Pub Date : 2021-06-15DOI: 10.4018/978-1-7998-3022-1.ch042
Reginald Botshabeng Monyai
This chapter attempts to provide solutions on how to convert theoretical work into practical work in an online classroom. An analysis of various researchers provides quantitative statistics on how to put theoretical work into practice. The use of digital tools such as social media and the internet have been critically analyzed to provide a bridge between theoretical and practical work in an online classroom. The use of digital tools in linking theory to practice clearly shows the relevance of the topic.
{"title":"Adult Learning","authors":"Reginald Botshabeng Monyai","doi":"10.4018/978-1-7998-3022-1.ch042","DOIUrl":"https://doi.org/10.4018/978-1-7998-3022-1.ch042","url":null,"abstract":"This chapter attempts to provide solutions on how to convert theoretical work into practical work in an online classroom. An analysis of various researchers provides quantitative statistics on how to put theoretical work into practice. The use of digital tools such as social media and the internet have been critically analyzed to provide a bridge between theoretical and practical work in an online classroom. The use of digital tools in linking theory to practice clearly shows the relevance of the topic.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115264432","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 : 2019-10-01DOI: 10.4018/ijcallt.2019100105
Nahla Nadeem
Student engagement is a multidimensional construct that includes four distinct, though interrelated, aspects: behavioral, emotional, agentive, and cognitive engagement. The present study investigates students' perceptions about the impact of Padlet as a learning and assessment tool on the four aspects of class engagement. Padlet is a virtual wall that allows students to interact and contribute to class discussions and at the same time provides teachers with feedback on the learning process. The exploratory study was conducted on 27 female students in a 3-credit sociolinguistics course in which Padlet was used as a learning and assessment tool. At the end of the course, a survey and a personal interview were used to get students' feedback on the effectiveness of Padlet through addressing various aspects of their perceived engagement. The results showed that using Padlet enhanced student engagement, fostered active learning and offered positive assessment experiences. Its perceived effectiveness was mainly due to Padlet features that supported student collaboration, promoted students' agency and helped in creating a positive learning atmosphere. Its major shortcoming as an assessment tool was the lack of written feedback to students. However, teachers could use a combination of online and written assessments to compensate for this shortcoming.
{"title":"Students' Perceptions About the Impact of Using Padlet on Class Engagement","authors":"Nahla Nadeem","doi":"10.4018/ijcallt.2019100105","DOIUrl":"https://doi.org/10.4018/ijcallt.2019100105","url":null,"abstract":"Student engagement is a multidimensional construct that includes four distinct, though interrelated, aspects: behavioral, emotional, agentive, and cognitive engagement. The present study investigates students' perceptions about the impact of Padlet as a learning and assessment tool on the four aspects of class engagement. Padlet is a virtual wall that allows students to interact and contribute to class discussions and at the same time provides teachers with feedback on the learning process. The exploratory study was conducted on 27 female students in a 3-credit sociolinguistics course in which Padlet was used as a learning and assessment tool. At the end of the course, a survey and a personal interview were used to get students' feedback on the effectiveness of Padlet through addressing various aspects of their perceived engagement. The results showed that using Padlet enhanced student engagement, fostered active learning and offered positive assessment experiences. Its perceived effectiveness was mainly due to Padlet features that supported student collaboration, promoted students' agency and helped in creating a positive learning atmosphere. Its major shortcoming as an assessment tool was the lack of written feedback to students. However, teachers could use a combination of online and written assessments to compensate for this shortcoming.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115670923","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 : 2019-06-04DOI: 10.1108/JRIT-10-2018-0024
Heather J. Leslie
This chapter describes a framework adapted from Michael Moore's three essential areas: student-content interaction, student-student interaction, and student-instructor interaction for engaging students in online courses. To be fully engaged in an online course, students need to be engaged with the course curriculum content, with their peers, and with their instructor. When students are engaged in all three areas, it is referred to as the Trifecta of Student Engagement. This chapter incorporates literature on each area of the Trifecta of Student Engagement: student-to-content engagement, student-to-student engagement, and student-to-instructor engagement as well as some suggested synchronous and asynchronous digital tools.
{"title":"Trifecta of Student Engagement","authors":"Heather J. Leslie","doi":"10.1108/JRIT-10-2018-0024","DOIUrl":"https://doi.org/10.1108/JRIT-10-2018-0024","url":null,"abstract":"This chapter describes a framework adapted from Michael Moore's three essential areas: student-content interaction, student-student interaction, and student-instructor interaction for engaging students in online courses. To be fully engaged in an online course, students need to be engaged with the course curriculum content, with their peers, and with their instructor. When students are engaged in all three areas, it is referred to as the Trifecta of Student Engagement. This chapter incorporates literature on each area of the Trifecta of Student Engagement: student-to-content engagement, student-to-student engagement, and student-to-instructor engagement as well as some suggested synchronous and asynchronous digital tools.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123517798","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 : 2018-05-11DOI: 10.4018/978-1-5225-5255-0.CH012
Mary I. Dereshiwsky
Online learning communities are an important aspect of successful virtual learning experiences. They bring opportunities for peer collaboration and sharing of ideas in a globally based classroom unrestricted by time and space. At the same time, online learning community participants may face some challenges of effective communication and collaboration as compared to traditional face-to-face learning environments. The author discusses issues, concerns, and potential solutions with regard to online learning communities in the areas of discussion participation, group work on assignments, faculty concerns, and miscellaneous issues such as technology access. Maximizing the potential of online learning communities will facilitate higher-order learning in the technologically mediated twenty-first century classroom.
{"title":"Fostering Effective Learning Community in the Online Classroom","authors":"Mary I. Dereshiwsky","doi":"10.4018/978-1-5225-5255-0.CH012","DOIUrl":"https://doi.org/10.4018/978-1-5225-5255-0.CH012","url":null,"abstract":"Online learning communities are an important aspect of successful virtual learning experiences. They bring opportunities for peer collaboration and sharing of ideas in a globally based classroom unrestricted by time and space. At the same time, online learning community participants may face some challenges of effective communication and collaboration as compared to traditional face-to-face learning environments. The author discusses issues, concerns, and potential solutions with regard to online learning communities in the areas of discussion participation, group work on assignments, faculty concerns, and miscellaneous issues such as technology access. Maximizing the potential of online learning communities will facilitate higher-order learning in the technologically mediated twenty-first century classroom.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126681820","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: 10.4018/978-1-7998-1622-5.ch007
L. Farmer
Online education has a foundation so that beneficial practices can leverage online environments effectively. Besides generic instructional design principles, models of good online instructional design are emerging. These practices and models are codified into online instructional design standards that provide research-based criteria that can be used to measure the degree to which such instructional designs meet those standards and can serve as guidelines of factors to consider when designing online instruction. This chapter provides an overview of instructional design as it applies to online teaching and learning. It also discusses how standards can help improve such instructional design in order to optimize student learning and achievement.
{"title":"Instructional Design and Online Standards","authors":"L. Farmer","doi":"10.4018/978-1-7998-1622-5.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-1622-5.ch007","url":null,"abstract":"Online education has a foundation so that beneficial practices can leverage online environments effectively. Besides generic instructional design principles, models of good online instructional design are emerging. These practices and models are codified into online instructional design standards that provide research-based criteria that can be used to measure the degree to which such instructional designs meet those standards and can serve as guidelines of factors to consider when designing online instruction. This chapter provides an overview of instructional design as it applies to online teaching and learning. It also discusses how standards can help improve such instructional design in order to optimize student learning and achievement.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"6 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":"121021906","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: 10.4018/978-1-5225-7438-5.CH001
Masumi Kai
Many online educational tools along with computer-assisted language learning (CALL) systems for language learning have sprouted up in the past several decades. Online learning meets the needs of students who have grown up in a world with rapidly changing technology. Online education can provide technology-enhanced and learner-centered instruction to students. Yet, there is a persistent myth that e-learning is not effective, particularly regarding language education. This chapter verifies that this is indeed only a myth. The author suggests that success or failure of online language learning is not necessarily due solely to online education itself. The chapter analyzes learners' motivations and their achievements. The chapter further discusses the teacher's role in online education.
{"title":"A New Approach for Language Learning and Changing the Teacher's Role in Online Education","authors":"Masumi Kai","doi":"10.4018/978-1-5225-7438-5.CH001","DOIUrl":"https://doi.org/10.4018/978-1-5225-7438-5.CH001","url":null,"abstract":"Many online educational tools along with computer-assisted language learning (CALL) systems for language learning have sprouted up in the past several decades. Online learning meets the needs of students who have grown up in a world with rapidly changing technology. Online education can provide technology-enhanced and learner-centered instruction to students. Yet, there is a persistent myth that e-learning is not effective, particularly regarding language education. This chapter verifies that this is indeed only a myth. The author suggests that success or failure of online language learning is not necessarily due solely to online education itself. The chapter analyzes learners' motivations and their achievements. The chapter further discusses the teacher's role in online education.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","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":"116214712","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: 10.4018/978-1-5225-8009-6.CH004
Dixie D. Massey
The subject of students' reading abilities and achievement are the focus national and international comparisons. Such a broad audience makes reading content, activities, and assessments the subject of great scrutiny. At the same time, we know little about reading within the quickly expanding market of K-12 distance education. Research offers a very limited description of the types of reading that students are asked to do or the students' abilities to accomplish this reading effectively. This chapter describes the types of reading students do in online K-12 courses, followed by a review of the limited research about reading in online courses. The chapter concludes with instructional implications for teachers of online courses and possibilities for future research.
{"title":"Texts and Tasks","authors":"Dixie D. Massey","doi":"10.4018/978-1-5225-8009-6.CH004","DOIUrl":"https://doi.org/10.4018/978-1-5225-8009-6.CH004","url":null,"abstract":"The subject of students' reading abilities and achievement are the focus national and international comparisons. Such a broad audience makes reading content, activities, and assessments the subject of great scrutiny. At the same time, we know little about reading within the quickly expanding market of K-12 distance education. Research offers a very limited description of the types of reading that students are asked to do or the students' abilities to accomplish this reading effectively. This chapter describes the types of reading students do in online K-12 courses, followed by a review of the limited research about reading in online courses. The chapter concludes with instructional implications for teachers of online courses and possibilities for future research.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","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":"122830524","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: 10.4018/978-1-5225-8018-8.CH003
Aweke Shishigu, Kassa Michael, M. Atnafu
As the nexus between personalized learning and technology-mediated learning, self-regulated learning is a topic of great research interest and a range of issues are still open for investigation. There is a substantial interest in the instructional tools supporting SRL in digital learning environment. In this chapter, the authors present an empirical evidence of self-regulated learning experiences dwelled in a blended learning environment in higher education. In this particular context, the experiences obtained from two intervention groups who engaged in the same blended learning course were examined. The purpose is to provide an insight regarding the current trajectories of learning in terms of student-centered approach with relation to emerging pedagogical practice. Results show that pedagogical approach does not guarantee a pleasingly improved learning; rather, there is a need for additional mechanism that might raise students' interest. Subsequently, imperative implications for educators, researchers, and curriculum developers are forwarded.
{"title":"Can Blended Learning Enhance Students' Tendency to Regulate Their Own Learning?","authors":"Aweke Shishigu, Kassa Michael, M. Atnafu","doi":"10.4018/978-1-5225-8018-8.CH003","DOIUrl":"https://doi.org/10.4018/978-1-5225-8018-8.CH003","url":null,"abstract":"As the nexus between personalized learning and technology-mediated learning, self-regulated learning is a topic of great research interest and a range of issues are still open for investigation. There is a substantial interest in the instructional tools supporting SRL in digital learning environment. In this chapter, the authors present an empirical evidence of self-regulated learning experiences dwelled in a blended learning environment in higher education. In this particular context, the experiences obtained from two intervention groups who engaged in the same blended learning course were examined. The purpose is to provide an insight regarding the current trajectories of learning in terms of student-centered approach with relation to emerging pedagogical practice. Results show that pedagogical approach does not guarantee a pleasingly improved learning; rather, there is a need for additional mechanism that might raise students' interest. Subsequently, imperative implications for educators, researchers, and curriculum developers are forwarded.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"33 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":"114266322","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: 10.4018/978-1-7998-8047-9.ch055
Lauren Haar, S. Kaja
The impact of technology can be felt throughout the medical education continuum. From online learning environments in blended learning approaches to exclusively providing the preclinical curriculum online, there is a growing need to optimize the way that technology supports self-directed learning in the next generation of medical professionals. In this chapter, the authors address issues of best practice surrounding the development of virtual content for medical education. The information presented will be integral for medical education professionals, basic science/clinical faculty, and educational assessment specialists with an interest in the use of technology for contemporary medical education. The goal is to offer an overview of the theory and ethics behind adopting an online strategy for medical education. An emphasis is placed on developing best practices for presenting content, a comparison of blended and online-only approaches, and the ethical considerations necessary for the successful training of medical professionals online.
{"title":"Technological and Ethical Challenges of Online Education","authors":"Lauren Haar, S. Kaja","doi":"10.4018/978-1-7998-8047-9.ch055","DOIUrl":"https://doi.org/10.4018/978-1-7998-8047-9.ch055","url":null,"abstract":"The impact of technology can be felt throughout the medical education continuum. From online learning environments in blended learning approaches to exclusively providing the preclinical curriculum online, there is a growing need to optimize the way that technology supports self-directed learning in the next generation of medical professionals. In this chapter, the authors address issues of best practice surrounding the development of virtual content for medical education. The information presented will be integral for medical education professionals, basic science/clinical faculty, and educational assessment specialists with an interest in the use of technology for contemporary medical education. The goal is to offer an overview of the theory and ethics behind adopting an online strategy for medical education. An emphasis is placed on developing best practices for presenting content, a comparison of blended and online-only approaches, and the ethical considerations necessary for the successful training of medical professionals online.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"8 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":"121862413","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: 10.4018/978-1-5225-2933-0.CH001
Kris Pierre Johnston, Geoff Lawrence
This chapter examines the need for a theoretically-informed approach to collaborative English for Academic Purpose (EAP) pedagogy and research. It discusses the relevance of online collaborative learning in EAP and the call for a theoretically-informed facilitative framework to guide the use of online collaborative writing tools to sustain learning communities and language learning. It establishes the importance of virtual learning communities as catalysts for online collaboration and discusses the need to examine technological affordances, adopting an ecological perspective to inform curricular design. The chapter examines the relevance of the Community of Inquiry model and its three presences: cognitive, social and teaching, as a theoretical basis to inform a facilitative framework to design online collaborative EAP writing tasks. The chapter concludes with a discussion of the interactions of these three presences, details on how they can inform online EAP collaborative writing practices and the need for future research in this area.
{"title":"A Theoretically Informed Approach to Collaborative Writing in EAP Contexts Using Web-Based Technologies","authors":"Kris Pierre Johnston, Geoff Lawrence","doi":"10.4018/978-1-5225-2933-0.CH001","DOIUrl":"https://doi.org/10.4018/978-1-5225-2933-0.CH001","url":null,"abstract":"This chapter examines the need for a theoretically-informed approach to collaborative English for Academic Purpose (EAP) pedagogy and research. It discusses the relevance of online collaborative learning in EAP and the call for a theoretically-informed facilitative framework to guide the use of online collaborative writing tools to sustain learning communities and language learning. It establishes the importance of virtual learning communities as catalysts for online collaboration and discusses the need to examine technological affordances, adopting an ecological perspective to inform curricular design. The chapter examines the relevance of the Community of Inquiry model and its three presences: cognitive, social and teaching, as a theoretical basis to inform a facilitative framework to design online collaborative EAP writing tasks. The chapter concludes with a discussion of the interactions of these three presences, details on how they can inform online EAP collaborative writing practices and the need for future research in this area.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"43 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":"117032990","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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