Peer Interactions

2018 ◽  
Vol 8 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Anita Chadha
Keyword(s):  
American Politics ◽  
Learning Strategy ◽  
Peer Interactions ◽  
Digital Learning ◽  
Discussion Forums ◽  
Geographic Regions ◽  
Peer Discussions

The focus of this article was to evaluate a specifically designed digital learning peer-interactive strategy through an e-collaborative web project for reflective engagement with each other and associated academic materials. Data was taken from one semester of participation in an e-collaboration assessing student peer discussions in politics from two introductory American politics classes across two geographic regions of the country. Significant findings reveal that the interactive discussion forums in this e-collaboration engaged students in an academically reflective peer-student and peer-content interactions over the entire semester. The implications of this study are immense, in that a carefully designed digital learning strategy, an e-collaboration, does extend peer deliberative discussions into the virtual hallway, enhancing student deliberative performance. This is one that can be used to complement a variety of disciplines and is a concern to researchers, educators, and universities.

scholarly journals It’s good to talk! Reflective Discussion Forums to support and develop Reflective Practice among Pre-Hospital Emergency Care Practitioners in Ireland.

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Chris O'Connor ◽  
Joe O'Hara
Keyword(s):  
Reflective Practice ◽  
Emergency Care ◽  
Online Survey ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Discussion Forum ◽  
Discussion Forums ◽  
Structured Interviews ◽  
Hospital Emergency ◽  
Confidentiality Agreement

<p><strong>Background</strong></p><p>Since the mid 1980’s, reflective practice has become formally acknowledged and adopted as a key strategy for learning and has become one of the cornerstones of medical education for doctors, nurses, and many of the allied healthcare professions. In the education of pre-hospital emergency care practitioners in Ireland, it is only in the last decade that the notion of reflective practice has been tentatively approached.  Indeed until recently it has largely been ignored by practitioners and educators alike, who have been slow to engage with this new way of learning. This paper explores the attitudes of practitioners to the use of a reflective discussion forum to encourage and support reflection and reflective practice among pre-hospital emergency care practitioners in Ireland.  It also examines the experiences of practitioners who participated in a collaborative reflective discussion forum.</p><p><strong>Literature</strong></p><p>The research was informed by reviewing literature from a number of areas including:  Adult Learning, Reflective Practice, Educational Research directly relating to Emergency Medical Services (EMS), and EMS &amp; Nursing Journals and publications.</p><p><strong>Methodologies</strong></p><p>This paper is part of a larger project which consisted of three cycles of action research.  Data was collected via an online survey questionnaire, and by conducting a series of semi-structured interviews with participants in the reflective discussion forum.  These included all three clinical levels of pre-hospital emergency care practitioners and the three hierarchical levels within the organisation.</p><p><strong>Findings</strong></p><p>The collaborative reflective discussion forum was found to be beneficial.  Among the benefits cited were, the opportunity to draw on the experience of more experienced colleagues, the development of critical thinking skills, and the potential for use as part of a mentoring process.  It was also felt that the collaborative nature of the forum had the potential to improve workplace relationships through the empowerment of the staff. Concerns were raised regarding the potential for abuse and misuse, particularly in relation to the areas of patient confidentiality and a lack of trust within organisations.</p><p><strong>Recommendations</strong></p><p>The establishment of a regular Reflective Discussion Forum within organisations as a key learning strategy. Any collaborative forum must be chaired by a trusted, experienced and highly skilled facilitator. A learning contract for all participants and faculty, including a confidentiality agreement, must be in place prior to the establishment of any collaborative forum.</p>

scholarly journals Early Career Teachers’ Experiences of Communicating with Families via Technology: Educatively Dwelling in Tension

in education ◽  
2019 ◽  
Vol 25 (1) ◽  
pp. 34-50
Author(s):  
Nathalie Sandra Reid ◽  
Joanne Farmer ◽  
Claire Desrochers ◽  
Sue McKenzie-Robblee
Keyword(s):  
Early Career ◽  
Digital Learning ◽  
Discussion Forums ◽  
Early Career Teachers ◽  
Structured Interviews ◽  
Online Programs ◽  
Reciprocal Interactions ◽  
Use Of Technology ◽  
Teachers Experiences ◽  
Career Teachers

A variety of online programs, apps, and digital learning management systems currently “provide teachers with a means to more easily communicate and share information with students and parents through discussion forums, social media, videoconferencing, email, grade books, and announcements” (Howell & O’Donnell, 2017, p.28). While technology is often seen as shaping positive shifts in teachers’ and schools’ abilities to communicate with families, we, the five co-researchers in the study Understanding the Interactions Between Early Career Teachers and Families, wondered how early career teachers were experiencing the use of technology to interact with families. During semi-structured interviews with each of the 20 teacher participants, we were awakened, for example, to tensions experienced by many of the teachers when expectations to communicate with families electronically conflicted with their longings for more relational and reciprocal interactions. Yet, we also came to see that the teachers were learning to dwell in these tensions in ways that opened potential for educative (Dewey, 1938) growth and movement toward the kinds of interactions with families they were imagining. This paper takes up technology as one of the resonant threads drawn from and across the teachers’ storied experiences, and inquires narratively into the kinds of generative tensions that many of the teachers were experiencing and drawing on as they imagined increased relational and reciprocal ways of interacting with families, and then moves to wonder how dwelling in these tensions might shape preservice and in-service teacher education.Keywords: Early career teachers; families; technology; interactions; agency

scholarly journals Information and Communication Technology Integration in Different Online Learning Strategies to Facilitate Self-Directed Learning Experience

2021 ◽  
Vol 1 (2) ◽  
pp. 1-10
Author(s):  
Suzan Atia Mostafa Alsaid
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Experience ◽  
Digital Learning ◽  
Digital Information ◽  
Computer Based Learning ◽  
Team Based Learning ◽  
On Line ◽  
Computer Based

Online learning is one among the foremost broadly speaking used terms, that has passed within the pitch of education at the side of IT, students, and college need quick and simple access to new technical and academic methods.The online learning methods objects are primarily meant to be used by students for self-study. to boot, instructors will use on-line resources to supplement their room teaching. So, this study discusses several on-line methods that may be applied and investigate in school rooms and live their effectiveness. that an intermingled learning strategy approach, computer-based learning approach, on-line learning vs offline learning (Ubiquitous Digital Information), and Team-based learning (TBL), From the table, lead to the present analysis we are able to conclude that the excellent strategy is mixed learning that provides the proportion of the height then follow by computer-based learning, so team-based learning, finally present digital learning.    

scholarly journals Teaching strategies and technology integration in developing blended learning of applied mathematics subject

2019 ◽  
Vol 5 (5) ◽  
pp. 16-25
Author(s):  
I Gede Made Karma ◽  
I Ketut Darma ◽  
I Made Anom Santiana
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
Curriculum Design ◽  
Mechanical Engineering ◽  
Learning Strategy ◽  
Applied Mathematics ◽  
Learning Technology ◽  
Discussion Forums ◽  
Teaching Excellence ◽  
Face To Face Learning

Applied Mathematics is a basic skill that determines the success of students in pursuing their education in the Department of Mechanical Engineering. Besides having to understand concepts and be able to solve cases according to the topics taught, students are also required to be able to solve mathematical engineering problems in the application of mechanical engineering. This makes it a difficult subject for the majority of students. This difficulty is overcome by applying blended learning. This is done by integrating curriculum design with strategy and use of learning technology so that innovation and teaching excellence are formed to support the learning process of students. Learning strategies that can be applied include explanations of concepts, problem-based learning, problem-solving and case discussions. This learning strategy is supported by multimedia technology and internet-based, namely video tutorials, discussion of material and examples of online-based cases and online discussion forums. The process of face-to-face learning in class is still being carried out. The key to the success of this learning lies in the ability to create interactions between students and fellow students, with teachers, with the community, with the material with the use of existing technology.

scholarly journals Remote Learning: Fostering Learning of 21st Century Skills through Digital Learning Tools

2021 ◽  
Author(s):  
Shifan Thaha Abdullateef
Keyword(s):  
Undergraduate Students ◽  
21St Century ◽  
21St Century Skills ◽  
Digital Tools ◽  
Digital Learning ◽  
Learning Tools ◽  
Discussion Forums ◽  
New Era ◽  
The Impact ◽  
Remote Learning

The shift from in-person to remote learning has have led to crisis management. Teachers find it more challenging as content designing and presentation have to undergo drastic change. Though many face-to-face methodologies could be adapted in the online context, Yet, “one size fits all approach” cannot be standardized in remote learning setups. The critical challenge in this ‘new era’ is to make the learners motivated, productive, and responsible. The study aims to find the impact of four digital tools: Discussion Forums, Kahoot, Padlet, and FlipGrid in fostering 21st-century skills and identify the existing gaps between Remote Learning and instructional activities in the EFL context. The study adopts a quantitative approach. First, it tries to examine the utilization of the digital learning tools under Blackboard by the faculty at the Department of English at Prince Sattam University and find out the impact of digital tools in fostering 21st-century skills on the undergraduate students pursuing level six. From the results of the study, it is evident that digital learning tools empower learners. The study recommends significant changes in the pedagogies. Finally, the study suggests rubrics be taken into consideration while choosing digital tools to foster 21 st century skills.

Applicability of Digital Learning Strategy “Start Playing the Guitar!” in Solfeg.io Music Education App

2021 ◽  
Vol 12 (3) ◽  
pp. 68-78
Author(s):  
Lauma Kazaka ◽  
Ilze Vilde
Keyword(s):  
Music Education ◽  
Qualitative Data ◽  
Learning Strategy ◽  
Digital Learning ◽  
Learning Tools ◽  
Digital Education ◽  
Music Classroom ◽  
Technical Requirements ◽  
Use Of Technology ◽  
Study Process

The digitalisation of the music classroom has accelerated the development of learning tools that correspond to the mindset and lifestyle of digital generation. Current pedagogical approaches emphasize a diverse and multifunctional use of technology to study music theory, learn to play instruments, and create music on and offline. Solfeg.io music education app is designed according to principles of smart pedagogy that include criteria for a meaningful use of technology in the study process. The app has been developed to meet didactic, cognitive, socioemotional, and technical requirements that create a customizable, user-oriented experience in a pedagogically justified study environment. The digital learning strategy “Start playing the guitar!” (DLS) is designed for students without prior knowledge of playing the guitar. The purpose of the paper is to study applicability of DLS in learning the basics of playing the guitar. The paper contains an analysis of theoretical literature on a technology-enhanced pedagogical process, including the ideas of smart pedagogy and the basic didactic principles for developing digital education tools. The empirical study on the use of DLS includes pedagogical observation, respondent surveys, and analysis and interpretation of the obtained qualitative data.

Deepening Engagement

2019 ◽  
Vol 9 (3) ◽  
pp. 32-47
Author(s):  
Anita Chadha
Keyword(s):  
Student Learning ◽  
American Politics ◽  
Online Teaching ◽  
Peer Interaction ◽  
Teaching Method ◽  
Peer Interactions ◽  
Interactive Design ◽  
Online Classroom ◽  
Academic Progression ◽  
Academic Content

Peer interaction in the online classroom boosts academic progression and engages students in deeper learning. This study assesses several different forms of student peer interactions on a collaborative website in an American politics course offered across two universities. Findings reveal that students identify and personalize their interactions with each other while employing deeper learning, a measure of their reflective discussions using academic content across the universities. This study concludes that a peer interactive design is an effective online teaching method to expand student learning, one that engages students with each other while deepening their learning.

scholarly journals Evaluating The Quality of Blended Learning Strategy Based Module for Islamic Civilization and Asian Civilization Course

2020 ◽  
Vol 4 (2) ◽  
pp. 79-88
Author(s):  
Norhapizah Mohd Burhan ◽  
Mohamed Zabidi Mahfuzah ◽  
Asjad Mohamed ◽  
Mohd Kamal Azman Jusoh ◽  
Mohd Nasir Ayub
Keyword(s):  
Blended Learning ◽  
Learning Community ◽  
Formative Evaluation ◽  
Learning Strategy ◽  
Digital Learning ◽  
Learning Module ◽  
Evaluation Phase ◽  
Prototype Software ◽  
Islamic Civilization ◽  
Beta Testing

This study aimed to evaluate the digital learning content for Islamic Civilization and Asian Civilization (TITAS) course based on Blended Learning strategy at one of the public univer- sities in Malaysia. This research adopted Type 1 developmental research design in which its formative evaluation phase involved an alpha and beta testing to elicit responses to the module. The instruments used were expert evaluation form, questionnaires, and the digital learning module prototype software. A total of nine (9) experts from public universi- ties in Malaysia and fourty (40) undergraduate university students from UniversitiTeknologi MARA took part as purposive sampling. The usability of the digital learning module was seen relative in terms of `flexibility' and `learning community' aspect which obtained the highest mean (mean = 5.00) among experts. Whereas students had different perception on factor contributed to the students' usage of the digital learning module, which they equally found that `flexibility' aspect obtained the highest mean (mean = 3.93), followed by the aspect on `personel learning' (mean = 3.90) and `complementary learning' (mean= 3.88). In addition, content experts recommended aspect of values need to exert in the digital learning module, while technological and blended learning experts stated that the design, interactivity, guidelines and links required some improvements to produce a better module for TITAS. Overall, this study contributes to the development of blended university compulsory course for TITAS based on users' need.

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