To maximize online student learning, instructors should prioritize their time towards instructional strategies that students deem most impactful, such as providing individualized, one-to-one feedback; adopting a holistic feedback approach; engaging in asynchronous discussion forums; curating relevant content resources; and presenting instructional content in efficient, versatile formats. As research reveals, learners value instructor feedback and engagement in online discussions above all else, thereby guiding where educators should focus their limited instructional time.
{"title":"Five Priorities to Help Learners in the Online Classroom","authors":"John Steele, Thomas Dyer, B. Jean Mandernach","doi":"10.1145/3623390.3594547","DOIUrl":"https://doi.org/10.1145/3623390.3594547","url":null,"abstract":"To maximize online student learning, instructors should prioritize their time towards instructional strategies that students deem most impactful, such as providing individualized, one-to-one feedback; adopting a holistic feedback approach; engaging in asynchronous discussion forums; curating relevant content resources; and presenting instructional content in efficient, versatile formats. As research reveals, learners value instructor feedback and engagement in online discussions above all else, thereby guiding where educators should focus their limited instructional time.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88020430","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}
Beverly Santelli, Kendra Stewart, B. Jean Mandernach
In a standardized curriculum, it is essential to design courses that maximize the unique qualities of each instructor while maintaining curricular consistency. By adopting a collaborative approach to course development, integrating technology intentionally, creating opportunities for instructor personalization, and supporting instructional growth, educators can ensure the benefits of unique instructor differences are utilized, resulting in an enriched online learning environment.
{"title":"Four Strategies to Foster Effective Online Teaching within a Standardized Curriculum","authors":"Beverly Santelli, Kendra Stewart, B. Jean Mandernach","doi":"10.1145/3613916.3597298","DOIUrl":"https://doi.org/10.1145/3613916.3597298","url":null,"abstract":"In a standardized curriculum, it is essential to design courses that maximize the unique qualities of each instructor while maintaining curricular consistency. By adopting a collaborative approach to course development, integrating technology intentionally, creating opportunities for instructor personalization, and supporting instructional growth, educators can ensure the benefits of unique instructor differences are utilized, resulting in an enriched online learning environment.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90116423","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}
A common challenge for instructional designers and administrators of online programs is ensuring that projects are completed within the development timeframe and course content meets high standards for quality. This article describes a training course that was developed to meet those challenges. The course prepares subject matter experts (SMEs) to work with a design team made up of instructional designers and instructional technologists so that SMEs can plan their course content using a backward design framework. SMEs participate in a fully asynchronous online course with other SMEs where they can collaborate and brainstorm ideas. Having SMEs take an online course that resembles the online course they will later be designing allows them to gain insight from a learner perspective, which can help them design a learner-centered course. As a result, this training program has improved the course development process to help the university meet its goals for quality online learning.
{"title":"Subject Matter Expert (SME) Onboarding 101: Improving development efficiency and course quality through SME training","authors":"Heather J. Leslie, Alejandra Lizardo","doi":"10.1145/3613916.3606021","DOIUrl":"https://doi.org/10.1145/3613916.3606021","url":null,"abstract":"A common challenge for instructional designers and administrators of online programs is ensuring that projects are completed within the development timeframe and course content meets high standards for quality. This article describes a training course that was developed to meet those challenges. The course prepares subject matter experts (SMEs) to work with a design team made up of instructional designers and instructional technologists so that SMEs can plan their course content using a backward design framework. SMEs participate in a fully asynchronous online course with other SMEs where they can collaborate and brainstorm ideas. Having SMEs take an online course that resembles the online course they will later be designing allows them to gain insight from a learner perspective, which can help them design a learner-centered course. As a result, this training program has improved the course development process to help the university meet its goals for quality online learning.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80598043","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}
One might say that Watermark's Vice President of Product is on a mission of continuous improvement. Or rather, his passion is helping institutions implement and experience the benefits of the continuous improvement cycle. With philosophies based on human-centered approaches to design, it's clear that Brian Robinson understands the theoretical foundations of and practical approaches to this critical work in institutional evaluation and effectiveness. This interview takes readers on a journey through the underlying components and future of continuous improvement through the eyes of a leading educational technology executive.
{"title":"In Search of Continuous Improvement: An interview with Watermark's Brian Robinson","authors":"Tonia A. Dousay","doi":"10.1145/3613916.3616112","DOIUrl":"https://doi.org/10.1145/3613916.3616112","url":null,"abstract":"One might say that Watermark's Vice President of Product is on a mission of continuous improvement. Or rather, his passion is helping institutions implement and experience the benefits of the continuous improvement cycle. With philosophies based on human-centered approaches to design, it's clear that Brian Robinson understands the theoretical foundations of and practical approaches to this critical work in institutional evaluation and effectiveness. This interview takes readers on a journey through the underlying components and future of continuous improvement through the eyes of a leading educational technology executive.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77637049","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}
Gamification has been dismissed by some as a passing fad and buzzword in education; however, if approached as part of mindful course design, gamification can enhance student learning and engagement. This article introduces a gamified redesign of a technology-based graduate course using Yu-Kai Chou?s ?actionable gamification.? Chou?s Octalysis Framework defines eight-core drives that describe the psychological motivators found in common gaming mechanics. Adding elements of ?white hat gamification? to the course?which focused on building a sense of accomplishment, empowerment, and meaning making?created an environment that allowed students to overcome their anxieties related to technologies, build digital literacies, and overcome the fear of failure in the classroom. The article introduces simple gaming mechanics that were easily incorporated into the course and align with common pedagogical strategies, such as contract grading, while reflecting on the impact on students and the instructor and offering ways in which gamification can be easily incorporated into course design.
{"title":"Using Gamification to Overcome Anxiety and Encourage Play in the Graduate Classroom","authors":"L. K. Mattock","doi":"10.1145/3609266.3603505","DOIUrl":"https://doi.org/10.1145/3609266.3603505","url":null,"abstract":"Gamification has been dismissed by some as a passing fad and buzzword in education; however, if approached as part of mindful course design, gamification can enhance student learning and engagement. This article introduces a gamified redesign of a technology-based graduate course using Yu-Kai Chou?s ?actionable gamification.? Chou?s Octalysis Framework defines eight-core drives that describe the psychological motivators found in common gaming mechanics. Adding elements of ?white hat gamification? to the course?which focused on building a sense of accomplishment, empowerment, and meaning making?created an environment that allowed students to overcome their anxieties related to technologies, build digital literacies, and overcome the fear of failure in the classroom. The article introduces simple gaming mechanics that were easily incorporated into the course and align with common pedagogical strategies, such as contract grading, while reflecting on the impact on students and the instructor and offering ways in which gamification can be easily incorporated into course design.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75961654","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}
In response to the advent of AI technologies like ChatGPT in academia, educators should not merely react with plagiarism policies but proactively integrate such tools to enhance learning. By cultivating AI literacy, integrating AI into assignments for interactive learning, and leveraging it for idea generation, we can prepare students for a digitally advanced future, promoting critical thinking and digital literacy while ensuring thoughtful use of technology to support student growth.
{"title":"Three Student-Centered Approaches to Integrate ChatGPT in the Online Classroom","authors":"T. Dyer, John Steele, B. Jean Mandernach","doi":"10.1145/3609266.3594546","DOIUrl":"https://doi.org/10.1145/3609266.3594546","url":null,"abstract":"In response to the advent of AI technologies like ChatGPT in academia, educators should not merely react with plagiarism policies but proactively integrate such tools to enhance learning. By cultivating AI literacy, integrating AI into assignments for interactive learning, and leveraging it for idea generation, we can prepare students for a digitally advanced future, promoting critical thinking and digital literacy while ensuring thoughtful use of technology to support student growth.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82806199","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}
In an era of rapid technological advancements and explosion in eLearning, it is with great enthusiasm that I start my term as the new Editor-in-Chief of eLearn Magazine. I am honored to lead the magazine through these exciting times.
{"title":"Embracing the Power of eLearning: Advancing the future of education","authors":"A. Samuel","doi":"10.1145/3609266.3610284","DOIUrl":"https://doi.org/10.1145/3609266.3610284","url":null,"abstract":"In an era of rapid technological advancements and explosion in eLearning, it is with great enthusiasm that I start my term as the new Editor-in-Chief of eLearn Magazine. I am honored to lead the magazine through these exciting times.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81066404","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}
This editorial provides an annual review of eLearn Magazine including a high number of published articles, the addition of new topic series, increased partnerships, and an effective editorial board strategic plan.
{"title":"2022-2023 Year in Review and Transition to New Editor-in-Chief","authors":"Simone C Conceicao","doi":"10.1145/3609266.3607547","DOIUrl":"https://doi.org/10.1145/3609266.3607547","url":null,"abstract":"This editorial provides an annual review of eLearn Magazine including a high number of published articles, the addition of new topic series, increased partnerships, and an effective editorial board strategic plan.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87794934","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}
Gamification, the application of game elements in non-game contexts, is being embraced in higher education, particularly in online classrooms, to foster engagement, participation, and satisfaction. As a quick and effective way to gamify, digital badges serve as virtual rewards for accomplishing specific tasks or goals, stimulating student motivation, promoting community, encouraging critical thinking, developing skills, and bolstering incremental learning, thus making learning tangible and shareable, and driving competition.
{"title":"One Interactive Approach to Gamify the Online Classroom: Digital badges","authors":"T. Dyer, Jacob Aroz, B. Jean Mandernach","doi":"10.1145/3604884.3597643","DOIUrl":"https://doi.org/10.1145/3604884.3597643","url":null,"abstract":"Gamification, the application of game elements in non-game contexts, is being embraced in higher education, particularly in online classrooms, to foster engagement, participation, and satisfaction. As a quick and effective way to gamify, digital badges serve as virtual rewards for accomplishing specific tasks or goals, stimulating student motivation, promoting community, encouraging critical thinking, developing skills, and bolstering incremental learning, thus making learning tangible and shareable, and driving competition.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78781430","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}
Learner agency, premised on making education meaningful and relevant, involves fostering two critical aspects in online classrooms: voice and choice. By providing students with a say in the teaching-learning dynamics (such as setting course policies or assignment deadlines) and offering them decision-making capacity in mastering course content (like choosing individual learning paths or formats to demonstrate understanding) educators can create a personalized learning experience that enhances student motivation, engagement, and investment.
{"title":"Two Essentials for Fostering Agency in Virtual Education","authors":"B. Jean Mandernach, Rick Holbeck","doi":"10.1145/3604884.3594545","DOIUrl":"https://doi.org/10.1145/3604884.3594545","url":null,"abstract":"Learner agency, premised on making education meaningful and relevant, involves fostering two critical aspects in online classrooms: voice and choice. By providing students with a say in the teaching-learning dynamics (such as setting course policies or assignment deadlines) and offering them decision-making capacity in mastering course content (like choosing individual learning paths or formats to demonstrate understanding) educators can create a personalized learning experience that enhances student motivation, engagement, and investment.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80853249","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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