A Study on Teaching Strategies of Professor-Centered Tutoring to Improve the Dynamics of Non-Face-to-Face Learning Communities

2021 ◽  
Vol 100 ◽  
pp. 107-135
Author(s):  
Jong Min Lee
Keyword(s):  
Learning Communities ◽  
Teaching Strategies ◽  
Face To Face ◽  
Face To Face Learning

Fostering Effective Learning Community in the Online Classroom

2021 ◽  
pp. 1786-1802
Author(s):  
Mary I. Dereshiwsky
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Online Classroom ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
Face To Face ◽  
Effective Learning ◽  
Faculty Concerns ◽  
Face To Face Learning

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.

scholarly journals The Creation of Virtual and Face-to-Face Learning Communities: An International Collaboration Experience

2006 ◽  
Vol 35 (2) ◽  
pp. 163-180 ◽  
Author(s):  
Susanne P. Lajoie ◽  
Benilde Garcia ◽  
Gloria Berdugo ◽  
Luis MÁrquez ◽  
Susana EspÍndola ◽  
...  
Keyword(s):  
Learning Communities ◽  
International Collaboration ◽  
Face To Face ◽  
The Creation ◽  
Face To Face Learning

Fostering Effective Learning Community in the Online Classroom

2018 ◽  
pp. 203-219
Author(s):  
Mary I. Dereshiwsky
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Online Classroom ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
Face To Face ◽  
Effective Learning ◽  
Faculty Concerns ◽  
Face To Face Learning

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.

Fostering Effective Learning in the Online Classroom

2021 ◽  
pp. 139-164
Author(s):  
Mary I. Dereshiwsky
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Online Classroom ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
Face To Face ◽  
Live Chat ◽  
Faculty Concerns ◽  
Face To Face Learning

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. Strategies for leveraging social media and live chat sessions in fostering online learning community interaction are also shared. Maximizing the potential of online learning communities will facilitate higher-order learning in the technologically-mediated 21st century classroom.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

Pengembangan Modul Pembelajaran IPA Berbasis Entrepreneurship di SMK Negeri 2 Kota Jambi

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Sica Septyenthi ◽  
Aprizal Lukman ◽  
Upik Yelianti
Keyword(s):  
Education System ◽  
Real Life ◽  
Instructional Materials ◽  
Design Development ◽  
Vocational High School ◽  
Face To Face ◽  
Student Entrepreneurship ◽  
Teachers And Students ◽  
Face To Face Learning ◽  
Module Development

Vocational high school consists of face-to-face learning and dual education system. Learning and dual education system may be either industrial work practices held for 3 or 6 months.During dual education system students can not attend face-to-face learning teaching material that students need to be able to learn independently. Specifically, learning science that students need to learn about the environment and its benefits for students.The purpose of this research is to develop instructional materials in the form of science module which helps students to learn independently and determine the response of vocational students to the science learning modules. Modules developed based entrepreneurship and contextual material with real life needs or students. The material presented is structured to support student entrepreneurship in order to be fit for purpose namely vocational work. This module development research design using the design development of Richey and Klein with Dick and Carey model for the development phase of the module material. Results of test responses of teachers and students concluded that the module gets a very good response, interesting and appropriate to the needs of students. Then the module materials can help students cultivate skills become entrepreneurs.

scholarly journals Student and educator perspectives on virtual institutional introductory pharmacy practice experience (IPPE)

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Omar A. Almohammed ◽  
Lama H. Alotaibi ◽  
Shatha A. Ibn Malik
Keyword(s):  
Pharmacy Practice ◽  
Cross Sectional Study ◽  
Training Experience ◽  
Cross Sectional ◽  
Virtual Training ◽  
Care Experience ◽  
Face To Face ◽  
Practice Experience ◽  
Face To Face Learning ◽  
The Government

Abstract Background The COVID-19 pandemic has required governments around the world to suspend face-to-face learning for school and university students. Colleges of pharmacy are faced with the challenge of training students in hospitals that are under considerable pressure at this time. The government of Saudi Arabia has moved all classes and training online to limit the spread of the virus. This study describes the experience of the Introductory and Advanced Pharmacy Practice Experience (IPPE and APPE) students and preceptors engaged in the virtual IPPE training. Methods A cross-sectional study was conducted to describe and appraise the implemented virtual IPPE training from the experiences of IPPE and APPE students, and their preceptor. The IPPE students described their experiences in close-ended questionnaires, while APPE students in open-ended questionnaires, and the preceptor described the experiences in narrative. The study focused on highlighting the advantages, opportunities, challenges, and shortcomings of the virtual training. Results Two preceptors and seven APPE students participated in the preparation and administration of the virtual training. The IPPE students’ experiences, based on 87 respondents, were mostly positive. Although IPPE students enjoyed the time flexibility that allowed the learning of new skills and reflection on previous experiences, 15% experienced difficulty finding quiet places with a reliable internet connection or had difficulty working on team-based activities. Moreover, some were anxious about the lack of adequate patient-care experience. On the other hand, the APPE students found the experience enriching as they gained experience and understanding of academic workflow, gained skills, and overcame the challenges they faced during this virtual training experience. Conclusions Future training programs should be organized to overcome the challenges and to maximize the benefits of training experiences. Schools of pharmacy may benefit from the training materials constructed, prepared, and administered by APPE students to improve IPPE students’ learning experiences and outcomes.

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