Considerations associated with synchronous and asynchronous video use in online learning

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jay Andrew Cohen
Keyword(s):  
Online Learning ◽  
Design Methodology ◽  
Video Conferencing ◽  
Added Value ◽  
Online Learning Environment ◽  
Content Type ◽  
Face To Face ◽  
Lecture Video ◽  
Video Use ◽  
Pedagogical Approaches

Purpose A substantial amount of the heavy lifting associated with getting face-to-face courses online as part of the emergency remote teaching response to the global COVID-19 pandemic has fallen, at times rather awkwardly at the feet of teachers and trainers. Teachers and trainers have had to become both learning designers, and online tutors overnight. In many instances what we have seen as part of this pivoting to online learning is the perpetuation of existing classroom based pedagogical approaches. This has, in most instances equated to the delivery of live lectures via video-conferencing software (such as Zoom and Skype), or previously recorded classroom-based lectures being reused. Design/methodology/approach This paper explores the affordances of synchronous and asynchronous lecture video use in online learning based on the view that whilst pre-recorded videos are customary and can add added value to the online learning environment, they should be used based pedagogical pertinence, rather than through convenience or simply to save time. Findings The pedagogical nuances of online learning and student engagement must be broadly considered, so that the formation of conditions in which learning is most likely is at the forefront. Originality/value This is a viewpoint paper. Much of the paper is based on the views of the author – supported by references/research.

scholarly journals The influence of signal attributes on the willingness to pay for pasture-raised beef

2020 ◽  
Vol 55 (4) ◽  
pp. 435-456
Author(s):  
Juliana Chini ◽  
Eduardo Eugênio Spers ◽  
Hermes Moretti Ribeiro da Silva ◽  
Mirella Cais Jejcic de Oliveira
Keyword(s):  
Willingness To Pay ◽  
Animal Welfare ◽  
Design Methodology ◽  
Choice Experiments ◽  
Added Value ◽  
Beef Production ◽  
Content Type ◽  
Face To Face ◽  
Marginal Impact

Purpose This study aims to identify the marginal impact of introducing a signal attribute of pasture-raised beef on consumer willingness to pay (WTP) for other independent attributes. Design/methodology/approach The study is divided into two steps. The first, qualitative, consisted of investigating the values consumers have regarding beef production. To this end, 52 interviews with Brazilian and US consumers were conducted using laddering. In the second, quantitative, six experiments, (face to face and online) with 267 consumers of beef were performed. Findings As a result, the main value found for the Brazilians was security, while for the Americans was self-direction. For consumers, the WTP for animal welfare was the most important in the choice experiments where this information was present. Originality/value These findings offer an alternate beef differentiation, enabling it to be sold with higher added value by integrating these.

A fit for purpose pedagogy: Online learning designing and teaching

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jay Andrew Cohen
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Teaching ◽  
Practical Implication ◽  
Online Learning Environment ◽  
Learning Material ◽  
Learning Design ◽  
Content Type ◽  
Face To Face ◽  
Fit For Purpose

Purpose As online learning becomes more ubiquitous and particularly in consideration of the current need to move classroom based teaching online given Covid-19, it seems opportune to address the pedagogical differences between online and face-to-face teaching, so that online delivery moves beyond the paradigms of its face-to-face counterpart, such as the lecture. 10; 10;This paper explores the need for a fit for purpose pedagogical approach for online learning, as opposed to one in which a classroom based pedagogy is applied, often rather clumsily to an online learning environment. Design/methodology/approach The engagement of students in an online learning environment is closely associated with student success. The argument is that students who are actively engaged are more likely to learn and to achieve greater success. Student engagement is facilitated through the design and arrangement of the learning material, and by the presence, attitude and the facilitation of learning by the online teacher or trainer. Findings Rather than presenting any research findings this paper simply explores concepts relating to online learning design and online teaching. Practical implications The practical implication of this paper are better alignment between teaching/training interventions and learning design. Originality/value This paper is a viewpoint paper and is original. This paper has not been submitted elsewhere. 10; 10;This paper would be a valuable resource for those new to online learning or those looking to establish a fit for purpose approach to online learning.

scholarly journals Well-coordinated: learner-focused coordination tactics beyond the pandemergency

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Philippa Soccio ◽  
Kate Tregloan ◽  
James Thompson
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Design Methodology ◽  
Grey Literature ◽  
Online Learning Environment ◽  
Survey Analysis ◽  
Online Learning Environments ◽  
Content Type ◽  
Academic Literature ◽  
Expected Increase

PurposePost-pandemic education will be impacted by spatial and technological shockwaves, alongside other areas of society. Significant expansion of online learning will build on skills developed by educators and students in this tumultuous time, and in response to emerging challenges and structural transformations. This paper explores an oft-overlooked skill that underpins contemporary teaching, and posits that “coordination” will find its way to the centre of this new online world. The paper presents research investigating the translation of tactics for good subject coordination to an online context.Design/methodology/approachThe authors reviewed academic literature that explored coordination in higher education settings, and recent grey literature identifying expected changes to post-pandemic university learning. The authors developed a survey instrument to investigate the translation of previously identified characteristics of good coordination, and tactics to achieve them, into the pandemic-driven online learning environment. Survey analysis explored the level of difficulty reported by subject coordinators for this translation online, as well as their suggestions of additional tactics or concerns.FindingsWhile the low number of respondents limits these conclusions, initial analysis suggests that the identified Tactics for Coordination can be applied with relative ease to online learning environments. At the same time, the expected burgeoning of online education identified an expected increase in demand for these skills.Originality/valueThe authors identified a lack of literature addressing subject coordination as a key skill, or evaluating coordination tactics, as well as a lack of resources for focused skill development. This paper addresses this gap, and prompts further and urgent response.

Is this mine? Psychological ownership and the social media follower

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Caroline S.L. Tan
Keyword(s):  
Social Media ◽  
Design Methodology ◽  
Vital Role ◽  
Psychological Ownership ◽  
Structured Interviews ◽  
Content Type ◽  
Face To Face ◽  
The Social ◽  
Social Currency ◽  
Different Levels

Purpose The purpose of this study is to examine psychological ownership (PO) experienced by followers of social media influencers toward both influencer and the product. Design/methodology/approach Data were collected using face-to-face semi-structured interviews that were conducted with 30 respondents and analyzed using thematic analysis. Findings The study demonstrated that the PO experienced by the follower changes under different conditions resulting from perceived value, social currency and follower activity. Social currency plays a vital role in determining the target of PO, often affecting the narrative by the follower. Originality/value To the best of the author’s knowledge, this is the first paper to examine the transference of PO between product and influencer as experienced by the follower. It provides an understanding on PO that is experienced in different levels of intensity and changes depending on the motive of the follower; hence, transference of PO occurs and it is not a static.

Attitudes of Thai English Learners towards Online Learning of Speaking

2021 ◽  
Author(s):  
Irish Chan Sioson
Keyword(s):  
Online Learning ◽  
English Learners ◽  
Online Learning Environment ◽  
Online Classes ◽  
Face To Face ◽  
Positive Feeling ◽  
Internet Connection ◽  
Southern Thailand ◽  
Thai English ◽  
Level Of Agreement

ABSTRACT A recent challenge in the field of education has been met as a shift to online classes from traditional face-to-face classes has been attributed to the COVID-19 pandemic. Hence, certain issues arise from such a sudden shift to an online learning environment, especially for those who have been mainly (or for others, solely) taught in a face-to-face setting. This paper aimed to determine the attitudes of Thai English learners towards online learning of speaking. The study involved fifty-four fourth year English majors in a university in southern Thailand. A survey questionnaire was developed to collect data. It consisted of a 5- point Likert scale asking for the students' level of agreement with statements and open-ended questions. The results show that the teacher being perceived as supportive and the students having a positive feeling when they had a stable Internet connection were the two areas that had the highest mean scores. On the other hand, being given enough opportunities to interact with classmates and preferring to participate in discussions using video (with microphone and video on) had the lowest mean scores. Moreover, the learners’ comments provided insights into their attitudes toward online learning in terms of preferences and challenges. Implications for teaching are then drawn from the results. KEYWORDS: attitudes, online learning, speaking

Competencies and preferences of online psycho-education for caregivers of transition-aged autistic youth

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hung Jen Kuo ◽  
Jina Chun ◽  
Gloria Lee ◽  
Sarah Curtiss
Keyword(s):  
Online Learning ◽  
Community Involvement ◽  
Independent Living ◽  
Design Methodology ◽  
Autistic Children ◽  
Content Type ◽  
Synchronous Mode ◽  
Learning Programs ◽  
The Usa ◽  
Living Skills

PurposeThe need for more accessible services is apparent and has become more urgent due to the pandemic, COVID-19. While online psycho-education exists, its feasibility is rarely tested. This study explored the online learning experiences and technology competencies of caregivers of transition-aged autistic youth. Their preferred online transition-related training topics were also explored.Design/methodology/approachA quantitative survey was developed based on the review of related literature. The survey was distributed to caregivers of autistic children in the USA.FindingsResults showed that these caregivers are open to online learning (84%) while preferring asynchronous (74.6%) over synchronous mode (12%). The highest-rated topics include life/independent living skills, employment and social and community involvement.Originality/valueThis paper presented valuable information for researchers and educators who are interested in developing online learning programs for the caregivers of autistic children.

scholarly journals Synkrone online læringsmiljøer – didaktisk design for synkron undervisning understøttet af digitale teknologier

2013 ◽  
Vol 6 (11) ◽  
Author(s):  
Karsten Gynther ◽  
Ove Christensen ◽  
Rasmus Jørnø
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Research And Development ◽  
Learning Environments ◽  
Three Dimensions ◽  
Online Learning Environment ◽  
Online Learning Environments ◽  
Face To Face ◽  
Synchronous Learning ◽  
Synchronous Learning Environments

Synkrone online læringsmiljøer muliggør realisering af en didaktisk praksis, der synkront kobler forskellige kontekster. Forskning i og udvikling af didaktiske principper, som kan guide uddannelsesudviklere og undervisere i deres arbejde med at udvikle didaktiske designs for synkrone læringsmiljøer, er imidlertid kun i sin spæde vorden. I denne artikel introduceres til et overordnet designframework for synkrone onlinelæringsmiljøer samt en række konkrete didaktiske principper, som eksemplificeres med en række designeksempler. Det overordnede framework rummer tre dimensioner i et didaktisk design for synkrone læringsmiljøer, der i kort form kan præsenteres som: a) simulering af tilstedeværelsesundervisning, b) remediering af tilstedeværelsesundervisning og c) innovativ transformation af tilstedeværelsesundervisning.Abstract in EnglishSynchronous online learning environments allow the realization of a didactic practice that creates contextual couplings. Research and development of didactic principles to guide teachers and developers of education in developing designs for synchronous learning environments is however still in its infancy. This article introduces a series of new conceptual tools and didactical principles for online learning environment and includes a general design framework for synchronous online learning environments and concrete didactic principles exemplified through a set of design examples. The framework outlines three dimensions of a didactic design: a) simulation of face-to-face teaching, b) remediation of face-to-face teaching and c) innovative transformation of face-to-face teaching.

Offering undeclared workers financial help during Covid19 pandemic can bring them out of shadows into the declared economy

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Keyword(s):  
Design Methodology ◽  
Financial Assistance ◽  
European Countries ◽  
Paid Work ◽  
Short Term ◽  
Content Type ◽  
Face To Face ◽  
Undeclared Work

Purpose The authors wanted to examine why undeclared workers had not received financial assistance in Europe during the pandemic and find the best way to help them and bring them out of the shadows. Design/methodology/approach To identify those whose paid work is entirely undeclared, a Eurobarometer survey of undeclared work in Europe is reported conducted in September 2019, just prior to the pandemic, and involving 27,565 face-to-face interviews in 28 European countries. Findings The paid work of one in every 132 citizens in Europe comprises wholly of undeclared work and one in 28 work at least some of the time in the undeclared economy. These workers have received no support, but they are more likely to be financially vulnerable. A high percentage of undeclared workers are widowed, divorced and living in households with multiple persons. Originality/value The authors argue that short-term support for these individuals could not only help them to survive the pandemic financially, but also transform undeclared work into declared work with long-term benefits for individuals and the wider economy.

Commentary on “De-fusing and re-fusing face-to-face encounters involving autistic persons in Hong Kong”

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Karl Nunkoosing
Keyword(s):  
Mental Health ◽  
Hong Kong ◽  
Learning Disability ◽  
Design Methodology ◽  
Social Role ◽  
Content Type ◽  
Face To Face ◽  
Seminal Work

Purpose The purpose of this paper is to provide a commentary on Alex Cockain’s article “De-fusing and re-fusing face-to-face encounters involving autistic persons in Hong Kong”. Design/methodology/approach The commentary considers the issues raised in Cockain’s article primarily from a focus on Goffman’s concept of “stigma”. Cognitive, emotional and behavioural components of stigma are examined and its wider relevance considered. Findings There has been less research on the stigma of learning disability than on that of mental health, despite a very early study of learning disability (Edgerton, 1967) using the concept only four years after the publication of Goffman’s (1963) seminal work. A number of points of relevance of stigma are identified including to social role valorisation, visible and invisible stigmas, the concept of “passing”, microaggression, disablism and labelling. Originality/value The commentary illustrates the relevance of the concept of stigma to other aspects of learning disability and disability scholarship.

Social Presence in Online Learning

2021 ◽  
pp. 1580-1601
Author(s):  
Rachelle Dene Poth
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Learning Community ◽  
Social Presence ◽  
Online Learning Environment ◽  
Technology Usage ◽  
Face To Face ◽  
Opportunities For Learning

Studies have focused on social presence and its meaning in both traditional face-to-face classroom settings as well as an online learning environment. Technology usage is increasing in classrooms, making opportunities for learning available to many more people than in prior years. The theme of social presence continues to be studied as an important element in fostering student learning and growth. In particular, the focus is on the meaning of social presence, how to develop it as an instructor or learner in the learning community, and how social presence can positively impact all members of the learning community. The main questions that this chapter addresses are: Why study social presence? What is the meaning of social presence? What is the research behind social presence? How does an individual cultivate and project social presence in a learning environment?

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