scholarly journals Developing Inclusive Pedagogies in HE through an Understanding of the Learner-Consumer: Promiscuity, Hybridisation, and Innovation

2020 ◽  
Vol 3 (1) ◽  
pp. 102-119 ◽  
Author(s):  
Angela Partington
Keyword(s):  
Student Engagement ◽  
Learning Styles ◽  
Participatory Culture ◽  
First Century ◽  
Binary Opposition ◽  
Current Generation ◽  
Face To Face ◽  
Inclusive Practice ◽  
Digital World ◽  
Digital Or

AbstractThis article contributes to debates about how to respond to the changing profile of Higher Education (HE) students, and the marketisation of HE, by challenging prevailing views about student engagement, in order to develop learner-centric and inclusive pedagogies which are relevant to the twenty-first century. The concepts of ‘participatory culture’ and ‘co-creativity’ are often associated with the digital world in which the current generation of students have grown up. But it is a mistake to assume that some learning styles are inherently more participatory than others: participation is not an effect of the medium or form, (analog vs digital), or the space (actual vs virtual), or the mode of interaction a (face-to-face vs networked) through which the learner participates – it is an effect of the practices involved. Students engage with a complex network of both digital and analog texts and spaces, and it is this postdigital hybrid setting within which student engagement takes place. Marketisation provides an opportunity to actively demonstrate our commitments to student-centredness and inclusive practice, by transcending the binary opposition between ‘Student as Partner’ and ‘Student as Consumer’ and recognizing that students are learner-consumers, and allowing students’ diversity to drive innovation, rather than continuing to disempower students by bolstering practices which privilege some learning styles above others, informed by the assumption that innovation is technology-led.

Promoting Engagement with Online Presentations

2015 ◽  
pp. 322-336
Author(s):  
Amy Gaimaro
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Styles ◽  
Instructional Strategies ◽  
Learning Experience ◽  
First Century ◽  
Course Content ◽  
Know How ◽  
Diverse Learning ◽  
Need For Support

Educators delivering online presentations face many challenges when teaching in this modality. Lack of student engagement is one such challenge. Students can study online with lackluster learning experiences when participating in a predominately text-based course. Applying multiple instructional strategies to address students' diverse learning styles can provide students with a more engaged online learning experience. Another challenge many educators face, is the need for support and guidance to facilitate effective online learning. More specifically, educators of the twenty-first century are seeking the know-how to move traditional text-based materials into online, media-rich course content. This chapter will examine some of the challenges of delivering quality online presentations. In conclusion, the author will provide examples of strategies for delivering effective online presentations within the virtual college classroom.

The beginning of phygital world

2020 ◽  
Vol 10 (2) ◽  
pp. 1-4
Author(s):  
Evgeny Soloviov ◽  
Alexander Danilov
Keyword(s):  
Big Data ◽  
Learning Styles ◽  
21St Century ◽  
Digital Technology ◽  
Aviation Education ◽  
Digital World ◽  
The World ◽  
Unique Experience ◽  
Smart Data

The Phygital word itself is the combination pf physical and digital technology application.This paper will highlight the detail of phygital world and its importance, also we will discuss why its matter in the world of technology along with advantages and disadvantages.It is the concept and technology is the bridge between physical and digital world which bring unique experience to the users by providing purpose of phygital world. It is the technology used in 21st century to bring smart data as opposed to big data and mix into the broader address of array of learning styles. It can bring new experience to every sector almost like, retail, medical, aviation, education etc. to maintain some reality in today’s world which is developing technology day to day. It is a general reboot which can keep economy moving and guarantee the wellbeing of future in terms of both online and offline.

scholarly journals Comparative study of the effect of face-to-face and computer mediated conversation modalities on student engagement: speaking skill in focus

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Maryam Bagheri ◽  
Zohre Mohamadi Zenouzagh
Keyword(s):  
Student Engagement ◽  
Placement Test ◽  
Chi Square ◽  
Transcription Analysis ◽  
Efl Learners ◽  
Face To Face ◽  
Computer Mediated ◽  
Speaking Skill ◽  
L1 Use ◽  
Chi Square Analysis

AbstractThis study investigated the potentials of face –to- face and computer mediated conversation (CMC) as two speaking modalities on students’ engagement. To this end, 30 Iranian male intermediate EFL learners were selected on the basis of their performance on OPT (Oxford Placement Test) and assigned into the research groups. The progression of face- to- face and CMC groups from limited to elaborate engagement at verbal, paralinguistic and functional levels was assessed using transcription analysis in face-to-face group and chat log analysis in CMC group. The limited and elaborate student engagement indicators in two modalities were identified via Maxqda software. The results of Maxqda analysis indicated that limited engagement was associated with appeal for help, silence, pauses and hesitations, focus on syntax, involvement with procedural talk and L1 use. Respectively, elaborate engagement was associated with avoiding L1 use, focus on discourse, involvement with actual talk and strategic discourse management rather than pause and silence. Chi-square analysis on frequency of indicators of limited and elaborate engagements on verbal, paralinguistic and functional levels indicated that limited and elaborate engagements occurred with different proportions in face-to-face and CMC conversations. Teaching practitioners would benefit the findings of the study since the findings illustrate how students’ engagement in learning evolves and how speaking modalities may impact the pattern of students’ engagement over time. The finding also suggest one way for improving student engagement without over-intervening of teachers is using modalities such as forums where the teacher presence is limited and students have to manage the discourse themselves which in turn increases student engagement.

Teaching Tip: Designing Flipped Classrooms to Enhance Learning in the Clinical Skills Laboratory

2021 ◽  
pp. e20210043
Author(s):  
Sarah Baillie ◽  
Annelies Decloedt ◽  
Molly Frendo Londgren
Keyword(s):  
Student Engagement ◽  
Flipped Classroom ◽  
Clinical Skills ◽  
Face To Face ◽  
Use Of Time ◽  
Skills Laboratory ◽  
The Face ◽  
Expected Benefits ◽  
Time Required ◽  
Effective Use

Flipped classroom is an educational technique in which content is delivered online for students to study at their own pace in preparation for in-class learning. Benefits include increased flexibility, enhanced student engagement and satisfaction, and more effective use of time spent during face-to-face teaching. However, the development and implementation of flipped classroom teaching are also associated with challenges, including time required to develop learning materials and getting students to engage with the preparatory work. This teaching tip describes a structured approach to designing and implementing the flipped classroom approach for clinical skills to allow a greater focus on practicing the hands-on skills and the provision of feedback during the laboratory session. First, the rationale for flipping the classroom and the expected benefits should be considered. On a practical level, decisions need to be made about what to include in the flipped component, how it will complement the face-to-face class, and how the resources will be created. In the design phase, adopting a structured template and aligning with established pedagogical principles is helpful. A well-designed flipped classroom motivates learners by including different elements such as quality educational media (e.g., videos), the opportunity to self-assess, and well-defined connections to relevant knowledge and skills. Student engagement with the flipped material can be promoted through different strategies such as clear communication to manage student expectations and adapting the delivery of the face-to-face component. Finally, gathering feedback and evaluating the initiative are important to inform future improvements.

scholarly journals INTEGRATING ICT IN A DIDACTIC UNIT: LIGHTS, CAMERA, ACTION!

2016 ◽  
Vol 3 (Special) ◽  
pp. 7
Author(s):  
MARÍA LUISA RENAU RENAU ◽  
BEATRIZ PÉREZ GARRALÓN
Keyword(s):  
High School ◽  
Secondary Education ◽  
Learning Styles ◽  
Educational System ◽  
Traditional Approach ◽  
Digital Natives ◽  
Diversity Awareness ◽  
Collaborative Groups ◽  
Digital World

In Spain, the educational system is focused on traditional teacher-centred methods. Nevertheless, this traditional approach does not engage students anymore. Prensky (2001) claims that students have changed and our educational system was not designed to teach today's students. Today's students are digital natives, they were born into the digital world and they have spent their entire lives using technology. Therefore, taking this into account is paramount to capture the students’ interest in class. This work has been designed to integrate the use of ICT in a Spanish high school where traditional approach is the predominant methodology amongst teachers. The didactic unit designed and described in this paper has been implemented in a third year of Compulsory Secondary Education with the objective of combining a traditional approach with a task-based approach. This didactic unit includes the use of ICT in a wide variety of activities in order to deal with diversity awareness and to cope with the different learning styles students may have. Results indicate that the use of ICT is highly motivating for the students, that students perform better on the tasks which imply the use of computers opposed to the use of traditional materials and that they are willing to work in collaborative groups.

scholarly journals E-Mail Usage in South Pacific Distance Education

2005 ◽  
pp. 1034-1039
Author(s):  
Jonathan Frank ◽  
Janet Toland ◽  
Karen D. Schenk
Keyword(s):  
Learning Styles ◽  
Research Area ◽  
Web Based ◽  
Group Interactions ◽  
Face To Face ◽  
Web Based Learning ◽  
Active Research ◽  
The Impact ◽  
E Mail ◽  
Active Research Area

The impact of cultural diversity on group interactions through technology is an active research area. Current research has found that a student’s culture appears to influence online interactions with teachers and other students (Freedman & Liu, 1996). Students from Asian and Western cultures have different Web-based learning styles (Liang & McQueen, 1999), and Scandinavian students demonstrate a more restrained online presence compared to their more expressive American counterparts (Bannon, 1995). Differences were also found across cultures in online compared to face-to-face discussions (Warschauer, 1996). Student engagement, discourse, and interaction are valued highly in “western” universities. With growing internationalization of western campuses, increasing use of educational technology both on and off campus, and rising distance learning enrollments, intercultural frictions are bound to increase.

scholarly journals Teaching Midwifery Face-to-Face or Via the Screen: The Impact of Flexible Delivery of Teaching on Student Engagement

2021 ◽  
Author(s):  
◽  
Tania Dawn Milne
Keyword(s):  
New Zealand ◽  
Student Engagement ◽  
Video Conferencing ◽  
Face To Face ◽  
New Curriculum ◽  
On Line ◽  
Flexible Delivery ◽  
Institute Of Technology ◽  
Quality Learning ◽  
The Impact

<p>The aim of this research was to describe how undergraduate midwifery students’ engagement with learning is impacted when they have teaching delivered by different methods of instruction. It asks the question: does flexible delivery of teaching impact on their ability to engage in their learning? This research describes the impact of different modes of flexible delivery of teaching within a new curriculum on students in a pre-registration midwifery undergraduate programme at Waikato Institute of Technology (Wintec), New Zealand. This new curriculum commenced in 2010 as a response to legislative and industry driven changes to midwifery education in New Zealand. The research used an on-line survey to ask students enrolled in years one and two of the programme and those who had exited the programme during the same timeframe, A range of questions about their learning experiences. Surveys were sent to 104 enrolled students and 15 students that had exited the BMid programme. Fifty two (50%) responses were received from the enrolled students and three (20%) from those that had exited the programme. There were three key findings of this research. Firstly the participants identified differences with their sense of belonging amongst their peers, tutors and the administration team outside of their regional learning hubs. The second key and unsurprising finding was that respondents across the board preferred face-to-face sessions to video conferencing sessions and thirdly that the demographic profile of the respondents from the regional learning hubs was different to those attending from the Hamilton city hub. The implications of these key findings are; · For tertiary institutions to acknowledge and consider the links between high quality learning, student engagement and outcomes. · To support the need for continuing training and education for both faculty and students with regards to flexible delivery of teaching and to provide professional development and relevant technology to support more interactive forms of learning if delivered via video conferencing or by online activities. · To further research the needs of Māori students and those who have exited the programme in order to discover what would need to change in order for them to continue with their studies.</p>

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