conceptual framework for teachers to apply when using digital texts as read alouds in their classrooms. Further, this chapter describes how teachers can actively engage their students when using this text type with their students. Often, a main concern of teachers when using digital texts is how to actively engage students with this text type. Teachers want to plan meaningful literacy instruction that includes digital texts, which means they want their students to engage with the texts they are reading. This chapter demonstrates how using a conceptual framework while planning for early literacy instruction can guide student engagement while using digital texts.
{"title":"Digital Texts and Student Engagement","authors":"Aimee L. Morewood, Courtney Shimek, Julie W. Ankrum, Allison Swan Dagen","doi":"10.4018/978-1-7998-9004-1.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-9004-1.ch004","url":null,"abstract":"In the past year, one instructional practice that has gained traction is the use of online children's picture books or digital texts. Teachers use these (often free) online resources in various ways during literacy instruction. The purpose of this chapter is to demonstrate how preservice teachers and inservice teachers can plan for the effective use of digital texts in their literacy instruction. This chapter provides a conceptual framework for teachers to apply when using digital texts as read alouds in their classrooms. Further, this chapter describes how teachers can actively engage their students when using this text type with their students. Often, a main concern of teachers when using digital texts is how to actively engage students with this text type. Teachers want to plan meaningful literacy instruction that includes digital texts, which means they want their students to engage with the texts they are reading. This chapter demonstrates how using a conceptual framework while planning for early literacy instruction can guide student engagement while using digital texts.","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":"114339841","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.ch009
J. Lantz, J. Liu, Iccha Basnyat
This chapter unveils the teaching and course design experience when facilitating asynchronous online discussion with an AI-driven platform, Packback. Primarily focusing on the experience of four faculty members at a large public higher education institution in the United States, the case study conducts in-depth inquiries into faculty perception of using AI-driven discussion in teaching and learning. Using a qualitative research design, the researchers present the study and results from practical perspectives when integrating Packback in online classes. The findings of this case study also include the challenges and lessons that the faculty and instructional designers learned to help others implement an AI-based discussion tool. Strategies and recommendations for instructional design and redesign with these newer types of AI-driven online discussion are proposed to inform those in education and technology fields.
{"title":"Piloting Artificial Intelligence (AI) to Facilitate Online Discussion in Large Online Classes","authors":"J. Lantz, J. Liu, Iccha Basnyat","doi":"10.4018/978-1-7998-9004-1.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-9004-1.ch009","url":null,"abstract":"This chapter unveils the teaching and course design experience when facilitating asynchronous online discussion with an AI-driven platform, Packback. Primarily focusing on the experience of four faculty members at a large public higher education institution in the United States, the case study conducts in-depth inquiries into faculty perception of using AI-driven discussion in teaching and learning. Using a qualitative research design, the researchers present the study and results from practical perspectives when integrating Packback in online classes. The findings of this case study also include the challenges and lessons that the faculty and instructional designers learned to help others implement an AI-based discussion tool. Strategies and recommendations for instructional design and redesign with these newer types of AI-driven online discussion are proposed to inform those in education and technology fields.","PeriodicalId":413944,"journal":{"name":"Cases on Innovative and Successful Uses of Digital Resources for Online Learning","volume":"2 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":"132008573","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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