scholarly journals A Flexible Future Education Model—Strategies Drawn from Teaching during the COVID-19 Pandemic

2021 ◽  
Vol 11 (9) ◽  
pp. 557
Author(s):  
Seshasai Srinivasan ◽  
Juan Antonio Lopez Ramos ◽  
Nasim Muhammad
Keyword(s):  
Online Community ◽  
Course Design ◽  
Learning Material ◽  
Pedagogical Strategies ◽  
Hybrid Education ◽  
Course Of Action ◽  
Education Model ◽  
Blended Education ◽  
Future Education ◽  
And Training

As they emerge from the pandemic, universities worldwide are evaluating the adaptations in the education sector during the pandemic and determining their course of action for the future. In this work, drawing on the lessons from four courses across two different universities, a survey of over 300 students, and the literature, we present strategies for successfully implementing a flexible blended education format. The survey revealed that the performance of the cohort taking the course during the pandemic performed nearly the same as the cohorts that took the courses before the pandemic. However, the students did not prefer an entirely virtual format, felt that their social wellbeing was impacted, and preferred a hybrid education model with a lot of supplementary learning material. As a key contribution of this work, we have identified and elaborate on four key pillars for a flexible blended education format, namely, course design, pedagogical strategies incorporating active learning and providing a sense of online community, infrastructure for delivery and training, and incorporating activities that support student wellbeing.

scholarly journals Analysis of Educational Data in the Current State of University Learning for the Transition to a Hybrid Education Model

2021 ◽  
Vol 11 (5) ◽  
pp. 2068
Author(s):  
William Villegas-Ch. ◽  
Xavier Palacios-Pacheco ◽  
Milton Roman-Cañizares ◽  
Sergio Luján-Mora
Keyword(s):  
Online Education ◽  
Educational Model ◽  
Hybrid Education ◽  
Face To Face ◽  
Current State ◽  
Use Of Technology ◽  
Technological Advances ◽  
The World ◽  
The Face ◽  
Education Model

Currently, the 2019 Coronavirus Disease pandemic has caused serious damage to health throughout the world. Its contagious capacity has forced the governments of the world to decree isolation and quarantine to try to control the pandemic. The consequences that it leaves in all sectors of society have been disastrous. However, technological advances have allowed people to continue their different activities to some extent while maintaining isolation. Universities have great penetration in the use of technology, but they have also been severely affected. To give continuity to education, universities have been forced to move to an educational model based on synchronous encounters, but they have maintained the methodology of a face-to-face educational model, what has caused several problems in the learning of students. This work proposes the transition to a hybrid educational model, provided that this transition is supported by data analysis to identify the new needs of students. The knowledge obtained is contrasted with the performance presented by the students in the face-to-face modality and the necessary parameters for the transition to this modality are clearly established. In addition, the guidelines and methodology of online education are considered in order to take advantage of the best of both modalities and guarantee learning.

Blended Course Design

2015 ◽  
pp. 488-512
Author(s):  
Patricia McGee
Keyword(s):  
Course Design ◽  
Delivery Mode ◽  
Pedagogical Strategies ◽  
Effective Strategies ◽  
Classroom Activities ◽  
Interpretive Analysis ◽  
Blended Courses ◽  
Education Coursework ◽  
Hybrid Course Design ◽  
Blended Course

Blended or hybrid course design is generally considered to involve a combination of online and classroom activities. However defining blended courses solely based on delivery mode suggests there is nothing more to a blended course than where students meet and how they use technology. Ultimately there is a risk that blended courses defined in this way will not utilize effective strategies that have proven to improve learning for students. This study investigates pedagogical strategies or designs that have reported success in higher education coursework as published in articles that address blended pedagogy. A qualitative meta-interpretive analysis identified eight themes: definitions of blended design, meetings for the learner, online priority, technology with a purpose, focused e-interactions, active learning, distribution of time, pedagogical chunking, and outliers and omissions.

An Ontology-Based Online Community to Maintain Engineering Knowledge in a Training Domain

2011 ◽  
Author(s):  
OkJoon Kim ◽  
Uma Jayaram ◽  
Lijuan Zhu
Keyword(s):  
Engineering Design ◽  
Online Community ◽  
Procedural Knowledge ◽  
Knowledge Exchange ◽  
Knowledge Modeling ◽  
Product Data ◽  
Engineering Knowledge ◽  
Knowledge Presentation ◽  
On Line ◽  
And Training

The research presented in this paper seeks to develop an ontology-based online community for knowledge exchange between expert engineers and new engineers. We call this community CREEK (Community for Retention of Engineering dEsign Knowledge). This paper seeks to develop methods and tools related to knowledge acquisition, knowledge modeling, knowledge management, and knowledge presentation that can support activities in this community in engineering design and training domains. An important consideration is to design and deploy the online community and the underlying ontology model such that they will not exist in isolation but will be connected to a product data ontology and a training ontology. In our previous work engineering knowledge related to product data in engineering design and assembly has been modeled. In this work procedural knowledge and knowledge in the training domains related to these procedures are also modeled and populated using ontologies. We have designed an architecture that will allow the ontology of the on-line community to tap into the engineering knowledge from these two supporting domains. In addition, there is a connection the other way too. The online community also allows new knowledge to be captured from experts and be (semi-)automatically transferred to product design and training domains.

scholarly journals Exploring EMI lecturers’ attitudes and needs

10.29007/gjc1 ◽  
2018 ◽  
Author(s):  
Matthew Banks
Keyword(s):  
Teacher Development ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Course Design ◽  
Careful Consideration ◽  
Multiple Sources ◽  
Pedagogical Strategies ◽  
English Medium Instruction ◽  
Field Notes ◽  
University Lecturers

This paper focuses on English-medium instruction (EMI) at a Spanish public university. It reports on a mix-methods study into the attitudes and linguistic and pedagogical needs of EMI lecturers. First and foremost, the study has a practical focus and assesses lecturers’ needs and attitudes as the basis for developing an EMI training course. The study takes a “bottom-up” approach to needs assessment in order to guarantee a course that is fit for purpose. It collects data from university lecturers using multiple sources to provide empirical evidence with which to inform course design decisions. Data sources include a questionnaire, field notes from observations of EMI teaching practice, collaborative planning tutorials, lesson plans and lecturers’ reflections on EMI. The analysis of lecturers’ language use and pedagogical strategies suggests a number of areas for improvement that could enhance EMI teaching and learning. On the whole, the findings show a positive attitude towards EMI and training, but also highlight key tensions regarding attitudes towards more collaborative, learner-centred lecturing practices. It thus argues for careful consideration to be given to lecturers’ attitudes in the design of EMI teacher development courses.

scholarly journals Fostering group creativity through design thinking projects

2019 ◽  
pp. 378-392
Keyword(s):  
Graduate Students ◽  
Design Thinking ◽  
Group Creativity ◽  
Pedagogical Strategies ◽  
Team Projects ◽  
Analytical Thinking ◽  
Creativity Research ◽  
Interpersonal Understanding ◽  
And Training

The purpose of this study was to develop team projects in design thinking, for promotion and examination with the cultivation of group creativity. Research was conducted during the spring of 2017, with sixteen graduate students. Using artifact-based interviews, we analyzed the development of group creativity during the five stages of design thinking: understanding knowledge, empathizing, sharing perspectives, generating ideas, and prototyping. Results showed that analytical thinking was present throughout the overall project, while factors related to group creativity (such as learner orientation, interpersonal understanding, and flexibility) were observed at different rates as the project progressed. Results suggest that such pedagogical strategies as idea checking and training for applicability are necessary in order to foster group creativity.

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