Situated Learning and Engagement in Distance Education

V-Learning ◽  
2009 ◽  
pp. 97-108 ◽  
Author(s):  
Leonard A. Annetta ◽  
Elizabeth Folta ◽  
Marta Klesath
Keyword(s):  
Distance Education ◽  
Situated Learning

Expanding the Circle: Connecting Native American Learners with Distance Education

2004 ◽  
Vol 8 (1) ◽  
pp. 56-60 ◽  
Author(s):  
CeCelia R. Zorn, ◽  
Mary Ellen Stolder, ◽  
Marina J. Majeski,
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Native American ◽  
Situated Learning ◽  
American Student ◽  
Native American Students ◽  
Cultural Aspects ◽  
Space And Time ◽  
American Students

There appears to be a lack of bridging between Native American students and their culture, and the dominant Anglo system of higher education. This gap widens when the student participates in distance education (DE) and is separated from the teachers by space and time. This article calls for meeting the challenge of caring in academe by addressing cultural aspects of Native American students and provides suggestions for facilitating their learning through DE. After the Native American-Anglo relationship is briefly examined, characteristics and experiences of the Native American student are highlighted, followed by an examination of DE concerns pertinent to this population. Situated learning and a caring pedagogy are used as a framework to provide strategies that enhance success of the Native American student in DE.

scholarly journals Authentic E-Learning in a Virtual Scientific Conference

2011 ◽  
pp. 178-192
Author(s):  
Josianne Basque ◽  
Kim Dao ◽  
Julien Contamines
Keyword(s):  
Distance Education ◽  
Situated Learning ◽  
Authentic Learning ◽  
Course Evaluation ◽  
Learning Theories ◽  
Scientific Conference ◽  
Technological Environment ◽  
Web Based ◽  
E Learning

The goal of this chapter is to illustrate how the concept of authentic learning can be implemented in a web-based distance course. We present a collaborative e-learning scenario, inspired by socio-constructivist and situated learning theories, which encourages authentic learning. Developed as the main learning scenario of a graduate distance education course, it requires students to participate asynchronously in a simulation of an online scientific conference. We describe the learning scenario, the technological environment developed to implement this scenario, as well as some results of a course evaluation completed by students.

scholarly journals Teaching during a Pandemic: Elementary Candidates’ Experiences with Engagement in Distance Education

2021 ◽  
Vol 9 (4) ◽  
pp. 7-22
Author(s):  
Monica Gonzalez Smith ◽  
Nicole Schlaack
Keyword(s):  
Distance Education ◽  
Teacher Preparation ◽  
Elementary Education ◽  
Situated Learning ◽  
Teacher Candidates ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Engagement Strategies ◽  
The Pacific

The following research reports on a collaborative effort between two university field supervisors for an elementary teacher preparation program in the Pacific southwest. Utilizing practitioner inquiry and situated learning as conceptual frameworks, the authors qualitatively examine the experiences ten elementary education teacher candidates have with promoting student engagement during emergency response teaching because of the COVID-19 pandemic. An interpretive phenomenological analysis of 20 lesson reflections and supervisor observation notes reveals teacher candidates (TCs) need more support with questioning, feedback and formative assessment, and technology tools to keep students engaged when teaching at a distance. Recommendations suggest a need for teacher preparation programs to provide TCs with opportunities to practice engagement strategies in distance education settings.

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