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1
Cleveland, Simon, and Gregory Block. "Toward Knowledge Technology Synchronicity Framework for Asynchronous Environment." International Journal of Knowledge Society Research 8, no. 4 (October 2017): 23–33. http://dx.doi.org/10.4018/ijksr.2017100102.
Повний текст джерелаАнотація:
While distance learning education continues to grow, online instructors face certain asynchronous uncertainties when it comes to knowledge exchange with students. To counteract such uncertainties and minimize teaching deficiencies expected to occur in asynchronous learning environments, this study examines a set of knowledge building blocks that play a role in the online knowledge exchange process. Knowledge technology synchronicity framework for asynchronous environment is proposed that integrates knowledge seeking behavior, knowledge properties, knowledge domains, knowledge types, knowledge tools, and technology synchronicity. A real-life case is provided to integrate the framework in practice.
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Pratama, Mochamad Rizqi Adhi, Maya Kurnia Dewi, and Endang Susilowati. "Integrating Camtasia, YouTube, and Google Classroom to create asynchronous learning environments." World Journal on Educational Technology: Current Issues 14, no. 5 (September 30, 2022): 1549–63. http://dx.doi.org/10.18844/wjet.v14i5.7671.
Повний текст джерелаАнотація:
Due to the COVID-19 pandemic, face-to-face interactions are still not permitted for the teaching and learning process. This condition has led to changes to the existing learning method to willy-nilly switch from conventional classes to what is called distance learning. Distance learning is referred to as online learning as its implementation requires Internet media that accommodate lecturers to interact with students online. The success of implementing online learning contributes to the learner’s satisfaction within the process of teaching and learning. This study used three applications—Camtasia video creator, YouTube, and Google Classroom—to assess how learners perceive the synchronous and asynchronous learning they have received. This study used a hybrid technique, combining a Google Form online survey with qualitative analysis of the respondents' answers. 52 students from the English Literature Department's Intermediate English Grammar Class served as the research participants. The findings indicate that the majority of students react well to the adoption of asynchronous learning when those three programs are used. The flexibility of access and timing is the most important and beneficial benefit. The integration between those three applications in conducting asynchronous learning is expected to provide a new perspective on implementing technology in English language teaching. Keywords: English teaching, COVID-19 pandemic, asynchronous learning, Camtasia, YouTube, Google Classroom.
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Utomo, Slamet, and Titis Sulistyowati. "Asynchronous Online Learning: Top-down and Bottom-up Processes for Listening Practices." Language Circle: Journal of Language and Literature 16, no. 2 (April 27, 2022): 413–25. http://dx.doi.org/10.15294/lc.v16i2.34047.
Повний текст джерелаАнотація:
Asynchronous learning can be the best choice to provide a new learning environment during the pandemic situation because asynchronous environments treat students as autonomous learners. Students can learn with no time limitation, and students can learn on online activities independently. E- EFL learning can be done by adopting asynchronous learning. This study examined the asynchronous learning effect on the students listening skills. This learning also adopts the principle of top-down and bottom-up listening strategies. Teachers modify and develop the listening activities to meet the students' needs by using the Google Form link. In this research, the researchers introduce news items as listening resources. The researchers conducted this study to study the listening proficiency of first-semester students before and after implementing the top-down and bottom-up listening processes in asynchronous learning environment. This experimental research is one group pretest and posttest only. To determine the effectiveness of the asynchronous top-down and bottom-up listening processes, the researchers used the Wilcoxon test to analyze the significant difference between the pre and posttest. The researchers conclude that the top-down and bottom-up process in listening is suitable for teaching news items. The paired sample test proved a significant difference between the pre and posttest data which then indicates that the students' listening comprehension on news items increases significantly. Asynchronous learning offers students many advantages while they are practicing online listening. Problems and listening difficulties challenge the teachers to develop the learning management for further achievement.
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Landor-Ngemi, Jarrett. "Synchronous, Asynchronous, and Face-to-Face Instruction: Students’ Perception of their Effectiveness during the COVID-19 Pandemic: A Policy Paper." Advances in Social Sciences Research Journal 9, no. 8 (September 3, 2022): 591–96. http://dx.doi.org/10.14738/assrj.98.13006.
Повний текст джерелаАнотація:
The COVID-19 pandemic led to the abrupt transition from the traditional face-to-face instruction to distance learning. Although Web-based and computer-mediated learning continues to be scrutinized because of the long-believed perception that it is inferior to face-to-face instruction, the wake of the current COVID-19 pandemic has led University leaders to make online learning mandatory. Despite the rapid growth of Web-based/online instruction in higher education, many faculties do not see the potential of Web-based instruction in improving student learning and achievement This paper seeks to investigate students’ perception of synchronous, asynchronous, and face-to-face instruction during the distance-learning phase of education and the implications for public policy. the study employed a quantitative research design. The participants for this study were graduate and undergraduate student groups enrolled in public four-year institutions of higher learning. assess student perceptions of effective learning environments across the dimensions of synchronous online instruction with SOIV, asynchronous online instruction, and face-to-face instruction. The rationale behind this research was based on an assessment of the elements of quality instruction found throughout the dimensions of SOIV, asynchronous online instruction, and face-to-face instruction. The results show that students would prefer asynchronous online learning environments rather than SOIV.
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Benton, Cynthia J. "Asynchronous Learning and Faculty Development." International Journal of Information and Communication Technology Education 7, no. 1 (January 2011): 89–96. http://dx.doi.org/10.4018/jicte.2011010109.
Повний текст джерелаАнотація:
A phenomenological study of higher education faculty experiences with course content adaptation, methodological changes, and program assessment, this paper summarizes both psychological and work-effort considerations for creating online learning environments. Using journaling, student responses and interviews, the qualitative, two-year study yielded consistent conclusions regarding the need for supported and interactive development for faculty. Online classroom practices are investigated and a number of navigable and intractable problems are summarized. Implications for higher education practices in program design, faculty development and student learning are also described.
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Gao, Fei, Tianyi Zhang, and Teresa Franklin. "Designing asynchronous online discussion environments: Recent progress and possible future directions." British Journal of Educational Technology 44, no. 3 (June 20, 2012): 469–83. http://dx.doi.org/10.1111/j.1467-8535.2012.01330.x.
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Mainka, Christina. "Science in the virtual learning environment as more than online conversation." New Directions in the Teaching of Physical Sciences, no. 2 (December 1, 2006): 47–52. http://dx.doi.org/10.29311/ndtps.v0i2.434.
Повний текст джерелаАнотація:
The asynchronous computer conference still finds itself largely ignored as an effective vehicle for supporting student-centered, collaborative learning experiences. When it is employed the quality of the learning experience varies widely. The literature reports students either unengaged with the medium or overwhelmed by the discussion threads.The online discussion itself tends to take on the nature of an accumulation of independent facts and little peer-to-peer engagement. It is recognised that learning environments in introductory science courses play a crucial role in Higher Education, and dialogic inquiry is understood to play a vital role in the study and understanding of science. According to Biggs “constructively aligned” learning environments in which careful attention is given to the relationship between learning outcomes, learning activities and teaching practice and assessment strategy are supportive of inquiry.Based on a series of introductory online physical science modules, designed and taught by the author for the University of Maryland University College (UMUC), it is shown that an aligned virtual learning environment is feasible and supports deep learning. Key factors instrumental to the successful delivery include clear communication of tutor and student role, ample opportunities for social networking and a range of creative learning activities and meaningful assessment tasks. The asynchronous conference plays a central role in which ideas are not only shared but critically examined and improved. Interaction goes far beyond conversation, reaching a deeper level of collaborative inquiry and ultimately knowledge construction.Science educators are encouraged to incorporate asynchronous conferencing to undergraduate science courses with the aim of fostering collaborative inquiry and critical thinking skills. The case study demonstrates that if the above described features are realised in the online design, the asynchronous conference by default becomes the showplace for knowledge construction from the outset and increasingly the students’ major learning resource3.
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Kimbrel, Laurie A. "The Impact of a Structured Protocol on Graduate Student Perception of Online Asynchronous Discussions." Journal of Curriculum and Teaching 9, no. 3 (August 22, 2020): 172. http://dx.doi.org/10.5430/jct.v9n3p172.
Повний текст джерелаАнотація:
Instructors of online courses face unique challenges to ensure student interaction with course material. Sometimes, even the most exciting content is insufficient in an attempt to engage students. Online, asynchronous discussions offer promise as a means to increase student-to-student and student-to-content interaction and, ultimately, student satisfaction with online courses. The modification of structured discussion protocols designed for use in face to face environments offers instructors of online courses an efficient method of adding purpose and structure to asynchronous discussions. This research employed a quasi-experimental, nonequivalent group design to examine students' perception of asynchronous discussion before and after applying a structured discussion protocol that included a clear statement of purpose, directions for participation, and a grading rubric. Results from the data analysis indicated that student perception of online asynchronous discussions improved when a structure was added. Results also showed a lower level of dissatisfaction when discussions were structured.
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Nelson, Michelle L., Kristy Oden, and Laura L. Williams. "Student motivation to participate in asynchronous online discussions." Journal of Nursing Education and Practice 9, no. 9 (May 31, 2019): 6. http://dx.doi.org/10.5430/jnep.v9n9p6.
Повний текст джерелаАнотація:
Participation in online learning environments, especially in asynchronous discussions, is a crucial component for student engagement in online learning. Learner motivation is associated with student success in the online learning environment. Intrinsic motivation, doing something because it is enjoyable or interesting, is associated with participation in discussion topic choices. External demands, both work and personal, can also affect a student’s intrinsic motivation through altering their control. The purpose of this study was to examine the relationships between motivating factors and student participation in online asynchronous discussions. Post-licensure undergraduate (RN-BSN/RN-MSN) and graduate (MSN) students (N = 350) were distributed an online anonymous survey consisting of ten questions. A response rate of 20% (N = 69) was achieved, with 49% MSN (graduate) students (n = 33) and 51% RN-BSN/RN-MSN (undergraduate) students (n = 36), participating in the survey. Seventy-nine percent of students were employed full-time. Graduate students (65%) and undergraduate students (49%) felt that their motivation to participate in discussions was related to their employment status. Seventy-nine percent of MSN students and 63% of undergraduate students reported that the current demands in their life affected their motivation to participate in online discussions. The majority of students felt that instructor participation in the discussion had no effect on their motivation to participate. When classified into undergraduate and graduate groups, graduate nursing students preferred a choice of discussion topics in which to participate (χ2 = 10.851, p = .004). Providing students with discussion topic choices is associated with intrinsic motivation and increased online discussion participation.
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Zheng, Robert Z., Jill A. Flygare, and Laura B. Dahl. "Style Matching or Ability Building? An Empirical Study on FD Learners' Learning in Well-Structured and Ill-Structured Asynchronous Online Learning Environments." Journal of Educational Computing Research 41, no. 2 (September 2009): 195–226. http://dx.doi.org/10.2190/ec.41.2.d.
Повний текст джерелаАнотація:
The present study investigated (1) the impact of cognitive styles on learner performance in well-structured and ill-structured learning, and (2) scaffolding as a cognitive tool to improve learners' cognitive abilities, especially field dependent (FD) learners' ability to thrive in an ill-structured learning environment. Two experiments were conducted with 116 college students recruited from a large research I university in the west of the United States. Experiment 1 ( n = 42) employed the group learning strategy to match learners' cognitive styles in asynchronous online learning. The results showed that the style matching strategy failed to yield expected gains in ill-structured asynchronous learning for FD learners. Different from the style-matching strategy, experiment 2 ( n = 74) used a scaffolding model proposed by Cazden (1988) to improve FD learners' cognitive abilities in asynchronous online learning. Results indicated that focusing on learners' cognitive abilities proved to be more effective than style-matching strategy for FD learners in both ill-structured and well-structured asynchronous online learning. Implications of the findings were discussed with suggestions for future research.
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Berestok, Olha Volodymyrivna. "Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives." Engineering and Educational Technologies 9, no. 1 (March 30, 2021): 19–27. http://dx.doi.org/10.30929/2307-9770.2021.09.01.02.
Повний текст джерелаАнотація:
The article deals with the main strategies, methods and objectives of synchronous and asynchronous E-Learning Modes from a scientific and practical point of view. A detailed description of the synchronous and asynchronous online-learning at different historical stages is presented. The task of the distance education in light of the trends of modern society and its role in the implementation of professional and social aspirations of an student is shown. The basic problems of contemporary ICT, the difference and peculiarities of the synchronous and asynchronous methods of e-communication are determined. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of strict quarantine circumstances are highlighted. Certain ICT tools implemented by higher educational establishments to provide distance learning in the educational institutions are defined. The key ways of overcoming the contradictions that arise in the path of self-improvement of a student in the present are called. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is emphasized. Online-learning environments, namely synchronous and asynchronous ones, essential to provide distance education, are mentioned. Various forms of interaction involved in synchronous and asynchronous modes are pointed out. The current practices of synchronous and asynchronous e-learning/teaching in English language are established. The results of the case study of the effectiveness of a/synchronous environments towards better English language learning are evaluated. The analysis of the strategy used in distance learning is presented. The leading instruments and tools for synchronous and asynchronous online-learning are stressed on. The description of "high degree of interactivity" between participants who are separated from each other geographically and in time by asynchronous learning environments is provided. The basic measures for the introduction of distance learning technologies in the educational institution, which do not contradict the principles of pedagogy, but supplement and promote the development of the process of education, are formulated. The preferences of students as for methods used during remote education are noted. Basic challenges for teachers, institutions, and students, provided by both synchronous and asynchronous modes of distance learning, are described.
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Kirby, E. Gail, and Nancy Hulan. "Student Perceptions of Self and Community within an Online Environment: The Use of VoiceThread to Foster Community." Journal of Teaching and Learning with Technology 5, no. 1 (July 1, 2016): 87–99. http://dx.doi.org/10.14434/jotlt.v5n1.19411.
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Dunbar, Amy E. "Genesis of an Online Course." Issues in Accounting Education 19, no. 3 (August 1, 2004): 321–43. http://dx.doi.org/10.2308/iace.2004.19.3.321.
Повний текст джерелаАнотація:
This paper presents a descriptive and evaluative analysis of the transformation of a face-to-face graduate tax accounting course to an online course. One hundred fifteen students completed the compressed six-week class in 2001 and 2002 using WebCT, classroom environment software that facilitates the creation of webbased educational environments. The paper provides a description of the required technology tools and the class conduct. The students used a combination of asynchronous and synchronous learning methods that allowed them to complete the coursework on a self-determined schedule, subject to semi-weekly quiz constraints. The course material was presented in content pages with links to Excel® problems, Flash examples, audio and video files, and self-tests. Students worked the quizzes and then met in their groups in a chat room to resolve differences in answers. Student surveys indicated satisfaction with the learning methods.
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Buraphadeja, Vasa, and Swapna Kumar. "Content Analysis of Wiki Discussions for Knowledge Construction." International Journal of Web-Based Learning and Teaching Technologies 7, no. 2 (April 2012): 28–42. http://dx.doi.org/10.4018/jwltt.2012040103.
Повний текст джерелаАнотація:
Research on several aspects of asynchronous online discussions in online and hybrid courses has been successfully conducted using content analysis in the past. With the increase in Web 2.0 and social media use in education, research on knowledge construction within newer virtual environments like blogs or wikis is just emerging. This study applies a well-known model of content analysis for knowledge construction to an educational wiki environment. Twelve graduate students’ contributions to a wiki in a 14-week on-campus course on Web 2.0 technologies in education are analyzed. Results indicate that the wiki platform fosters collaborative knowledge construction and that is necessary to develop new frameworks to analyze content in new learning environments. Wiki environments provide opportunities for researchers to capture the process of collaboration, knowledge construction, and meta-cognition.
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Halpern, Rebecca, and Chimene Tucker. "Leveraging adult learning theory with online tutorials." Reference Services Review 43, no. 1 (February 9, 2015): 112–24. http://dx.doi.org/10.1108/rsr-10-2014-0042.
Повний текст джерелаАнотація:
Purpose – The purpose of this paper is to apply adult-centered learning theories to online information literacy tutorials. Design/methodology/approach – This is a conceptual paper that examines the application of adult learning theories to online information literacy tutorials. The application is supported by examples from the literature of libraries and higher education, and from the writers’ own experiences with designing online tutorials informed by adult learning theories. Findings – As online learners continue to be a growing population on our campuses, and as those online learners continue to be older than our traditional students, librarians must be prepared to design information literacy objects tailored to the unique learning styles of adults. Building from Knowles’ theory of andragogy, online tutorials that are informed by adult-centered strategies can be powerful tools for engaging with the adult online learner. Practical implications – This article gives a useful and comprehensive overview of adult learning theory as applied by education and library researchers. It also provides a specific example of how those theories can be implemented in online tutorials through the Information Literacy Toolkit the authors created. Originality/value – While there is literature on applying adult learning theory to library environments, little of it addresses how to do so in an asynchronous, self-paced tutorial. This is a contribution to the literature on asynchronous learning environments and suggests concrete ways to incorporate an adult-centered approach to digital learning objects.
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Ward, Michael E., Gary Peters, and Kyna Shelley. "Student and faculty perceptions of the quality of online learning experiences." International Review of Research in Open and Distributed Learning 11, no. 3 (October 15, 2010): 57. http://dx.doi.org/10.19173/irrodl.v11i3.867.
Повний текст джерелаАнотація:
Some faculty members are reluctant to offer online courses because of significant concerns relative to the impact of such formats on the quality of instruction, learning, and participant interaction. Faculty members from The University of Southern Mississippi implemented synchronous interactive online instruction (SIOI) in the spring of 2007. This article explores the rationale for use of the particular technology, faculty conclusions regarding implementation of the technology, and the impact of the technology on instruction and learning. Comparisons by students of the quality of the learning experience in this environment with the quality of learning in face-to-face and asynchronous online learning environments were also analyzed.
The study finds that instructors and students view SIOI favourably. The mean student ratings for the dimensions of instructional quality were the same for SIOI and face-to-face course formats in all but one dimension, but mean ratings for SIOI and face-to-face formats were consistently higher than those for asynchronous online instruction. The single exception was for the dimension, ease of access to the course; the SIOI and asynchronous online formats were rated higher than the face-to-face format in this quality dimension. These findings suggest that it is possible to achieve levels of effectiveness in an online instructional format similar to those that are realized in face-to-face delivery. However, there is slight, though not statistically significant, evidence of concern about the quality of student collaboration in SIOI-enabled courses. Thus, instructors will need to capitalize on available mechanisms for interaction and collaboration.
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Darling-Aduana, Jennifer, and Kristin Hemingway. "Representation Is Not Enough: Teacher Identity and Discretion in an Asynchronous, Scripted Online Learning Environment." Teachers College Record: The Voice of Scholarship in Education 124, no. 9 (September 2022): 91–121. http://dx.doi.org/10.1177/01614681221132384.
Повний текст джерелаАнотація:
Background/Context: Schools are increasingly using scripted curricula that limit teacher autonomy. These limitations are exacerbated when scripted curricula are enacted in fully standardized, asynchronous online course environments with no mechanisms for student–teacher communication. Purpose: This study extends understanding of how teacher discretion, identity, and the relationship between those two components shape students’ educational experiences online. Research Design: Within a sequential mixed method design, we identified spaces for teacher discretion using critical discourse analysis. By coding lesson transcripts, we developed a typology of common strategies: friendly, directive, personalized, and procedural. We used the resulting typology to run statistical models examining associations among teacher identity, discretionary acts, and student achievement. Lastly, we turned back to the qualitative data to confirm findings, test hypotheses, and provide nuance. Findings: Teachers presenting as Black were significantly more likely to use a procedural approach and significantly less likely to use friendly strategies. Students scored higher on their end-of-lesson quiz when their teacher used personalized strategies, such as sharing relevant personal experiences, and scored lower when teachers used friendly or directive strategies. Conclusions: Findings have implications for understanding and enacting equitable educational practices in asynchronous, scripted online environments. The isolation of discretionary acts feasible within the virtual learning environment studied contributes nuance to knowledge of the mechanisms through which teacher discretion might result in more favorable learning outcomes for students belonging to minoritized groups.
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Strang, Kenneth David. "Constructivism in Synchronous and Asynchronous Virtual Learning Environments for a Research Methods Course." International Journal of Virtual and Personal Learning Environments 2, no. 3 (July 2011): 50–63. http://dx.doi.org/10.4018/jvple.2011070104.
Повний текст джерелаАнотація:
Virtual learning is a popular teaching modality, and it has been reported in research that there is no significant difference in academic outcome as compared with face-to-face courses. Not all researchers agree with this assertion and some claim it is more difficult to teach math-oriented subjects online. Given that educational psychology theories are effective for teaching quantitative topics in the face-to-face modality, this study proposes and tests methods for virtual learning. Constructivism learning theory is applied using knowledge management principles to teach an online masters-level research methods course at an Australian university. Asynchronous and synchronous tools are used in the VLE, and contrasted in a controlled experiment. The hypothesis is student grades will be significantly higher when the constructivist instructional method is applied to the synchronous VLE.
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Brandl, Klaus. "Effects of required and optional exchange tasks in online language learning environments." ReCALL 24, no. 1 (January 4, 2012): 85–107. http://dx.doi.org/10.1017/s0958344011000309.
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AbstractThis study investigates the effects of an optional and required (jigsaw) task on learners’ quantity and quality of use of language under synchronous and asynchronous conditions. The question raised is: Does performing either of these task types under synchronous conditions cause a compounding effect that either positively or negatively impacts language production? Eighty-six beginning learners of German participated in this study. The results show that the optional task yielded significantly more learner output, both in terms of target language and c-unit counts. The impact of the condition appears to be mixed, favoring the synchronous mode. Regarding quality, students produced fewer errors when performing the required than the optional task. The results of this study have implications for task design and implementation in online learning environments.
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Hewitt, Jim, and Clare Brett. "The relationship between class size and online activity patterns in asynchronous computer conferencing environments." Computers & Education 49, no. 4 (December 2007): 1258–71. http://dx.doi.org/10.1016/j.compedu.2006.02.001.
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Kim, Dongho, Yeonjeong Park, Meehyun Yoon, and Il-Hyun Jo. "Toward evidence-based learning analytics: Using proxy variables to improve asynchronous online discussion environments." Internet and Higher Education 30 (July 2016): 30–43. http://dx.doi.org/10.1016/j.iheduc.2016.03.002.
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O’Connor, Eileen A. "Developing Community and Building Knowledge Online Using a Virtual Reality Environment and Student-Created Videos." Journal of Educational Technology Systems 46, no. 3 (October 26, 2017): 343–62. http://dx.doi.org/10.1177/0047239517736874.
Повний текст джерелаАнотація:
Within an online science teacher education course, an important although secondary goal was to prepare students for a high-stakes licensure portfolio at some time after course completion. Thus, various communication technologies including synchronous virtual reality meetings and asynchronous student self-created video commentaries were interwoven to foster a community of problem solvers. This study examines the several technology-communication venues for evidence of student interpersonal communications and emerging content knowledge concluding with ways these communication tools might effectively support productive learning communities and engender professional yet “safe” and trusting environments in online and blended course environments.
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Mehlenbacher, Brad, Ashley Rose Kelly, Christopher Kampe, and Meagan Kittle Autry. "Instructional Design for Online Learning Environments and the Problem of Collaboration in the Cloud." Journal of Technical Writing and Communication 48, no. 2 (November 16, 2016): 199–221. http://dx.doi.org/10.1177/0047281616679112.
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To investigate how college students understand and use cloud technology for collaborative writing, the authors studied two asynchronous online courses, on science communication and on technical communication. Students worked on a group assignment (3–4 per group) using Google Docs and individually reflected on their experience writing collaboratively. This article explores leadership and how it interacts with team knowledge making and the collaborative writing process. Guidelines are outlined for instructors interested in adopting collaborative, cloud-based assignments, and the tension between providing clear instructional guidance for student teams and allowing teams to embrace the ambiguity and messiness of virtual collaboration are discussed.
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Love, Savanna, and David Marshall. "Video Feedback and Instructor Social Presence in an Asynchronous Online Course." Journal of Effective Teaching in Higher Education 5, no. 2 (December 22, 2022): 43–58. http://dx.doi.org/10.36021/jethe.v5i2.324.
Повний текст джерелаАнотація:
Understanding best practices in online learning environments has become an important area of research in recent years, both before and during the pandemic. Video feedback has been studied as a way to enhance instructor social presence and create classroom community, though more research is needed to understand these constructs in various contexts. The current study sought to understand the extent to which video feedback enhanced instructor social presence in an asynchronous online course. Participants included five sections of an advanced educational psychology course for pre-service teachers. A qualitative, descriptive design using both surveys (n = 63) and interviews (n = 10) was employed to explore student perceptions of video feedback. Findings demonstrate that video feedback enhanced instructor social presence and that weekly videos improved students’ overall experience in the course. The video-based feedback led students to develop a better relationship with the course instructor and improved their overall experience in the course. Implications for student outcomes and instructor planning in online courses are discussed.
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Guberman, Daniel. "Student Perceptions of an Online Ungraded Course." Teaching & Learning Inquiry 9, no. 1 (March 7, 2021): 86–98. http://dx.doi.org/10.20343/teachlearninqu.9.1.8.
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What do grades mean? What purpose do they serve? What role do they play in the learning process? Teachers and scholars have recently begun to re-examine these questions central to our current grading system. As a result, many have started to re-assess how grades are assigned in their classes. In this case study, I examine the effectiveness of ungrading, an approach centered around students assigning their own grades through reflecting on the learning process. After contextualizing and describing the approach developed for this fully online, asynchronous history class, I share quantitative and qualitative data regarding student perceptions, motivation, and information usage to argue that systems such as ungrading have potential for contributing to the construction of highly effective and meaningful learning environments.
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Lee, Sang Soo. "An analysis of interaction patterns in face-to-face and online synchronous/asynchronous learning environments." Journal of Educational Technology 20, no. 1 (March 30, 2004): 63–88. http://dx.doi.org/10.17232/kset.20.1.63.
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Paulus, Trena M., Marianne Woodside, and Mary Ziegler. "“Determined women at work”." Narrative Inquiry 17, no. 2 (December 31, 2007): 299–328. http://dx.doi.org/10.1075/ni.17.2.08pau.
Повний текст джерелаАнотація:
Although interest in narrative research is increasing, little attention has been paid to how individual stories become a group narrative. An online environment provides a rich opportunity to capture asynchronous group storytelling as it occurs in a formal class environment. This study focused on how a group story is created. Data included individual stories of four graduate student participants and the threads from their three-week, online discussion. Data analysis was collaborative among three researchers. The four participants used the online discussion to continue developing their own individual stories and to develop a group story. The women used temporality, shared themes, and epiphany to construct a story together. They extended a sense of agency to each other and to the group, using this aspect of their dialogue to reframe and recast individual stories and the group story. Implications for teaching and learning environments are discussed.
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Marin, Lavinia. "Enactive Principles for the Ethics of User Interactions on Social Media: How to Overcome Systematic Misunderstandings Through Shared Meaning-Making." Topoi 41, no. 2 (January 11, 2022): 425–37. http://dx.doi.org/10.1007/s11245-021-09792-9.
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AbstractThis paper proposes three principles for the ethical design of online social environments aiming to minimise the unintended harms caused by users while interacting online, specifically by enhancing the users’ awareness of the moral load of their interactions. Such principles would need to account for the strong mediation of the digital environment and the particular nature of user interactions: disembodied, asynchronous, and ambiguous intent about the target audience. I argue that, by contrast to face to face interactions, additional factors make it more difficult for users to exercise moral sensitivity in an online environment. An ethics for social media user interactions is ultimately an ethics of human relations mediated by a particular environment; hence I look towards an enactive inspired ethics in formulating principles for human interactions online to enhance or at least do not hinder a user’s moral sensitivity. This enactive take on social media ethics supplements classical moral frameworks by asking us to focus on the relations established through the interactions and the environment created by those interactions.
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Foon, Hew Khe. "Motivators of Student Contribution in Peer-Facilitated Online Discussion Environments." International Journal of Online Pedagogy and Course Design 5, no. 1 (January 2015): 45–57. http://dx.doi.org/10.4018/ijopcd.2015010104.
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Online discussion forums are increasingly being utilized to provide a means for student-to-student interaction in e-learning environments. There is comparatively little research that examines peer-facilitated asynchronous online discussions compared to instructor-facilitated ones. This paper reports three studies on the motivators of student contribution in online discussions conducted within the context of peer-facilitation. These three studies involved the following samples: (a) full-time undergraduates (n = 47), (b) full-time graduates (n = 41), and (c) working adults in corporate settings (n = 62). Cross-comparison of the three studies revealed six major motivators: discussion topic, performance-linked incentive, personal gain, social capital, enjoyment, and response from other participants. Interestingly and contrary to expectations, the most common motivator was not performance-linked incentive such as marks for contribution but (a) the type of discussion topic followed by (b) the types of responses from other participants. Further analyses revealed that more graduate students reported being motivated by personal gain motives compared to undergraduates and working adults, and fewer undergraduates reported being motivated by the enjoyment of the discussion compared to graduates and working adults. More undergraduate and graduate students reported being motivated by marks compared to working adults. Synthesizing the findings of this study and those reported in other previous studies produces a more updated and comprehensive understanding of what motivates students to contribute in peer-facilitated online discussions. Implications of the findings are discussed.
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Phanphech, Parinda, Tanes Tanitteerapan, Narong Mungkung, Somchai Arunrungrusmi, Charathip Chunkul, Apidat Songruk, Toshifumi Yuji, and Hiroyuki Kinoshita. "An Analysis of Student Anxiety Affecting on Online Learning on Conceptual Applications in Physics: Synchronous vs. Asynchronous Learning." Education Sciences 12, no. 4 (April 13, 2022): 278. http://dx.doi.org/10.3390/educsci12040278.
Повний текст джерелаАнотація:
This study examines the impact of students’ anxiety, due to online learning, in different learning environments: a synchronous (Zoom) and asynchronous learning environment (YouTube) to compare students’ conceptual understanding of electric circuits. Multiple linear regression and factor analyses were conducted to examine the factor of students’ anxiety and conceptual understanding. A sample of 99 vocational students participated in the study, including YouTube (n = 49) and Zoom (n = 50) groups. The DIRECT was used to diagnose test for conceptual understanding in the electric circuits, and OTAI was used to assess anxiety in online learning test. The OTAI consists of three factors: psychological, physiological, and online. The results showed that students’ anxiety, in some factors, affected their conceptual understanding of the electric circuits in both groups. However, there was a significant increase in conceptual understanding in both treatment groups. Although the students’ conceptual understanding had a slight increase, online learning has to improve to reduce the anxiety of learners.
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McKeithan, Glennda K., Mabel O. Rivera, Lara E. Mann, and Lisa B. Mann. "Strategies to Promote Meaningful Student Engagement in Online Settings." Journal of Education and Training Studies 9, no. 4 (March 14, 2021): 1. http://dx.doi.org/10.11114/jets.v9i4.5135.
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Distance learning or online education has increased significantly over the past decade to coincide with easy access to technology and the availability of multifaceted learning management system software that can be used to develop asynchronous educational experiences (Ginder et al., 2018). The increased demand for online education, as well as unprecedented circumstances (Covid-19 Pandemic) that require quick changes to instructional delivery alternatives, have resulted in many traditional face-to-face programs transitioning into online and hybrid (e.g., part online and part face-to-face) programs across curriculum content areas to attract and retain full and part-time learners (DuPont et al., 2018). Effective online instruction must be engaging and meaningful/relevant. Course authors and instructors in higher education must incorporate strategies to maximize student engagement to develop high-quality learning experiences in online environments (Fallahi, 2019; Weidlich & Bastiaens, 2018). This article discusses the application of varied strategies and instructional practices to help instructors in post-secondary educational settings enhance the quality of teaching and social presence in the online learning environment. The strategies addressed are connected to the teachers’ ability to integrate multifaceted learning goals into instructional planning and delivery in order to create effective online learning environments that may improve outcomes for students across settings and content areas (Dixson, 2015; Henrie et al., 2015; Moore & Shemberger, 2019).
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K. Kourouma, Mathieu, Ratana Warren, Lynette Jackson, Deidra S. Atkins-Ball, and Raven Dora. "Multimodal Course Design and Implementation using LEML and LMS for Instructional Alignment." International Journal of Managing Information Technology 14, no. 3 (August 31, 2022): 1–21. http://dx.doi.org/10.5121/ijmit.2022.14301.
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Traditionally, teaching has been centered around classroom delivery. However, the onslaught of the COVID-19 pandemic has cultivated usage of technology, teaching, and learning methodologies for course delivery. We investigate and describe different modes of course delivery that maintain the integrity of teaching and learning. This paper answers to the research questions: 1) What course delivery method our academic institutions use and why? 2) How can instructors validate the guidelines of the institutions? 3) How courses should be taught to provide student learning outcomes? Using the Learning Environment Modeling Language (LEML), we investigate the design and implementation of courses for delivery in the following environments: face-to-face, online synchronous, asynchronous, hybrid, and hyflex. A good course design and implementation are key components of instructional alignment. Furthermore, we demonstrate how to design, implement, and deliver courses in synchronous, asynchronous, and hybrid modes and describe our proposed enhancements to LEML.
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Radin, Michael Alexander, and Natalia Shlat. "ONLINE EDUCATION: LEARNING OUTCOME, SUCCESS & CHALLENGES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 524–36. http://dx.doi.org/10.17770/sie2021vol1.6156.
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This paper’s intents are to render the learning outcome, success and challenges that emerge in an online teaching and learning environment in comparison to the traditional face to face classroom environment. First of all, we will examine how the students acclimate to the new online digital learning atmosphere after the traditional face to face learning environment; what challenges and barriers the students encounter in a synchronous and in an asynchronous online learning environments? Second of all, we will focus on how professors adapt to the new digital online teaching styles and examine the new essential teaching innovations that arise in order to achieve and go beyond the expected learning outcomes; how to remit to the students’ challenges and retain the positive and engaging learning environment? In addition, our aims are to examine new pedagogical innovations that naturally emerge while responding to the students’ travails and to smoothly navigate them to achieve the expected learning outcomes.Furthermore, our paper’s intents are to portray how an online learning environment can attain more effective learning outcomes in comparison to the traditional face to face classroom environment; how to think beyond our horizons and to enhance the learning outcomes in a digital learning atmosphere while addressing the students’ challenges? Moreover, we will emphasize how the immediate graded feedback and students’ feedback serve as pertinent tools in achieving the learning outcome and inspires students to learn in an online atmosphere.
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M Bryce, Jonathan, Rajermani Thinakaran, and Zairul Amri Zakaria. "Knowledge Management Applied to Learning English as a Second Language Through Asynchronous Online Instructional Videos." Journal of Information Technology Education: Innovations in Practice 21 (2022): 115–33. http://dx.doi.org/10.28945/5016.
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Aim/Purpose: The purpose of this research is to determine whether ESL teaching videos as a form of asynchronous online knowledge sharing can act as an aid to ESL learners internalizing knowledge in language acquisition. In this context, internalizing knowledge carries the meaning of being able to remember language, and purposefully and accurately use it context, including appropriacy of language, and aspects of correct pronunciation, intonation, stress patterns and connected speech, these being the elements of teaching and practice that are very often lacking in asynchronous, online, instructional video. Background: Knowledge Management is the field of study, and the practice, of discovering, capturing, sharing, and applying knowledge, typically with a view to translating individuals’ knowledge into organizational knowledge. In the field of education, it is the sharing of instructors’ knowledge for students to be able to learn and usefully apply that knowledge. In recent pandemic times, however, the mode of instruction has, of necessity, transitioned from face-to-face learning to an online environment, transforming the face of education as we know it. While this mode of instruction and knowledge sharing has many advantages for the online learner, in both synchronous and asynchronous learning environments, it presents certain challenges for language learners due to the absence of interaction and corrective feedback that needs to take place for learners of English as a Second Language (ESL) to master language acquisition. Unlike other subjects where the learner has recourse to online resources to reinforce learning through referencing external information, such as facts, figures, or theories, to be successful in learning a second language, the ESL learner needs to be able to learn to process thought and speech in that language; essentially, they need to learn to think in another language, which takes time and practice. Methodology: The research employs a systematic literature review (SLR) to determine the scope and extent to which the subject is covered by existing research in this field, and the findings thereof. Contribution: Whilst inconclusive in relation to internalizing language through online, asynchronous instructional video, through its exploratory nature, the research contributes towards the body of knowledge in online learning through the drawing together of various studies in the field of learning through asynchronous video through improving video and instructional quality. Findings: The findings of the systematic literature review revealed that there is negligible research in this area, and while information exists on blended and flipped modes of online learning, and ways to improve the quality and delivery of instructional video generally, no prior research on the exclusive use of asynchronous videos as an aid to internalizing English as a second language were found. Recommendations for Practitioners: From this research, it is apparent that there is considerably more that practitioners can do to improve the quality of instructional videos that can help students engage with the learning, from which students stand a much better chance of internalizing the learning. Recommendation for Researchers: For researchers, the absence of existing research is an exciting opportunity to further explore this field. Impact on Society: Online learning is now globally endemic, but it poses specific challenges in the field of second language learning, so the development of instructional videos that can facilitate this represents a clear benefit to all ESL learners in society as a whole. Future Research: Clearly the absence of existing research into whether online asynchronous instructional videos can act as an aid to internalizing the acquisition of English as a second language would indicate that this very specific field is one that merits future research. Indeed, it is one that the author intends to exploit through primary data collection from the production of a series of asynchronous, online, instructional videos.
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Chen, Li-Ling. "Designing Online Discussion for HyFlex Learning." International Journal of Educational Methodology 8, no. 1 (February 15, 2022): 191–98. http://dx.doi.org/10.12973/ijem.8.1.191.
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<p style="text-align: justify;">There are pedagogical challenges for the ideal balance of online community building and interaction among students and instructors for HyFlex learning. One of the challenges focuses on how instructors can effectively select and design an online discussion modality to promote positive, vigorous, and encouraging online asynchronous discussion to engage students. This research study adopted an exploratory mixed method approach designed to investigate student’s satisfaction level and academic performance with different interface design platforms for online discussion in HyFlex delivery modality education courses. Study results indicated that different interface design for online discussion platforms had a significant impact on students’ academic achievement for online discussion assessment although there is no significant impact on students’ overall satisfactory levels toward the courses. Implications from the results suggest a need to design and integrate effective online discussion platform to engage students and promote social learning in HyFlex learning environments.</p>
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Gordon, Allegra R., Jerel P. Calzo, Rose Eiduson, Kendall Sharp, Scout Silverstein, Ethan Lopez, Katharine Thomson, and Sari L. Reisner. "Asynchronous Online Focus Groups for Health Research: Case Study and Lessons Learned." International Journal of Qualitative Methods 20 (January 1, 2021): 160940692199048. http://dx.doi.org/10.1177/1609406921990489.
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Increasingly, social life—and accordingly, social research—is conducted in online environments. Asynchronous online focus groups (AOFGs) have emerged as an important tool to conduct remote research with geographically diverse populations. However, there remain few systematic accounts of AOFG methods to guide researchers’ decision-making in designing and implementing studies. This paper seeks to address this gap by describing a recent study on body image and health among transgender and gender diverse (TGD) young adults. In this study, eight AOFGs were conducted in August-October 2019 with 66 TGD young adults residing in 25 U.S. states. Each AOFG lasted four consecutive days with two prompts posted by moderators per day. Overall, participant satisfaction with AOFGs was high: 98% reported their experience was excellent, very good, or good and 95% would be somewhat or very likely to sign up for another AOFG. This example is used to illustrate key methodological decision-points, acceptability of the method to participants, and lessons learned. The goal of this paper is to encourage other researchers, particularly health researchers, to consider using AOFGs and to engage with the method’s strengths and limitations in order to develop new opportunities for online technologies to enrich the field of qualitative health research.
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Schalk-Quintanar, Ana-Elena, and Carlos Marcelo-García. "Discourse analysis in the quality of expected learning." Comunicar 18, no. 35 (October 1, 2010): 131–39. http://dx.doi.org/10.3916/c35-2010-03-06.
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Universities are gradually implementing virtual learning processes. However, research still remains limited in examining the internal processes that occur in learning in virtual environments. This article presents an investigation that seeks to describe the relationship between the quality of interaction in asynchronous discussion forums in training experiences in e-learning, and the quality of learning offered and achieved. The main objective was to determine how interactions in online environments add quality to the learning of students. For this, a descriptive investigation was done that combines qualitative and quantitative phase, analyzing more than 10,000 messages in 171 participants from four postgraduate courses developed in the form of e-learning. Asynchronous communication was analyzed through a category system that analyzes the social, cognitive and didactic discourse online. Among the research findings, there highlights a positive relationship between quality and quantity of speech of the participants and the quality of learning achieved and reflected in the different levels of assessment. We can conclude that the need to analyze, not only the written discourse in asynchronous communication, but also to establish relations with both cognitive and social learning of students. Moreover, we conclude the necessity to train teachers to deal with the processes of online communication. Las Universidades están implementando de forma progresiva procesos de formación virtual. Sin embargo, todavía resulta escasa la investigación que analiza los procesos internos en lo que se produce el aprendizaje en ambientes virtuales. En este artículo se presenta una investigación que busca describir la relación entre la calidad de la interacción, en los foros de discusión asincrónica en experiencias de formación en e-learning, y la calidad de los aprendizajes propuestos y logrados. El principal objetivo consistió en conocer, de qué forma las interacciones en los espacios virtuales, aportan calidad a los aprendizajes de los alumnos. Para ello se realizó un estudio descriptivo que combina una fase cualitativa y una cuantitativa, analizando más de 10.000 mensajes en 171 participantes de cuatro cursos de postgrado desarrollados en la modalidad de e-learning. Se analizó la comunicación asíncrona, a través de un sistema de categorías que contenía dimensiones sociales, cognitivas y didácticas del discurso on-line. Entre los resultados de la investigación se destaca una relación positiva entre la calidad y cantidad del discurso de los participantes y la calidad de los aprendizajes obtenidos y reflejados en las diferentes instancias de evaluación. Podemos concluir la necesidad de hacer un análisis, más allá del discurso escrito, para establecer relaciones con los aprendizajes tanto cognitivos como sociales de los alumnos. Por otra parte concluimos la necesidad de formar a los docentes para abordar los procesos de comunicación on-line.
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Goumaa, Rasha, Lisa Anderson, and Mike Zundel. "What can managers learn online? Investigating possibilities for active understanding in the online MBA classroom." Management Learning 50, no. 2 (September 29, 2018): 226–44. http://dx.doi.org/10.1177/1350507618800602.
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Online MBAs have become integral to business schools’ portfolios and the number of MBA students opting for an online version looks set to grow. In the wake of well-documented critiques of traditional MBA formats, this expansion prompted us to examine the potential for critically reflexive learning ideals in asynchronous MBA learning environments. Building on the Community of Inquiry (CoI) model, we elaborate elements of Bakhtin and Shotter’s dialogism to develop the notion of ‘active understanding’ as a means to study an online MBA classroom. We present two illustrative episodes to show how aspects of active understanding may unfold, and we point to the role of infrastructure, curriculum and instructor interventions in developing more genuine dialogical exchanges. Our findings suggest that online MBA course designers can learn from CoI approaches to which we add that critically reflexive learning is situationally sensitive; requiring the capacity to create and recognize nuance and difference in the written communication; making the other the focus of learning. We conclude with implications for pedagogy and technology infrastructure.
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Montelongo, Ricardo, and Paul William Eaton. "Online learning for social justice and inclusion." International Journal of Information and Learning Technology 37, no. 1/2 (December 11, 2019): 33–45. http://dx.doi.org/10.1108/ijilt-11-2018-0135.
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PurposeThe purpose of this paper is to examine the online pedagogical practices and technological tools that influenced the attainment of skills and knowledge associated with professional multicultural competence in a graduate student online course focused on social justice and inclusion.Design/methodology/approachThis qualitative case study includes a total of ten student participants. Two theoretical orientations guide the study. Mishra and Koehler’s (2006) model of technological pedagogical content knowledge is provided to understand the reciprocal relationship between content, pedagogy, knowledge and technology in online learning environments. Critical digital pedagogy (Morris and Stommel, 2018) provides insights into challenging the neutrality of technological tools and focuses on relational capacities of online learning environments. Initial coding by each researcher was reduced to thematic codes focused on technological tools, course content delivery, asynchronous and synchronous pedagogical strategies.FindingsData analysis revealed technological tools such as discussion boards, video, video conferencing and synchronous opportunities influence student engagement and learning. Further, findings reveal that the nature of online education itself – specifically asynchronocity – functions as both a distraction and possibility for online learning in multicultural education courses. Students in this study revealed the value of opportunities to engage synchronously in online learning environments. Instruction without such opportunities was disadvantageous to the learning of skills and knowledge associated with multicultural competence.Research limitations/implicationsThe study is not generalizable to the experiences of all online students and only provides a small cross-section of online graduate students enrolled in a required diversity course at one institution.Originality/valueThere is a dearth of research focused on teaching courses in diversity, equity, social justice and inclusion in fully online environments, a gap this study begins to fill. The study also enhances the authors’ understanding of graduate student education.
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Plesec Gasparic, Romina, and Mojca Pecar. "Analysis of an Asynchronous Online Discussion as a Supportive Model for Peer Collaboration and Reflection in Teacher Education." Journal of Information Technology Education: Research 15 (2016): 369–93. http://dx.doi.org/10.28945/3538.
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Professional development of future teachers is based on connecting theory and practice with the aim of supporting and developing critical, independent, responsible decision-making and active teaching. With this aim we designed a blended learning environment with an asynchronous online discussion, enabling collaboration and reflection even when face-to-face communication was not possible. This paper discusses the constructs of social and cognitive components, reflection and collaborative learning in blended learning environments. It presents the results of a study that was conducted on a sample of pre-service primary school teachers studying at the largest faculty of education in Slovenia. The purpose of the study was to determine the intensity, level and content of students’ posts in the online discussion, how students assess its usefulness, and whether there are differences in the assessment of goals achieved in teaching practice between the students who were included in the online discussion and those who were not. We found that in the sub-groups where communication between students participating in the online discussion did not develop at the level of interpersonal relations, it also failed to develop at the level of learning. We also found that the online discussion helped the participating students to plan their lessons. In assessing the achieved practical teaching goals, it became obvious that the online discussion had a positive impact on students’ perception about adapting their lessons, as well as on their critical assessment in analysing their teaching.
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Imonje, Rosemary Khitieyi. "Re-Envisioning Pedagogy in the Lens of Asychronous and Synchronuos Learning in Higher Education Amid Covid 19 Pandemic in Kenya." Journal of Studies in Education 11, no. 4 (November 3, 2021): 90. http://dx.doi.org/10.5296/jse.v11i4.19097.
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Higher Education institutions have faced many challenges since the onset of COVID 19 pandemic with closures that extended to more than three months. Coronavirus pandemic pushed universities to switch to online classes from the conventional traditional pedagogies. While the work to transition face-to-face instruction to online environments would mean a lot of technological preparedness among lecturers, students, infrastructure; these initiatives have at the same time lead to established familiarity with the necessary technological tools, and teaching approaches with online learning. Universities have taken up the initiative to re-plan, re- design and re-develop in-house capacity building structures and develop off campuses courses and distance learning in order to meet the diverse learning needs of the students and pedagogical needs of the faculty. Among these initiatives is re-envisioning pedagogy in the lens of asynchronous and synchronous learning in higher education amid COVID 19 Pandemic. This paper has analyzed reflections on asynchronous and synchronous pedagogies and learning during faculty capacity building sessions from the University of Nairobi, Kenya. Out of these reflections are recommendations that other universities in the global arena can apply for quality in the teaching-learning processes in institutions of higher learning.
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Iandoli, Luca, Ivana Quinto, Anna De Liddo, and Simon Buckingham Shum. "Improving Knowledge Management by Supporting Asynchronous Communications with a Debate Dashboard." International Journal of Information Systems and Social Change 4, no. 4 (October 2013): 26–44. http://dx.doi.org/10.4018/jissc.2013100102.
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In today economic environment, innovation is considered the primary source of competitive advantage for companies. The advent of Web 2.0 tools has provided organizations with new models and tools to improve collaboration and co-creation of new knowledge assets. In particular, the shift to Open Innovation models has been recognized as a major change in the way companies create and manage innovation. In this paper the authors focus on a particular kind of web-based platforms known as argument mapping tools. Argument mapping tools have proved to be valuable tools to the organization to support collaborative decision making in distributed environments, but the level of adoption of these technologies in common organizational practices remains quite low. To tackle this problem, the authors propose to augment common argumentation mapping features with a Debate Dashboard. The research hypothesis the authors make is that by providing visual conversational feedback the Debate Dashboard improves common ground and mutual understanding of online conversation thus supporting users adoption of argument mapping tools. Drawing on Grounding cost theory (Clark & Brennan, 1991; Clark, 1996), in this paper the authors describe the main rationale and requirements for a Debate Dashboard and argue that such interface can provide useful users feedback to compensate for the loss of information due to technology mediation, and therefore improve the communication and mediation abilities of argumentation systems. Moreover the authors describe the design and preliminary results of an evaluation study carried out to assess whether the Debate Dashboard can foster more efficient and easier interaction and communication among online users. Initial results appear to support their research hypothesis, at least in terms of users’ involvement and level of participation. Indeed, from the preliminary analysis it emerges that by augmenting online argument mapping tools with visual feedback users’ performances and users engagement improve, in particular by increasing the total number of user contributions and the number of most active users.
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Cho, Moon‐Heum, and David Jonassen. "Development of the human interaction dimension of the Self‐Regulated Learning Questionnaire in asynchronous online learning environments." Educational Psychology 29, no. 1 (January 2009): 117–38. http://dx.doi.org/10.1080/01443410802516934.
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Curran, Vernon R., Jocelyn Lockyer, Fran Kirby, Joan Sargeant, Lisa Fleet, and Dale Wright. "The Nature of the Interaction Between Participants and Facilitators in Online Asynchronous Continuing Medical Education Learning Environments." Teaching and Learning in Medicine 17, no. 3 (July 2005): 240–45. http://dx.doi.org/10.1207/s15328015tlm1703_7.
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Puttonen, Kaisa. "Information Specialist and ICT Lecturer Co-Teach an Online Course: A New Way and What Students Think About It." Nordic Journal of Information Literacy in Higher Education 6, no. 1 (July 3, 2014): 52–64. http://dx.doi.org/10.15845/noril.v6i1.217.
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The purpose of this paper is to share a multidisciplinary approach to teaching information literacy (IL) in Laurea University of Applied Sciences in Finland. The paper describes a practical case about the execution of a course ‘Information management and communication’. It focuses on how the information specialist and ICT lecturer collaborate from the planning stage of the course to the evaluation phase, and how the implementation is evaluated. The course combines asynchronous learning in an online learning environment and synchronous online real time co-teaching in a virtual classroom. The described course is the first one the distance learning students attend as they complete their Bachelor’s degree online. The overall objective of the implementation of the presented course was to ensure that students achieve basic computer and IL skills for further studies. Other important objectives were enhancing online socialization, creating a sense of belonging together as a group, building confidence in studying online and using the library’s web services. The objectives were reached with co-teaching and interactive tools during online lessons. Laurea Library has experience from co-teaching with lecturers, and this practical case shows how multidisciplinary collaboration, which benefits all involved, can also be carried out in online learning environments.
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Ngo, Jenny, Yus Budiyono, and Agustinus Ngadiman. "Investigating student satisfaction in remote online learning settings during covid-19 in indonesia." Journal of International and Comparative Education 10, no. 2 (2021): 73–95. http://dx.doi.org/10.14425/jice.2021.10.2.0704.
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This study was to examine student satisfaction in remote online learning environments during COVID-19 in Indonesia. The participants were 65 undergraduate Informatics students from a private university in Surabaya, Indonesia. Data from Strachota’s Student Satisfaction survey responses were examined using quantitative analyses. According to the findings, there was a strong and statistically significant relationship between student satisfaction and interaction. According to predictive models, every type of interaction could predict student satisfaction, with student interaction with content being the most powerful predictor. Furthermore, the findings revealed that self-ability in digital learning, good internet accessibility and connectivity, the presence and feedback of the teacher, website content, and the ability to learn from peer feedback and group discussions all played important roles in influencing student satisfaction. Students reported that they were generally more satisfied with their improved spoken communication skills, which helped them achieve their learning objectives. The findings suggest that integrating synchronous and asynchronous learning effectively promotes student learning and improves student satisfaction in Indonesia’s remote online learning environment.
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Zammit, Maria, and Eleanor Willard. "The application of psychological theory to enrich the experience of online learners on a developmental psychology module?" Psychology Teaching Review 25, no. 1 (2019): 54–59. http://dx.doi.org/10.53841/bpsptr.2019.25.1.54.
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This article outlines the design of a module introducing Developmental Psychology to distance learners undertaking a two-year part-time BPS accredited MSc Psychology (Conversion) degree. The module was redesigned to accommodate increased student numbers. Online learners differ significantly from those in face-to-face learning environments, in terms of both student characteristics and patterns of engagement. We applied psychological principles to the delivery of this asynchronous online module. Our aims in this module were (1) to create engaging, informative content, (2) to develop students’ critical thinking skills, and (3) to develop their ability to apply developmental psychological theory to the real world. We enacted five key principles in our module design: Naturalistic/warm delivery style; Collaborative teaching; Scaffolding; Reducing cognitive load; and Engaging activities to enhance learning. This article aims to prompt discussion from other practitioners who are involved in remote delivery about their experiences in adapting to a remote learning environment.
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Iucu, Oana. "New challenges in teaching and learning of administrative studies – Digitisation / digitalisation and innovative pedagogies." International Journal of Learning and Teaching 13, no. 3 (July 26, 2021): 125–32. http://dx.doi.org/10.18844/ijlt.v13i3.5378.
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The very rapid transition to the online teaching and learning system, without sufficient training and not proper adapted to the educational needs of students (already migrated to virtual environments and digital tools), has produced some visible dysfunctions, especially in informal interactions with students. Dimensions investigated using a methodology based on the survey’s technique aimed at types of academic activities carried out during the period dedicated to online activities, participation in online activities of ‘synchronous’ type – face to face – categories of online applications used, types of platforms for asynchronous activities and classical teaching strategies most commonly used in association with online educational techniques. The population was represented by students and teachers from the fields of study administrative studies and academic categories that will provide a serious input for formulating conclusions. We propose to launch a practical module for the training of university professors on the innovative pedagogies applied to the administrative sciences and law academic fields. Keywords: Teaching and learning, administrative studies, digitalisation / digitisation, innovative pedagogies.
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Fernández Gutiérrez, Begoña, Malin Reljanovic Glimäng, Shannon Sauro, and Robert O'Dowd. "Preparing Students for Successful Online Intercultural Communication and Collaboration in Virtual Exchange." Journal of International Students 12, S3 (September 9, 2022): 149–67. http://dx.doi.org/10.32674/jis.v12is3.4630.
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In the context of Virtual Exchange (VE) it is often assumed that participants will be naturally prepared to interact online successfully with their international partners. However, there is ample evidence in the literature to suggest that VE participants are usually unaware of effective communicative strategies in synchronous and asynchronous online communicative contexts. Through action research, this article investigates how teachers can provide scaffolding for both these communicative modalities in online intercultural environments. It reports on a qualitative content analysis of conversational and self-reported data from a corpus of three VEs that were collected and triangulated in order to identify when, in what areas, and in what ways students could benefit from pedagogical mentoring. The article then presents key mentoring stages and strategies that were identified and provides insight into the type of scaffolding that VE teachers can provide their students to help them achieve successful (a)synchronous online intercultural interaction.
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Waters, Jim. "THOUGHT-LEADERS IN ASYNCHRONOUS ONLINE LEARNING ENVIRONMENTS." Online Learning 16, no. 1 (January 15, 2012). http://dx.doi.org/10.24059/olj.v16i1.219.
Повний текст джерелаАнотація:
The growth of online learning has exposed fundamental gaps in our knowledge, both theoretical and pragmatic. This research investigated some questions of the role of emergent leaders in online leaning and the influence of different behaviors. Firstly are there any common factors that identify thought-leaders? Secondly does the presence of thought-leaders affect student perceptions of online discussion? Finally it addressed the question of perceived influence vs. actual influence. Student interactions in Asynchronous Online Discussion boards were analyzed and student backgrounds and perceptions gathered. Clear patterns of strong emergent leadership behaviors were evident in the majority of courses. Thought-leaders could be distinguished from non-thought-leaders from both their professional backgrounds and the role-behaviors they exhibited. Student perceptions of peers as thought-leaders were highly influenced by factors such as the extent to which students could bring in relevant professional experience into the discussions.