Annie Murphy Paul's new book, "The Extended Mind: The Power of Thinking Outside the Brain," covers emerging research that extends our understanding of thinking beyond the typical view of "mind in the brain." Illustrated with stories, this book unpacks new recognitions, and provides the implications for the design of learning and instruction.
{"title":"Cognition (and Learning) On the Loose","authors":"C. Quinn","doi":"10.1145/3478517.3473603","DOIUrl":"https://doi.org/10.1145/3478517.3473603","url":null,"abstract":"Annie Murphy Paul's new book, \"The Extended Mind: The Power of Thinking Outside the Brain,\" covers emerging research that extends our understanding of thinking beyond the typical view of \"mind in the brain.\" Illustrated with stories, this book unpacks new recognitions, and provides the implications for the design of learning and instruction.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91291406","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}
How might the online learning experience, and the support required for success, differ for men and women? New survey research captures insights from 505 participants, including 295 women, who graduated from online programs between 2015 and 2020. This article provides an overview of the characteristics of online students, highlighting the challenges female students face and considerations for supporting their success. Differences in demographic characteristics across gender were found in the areas of degree level and academic major, income, age, and ethnic diversity. More men chose computer and information sciences majors, while more women were in healthcare and education. Female students were also younger and at lower income levels than their male counterparts when they were enrolled in their online programs. And while the majority of study participants were White, women represented more ethnic diversity than men. Recommendations include the review and revision of curricula and support programs with specific learner characteristics in mind, addressing potential biases with culturally responsive strategies leading to greater representation. Future research should continue to track trends related to online student needs and perspectives and expand descriptions of gender beyond binary categories.
{"title":"Gender Differences in Online Learning: Insights from recent graduates","authors":"Melissa A. Venable","doi":"10.1145/3473344.3460821","DOIUrl":"https://doi.org/10.1145/3473344.3460821","url":null,"abstract":"How might the online learning experience, and the support required for success, differ for men and women? New survey research captures insights from 505 participants, including 295 women, who graduated from online programs between 2015 and 2020. This article provides an overview of the characteristics of online students, highlighting the challenges female students face and considerations for supporting their success. Differences in demographic characteristics across gender were found in the areas of degree level and academic major, income, age, and ethnic diversity. More men chose computer and information sciences majors, while more women were in healthcare and education. Female students were also younger and at lower income levels than their male counterparts when they were enrolled in their online programs. And while the majority of study participants were White, women represented more ethnic diversity than men. Recommendations include the review and revision of curricula and support programs with specific learner characteristics in mind, addressing potential biases with culturally responsive strategies leading to greater representation. Future research should continue to track trends related to online student needs and perspectives and expand descriptions of gender beyond binary categories.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"76 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72488880","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}
An interview with Bartosz Skwarczek, CEO of G2A, includes an examination of a recent survey of U.K. and U.S. teachers regarding perceptions of games as a learning and curricular tool. Interview results are shared as well as a review of the resulting G2A Academy aimed at teacher training for building skills to utilize games in the classroom.
{"title":"On the Growing Curve: An interview on gaming to learn with G2A's CEO, Bartosz Skwarczek","authors":"A. Carr-Chellman","doi":"10.1145/3467016.3466614","DOIUrl":"https://doi.org/10.1145/3467016.3466614","url":null,"abstract":"An interview with Bartosz Skwarczek, CEO of G2A, includes an examination of a recent survey of U.K. and U.S. teachers regarding perceptions of games as a learning and curricular tool. Interview results are shared as well as a review of the resulting G2A Academy aimed at teacher training for building skills to utilize games in the classroom.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"169 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80622856","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}
During the COVID-19 pandemic, most, if not all, courses were shifted to online learning formats. In this article, we share our experiences related to teaching and learning in a completely online, condensed (seven-week) graduate-level course during the fall 2020 semester. More specifically, we discuss the important role of emotional literacy as a mechanism for framing online course design, adaptation, and evaluation. We explore emotional literacy in terms of its necessity in teaching and learning in online contexts during a pandemic, beyond the scope of other obviously important non-traditional literacies, such as technological and informational literacies. To conclude, we offer practical suggestions for online course design, adaptation, and evaluation using emotional literacy as a framework and provide considerations for future research.
{"title":"The Burden of Alleviating the Burden During a Pandemic: Emotional literacy as a tool for online course design, adaptation, and evaluation","authors":"P. Robinson, M. Stojanović","doi":"10.1145/3462445.3459624","DOIUrl":"https://doi.org/10.1145/3462445.3459624","url":null,"abstract":"During the COVID-19 pandemic, most, if not all, courses were shifted to online learning formats. In this article, we share our experiences related to teaching and learning in a completely online, condensed (seven-week) graduate-level course during the fall 2020 semester. More specifically, we discuss the important role of emotional literacy as a mechanism for framing online course design, adaptation, and evaluation. We explore emotional literacy in terms of its necessity in teaching and learning in online contexts during a pandemic, beyond the scope of other obviously important non-traditional literacies, such as technological and informational literacies. To conclude, we offer practical suggestions for online course design, adaptation, and evaluation using emotional literacy as a framework and provide considerations for future research.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"2014 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73298889","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}
COVID-19 has forced vast numbers of educational institutions to shift their operations from being delivered face-to-face to being delivered online. As a result, academic institutions have had to scramble to find complex solutions that meet systems-wide online teaching and learning needs. The quality of interaction that occurs between the educator and the student is crucial to the success of delivering education via online technologies, and it is incumbent on the host institution to provide a usable, effective, and satisfying form of communication all participants may communicate with while maintaining a sense of social presence. It requires little effort to compile a list of potential benefits of using webcams in educational settings. It is more challenging to come up with a list of conditions as to when you may not require all learners to communicate using webcams. This article explores the benefits and challenges of incorporating webcams in teaching and learning in the online learning environment.
{"title":"Designing for Social Connectivity (Not Everyone Likes Webcams)","authors":"W. Lord","doi":"10.1145/3462445.3457174","DOIUrl":"https://doi.org/10.1145/3462445.3457174","url":null,"abstract":"COVID-19 has forced vast numbers of educational institutions to shift their operations from being delivered face-to-face to being delivered online. As a result, academic institutions have had to scramble to find complex solutions that meet systems-wide online teaching and learning needs. The quality of interaction that occurs between the educator and the student is crucial to the success of delivering education via online technologies, and it is incumbent on the host institution to provide a usable, effective, and satisfying form of communication all participants may communicate with while maintaining a sense of social presence. It requires little effort to compile a list of potential benefits of using webcams in educational settings. It is more challenging to come up with a list of conditions as to when you may not require all learners to communicate using webcams. This article explores the benefits and challenges of incorporating webcams in teaching and learning in the online learning environment.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88551427","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}
With so much formal learning now taking place online, eLearning educators have the opportunity to incorporate Wikipedia as a multifaceted pedagogical resource. I argue that doing so facilitates the cultivation of 21st century skills and empowers learners to participate in creating positive social change. The article concludes with various ways educators may incorporate Wikipedia into teaching practice, appropriate Wikipedia assignments for students.
{"title":"Wikipedia Engagement Can Enhance eLearning","authors":"Shannon A. B. Perry","doi":"10.1145/3459638/3457173","DOIUrl":"https://doi.org/10.1145/3459638/3457173","url":null,"abstract":"With so much formal learning now taking place online, eLearning educators have the opportunity to incorporate Wikipedia as a multifaceted pedagogical resource. I argue that doing so facilitates the cultivation of 21st century skills and empowers learners to participate in creating positive social change. The article concludes with various ways educators may incorporate Wikipedia into teaching practice, appropriate Wikipedia assignments for students.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83066597","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}
Murray-JohnsonKayon, SantucciAnna, J. GoldsmithDiane
While online education has been with us for more than 20 years, and many faculty are proficient at designing and teaching highly interactive, intellectually stimulating asynchronous classes, other ...
{"title":"Listening to the Sound of Silence in Supporting Instructors' Transitions to Remote Teaching During COVID-19","authors":"Murray-JohnsonKayon, SantucciAnna, J. GoldsmithDiane","doi":"10.1145/3452316.3451986","DOIUrl":"https://doi.org/10.1145/3452316.3451986","url":null,"abstract":"While online education has been with us for more than 20 years, and many faculty are proficient at designing and teaching highly interactive, intellectually stimulating asynchronous classes, other ...","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78670223","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}
Students in online classes may have difficulty or believe they cannot develop a rapport with fellow students. There is significant research that indicates that this rapport greatly increases the student?s success in a class. Students can easily build rapport in an in-person classroom and often the instructor is not involved. However, in the online classroom, the problem becomes how do students build this rapport when they only see each other in a virtual space in the classroom to help increase their learning and course success. The article presents several strategies for faculty to provide students to help them build student-to-student rapport within an online adult learning course.
{"title":"Strategies to Build Student-to-Student Rapport in Online Adult Learning Courses","authors":"James Kennedy","doi":"10.1145/3452316.3446780","DOIUrl":"https://doi.org/10.1145/3452316.3446780","url":null,"abstract":"Students in online classes may have difficulty or believe they cannot develop a rapport with fellow students. There is significant research that indicates that this rapport greatly increases the student?s success in a class. Students can easily build rapport in an in-person classroom and often the instructor is not involved. However, in the online classroom, the problem becomes how do students build this rapport when they only see each other in a virtual space in the classroom to help increase their learning and course success. The article presents several strategies for faculty to provide students to help them build student-to-student rapport within an online adult learning course.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"95 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89158765","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 article explored the transformation of an early childhood center from face-to-face instruction to online learning and examined how principles of effective online instruction design were related to community building, interactivity, and online presence. The case study is from an early head start institution in Milwaukee, Wisconsin. After creating an online program over the summer of 2020, teachers share their perspectives of teaching online with young learners. Results suggest benefits of technology integration in early learning classrooms.
{"title":"Engaging Young Learners through Online Teaching","authors":"Felicia Saffold","doi":"10.1145/3447871.3447536","DOIUrl":"https://doi.org/10.1145/3447871.3447536","url":null,"abstract":"This article explored the transformation of an early childhood center from face-to-face instruction to online learning and examined how principles of effective online instruction design were related to community building, interactivity, and online presence. The case study is from an early head start institution in Milwaukee, Wisconsin. After creating an online program over the summer of 2020, teachers share their perspectives of teaching online with young learners. Results suggest benefits of technology integration in early learning classrooms.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"2021 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81820244","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}
The possibilities for meaningful elearning experiences are endless, yet intentional work must be done to see that students are engaged and motivated. Through the fundamental elements of self-directed learning, students and teachers can forge new paths in education and create a bright future for teaching and learning online.
{"title":"Renewing Self-Directed Learning in E-Learning Experiences","authors":"Francesco G. Giuseffi","doi":"10.1145/3447871.3439736","DOIUrl":"https://doi.org/10.1145/3447871.3439736","url":null,"abstract":"The possibilities for meaningful elearning experiences are endless, yet intentional work must be done to see that students are engaged and motivated. Through the fundamental elements of self-directed learning, students and teachers can forge new paths in education and create a bright future for teaching and learning online.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"401 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78103182","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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