Issues and Trends in Instructional Technology: Access to Mobile Technologies, Digital Content, and Online Learning Opportunities Continues as Spending on IT Remains Steady

Participation in synchronous online learning is an increasing need for students’ learning outcomes. Teachers generally cannot be sure about the fact that students who are seen in the participation lists are really following the online tasks. Recent studies have shown that gamification can be an effective way to support learners’ participation in the tasks. This study intended to suggest sample scenarios in line with using gamification elements in online learning environments. Two basic scenarios were developed considering the properties of online learners’ characteristics and gamification elements. First scenario giving learning responsibilities to the learners includes a puzzle activity. Second scenario presents a block-building activity including the leaderboards. The suggested model includes some new ways of using awards, reputation, badges, levels, and leader boards to provide an attractive learning environment. It is hoped that suggested scenarios can provide learning opportunities via increasing participation in synchronous learning environments.

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Blending Digital Content in Teacher Education Programs

Pre-Service and In-Service Teacher Education ◽

10.4018/978-1-5225-7305-0.ch035 ◽

2018 ◽

pp. 713-736

Author(s):

Patricia Dickenson ◽

Cynthia Sistek-Chandler

Keyword(s):

Teacher Education ◽

Online Learning ◽

Teacher Preparation ◽

21St Century ◽

Teacher Candidates ◽

Digital Content ◽

Teacher Education Programs ◽

Education Programs ◽

Current Trends ◽

The Status

Teacher Education programs worldwide are engaging in a digital conversation around best practices for supporting and teaching teacher candidates in the creation of digital content for a 21st century blended classroom. This chapter examines the status of teacher preparation in technology and explores current trends for instructors of the NextGen educator. Further the authors share how 21 Century Skills and global competencies among pre-service teachers can be applied in an online learning environment in teacher education programs.

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Instructional Strategies for Teaching in Synchronous Online Learning Environments (SOLE)

Web-Based Education ◽

10.4018/978-1-61520-963-7.ch008 ◽

2010 ◽

pp. 103-118

Author(s):

Marshall G. Jones ◽

Stephen W. Harmon

Keyword(s):

Online Learning ◽

Web 2.0 ◽

Instructional Strategies ◽

Learning Environments ◽

Learning Opportunities ◽

Google Docs ◽

Time Interaction ◽

Increasing Demand ◽

The Web ◽

Synchronous Online

This chapter deals centrally with one emerging aspect of Web 2.0 for education, that of the increasing demand forreal time and near real-time interaction among users. Whereas most online learning has, to date, taken place in an asynchronous format, there is a growing need for an ability to provide learning opportunities in a synchronoussetting. This chapter discusses synchronous online learningenvironments (SOLEs) and the affordances they present forteaching and learning. Particularly it focuses on a capability of these environments known as ancillary communications. It discusses ancillary communications as an intentionalinstructional strategy and presents guidelines for its implementation. And, in the spirit of Web 2.0, this chapter was written using the Web 2.0 application Google Docs.

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Anonymous Online Learning in Korea and Integrating Anonymous Learning Elements

Research Anthology on Developing Effective Online Learning Courses ◽

10.4018/978-1-7998-8047-9.ch048 ◽

2021 ◽

pp. 984-1000

Author(s):

Alan Cromlish

Keyword(s):

Online Learning ◽

Teaching And Learning ◽

Online Courses ◽

Learning Opportunities ◽

Traditional Learning ◽

Post Secondary ◽

Face To Face ◽

Specific Teaching ◽

Collaborative Learning Opportunities ◽

Learning Issues

This paper explores anonymous online learning as a tool to overcome specific teaching and learning issues within Korean post-secondary institutions. The chapter utilizes a survey of a small group of ESL students at a single Korean university to better understand student preferences and opinions about non-traditional learning options and opportunities in Korea. While many students in Korea have not been exposed to online learning, the students surveyed expressed interest in learning online and they were especially interested in collaborative learning opportunities. As more online classes and online learning opportunities start to become available in South Korea, this study explores anonymous online learning as an effective tool to overcome some significant and distinct teaching and learning challenges at Korean post-secondary institutions. The anonymous online learning suggestions and approaches in the paper can be implemented within fully online courses and blended classes but they can also be used as stand-alone online components of traditional face to face and ESL courses.

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Practical Guidelines for Creating Online Courses in K-12 Education

Blended Learning ◽

10.4018/978-1-5225-0783-3.ch026 ◽

2016 ◽

pp. 507-529

Author(s):

Wayne Journell

Keyword(s):

Online Learning ◽

Adult Learners ◽

Best Practices ◽

University Students ◽

Online Courses ◽

Learning Opportunities ◽

Online Pedagogy ◽

Practical Guidelines ◽

Formally Trained ◽

K 12

Online learning is the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

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