Leveraging the power of Google Apps to support active learning in a synchronous online environment

2021 ◽  
pp. 1-9
Author(s):  
Patrick Sullivan
Keyword(s):  
Active Learning ◽  
Online Environment ◽  
Google Apps ◽  
Synchronous Online

scholarly journals E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽  
2021 ◽  
pp. 003368822098527
Author(s):  
Benjamin Luke Moorhouse ◽  
Yanna Li ◽  
Steve Walsh
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Online Environment ◽  
Management Competencies ◽  
Face To Face ◽  
English Language Teachers ◽  
Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

Active Learning for an Online Composition Classroom: Blogging As an Enhancement of Online Curriculum

2018 ◽  
Vol 47 (2) ◽  
pp. 213-226 ◽  
Author(s):  
Olga A. Pilkington
Keyword(s):  
Active Learning ◽  
Online Education ◽  
Virtual Classroom ◽  
Online Environment ◽  
Presentation Of Self ◽  
Online Delivery ◽  
Composition Students ◽  
Online Curriculum ◽  
Strong Point ◽  
Learning Techniques

Active learning and online education have become important aspects of knowledge delivery. Nevertheless, little research exists on how active learning techniques can be implemented in an online environment. Deliberate equivalence of methods and materials for onsite and online delivery mechanisms is often seen as a strong point in favor of a particular program. Online environment, however, demands adjustments. Blogging is one way to implement active learning techniques in a virtual classroom. The case study that involved 25 college composition students demonstrates that blogging overcomes the asynchronous nature of online classes and results in improved attitudes toward writing as it shows real-world application of the skills acquired in a classroom and makes students see writing as presentation of self.

scholarly journals Decolonising development practice pedagogy: ways forward and persistent challenges in the synchronous online classroom

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Emily Van Houweling
Keyword(s):  
Transformative Learning ◽  
Power Dynamics ◽  
Online Environment ◽  
Front Line ◽  
Online Classroom ◽  
Community Learning ◽  
Virtual Spaces ◽  
Building Community ◽  
Development Practice ◽  
Synchronous Online

Although decolonisation is a pressing goal for many front-line instructors, there are few pedagogical resources for how to do this in the online environment. This article provides a set of strategic approaches that can help combat dominant power dynamics in the classroom and open opportunities for transformative learning. The research draws on instructor focus groups and student surveys from the synchronous, online Master of Development Practice programme at Regis University, USA. Six pedagogical approaches are described in light of their successes and remaining challenges: building community, learning from each other and co-creating knowledge, opening spaces for participation, de-centring Western voices and epistemologies, focusing on the critical thinking, reflection and action cycle and creating connection in virtual spaces.

Conceptualizing Characteristics of Professional Learning in an Online Environment

2019 ◽  
pp. 14-27
Author(s):  
Aimee L. Morewood ◽  
Julie W. Ankrum ◽  
Allison Swan Dagen
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Conceptual Framework ◽  
Professional Learning ◽  
Community Of Inquiry ◽  
Social Constructivist ◽  
Online Environment ◽  
Online Tools ◽  
Constructivist Perspective ◽  
Research Based Practices

This chapter describes the intersection between documented research-based practices for effective professional learning and Garrison, Anderson, and Archer's conceptual framework for effective online learning and engagement, known as the community of inquiry (CoI). A social constructivist perspective is used to align the features of effective professional learning (e.g., duration, collaborative participation, active learning, coherence, and content focus) with the three CoI presences (e.g., teaching, social, and cognitive presences). Practical examples of online tools, for both synchronous and asynchronous online professional learning offerings, are discussed and implications for practice and research are presented.

Using Active Student-Centered Learning-Based Instructional Design to Develop Faculty and Improve Course Design, Delivery, and Evaluation

2007 ◽  
Vol 22 (1) ◽  
pp. 105-118 ◽  
Author(s):  
David Lavoie ◽  
Andrew J. Rosman
Keyword(s):  
Instructional Design ◽  
Active Learning ◽  
Faculty Development ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Course Design ◽  
Online Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Master Of Science

This paper describes how the Resource-Enriched Learning Model (RELM), an active student-centered approach to faculty development and course design, delivery, and evaluation (Lavoie 2001), has been applied to develop an online Master of Science in Accounting Program. With its focus on the processes underlying quality teaching and learning, RELM provides faculty with a skill set learned in the same environment that they ultimately will create for their students. Having experienced active learning firsthand in the online environment, faculty are better prepared to create a similar learning environment for their students.

Conceptualizing Characteristics of Professional Learning in an Online Environment

2021 ◽  
pp. 225-239
Author(s):  
Aimee L. Morewood ◽  
Julie W. Ankrum ◽  
Allison Swan Dagen
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Conceptual Framework ◽  
Professional Learning ◽  
Community Of Inquiry ◽  
Social Constructivist ◽  
Online Environment ◽  
Online Tools ◽  
Constructivist Perspective ◽  
Research Based Practices

This chapter describes the intersection between documented research-based practices for effective professional learning and Garrison, Anderson, and Archer's conceptual framework for effective online learning and engagement, known as the community of inquiry (CoI). A social constructivist perspective is used to align the features of effective professional learning (e.g., duration, collaborative participation, active learning, coherence, and content focus) with the three CoI presences (e.g., teaching, social, and cognitive presences). Practical examples of online tools, for both synchronous and asynchronous online professional learning offerings, are discussed and implications for practice and research are presented.

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