Conventional Education & Online Education in Engineering: A Case Study

Research into providing effective online education has suggested an important goal for instructors is the creation of an online community of inquiry (CoI) where social, cognitive, and teacher presence are all important aspects of successful online learning. With reference to a recent reflective practice case study, this paper describes ways that the research on online communities of inquiry may be enriched through the use of digital ethnography. In the target reflective case study, data analysis tasks were designed and presented in an online VoiceThread site, promoting dialogic and multimodal engagement with data from actual research studies that are central to the module theme in teacher education. Interaction around these tasks is coded using the CoI framework. Ethnographic data from the participants was collected and coded using qualitative research protocols to contextualise the interaction data and provide a clearer understanding of how participants had come together throughout the module. The ethnographic data revealed some interesting concerns with online learning, including the use of technology as a barrier to participation.

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Az iskolai digitális átállás gyakorlati megvalósítása: esettanulmány egy új típusú tanulási környezet kialakítására

Opus et Educatio ◽

10.3311/ope.434 ◽

2021 ◽

Vol 8 (2) ◽

Author(s):

Mariann Lovász-Fűtő

Keyword(s):

Online Education ◽

Educational System ◽

Theoretical Background ◽

Background Material ◽

Didactic Issues

2020 márciusában Magyarországon is központilag elrendelték az online oktatásra való átállást a világszerte egyre inkább terjedő SARS-CoV-2 koronavírus terjedése miatt. Ez a digitális átállás szükségszerű változást indukált a magyar oktatási rendszerben. Sok didaktikai kérdés, probléma, akadály merült fel ennek kapcsán, melyre megoldást kellett találni, hogy működjön. Esettanulmányomban ezeket vizsgálom meg, s kísérletet teszek arra, hogy a gyakorlatból hozott példákkal megválaszoljam, s elméleti háttéranyaggal is alátámasszam.In March 2020, the transition to online education was also ordered centrally in Hungary due to the spreading of the SARS-CoV-2 coronavirus. This digital switchover has induced a necessary change in the Hungarian educational system. Many didactic issues, problems, obstacles arose in connection with this, and a functioning solution had to be found for it. In my case study, I examine these and make an attempt to answer them with examples from practice, and I also support them with theoretical background material.

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Architectural design communication (ADC) in online education during COVID-19 pandemic: a comparison of Turkish and Spanish universities

Open House International ◽

10.1108/ohi-07-2021-0144 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Ayşegül Akçay Kavakoğlu ◽

Derya Güleç Özer ◽

Débora Domingo-Callabuig ◽

Ömer Bilen

Keyword(s):

Online Education ◽

Path Analysis ◽

Architectural Design ◽

Quantitative Methods ◽

Architectural Education ◽

Survey Study ◽

Design Communication ◽

Content Type ◽

Technical Drawing

PurposeThe paper aims to examine the concept of architectural design communication (ADC) for updating design studio dynamics in architectural education during the Covid-19 pandemic. Within this perspective, the changing and transforming contents of architectural education, the thinking, representation and production mediums are examined through the determined components of ADC. There are five components in the study, which are (1) Effective Language Use, (2) Effective use of Handcrafts, (3) Effective Technical Drawing Knowledge, (4) Effective Architectural Software Knowledge and (5) Outputs.Design/methodology/approachThe research method is based on qualitative and quantitative methods; a survey study is applied and the comparative results are evaluated with the path analysis method. The students in the Department of Architecture of two universities have been selected as the target audience. Case study 1 survey is applied to Altinbas University (AU) and Case study 2 survey is applied to Universitat Politecnica de Valencia (UPV) students during the COVID-19 pandemic; ‘19-‘20 spring term, online education.FindingsAs a result, two-path analysis diagrams are produced for two universities, and a comparative analysis is presented to reveal the relationships of the selected ADC components.Originality/valueThis paper fulfills an identified need to study how ADC can be developed in online education platforms.

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Collaborative and Open Education by Interdisciplinary Women's Networks

Advances in Educational Marketing, Administration, and Leadership - Improving University Reputation Through Academic Digital Branding ◽

10.4018/978-1-7998-4930-8.ch008 ◽

2021 ◽

pp. 116-132

Author(s):

Elena Robles Mateo

Keyword(s):

North America ◽

Online Education ◽

New Media ◽

Liberal Arts ◽

Online Courses ◽

Professional Women ◽

Gender And Technology ◽

Educational Structures ◽

Women's Networks

This chapter describes FemTechNet, a case study that exemplifies the way in which an informal network of professional women can develop alternative dissemination formats for digital educational content. FemTechNet is an interdisciplinary and transnational network formed by women feminist scholars, educators, and artists mainly from North America, also Europe and Asia. Aiming to apply feminist principles to online education content on gender and technology, FemTechNet created in 2013 the DOCC, a feminist approach to collaborative open formats for online education, especially focused on feminism, new media, and liberal arts. While new formats of massive online courses perpetuate old patterns of hierarchical educational structures, this network aims to promote open pedagogic and inclusive content off and online by the collaboration of the different nodes implicated internationally. This chapter explores FemTechNet principles and methods that made from it a unique network that has successfully addressed contemporary problematics on open accessible content online.

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COVID-19 School Closure-Related Changes to the Professional Life of a K–12 Teacher

Education Sciences ◽

10.3390/educsci10060165 ◽

2020 ◽

Vol 10 (6) ◽

pp. 165 ◽

Cited By ~ 6

Author(s):

Ute Kaden

Keyword(s):

Online Learning ◽

Online Education ◽

Single Case ◽

School Teacher ◽

Well Being ◽

School Closure ◽

Professional Life ◽

Case Study Methodology ◽

K 12

The COVID-19 pandemic forced K–12 school closures in spring 2020 to protect the well-being of society. The unplanned and unprecedented disruption to education changed the work of many teachers suddenly, and in many aspects. This case study examines the COVID-19 school closure-related changes to the professional life of a secondary school teacher in rural Alaska (United States), who had to teach his students online. A descriptive and explanatory single case study methodology was used to describe subsequent impacts on instructional practices and workload. Qualitative and quantitative data sources include participant observations, semi-structured interviews, artifacts (e.g., lesson plans, schedules, online time), and open-ended conversations. The results of this study demonstrate an increase and change in workload for the teacher and that online education can support learning for many students but needs to be carefully designed and individualized to not deepen inequality and social divides. The forced move to online learning may have been the catalyst to create a new, more effective hybrid model of educating students in the future. Not one single model for online learning will provide equitable educational opportunities for all and virtual learning cannot be seen as a cheap fix for the ongoing financial crisis in funding education.

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Blended Learning Experience of Students Participating Pedagogical Formation Program: Advantages and Limitation of Blended Education

International Journal of Higher Education ◽

10.5430/ijhe.v6n1p63 ◽

2016 ◽

Vol 6 (1) ◽

pp. 63 ◽

Cited By ~ 8

Author(s):

Fatih Saltan

Keyword(s):

Online Education ◽

Qualitative Case Study ◽

Learning Experience ◽

Teaching Profession ◽

Face To Face ◽

Arts And Sciences ◽

Study Approach ◽

Self Confidence ◽

Group Interviews

The aim of this study was to investigate the learning experience of students studying pedagogic formation in blended design with regard to attendance, self confidence, and attitudes toward both Pedagogic Formation Program (PFP) and the teaching profession. In order to achieve this aim, a qualitative case study approach was carried out. The participants of this study consisted of 154 graduated Faculty of Arts and Sciences students who were enrolled in the first blended PFP in Turkey. A qualitative case study was conducted. Data were obtained through an open-ended questionnaire (n=154) and focus group interviews (n=8). The qualitative data were analyzed by using content analysis techniques. Overall, the results indicated that blended PFP was highly promising regarding professional development, self-confidence, accessibility and eliminating some disadvantages of distance education. Specifically, inherent problems of online education continued to take place in blended design but a balanced blended approach could minimize these weaknesses. Participants indicated that face-to-face sections were more applied, authentic and effective than the online part. On the other hand, most of the participants preferred to attend the online lessons regularly. It was mainly because of availability concerns, travelling, and comfort of their home.

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Computer-Supported Collaborative Learning and Assessment

Learning and Performance Assessment ◽

10.4018/978-1-7998-0420-8.ch019 ◽

2020 ◽

pp. 389-413

Author(s):

Joyce W. Gikandi

Keyword(s):

Data Analysis ◽

Collaborative Learning ◽

Online Education ◽

Descriptive Statistics ◽

Multiple Sources ◽

Computer Supported Collaborative Learning ◽

Collective Case Study ◽

Course Content ◽

Gradual Process

This chapter focuses on re-interpreting the findings of a recent study based on collaborative learning perspectives. The study utilized a case study design in which two online postgraduate courses were investigated as a collective case study. Online observations, analysis of the archived course content and interview transcripts were used as data collection techniques. The data from multiple sources were triangulated. Qualitative techniques were used in data analysis and descriptive statistics were integrated to extend the meaning of qualitative data. The findings of the study suggest that social interactivity is pivotal to facilitating meaningful learning in formal online education. The findings further illustrate that development of productive communities in continuing (in-service) education is a gradual process that evolves through four stages starting from community of interest to community of practice.

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Online Education Program in Operational Meteorology and a Case Study about a Product for Decision Making

ISPRS International Journal of Geo-Information ◽

10.3390/ijgi9030175 ◽

2020 ◽

Vol 9 (3) ◽

pp. 175

Author(s):

Marcial Garbanzo-Salas ◽

Diana Jimenez-Robles

Keyword(s):

Decision Making ◽

Online Education ◽

Research And Development ◽

Emergency Management ◽

Education Program ◽

Development Process ◽

Graduate Program ◽

Online Program ◽

The University

An online program developed at the University of Costa Rica provides the professionals working in meteorology a new way to pursue graduate level degrees. The focus of this graduate program is Operational Meteorology and the students need to complete the research and development process of an operational product to graduate. The products created during the program are a solution to operational institutions in need of innovation and can later be incorporated into institutional activities including advisories, warnings and emergency management. A case study included here shows an example of the need that led to the product, the methodologies used for the development and the final operational product created.

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