scholarly journals Engaging professional learning in online environments

2009 ◽  
Vol 25 (5) ◽  
Author(s):  
Amani Bell ◽  
Gayle Morris
Keyword(s):  
Online Learning ◽  
Professional Learning ◽  
Social Dimension ◽  
Large Bank ◽  
Learning Resource ◽  
Learning At Work ◽  
Specific Practice ◽  
Online Environments

<span>Much of what is regarded as effective professional learning is that which is situated, incorporates a social dimension and enables practitioners to converge in and around authentic practice. This article describes an inter-university online learning resource for tutors which is underpinned by a practice based approach to professional learning. The emphasis is on seeing authentic, discipline specific practice via a large bank of multimedia clips of experienced tutors and reflection on that action through the incorporation of reflective triggers. Evaluation suggests a fruitful way forward for supporting learning at work.</span>

The Effectiveness of Usage of Online Multiple Choice Questions on Student Performance in Introductory Accounting

2017 ◽  
Vol 32 (4) ◽  
pp. 1-17 ◽  
Author(s):  
Dianne Massoudi ◽  
SzeKee Koh ◽  
Phillip J. Hancock ◽  
Lucia Fung
Keyword(s):  
Online Learning ◽  
Student Performance ◽  
International Student ◽  
Multiple Choice ◽  
Financial Accounting ◽  
Accounting Students ◽  
Multiple Choice Questions ◽  
Learning Resource ◽  
Examination Performance ◽  
Introductory Accounting

ABSTRACT In this paper we investigate the effectiveness of an online learning resource for introductory financial accounting students using a suite of online multiple choice questions (MCQ) for summative and formative purposes. We found that the availability and use of an online resource resulted in improved examination performance for those students who actively used the online learning resource. Further, we found a positive relationship between formative MCQ and unit content related to challenging financial accounting concepts. However, better examination performance was also linked to other factors, such as prior academic performance, tutorial participation, and demographics, including gender and attending university as an international student. JEL Classifications: I20; M41.

Online Learning Resource Based on One ID Website for All Access (OIAA) as a Student Learning Assistance System

2020 ◽  
Author(s):  
Rizqi Fajar Pradipta ◽  
Frimha Purnamawati ◽  
Mohd Hanafi Mohd Yasin ◽  
Dimas Arif Dewantoro ◽  
Muchamad Irvan ◽  
...  
Keyword(s):  
Online Learning ◽  
Student Learning ◽  
Assistance System ◽  
Learning Resource ◽  
Learning Assistance

scholarly journals Acquiring the Art of Conducting: Deliberate Practice as Part of Professional Learning

2021 ◽  
pp. 1932202X2199593
Author(s):  
Simon Schmidt ◽  
Manuel Längler ◽  
Amelie Altenbuchner ◽  
Louisa Kobl ◽  
Hans Gruber
Keyword(s):  
Professional Learning ◽  
Deliberate Practice ◽  
General Music ◽  
Excellent Performance ◽  
Music Practice ◽  
Orchestral Conducting ◽  
Study Programs ◽  
Specific Practice ◽  
Conducting Students ◽  
Extensive Practice

Research was and still is involved in the controversial issue about innate talent or extensive practice as the determinants of excellent performance in a range of domains. This study aims to contribute by presenting an analysis of practice activities in a domain that appears to be particularly suitable—orchestral conducting. Most conductors usually attain expertise in instrument playing prior to commencing conducting studies. Twenty-seven students of German study programs of orchestral conducting (approximately 18.7% of the population) responded to a questionnaire about their practice activities in conducting programs and their instrumental experiences. Descriptive results show the wealth of prestudy experiences conducting students have. A clear influence on practice activities cannot be stated. During study, students rated conducting-specific practice activities as more demanding and devoted more time to them than to general music practice activities. Therefore, conducting-specific practice activities might have been practiced more deliberately than general music practice activities.

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.

The Influence of Politics and Diversity in Educational Differentiation

2020 ◽  
pp. 184-192
Author(s):  
Desiree L. DePriest
Keyword(s):  
Online Learning ◽  
Critical Examination ◽  
Traditional Schools ◽  
Diverse Populations ◽  
Learning Models ◽  
The Past ◽  
And Behaviors ◽  
Online Environments

Current societal shifts are unfolding connections between laws, acts, and behaviors of the past that affect education in the present. There is limited scholarship that reveals the historical intentionality in excluding underrepresented and marginalized persons from education. The concern is that the quest for higher industry recognition based on the old models of elite and traditional schools will make online environments vulnerable to those same exclusions. The mission is to apply transparency to the underlying disparate history in education and how severely it has affected so many generations of people, change the paradigm going forward, and not repeat homogeneity online. This chapter proposes a critical examination of factors that necessitated the evolution from past education models established to perpetuate societal dominance by a select few, to the present inclusive online learning models. The chapter argues that technology, along with the failure to include diverse populations as a unique demographic, contributed to the disruption that became online learning.

Lessons Learned From the Implementation of a Technology-Focused Professional Learning Community

2012 ◽  
pp. 535-550 ◽  
Author(s):  
D. Bruce Taylor ◽  
Richard Hartshorne ◽  
Sam Eneman ◽  
Patti Wilkins ◽  
Drew Polly
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Online Courses ◽  
College Of Education ◽  
Learning Technologies ◽  
Lessons Learned ◽  
Teaching Professional

In this chapter, “lessons learned” and best practices that have resulted from the implementation of technology-focused professional learning community in a College of Education, as well as recommendations for future implementations are addressed. The Technology & Teaching Professional Learning Community, which was created by faculty in the College of Education at UNC Charlotte, provided professional development to faculty engaged in teaching hybrid and online courses. This was one of several professional development efforts at UNC Charlotte, but one, the authors suggest, that created a safe and effective space for scaffolding instructors less familiar with online learning technologies and tools.

scholarly journals Social practices in teacher knowledge creation and innovation adoption: a large-scale study in an online instructional design community for inquiry learning

2020 ◽  
Vol 15 (4) ◽  
pp. 445-467 ◽  
Author(s):  
María Jesús Rodríguez-Triana ◽  
Luis P. Prieto ◽  
Tobias Ley ◽  
Ton de Jong ◽  
Denis Gillet
Keyword(s):  
Professional Learning ◽  
Knowledge Creation ◽  
Teaching And Learning ◽  
Large Scale ◽  
Social Practices ◽  
Social Dimension ◽  
Pedagogical Practices ◽  
Classroom Implementation ◽  
Knowledge Appropriation ◽  
Pedagogical Innovations

AbstractSocial practices are assumed to play an important role in the evolution of new teaching and learning methods. Teachers internalize knowledge developed in their communities through interactions with peers and experts while solving problems or co-creating materials. However, these social practices and their influence on teachers’ adoption of new pedagogical practices are notoriously hard to study, given their implicit and informal nature. In this paper, we apply the Knowledge Appropriation Model (KAM) to trace how different social practices relate to the implementation of pedagogical innovations in the classroom, through the analysis of more than 40,000 learning designs created within Graasp, an online authoring tool to support inquiry-based learning, used by more than 35,000 teachers. Our results show how different practices of knowledge appropriation, maturation and scaffolding seem to be related, to a varying degree, to teachers’ increased classroom implementation of learning designs. Our study also provides insights into how we can use traces from digital co-creation platforms to better understand the social dimension of professional learning, knowledge creation and the adoption of new practices.

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