scholarly journals Active Learning of Dental Physiology in an Asynchronous Online Environment: Lessons Learned During the COVID‐19 Pandemic

2021 ◽  
Vol 35 (S1) ◽  
Author(s):  
Cynthia Metz ◽  
Michael Metz
Keyword(s):  
Active Learning ◽  
Lessons Learned ◽  
Online Environment

Discovering Ways That Don’t Work on the Road to Success

2013 ◽  
pp. 94-113
Author(s):  
Tawnya Means ◽  
Eric Olson ◽  
Joey Spooner
Keyword(s):  
Project Management ◽  
Active Learning ◽  
Lessons Learned ◽  
Management Process ◽  
The Road ◽  
Management Techniques ◽  
On The Road ◽  
Studio Classroom ◽  
Complex Project ◽  
Edison Project

Educational technology projects undertaken by higher education institutions range in complexity, scope, and impact. The Edison project created a sophisticated studio classroom that supports active learning teaching methods for both local and distant students. The team undertaking this complex project was composed of information technology and instructional design professionals with no real background in formal project management techniques. The team soon discovered that intuition and organic processes for implementing a complex project with increasing scope resulted in risks and challenges that threatened the success and potential impact of the project. The project team learned valuable lessons about the need for a systematic project management process. This case shares the project details, major accomplishments, and lessons learned by the team through the Active Learning Studio classroom (Edison) project.

Coagmento

2011 ◽  
pp. 242-257 ◽  
Author(s):  
Chirag Shah
Keyword(s):  
Laboratory Study ◽  
Information Seeking ◽  
Participatory Design ◽  
Lessons Learned ◽  
Online Environment ◽  
Functional Version ◽  
Collaborative Information Seeking ◽  
New System

The author describes Coagmento, a system that provides integrated tools and workflow for doing collaborative information seeking in online environment. Coagmento’s inception followed a need to provide essential tools to collaborators without them having to learn an entirely new system or work in an unfamiliar environment. Here they describe how the author designed, developed, and deployed Coagmento. The design of this system was facilitated using several pilot runs and cognitive walkthroughs. A fully functional version of Coagmento was then developed and evaluated using laboratory study, and its design optimized using participatory design sessions. Finally, the author describes how they made the enhanced version of Coagmento available to wider group of users, along with issues and challenges faced. They summarize lessons learned and provide a guideline for designing and developing such collaborative information seeking systems.

Moving In-Frame

2022 ◽  
pp. 217-234
Author(s):  
Andi Johnson ◽  
Richard Lessey ◽  
Rebeca Ramos O'Reilly ◽  
Jessica Shi
Keyword(s):  
Active Learning ◽  
Reflective Practice ◽  
Subject Area ◽  
Lessons Learned ◽  
The Other ◽  
Learning Engagement ◽  
Digital Education ◽  
The Subject ◽  
Further Development

The researchers explored the dual experience of individuals who are both taking dance and movement classes digitally at the same time as they are also teaching dance and movement classes digitally. By focusing on this duality through a series of interviews with practitioners, the researchers explore how the learner/educators do or do not adapt one set of skills into the other area of work and the lessons learned from this reflective practice. The results are analyzed and broken down into five sections: glitches of the practice, reflective practice, active learning, engagement, and reframing communication. Through further analysis, the researchers explore possibilities for shifting the mindset around digital education methods. The researchers then offer suggestions for further development in the field and where further research can expand on the subject area.

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 No strings attached? Challenges and successes in creating a flexible, wire-free active learning classroom

2018 ◽  
Vol 36 (2) ◽  
pp. 211-224 ◽  
Author(s):  
Gillian (Jill) D. Ellern ◽  
Heidi E. Buchanan
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
High Tech ◽  
Learning Space ◽  
Content Type ◽  
Electronic Classroom ◽  
Technical Details ◽  
Practical Implications

Purpose This paper serves as a case study, detailing an academic library’s three-year process of redesigning, implementing, and using a library electronic classroom. The purpose of this paper is to share the challenges and successes of a library’s attempt to create a high-tech space that both accommodates active learning and is entirely flexible and free of wires. The paper provides technical details for implementing features such as wireless screen sharing and offers practical advice for librarians who are creating new teaching and learning spaces at their institutions. Design/methodology/approach This is a descriptive case study, which details the lessons learned in implementing an active learning space that incorporates technology such as wireless display to multiple screens. Findings There are still major challenges in having a truly wire-free classroom including authentication policies, wireless display technology, instructor’s station mobility, and student laptop control. Successes include flexible furniture, battery-power management solutions, and using multiple wireless devices in a single room. Practical implications Practical implications of this paper include recommendations for planning this type of upgrade in a library electronic classroom. Originality/value The unique feature of this case was the effort to combine the mobile features of a flexible learning space with some of the robust technology of a hardwired active learning classroom. This paper features technical details beyond what can be found in the library literature. For example, very little has been written about the issues involved in wirelessly displaying a computer screen to multiple devices in a classroom.

scholarly journals What Type of Debrief is Best for Learning during Think-Pair-Shares?

2021 ◽  
Vol 9 (1) ◽  
pp. 45-60
Author(s):  
Chad Hershock ◽  
Martin Barrett ◽  
Michael McCarthy ◽  
Michael Melville ◽  
Joe Mertz
Keyword(s):  
Active Learning ◽  
Computer Science ◽  
Student Outcomes ◽  
Lessons Learned ◽  
Added Value ◽  
Exam Performance ◽  
Multiple Choice Questions ◽  
Large Lecture ◽  
Traditional Lectures ◽  
Answer Choice

Copious research demonstrates the benefits of adding active learning to traditional lectures to enhance learning and reduce failure/withdrawal rates. However, many questions remain about how best to implement active learning to maximize student outcomes. This paper investigates several “second generation” questions regarding infusing active learning, via Think-Pair-Share (TPS), into a large lecture course in Computer Science. During the “Share” phase of TPS, what is the best way to debrief the associated course concepts with the entire class? Specifically, does student learning differ when instructors debrief the rationale for every answer choice (full debrief) versus only the correct answer (partial debrief)? And does the added value for student outcomes vary between tasks requiring recall versus deeper comprehension and/or application of concepts? Regardless of discipline, these questions are relevant to instructors implementing TPS with multiple-choice questions, especially in large lectures. Similar to prior research, when lectures included TPS, students performed significantly better (~13%) on corresponding exam items. However, students’ exam performance depended on both the type of debrief and exam questions. Students performed significantly better (~5%) in the full debrief condition than the partial debrief condition. Additionally, benefits of the full debrief condition were significantly stronger (~5%) for exam questions requiring deeper comprehension and/or application of underlying Computer Science processes, compared to simple recall. We discuss these results and lessons learned, providing recommendations for how best to implement TPS in large lecture courses in STEM and other disciplines.

Improving Maritime English Oral Communication Skills in an Online Environment

2021 ◽  
pp. 272-292
Author(s):  
Aydin Şihmantepe ◽  
Murat Selçuk Solmaz ◽  
Cihat Aşan
Keyword(s):  
Online Education ◽  
Communication Skills ◽  
Oral Communication ◽  
Role Playing ◽  
Lessons Learned ◽  
Online Environment ◽  
Maritime Education ◽  
Minimum Requirements ◽  
Maritime English ◽  
Maritime Education And Training

Online education has been an option until the first half of the year 2020. After the outbreak of COVID-19, online learning has gradually become a must for education. In this period, institutions have had to transform and adopt not only their teaching approach and content, but also their technology. Maritime education and training inevitably has followed the same pattern. As English is the operational language of the sea, teaching maritime English has had its share from this transformation. This study focuses on improving maritime students' job-related communication skills in an online environment with online role-playing. The study firstly reviews general requirements and setbacks involved in online teaching and language requirements at sea. The focus of the study is on online oral communication role-playing to perform ship-based external communication. The study concludes by pinpointing minimum requirements for conducting such training, lessons learned from the sessions, as well as knowledge and experience achieved by the students.

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