Promoting digitalization‐related competencies of prospective chemistry teachers – comparison of the effectiveness of a university seminar in a face‐to‐face and online format

CHEMKON ◽  
2022 ◽  
Author(s):  
Franziska Zimmermann ◽  
Insa Melle
Religions ◽  
2021 ◽  
Vol 12 (5) ◽  
pp. 342
Author(s):  
Tine Vekemans

In early 2020, Jain diaspora communities and organizations that had been painstakingly built over the past decades were faced with the far-reaching consequences of the COVID-19 pandemic and its concomitant restrictions. With the possibility of regular face-to-face contact and participation in recurring events—praying, eating, learning, and meditating together—severely limited in most places, organizations were compelled to make a choice. They either had to suspend their activities, leaving members to organize their religious activities on an individual or household basis, or pursue the continuation of some of their habitual activities in an online format, relying on their members’ motivation and technical skills. This study will explore how many Jain organizations in London took to digital media in its different forms to continue to engage with their members throughout 2020. Looking at a selection of websites and social media channels, it will examine online discourses that reveal the social and mental impact of the pandemic on Jains and the broader community, explore the relocation of activities to the digital realm, and assess participation in these activities. In doing so, this article will open a discussion on the long-term effects of this crisis-induced digital turn in Jain religious praxis, and in socio-cultural life in general.


2021 ◽  
Vol 7 (4) ◽  
pp. 139-155
Author(s):  
Olga Stognieva ◽  
Victor Popov

This study conducted in an EFL setting investigates students’ perception of the thesis proposal presentation in an online format due to safety concerns during the Covid-19 pandemic. Fifty-five students aged 20-22 years old, level B2-C1 in English, in their fourth year of a Business Informatics Bachelor’s programme at HSE University, Moscow, were surveyed regarding their end-of-course assessment experience, which involved a Skype online presentation, rather than the usual face-to-face presentation. Data were collected using a researcher-made questionnaire consisted of 3 sections and 12 items. A mixed-method approach using quantitative and qualitative data was employed. The findings indicate that emergency transition to the new format did not affect students’ satisfaction or results of the presentation. Overall, students were more than satisfied with the online format, and the results were similar, if not better, than in previous years. To minimise the disadvantages of this format, recommendations for teachers and students were offered. This study might offer new insight on the most appropriate and beneficial oral testing system for students and staff.


2020 ◽  
pp. 117-126
Author(s):  
Cassie Hudson ◽  
Audon Archibald ◽  
Tania Heap

Online educators rely on asynchronous discussions to satisfy the bulk of student-student engagement that is lost when transferring from a face-to-face to an online format. However, not all discussion platforms are created equal and some specialized tools may offer advantages over standard tools embedded in more comprehensive learning management systems (LMS). In this study, we compare two online discussion platforms – one is the native discussion tool embedded within the Canvas LMS and the other is a specialized discussion platform, Packback, which supports students and instructors with gamified elements and artificial intelligence. Specifically, we assess whether post quality differs across these platforms, as measured by average word count, cited sources and weekly participation rate. The initial results are mixed and differ by course, leading us to conclude that the impact of platform on engagement and quality likely depends on the course content, instructor and protocol.


Author(s):  
Christopher J. Johnston

This paper reports the evaluation of a hybrid mathematics methods course for novice teachers. During a fifteen-week semester, participants met face-to-face for approximately 60% of the semester and took advantage of an online format for the other 40% of the semester. Online activities included asynchronous discussion board postings, synchronous chats as an entire class, synchronous chats in small groups, evaluation of technology tools, and electronic surveys. The researcher used participants' feedback to evaluate the effectiveness of this hybrid format. In addition, the researcher reflected upon his own experiences as instructor to inform future course structure decisions. Within the context of the Rich Environments for Active Learning (REAL) framework, results suggest that cooperative support was a key component of the effectiveness of the experience. Further, participants emphasized one particular generative learning activity as an effective component of this course. Finally, this paper discusses implications for mathematics professional development facilitators.


2011 ◽  
pp. 751-758
Author(s):  
Claudia G. Green ◽  
Suzanne K. Murrmann

Following the events of September 11, 2001 (9-11), the Civic Alliance to Rebuild Downtown New York established a forum for the purposes of gathering citizen opinions on the nature of the rebuilding of New York City’s Lower Manhattan area. Citizens gave their opinions on the development of space for a memorial, performing arts spaces, museums, restaurants, hotels, residences and businesses. This effort was named “Listening to the City.” Civic Alliance organized two types of citizen opinion-gathering strategies: face-to-face focus groups and online dialog focus groups (www.listeningtothecity.org). The purpose of this article is to assess citizen satisfaction with veness of the online format of citizen involvement in making decisions regarding the rebuilding of Lower Manhattan following the attacks of 9-11. The results contribute to our understanding of the use of Internet technology in gathering citizen opinions in urban development and planning.


2017 ◽  
pp. 296-318
Author(s):  
Lori Severino ◽  
Mary Jean Tecce DeCarlo

This chapter will discuss a study that set out to determine if knowledge of the structure of language and self-efficacy of pre-service and in-service teachers was impacted by whether the course was taken in a face to face or online format. Results of the study showed there was a statistically significant change in the Teacher Knowledge Assessment: Structure of Language (TKA: SL) for participants in the online courses, but not for students taking the course face to face. To determine whether or not self-efficacy increased, the Teacher Efficacy Scale: short form (TES) was used, The TES includes two subscales: teacher efficacy and personal efficacy. Results showed no statistical significance on the overall TES score between participants; however, on the personal efficacy score, there was a statistically significant change in pre and post test scores of participants who took the course face to face.


Author(s):  
C. G. Green ◽  
S. K. Murrmann

Following the events of September 11, 2001 (9-11), the Civic Alliance to Rebuild Downtown New York established a forum for the purposes of gathering citizen opinions on the nature of the rebuilding of New York City’s Lower Manhattan area. Citizens gave their opinions on the development of space for a memorial, performing arts spaces, museums, restaurants, hotels, residences and businesses. This effort was named “Listening to the City.” Civic Alliance organized two types of citizen opinion-gathering strategies: face-to-face focus groups and online dialog focus groups (www.listeningtothecity.org). The purpose of this article is to assess citizen satisfaction with veness of the online format of citizen involvement in making decisions regarding the rebuilding of Lower Manhattan following the attacks of 9-11. The results contribute to our understanding of the use of Internet technology in gathering citizen opinions in urban development and planning.


2011 ◽  
pp. 1923-1938
Author(s):  
Maurice W. Wright

The adaptation of a traditional, face-to-face course to an online format presents both challenges and opportunities. A face-to-face fundamentals course treating the science of musical sound and the methods used to code and transform musical sound using digital computers was adapted for online delivery. The history of the course and the composition of its audience are discussed, as are the decisions to create movies, web pages, electronic mail, and a paper textbook for the course. Practical choices for technology, which reflect the conflicting benefits of choosing simple versus more sophisticated technology, are outlined and the reactions of the students to these choices are discussed. An anecdotal comparison between an online and a face-to-face course section is offered, along with ideas for future development.


Author(s):  
David Glassmeyer

In this chapter, the author provides an example of an integrated and collaborative activity for in-service mathematics teachers that was implemented synchronously online. While prior research details how this lesson developed middle and secondary teachers' mathematics content knowledge of logarithms and teachers' science content knowledge concept of pH, this chapter focuses on how the lesson was converted from a face-to-face format to the online format while supporting research-based essential teaching skills, specifically NCTM's Mathematics Teaching Practices (MTPs). Evidence is provided for how three MTPs were upheld using the online platform Blackboard Collaborate, followed by recommendations for other teacher educators wishing to engage teachers in online learning that supports mathematics education goals of integrated STEM education through mathematical discourse, conceptual understanding, and reasoning about mathematical representations.


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