scholarly journals Online Staff Development Module for E-learning and Pedagogy: Analysis, Design and Development

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Dana Ruggiero ◽  
Jeffrey David Boehm
Keyword(s):  
Staff Development ◽  
Online Teaching ◽  
Course Design ◽  
Lessons Learned ◽  
Teaching Skills ◽  
Online Module ◽  
E Learning ◽  
Analysis Design ◽  
Community Of Inquiry Framework ◽  
Online Staff Development

In the following design case, Learning Technologists (LT’s) charged with developing a program for distance and blended learning describe the creation of an online module for staff development that helps lecturers to develop their online teaching skills. Using the Community of Inquiry Framework, the LT’s structured an environment in which staff learned fundamental ideas of online pedagogy and experienced common tools for the learning environment. They then applied those tools and information gained from the coursework to the design of their own online module. The lecturers-as-students are also asked to reflect upon their experiences as classroom lecturers and to incorporate that experiential knowledge into the course design process. This paper describes the development of the module, the elements of the module, and the lessons learned from the pilot run.

Potentials of Selected Information and Communication Technologies in Adult Education Programmes in Nigeria

2015 ◽  
pp. 34-56 ◽  
Author(s):  
Melvins Enwuvesi Hanachor ◽  
Rex Aduvo Needom
Keyword(s):  
Adult Education ◽  
Staff Development ◽  
Information And Communication Technologies ◽  
Course Design ◽  
Communication Technologies ◽  
Information And Communication ◽  
E Learning ◽  
Computer Based ◽  
The Subject ◽  
Development Course

This chapter evaluated the potentials of selected information and communication technologies in adult education programmes in Nigeria. Infrastructure and funding are among the important issues, but scepticism about the pedagogic value of information and communication technologies and staff development are probably the most challenging. Institutions are grappling with bringing use and funding of e-learning and other computer-based instructional strategies into the mainstream of their organizations, and are beginning to contemplate restructuring to take account of information and communication technologies, in terms of staffing, staff development, course design and student support. Even though studies have captured the imperatives of information and communication technologies in Nigeria's educational system, little is still known about the subject matter in relation to adult education systems in the country. Consequently, this chapter explores and provides the much-needed insight on the subject and the issues that the process raises in the context of adult education in Nigeria.

Train the Trainer

2010 ◽  
pp. 124-146
Author(s):  
Mary Rose Grant
Keyword(s):  
Adult Learners ◽  
Virtual Environments ◽  
Online Teaching ◽  
Course Design ◽  
Learning Theories ◽  
Teaching Skills ◽  
Web Based ◽  
Train The Trainer ◽  
Part Time ◽  
Competency Based

This chapter describes an online competency-based model for teaching adult learners in virtual environments. This model, informed by prior studies for online teaching, expands emergent themes within best practices and identifies competencies for course design, delivery and management of adult-centered online learning environments. The use of part-time instructors, in academic and corporate settings, to facilitate learning in virtual environments requires formal processes to develop web-based teaching skills that meet the needs and expectations of a multigenerational mix of online adult-learners. The competency-based model uses a generative approach to developing instructors as adult learners and builds on adult and constructivist learning theories. The model provides opportunities to improve web-based teaching skills and encourage behaviors that influence student engagement, retention and learning. This chapter guides the reader through a step-by-step process of understanding competencies needed to facilitate virtual learning with suggestions for implementation and practice in corporate settings.

scholarly journals Developing inclusive practices: Evaluation of a staff development course in accessibility

2003 ◽  
Vol 19 (3) ◽  
Author(s):  
Elaine Pearson ◽  
Tony Koppi
Keyword(s):  
Staff Development ◽  
Online Survey ◽  
Course Design ◽  
Academic Staff ◽  
Development Program ◽  
Lessons Learned ◽  
Online Discussion Forum ◽  
Accessibility Issues ◽  
Learning Guide ◽  
Development Course

After three iterations of a mixed mode (online and face to face) staff development course, an evaluation was carried out to determine the participants’ perceptions of its quality as an online environment, its effectiveness in introducing staff to issues of accessibility and its success in enabling staff to develop skills in accessible course design. This course was developed for a series of staff development cohorts each consisting of a mixture of academic staff, IT staff, and library staff. It aimed to develop expertise in the design of inclusive and accessible learning environments, to apply this knowledge in the development of the participants' own projects, and to encourage other staff to consider accessibility issues when designing online courses and resources. Methods used for evaluation included feedback during the course, responses immediately following the course, and a review of any lasting impact upon practice some time after the course. We also employed the services of a student who is blind to evaluate the course for accessibility following changes made to the original course. The evaluation instruments used were an online discussion forum, paper based evaluation, an online survey and an email request to the first two cohorts six to twelve months after the modules. The main lessons learned with respect to course design were concerned with communication of instructions, use of checklists as a learning guide, timing of the course during a larger staff development program, and availability of checking tools for practice purposes.

Developing an Appropriate Design for E-Learning with Web-Mediated Teaching Methods to Enhance Low-Achieving Students’ Computing Skills

2012 ◽  
Vol 10 (1) ◽  
pp. 1-30 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Tsang-Hsiung Lee
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Course Design ◽  
Online Classes ◽  
Web Based ◽  
Self Regulated Learning ◽  
Multiple Phase ◽  
Low Achieving Students ◽  
Computing Skills ◽  
E Learning

Vocational education in Taiwan is highly competitive in that it must attract sufficient student enrollment in the environment with a rapidly increasing number of schools. Many students in this context tend to have lower levels of academic achievement, and do not adequately get involved in their schoolwork. Under such constraints but moving toward more practical orientation, the authors conducted five experiments, applying web-mediated problem-based learning (PBL), self-regulated learning (SRL), blended learning (BL), or their combinations to help low-achieving students improve their computing skills. This study further develops appropriate course design and online teaching methods for both teachers and schools. Each of the five studies addressed a different project whose goal was to develop students’ computing skills in online classes. The five studies: (a) provide demonstrations of the effects of web-based PBL and SRL, (b) illustrate how to design and implement web-based PBL and SRL for low-achieving students, (c) provide refined interventions of web-based PBL and SRL based on multiple-phase experiences of real practices and reflections, and (d) demonstrate the effects of BL and the relevant technologies to provide more channels and opportunities for students to review and practice their computing skills.

scholarly journals Lapnurse—A Blended Learning Course for Nursing Education in Minimally Invasive Surgery: Design and Experts’ Preliminary Validation of Its Online Theoretical Module

Healthcare ◽  
2021 ◽  
Vol 9 (8) ◽  
pp. 951
Author(s):  
Juan Francisco Ortega-Morán ◽  
Blas Pagador ◽  
Juan Maestre-Antequera ◽  
Javier Sánchez-Fernández ◽  
Antonio Arco ◽  
...  
Keyword(s):  
Minimally Invasive Surgery ◽  
Nursing Education ◽  
Learning Environment ◽  
Minimally Invasive ◽  
Blended Learning ◽  
Invasive Surgery ◽  
Course Design ◽  
Online Module ◽  
Learning Platform ◽  
E Learning

Background: The implantation of Minimally Invasive Surgery (MIS) leads to the specialization of nurses in this surgical field. However, there is no standard curriculum of MIS Nursing in Europe. Spanish and Portuguese nurses are inexperienced and have poor training in MIS. For that, a blended learning course for nursing education in MIS (Lapnurse) has been developed. This work aims to detail the course design and to preliminary validate by experts its online theoretical module. Methods: Lapnurse consists of an online module with nine theoretical lessons and a face-to-face module with three practical lessons. The e-learning environment created to provide the online module, with didactic contents based on surgical videos and innovative 3D designs, has been validated by two technicians (functionality) and four nurses with teaching experience in MIS (usability and content). Results: The E-learning platform meets all technical requirements, provides whole and updated multimedia contents correctly applied for educational purposes, incorporates interactivity with 3D designs, and has an attractive, easy-to-use and intuitive design. Conclusions: The lack of knowledge in MIS of Spanish and Portuguese nurses could be addressed by the blended learning course created, Lapnurse, where the e-learning environment that provides theoretical training has obtained a positive validation.

scholarly journals Integrating Business Students’ E-Learning Preferences into Knowledge Management of Universities after the COVID-19 Pandemic

2021 ◽  
Vol 13 (5) ◽  
pp. 2478
Author(s):  
Dávid Máté Hargitai ◽  
Florina Pinzaru ◽  
Zoltán Veres
Keyword(s):  
Distance Education ◽  
Knowledge Management ◽  
Online Teaching ◽  
Business Students ◽  
Management Strategies ◽  
Research Problem ◽  
Learning Preferences ◽  
Lessons Learned ◽  
Special Focus ◽  
E Learning

The COVID-19 pandemic forced many universities to close doors and keep students completely online—a phenomenon that raised unprecedented challenges with lessons learned that should be integrated into future educational knowledge management strategies and practices. Special attention should be given to students’ learning habits. This paper presents the results of a semi-systematic literature review on the research problem and a survey of a sample of business students regarding their learning habits and preferences. Learnings of the research can be useful for the transition to an entirely online distance education, integrated in the framework of knowledge management strategies regarding e-learning in universities. The primary quantitative research was conducted before the start of the lockdown, and the results give useful insights that can be translated into mandatory elements for any strategy designed to assure a smooth and effective passage from in-class education to online teaching and learning. Students’ pre-epidemic learning habits, their use of communication tools and their preferences for solutions usable in distance education, with a special focus on gender and education level, have been investigated. Results are correlated in the paper with possible knowledge management strategies in universities as part of an approach with both academic and practical implications.

Using a Blended e-Learning Cooperative Approach in Higher Education

2012 ◽  
pp. 202-229
Author(s):  
Heba EL-Deghaidy
Keyword(s):  
Higher Education ◽  
Social Constructivism ◽  
Course Design ◽  
Teaching Methodology ◽  
Design Development ◽  
Cooperative Approach ◽  
Achievement Attitudes ◽  
Quasi Experimental ◽  
E Learning ◽  
Analysis Design

This chapter describes a study conducted in higher education in the Egyptian context. A blended e-learning cooperative approach (BeLCA) was utilised with pre-service teachers (PSTs) in a science teaching methodology course. The chapter introduces a literature review on blended e-learning, cooperativeness, in addition to an approach that combines the two aspects together. The proposed approach (BeLCA) is based on social interaction between participants within the blended e-learning environment, where social constructivism theories play a crucial role. The chapter illustrates the effectiveness of utilising this new approach on participants’ achievement, attitudes towards e-learning, and cooperativeness by adopting a quasi-experimental setting. The chapter also highlights on the instructional design utilised in the course development. The course design was based on Dick, Carey, and Carey’s (2001) model: Analysis, Design, Development, Implementation, Execution (ADDIE).

scholarly journals Teaching with Compassion: Autoethnographies from the front lines of e-learning

2021 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Linda Carozza ◽  
Steve Gennaro
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Course Design ◽  
Empirical Literature ◽  
Positive Effects ◽  
Global Pandemic ◽  
E Learning ◽  
Online Format

In 2020 the landscape of teaching in higher education was forced to change given a global pandemic. As a result there were/are inevitable shifts in how course instructors develop and deliver their courses, as well as how they connect with students. Remote, or distance, learning is not a new phenomenon, and e-learning has been delivered across different institutions of higher education for approximately twenty years. However, scholarship in distance learning is dated and the empirical literature in digital pedagogy has gaps when it comes to best practices for teaching and learning in an online format. This paper highlights the importance of teaching with compassion as it fosters better relationships between instructors and students and helps to build community in learning environments. Relationships facilitate learning, and this is especially important in strained times - such as a higher concentration of online teaching and learning due to a pandemic. The notion of compassionate teaching is described. Using self ethnography and drawing on examples from their own course experiences, the authors present what has worked well in delivering small and large courses online. In particular, the first half of the paper focuses on backward course design, multimedia, accessibility, and forward/backward extensions. The latter half of the paper describes strategies embedded in a course and their positive effects for instructors and learners.

A B-Learning Methodology Case for Faculty at High Education

2013 ◽  
Vol 15 (1) ◽  
pp. 19-35
Author(s):  
Lina García-Cabrera ◽  
Ildefonso Ruano-Ruano ◽  
José Ramón Balsas-Almagro
Keyword(s):  
Course Design ◽  
Academic Staff ◽  
Lessons Learned ◽  
Study Guide ◽  
Good Practices ◽  
Design And Implementation ◽  
Virtual Courses ◽  
E Learning ◽  
Conventional Classroom ◽  
The University

The present teaching case was made at the University of Jaén, Spain, and was concerning to the experience of conducting an innovative b-learning course for the faculty, entitled “Advanced ILIAS e-Learning”. The lessons learned by a group of teachers involved in e-learning were allowed for the course design and implementation. Specifically, the course was designed following the good practices that contribute effective e-learning, including a study-guide for virtual courses which assures quality specific criteria. The course combines conventional classroom work, online activities (web-conferences and class-recordings) and e-learning. It was organized into independent modules which were freely chosen by attendees depending on their needs. The course could be repeated by attendees as necessary to achieve modules and to deepen or improve previously acquired knowledge. The outputs of the experience reflected that b-learning modality was the best option for the academic staff, and therefore, this model should be used by institutions.

Sign in / Sign up

Export Citation Format

Share Document