Being “present” in the online learning space

2021 ◽  
Vol 2021 (169) ◽  
pp. 81-88
Author(s):  
Christy M. Rhodes ◽  
Steven W. Schmidt
Keyword(s):  
Online Learning ◽  
Learning Space

Arranging and Rearranging Practice in Digital Spaces

2018 ◽  
pp. 567-585
Author(s):  
Laurette S. M. Bristol ◽  
Merilyn Childs
Keyword(s):  
Online Learning ◽  
Professional Learning ◽  
Teacher Educators ◽  
Learning Program ◽  
Learning Space ◽  
Teaching Online ◽  
Learning And Teaching ◽  
Face To Face ◽  
Curriculum Decisions

The study that formed the basis of this chapter aimed to understand the practices mediating the quality of an online learning program from the perspective of educators in transition from face-to-face to online learning and teaching. A narrative community of enquiry was established for the period of the study, and seven academics from a single institution volunteered to participate in a six-month conversation about the sites for practice, challenges and curriculum decisions made while teaching online. A “practice architectures” perspective was adopted. The study found that “designing and redesigning” was not limited as supposed to a single transformation from face-to-face teaching to an online learning space. Rather, it was an ongoing professional practice, regardless of how novice or experienced and “tech savvy” the academic. The digital space is rapidly evolving, as are the professional learning demands of teacher educators. “Ambitious teacher practices” are permanently required.

scholarly journals 3564 Breaking the Mold: Using a learner & faculty centric approach to increase satisfaction and usability

2019 ◽  
Vol 3 (s1) ◽  
pp. 63-63
Author(s):  
Katherine Cornelius ◽  
Alexandra Joelle Greenberg-Worisek ◽  
Ryan Jimison ◽  
Jennifer Weisbrod ◽  
Karen Marie Weavers
Keyword(s):  
Online Learning ◽  
Graduate School ◽  
Multidisciplinary Team ◽  
Faculty Satisfaction ◽  
Course Satisfaction ◽  
Biomedical Science ◽  
Translational Science ◽  
Learning Space ◽  
Study Population ◽  
Secondary Outcomes

OBJECTIVES/SPECIFIC AIMS: Scholars and faculty in the Clinical and Translational Science (CTS) track of our institution’s biomedical science graduate school reported a lack of satisfaction with our learning management system (LMS); specifically, they reported frustration with the amount of time spent locating learning assignment guidelines, course readings, and submission portals. As a result, we created a new master template to address their concerns. METHODS/STUDY POPULATION: A new template was created within the LMS based on scholar and faculty feedback. Surveys and other tools have been used to determine student and faculty satisfaction as well as measure secondary outcomes of time spent in the online learning space. Some key changes include a redesigned menu and submission portal. RESULTS/ANTICIPATED RESULTS: There was an increase in satisfaction with the new LMS template. Next steps include systematically rolling out the new template, with continued solicitation of feedback from all stakeholders. All courses in the CTS track will be converted to the new template by summer quarter 2020. DISCUSSION/SIGNIFICANCE OF IMPACT: The strengths of this project include the multidisciplinary team-based approach to improving course satisfaction and usability, as well as the use of innovative technologies. Additionally, the analytical capabilities of the LMS will be maximized in the new template, which was a shortcoming of the previously available template.

scholarly journals Assess The Effectiveness of Students' Online Learning in the Epidemic Disaster 19

2020 ◽  
Author(s):  
Lu Thi Mai Oanh ◽  
Nguyen Thi Nhu Thuy
Keyword(s):  
Online Learning ◽  
Travel Time ◽  
Survey Data ◽  
Online Teaching ◽  
Online Survey ◽  
Technical Education ◽  
Ho Chi Minh City ◽  
Traditional Methods ◽  
Learning Space ◽  
Objective View

Based on online survey data of 225 students at Ho Chi Minh City University of Technical Education (May 2020), men accounted for 74.7% and women accounted for 25.3%; the paper analyzes the effectiveness of students' online learning in the context of the covid epidemic 19. The results show that online teaching of students has somewhat met the expectations of learning, bringing the certain convenience in saving travel time, having more time to study documents,... However, online learning also shows that there are still many difficulties from the means of learning, learning space, the process of interacting with others. Collaboration with teachers leads to the effectiveness of online learning, which is not as effective as traditional methods. Therefore, research on online learning efficiency of students will contribute an objective view on the state of online learning in the context of the covid epidemic 19.

Showing a Human and Professional Face to the World

2017 ◽  
pp. 506-522
Author(s):  
Jennifer Munday ◽  
Jennifer Rowley
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Sense Of Self ◽  
Learning Design ◽  
Education Students ◽  
Learning Space ◽  
The World ◽  
Positive Results

The online learning space can appear to be cold and impersonal for Higher Education students. The aim of this chapter is to show the progress of a teaching and learning design using a “sense of self” model, which is being used in ePortfolio creation in two Higher Education institutions. This chapter demonstrates that an ePortfolio can be a tool for showcasing students' levels of achievement in regard to a “sense of self”. The authors intend that the positive results from the outcomes of the two pedagogic approaches to the ePortfolio process should encourage other users of ePortfolio to engage with flexible and creative approaches to the production of showcase and reflective ePortfolios with students at all phases of a degree program. Academics can positively affect the human connections between students and teachers, emerging professionals and the profession, by encouraging multi-faceted aspects within an ePortfolio as the interface between the online and the professional world.

Designing “Concentrated Listening” for Advantageous Adult Learning With Multimedia

2020 ◽  
pp. 232-248
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Online Learning ◽  
Adult Learning ◽  
Learning Context ◽  
Learning Space ◽  
Domain Specific ◽  
Recorded Sound ◽  
Audio Recordings ◽  
Case Based Learning ◽  
Sound Files ◽  
Case Based

In the online learning space, adult learners have access to a wide variety of sound-based content (podcasts, audio books, audio recordings, and others) and multimodal contents of which the audio element is a central part. This work explores research methods used to enhance “concentrated listening” to enable learners to acquire the most from the following: pre-recorded sound files, live audio, natural language discussions through speech, and other types of auditory-based learning online. This work explore some aspects of (1) learning designs to enhance both adult “concentrated listening” in an online learning context (both synchronous and asynchronous) and (2) some tactical designs of learning based around sound for general learning (vs. domain-specific case-based learning).

scholarly journals Supporting entrepreneurship students’ sense of belonging in online virtual spaces

2021 ◽  
pp. 095042222199926
Author(s):  
Jacqueline Brodie ◽  
Renata Osowska
Keyword(s):  
Online Learning ◽  
Sense Of Belonging ◽  
Education Institution ◽  
Virtual Space ◽  
Attrition Rate ◽  
Full Time ◽  
Learning Space ◽  
Course Experience ◽  
The Uk ◽  
Uk Higher Education

Universities globally are aspiring to grow through investing in the delivery of online learning programmes. However, the attrition rate for online learning is high. It has been noted that those students with a sense of belonging to their course experience increased enjoyment and reduced anxiety and are therefore less likely to withdraw. Yet too often programme design guidance to support a sense of belonging for student communities focuses on localised, full-time and young students rather than older, globally dispersed, time-starved students such as those in the online entrepreneurship programme that is the subject of this paper. The authors explore how a sense of belonging in entrepreneurship students can be supported effectively in a virtual learning space throughout their online degree studies. The research presented adopts an interpretivist perspective and includes interviews with eight students studying a 1-year top-up degree in a UK higher education institution. The teaching and support staff interviewed were based solely in the UK. The data collected were examined using thematic analysis. The paper contributes to the debate about what a sense of belonging means in a virtual space for entrepreneurship students and identifies how such students can feel connected and supported to finish their course.

scholarly journals Intentionality and Players of Effective Online Courses in Mathematics

2021 ◽  
Vol 7 ◽  
Author(s):  
Salman Hussain Raza ◽  
Emmenual Reddy
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Pedagogical Practices ◽  
Discussion Forums ◽  
Success Rates ◽  
Learning Space ◽  
Problem Solving Skills ◽  
Mathematics Courses ◽  
Learning And Teaching ◽  
Online Mathematics

Mathematics is the engine, vehicle, driver, and language of today’s initiatives, innovations, and human endeavors. In this mathematical-driven world, the ability to perform mathematical tasks and logical reasoning is also essential in solving quotidian tasks and problems. Therefore, mathematical competency and problem-solving skills are kept as an integral component in almost every educational curriculum around the globe. However, there are numerous stumbling blocks along the way to successful teaching, conducive learning environment, and good student performances in almost all disciplines, but more prevalent and visible in mathematics. The major concerns of educators responsible for teaching mathematics and mathematics-related courses are to find effective and innovative ways to deliver mathematical content, to extend the concepts and theories beyond the classrooms, to integrate mathematics with important concepts such as gamification, data mining, learning analytics, deep learning, and effective tools such as mobile devices, learning management systems, and digital technology, and to maintain a good record of students’ performance. In online deliveries, these concerns are further escalated due to no or limited one-to-one interactions and lack of face time, to mention a few. This article investigates the efficacy and effectiveness of traditional and innovative pedagogical practices used in online mathematic courses at the University of the South Pacific (USP). It examines the interdependence of embedded activities and students’ achievement. The results indicate that these online mathematics courses were highly dominated by conventional approaches and were less interactive and engaging, resulting in lower success rates when compared to the courses from other disciplines. To recommend possible ways to enhance the quality of learning and teaching in online mathematics courses, selected online courses from the information system discipline were explored. The reasons for the high online presence in the course were investigated and activities that could lead to collaborative and active learning beyond the passive materials were data mined. The evidence drawn from the statistical analysis highlights the importance of including selected interactive and engaging activities in online learning space of mathematics courses to promote student engagement and help create a sense of community among geographically dispersed students. Overall, based on the observations and theoretical foundation from literature, it can be said that including regular and frequent active assessment strategies, such as weekly quizzes and discussion forums, could extend and promote interactive and engaging learning in online learning space.

Sign in / Sign up

Export Citation Format

Share Document