scholarly journals Activity-Based Online Learning: A Response to Dyslexia and COVID

2021 ◽  
Author(s):  
Charles Potter
Keyword(s):  
Online Learning ◽  
Reading Fluency ◽  
Theoretical Background ◽  
Individual Learning ◽  
Initial Assessment ◽  
Learning Needs ◽  
Memory Development ◽  
Second Language Speakers ◽  
Ongoing Evaluation ◽  
Individual Programme

Dr. Charles Potter’s Reading Fluency Programme implements individual learning programmes focusing on children’s learning needs. The methods and materials can be used in the treatment of dyslexia, as well as for working with children with reading, writing, and spelling difficulties or difficulties with rate of work at school. The programmes are activity-based, and are introduced through online sessions related to the child’s individual learning needs as identified through initial assessment and ongoing evaluation. Based on assessment, an individual programme is developed for the child, focusing on areas of need. The programme then uses electronic books, activity books and materials for treatment of phonological and phonemic difficulties, phonic difficulties, as well as linked problems with reading, writing, spelling, reading comprehension and working memory development. This chapter provides theoretical background on the neurolinguistic basis of the programme’s methods and materials, which have been developed internationally and implemented pre COVID with both first and second language speakers of English. It also provides information on how the materials have been implemented post COVID using activity-based online learning formats, and the results of children based on pre and post assessments.

scholarly journals Developing the practice of pre-service physical education teachers through a dyad model of lesson study

2021 ◽  
pp. 1356336X2110046
Author(s):  
Penny Lamb ◽  
Graham King
Keyword(s):  
Physical Education ◽  
Lesson Study ◽  
Computer Mediated Communication ◽  
Learning To Teach ◽  
Individual Learning ◽  
Theory And Practice ◽  
Learning Needs ◽  
Cross Sectional ◽  
Holistic View ◽  
School Based

This article reports on a dyad model of lesson study aimed at scaffolding the theory and practice of learning to teach physical education. Participants were pre-service teachers (PSTs) completing a 38-week Master’s-level Postgraduate Certificate in Education in eastern England, training to teach the secondary age range (11–18 years). A total of 40 PSTs volunteered to participate in the study during their school-based training. A three-year cross-sectional case-study framework involving three distinct cohorts of PSTs allowed for a comparison of data, captured through computer-mediated communication. Dialogue through email communications and electronic evaluations was analysed inductively. Three substantive themes were identified as a result of the PSTs’ experiences: (a) developing confidence in the classroom through collaboration with a peer; (b) developing physical education pedagogies to support students’ individual learning needs; and (c) developing physical education pedagogies to support assessment of students’ progress. The dyad lesson study model provided a safe and non-hierarchical platform for collaboration between PSTs. Peer-to-peer reflection on aspects of their own practice instilled confidence and enhanced understanding, particularly in relation to understanding students’ individual learning needs to promote progress and assessing such progress. Dyad lesson study positively supported PSTs’ professional development against prescribed Teachers’ Standards beyond the formal hierarchical rules and structures associated with the school-based training process. Such collaborative conversations can help to minimise professional isolation for PSTs during their school-based training and address the juxtaposition of connecting the theory of learning to teach with a holistic view of student learning in practice.

Thai Students' Experiences of Online Learning at Indonesian Universities in the Time of the COVID-19 Pandemic

2020 ◽  
Vol 10 (S3) ◽  
pp. 58-74
Author(s):  
Sandi Ferdiansyah ◽  
Supiastutik ◽  
Ria Angin
Keyword(s):  
Online Learning ◽  
International Students ◽  
Undergraduate Students ◽  
Emotional Support ◽  
Learning Experience ◽  
Learning Motivation ◽  
Learning Needs ◽  
Important Data ◽  
Thematic Content Analysis ◽  
Thai Students

The present interview study reports on eight Thai undergraduate students’ experiences of online learning at three different Indonesian universities based in East Java, Indonesia. Semi-structured interviewing was designed based on the sociocultural framework proposed by Ma (2017) to elucidate the students’ voices of online learning experience. The data garnered from online interviewing were transcribed and interpreted using thematic content analysis. The study elicits three important data themes: the agility of the student participants to adapt online learning to suit their learning needs, the participants’ strategies to build learning autonomy, and the participants’ ability to sustain their learning motivation. This study stresses the important roles of such other agents as teachers, parents, and friends in providing international students with mental and emotional support to help them get through COVID-19 affected online learning.

scholarly journals Zoom As A Tool For Online Learning

2020 ◽  
Author(s):  
Indriati Retno Palupi ◽  
Wiji Raharjo
Keyword(s):  
College Students ◽  
Online Learning ◽  
Internet Access ◽  
The Internet ◽  
Learning Needs ◽  
Virtual Communication ◽  
Face To Face ◽  
Advantages And Disadvantages

There Change the design of the studying process in University during the covid-19 pandemic from face to face to online learning needs some tools to support it. Some tools coming with their own advantages and disadvantages. One of them is Zoom. It becoming tools liked by many lecturers and college students because easy installation process and complete features although it is not free and easy to hack. Nevertheless, internet access is still becoming a big problem in online learning. A mix between two tools of online learning is one of the solutions, for example, zoom and google classroom application. Zoom is used for virtual communication in online learning but it does not provide features for sending the assignment. Otherwise, google classroom provides features to send and receipt some assignments, and it can save the quote on the internet. Both of them will complete each other to support all needs in online learning.

scholarly journals Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning

2015 ◽  
Vol 19 (3) ◽  
Author(s):  
Suzanne Hayes ◽  
Sedef Uzuner-Smith ◽  
Peter Shea
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Self Regulation ◽  
Theoretical Models ◽  
Underlying Structure ◽  
Learning Needs ◽  
Online Learners ◽  
Online Instructors ◽  
Pedagogical Strategies ◽  
Learning Presence

As the pivotal role of self-regulation has been widely accepted in online learning literature, much interest is focused on identifying pedagogical strategies to help foster regulatory behaviors in online learners. The authors of this article argue that the learning presence (LP) construct, a recently proposed addition to the Community of Inquiry (CoI) theoretical framework of online learning, needs to be included in these conversations. To this end, they re-articulate and clarify the underlying structure of LP by drawing on the theoretical models of self-regulation, co-regulation, and socially shared regulation. They further present examples to illustrate how LP can manifest itself in learners’ discourse in the online learning environment. Finally, they conclude by outlining strategies online instructors can use to help learners execute regulatory behaviors and thus demonstrate LP in online courses.

scholarly journals Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level

2000 ◽  
Vol 16 (1) ◽  
Author(s):  
Catherine McLoughlin ◽  
Ron Oliver
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Learning Environments ◽  
Goal Orientations ◽  
Design Guidelines ◽  
Learning Theories ◽  
Cultural Dimension ◽  
Learning Needs ◽  
Cultural Issues ◽  
Indigenous Australian

<span>Flexible delivery of educational resources must take account of cultural variables and recognise the specific learning needs, preferences and styles of learners. In designing instruction, there may be a tension between the need to ensure access for a diverse student population, while at the same time taking into account the need for localisation to accommodate learners' particular cultures, cognitive styles and preferences. Considering the micro and macro cultural levels of instructional design is therefore essential if appropriate learning environments are to be created. The acceptance, use and impact of WWW sites is affected by the cultural backgrounds, values, needs and preferences of learners.</span><p>One of the limitations in current instructional design models is that they do not fully contextualise the learning experience, and are themselves the product of particular cultures. The design of Web based instruction is not culturally neutral, but instead is based on the particular epistemologies, learning theories and goal orientations of the designers themselves. Recently, theorists have argued for a cultural dimension in the design process and the need to provide culturally sensitive learning environments.</p><p>In this paper, we trace the design processes involved in the development of an online learning environment for indigenous Australian learners preparing to enter university, and account for the cultural issues that impacted on creation of learning tasks and styles of communication. The paper argues for cultural localisation, which means incorporating the local values, styles of learning and cognitive preferences of the target population. It also means going beyond surface level design considerations, to achieve culturally inclusive constructivist learning environments. Examples of tasks, activities and forms of online interaction are provided in the context of a bi-cultural model of learning that recognises diversity and different learning needs. It is recommended that when creating WWW based course support sites for cultural inclusivity, systematic attention must be given to particular design guidelines, which include responsiveness to learner needs, community based learning and cultural contextualisation of learning activities.</p>

Authentication of Educational Practices in Online Learning

2021 ◽  
pp. 52-66
Author(s):  
O.V. Lukyanov ◽  
◽  
I.A. Dubinina ◽  
E.V. Bredun ◽  
◽  
...  
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Individual Learning ◽  
Educational Process ◽  
Educational Practices ◽  
Abstract Thinking ◽  
Field Independence ◽  
High Coefficient ◽  
High Level

The aim of online learning is to help forward the individualization of educational practices and self-determination of a student. From the technological point of view, it is supposed to reduce the costs on the teacher’s presence in educational process (it is not a teacher but a plat-form which holds the knowledge) and to increase investments in the student’s presence (a student completes the given knowledge with his own senses, motives, values and creativity). An important phase of educational process is rating. According to the trend of “high technolo-gies” (technologies that minimize the human presence in management) we may say that there is also a trend to increase the level of rating. In online learning environment we rate not only the results and actions of a student, but also the level of his abilities or competence and the means of rating authenticity. The article discusses the data received on using the “Self-attestation practice” online course. It is a means of final assessment for students who complete the BA in psychology. By the way of variance analysis, we verified the hypothesis that the high level of abstract thinking, high coefficient of categorization, high level of creativity, field independence and reflexivity on cognitive styles are favor for intellectual productivity in scientific, research and creative areas. A measured set of level characteristics for intellectual products is transformed into a com-plex of observed language qualities. The high level of abstract thinking is demonstrated in speech coherence, in discourse consistency. The high coefficient of categorization is demon-strated in the ability to interpret texts into different languages and scales. High creativity level can be seen in making preference for difficult, challenging creative tasks. Field independence and reflexivity is demonstrated in the ability to make an individual educational track. These characteristics are markers of successful study, including online education. They allow us esti-mating each student’s involvement into professional studies and defining the levels of intellectual success, predicting the model of individual learning environment (individual learning track).

Engage Online Learners

2018 ◽  
pp. 96-118
Author(s):  
Sang Chan ◽  
Devshikha Bose
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Flow Theory ◽  
Learning Needs ◽  
Online Learners ◽  
Course Content ◽  
Design Considerations ◽  
Student Instructor

Online learning will continue to be one of the popular modes of instruction offered by higher education institutions to accommodate different learning needs. Student engagement is critical to the success of online learning. Students should be engaged cognitively, emotionally, and behaviorally. This chapter discusses design considerations for online courses to promote student-instructor, student-student, and student-content interactions to engage students cognitively, emotionally, and behaviorally. The chapter also discusses the application of flow theory, specifically, in the design of instruction to engage students during their interaction with course content.

PENINGKATAN KUALITAS DOSEN DI ERA NEW NORMAL MELALUI PROGRAM PELATIHAN ONLINE

2020 ◽  
Vol 1 (1) ◽  
pp. 238-243
Author(s):  
Sadjiran Sadjiran ◽  
Eka Melati ◽  
Lis Hafrida ◽  
Yulya Srinovita
Keyword(s):  
Online Learning ◽  
Training Program ◽  
Learning Process ◽  
Online Discussion ◽  
Online Training ◽  
Learning Needs ◽  
New Normal ◽  
The Public ◽  
The World ◽  
Training Activities

Online Learning is not yet familiar to most students and educators in Indonesia. So, trainingprogram on online learning needs to be done. However, activities carried out by gathering a lot oftime must be stopped because of the Covid-19 epidemic, including training activities. New normalis a new chapter for the world of education even though the conditions due to the Covid-19pandemic have not fully recovered. This is because the aspiration to educate the nation's life mustbe pursued through education. More than 4 (four) months, the learning process is carried out onlineso that there is a need for evaluation to improve the learning process which raises a lot of criticismfrom the community at the beginning of its application. Academics have also shown their concernby holding webinars as a forum for online discussion and sharing. For this reason, online training isheld as a substitute for offline training specifically for English lecturers. This training and mentoringprogram is held for 2 (two) months with various presenters who are also filled by lecturers /practitioners who are experts in their fields. Participants in the activity are lecturers from StateUniversities (PTN) and Private Universities (PTS) and are also open to the public. Apart fromimproving the skills of the participants, this training program can also be used as a means ofexpanding the network throughout Indonesia. The forums created can also be used to discuss thelearning process at each campus.

Providing consistent patient education across the continuum of cancer care.

2017 ◽  
Vol 35 (8_suppl) ◽  
pp. 187-187
Author(s):  
Becky Hoff ◽  
Heidi Tonne
Keyword(s):  
Patient Education ◽  
Patient Experience ◽  
Cancer Care ◽  
Individual Learning ◽  
Smooth Transition ◽  
Cancer Center ◽  
Learning Needs ◽  
Team Members ◽  
Role Expectation ◽  
Education Delivery

187 Background: The need for consistent patient education across Cancer Care Services was identified while planning for the Fred and Pamela Buffett Cancer Center. Work began in November 2015 to validate if education provided by multiple providers in various settings was consistent and delivered a clear message to patients. A plan was developed to provide consistent education across the care continuum with the goal of enhancing patient experience, improving staff workflow and defining expectations for patient education. Methods: A survey to assess the current state of education was conducted. Participants in the survey included multidisciplinary team members from inpatient and ambulatory care settings. Five questions were asked about education consistency. Comments about the current and future state of education were encouraged. An audit of educational materials was completed and outdated resources eliminated. Results: 456 surveys were sent with 154 surveys completed (34% return rate). Five major themes emerged (documentation, role expectation, resource standardization/availability, handoff between departments and disciplines, and assessment of individual learning needs). The documentation in Electronic Medical Record was inconsistent and unable to easily assess learner progress. Role expectation was poorly defined with no consistent approach to education delivery. Resource standardization/availability had varying availability of education materials and staff unaware of resources. Handoff between departments and disciplines had inconsistent documentation and no established process to identify needs and barriers related to successful handoffs. Assessment of individual learning needs had unknown compliance in completing the Learning Questionnaire. A team was assembled to address the themes. A process map of patient education was created starting at the initial encounter through end of treatment. Staff was educated on their role, available resources, and documentation expectations. Conclusions: Conducting an evaluation of the patient education process allows for identification of improvement opportunities. This reduces patient confusion and increases trust. Patient satisfaction scores related to education have increased. This work enhanced the patient experience and helped prepare for a smooth transition of patient education initiatives into our new cancer center.

Lowering the threshold for online learning with Facebook

2015 ◽  
Vol 4 (2) ◽  
pp. 154-173 ◽  
Author(s):  
Christine Fourie
Keyword(s):  
Online Learning ◽  
Social Networking Sites ◽  
Learning Experience ◽  
Learning Processes ◽  
Metacognitive Awareness ◽  
First Year ◽  
Learning Needs ◽  
First Year Students ◽  
Communication Course ◽  
Grounded Theory Method

Students’ understanding of their own learning needs can improve, if they can be made more aware of their own learning processes by supporting their metacognitive development. Research has shown that membership of online communities can positively contribute to the social acculturation process of first year students (Wohn, Ellison, Khan, Fewins-Bliss, & Gray, 2013). Moreover, these social networking sites could meet specific learning needs. A group of South African first year medical students doing a second language communication course were invited to become members of a closed Facebook group with the purpose of lowering the threshold of online learning. These students reported that their metacognitive awareness about their own learning processes was raised, which made it possible for them to progress towards and access the online learning experience. Data collected during the course were analysed following the grounded theory method and a framework for raising metacognitive awareness was created.

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