scholarly journals Faculty persistence with research-based instructional strategies: a case study of participation in a faculty online learning community

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Adriana Corrales ◽  
Fred Goldberg ◽  
Edward Price ◽  
Chandra Turpen
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Instructional Strategies ◽  
Online Learning Community

Connecting Communication to Curriculum and Pedagogy in Online Environments

2018 ◽  
pp. 1501-1525
Author(s):  
Marius Boboc
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Instructional Strategies ◽  
Social Presence ◽  
Mediated Learning ◽  
Online Chat ◽  
Online Learning Community ◽  
Grading Policy ◽  
Communicative Patterns ◽  
Communication Dynamics

This chapter relies on the analysis of communicative patterns, discursive sequences, and instructional strategies featured in an entirely online graduate level course featuring a combination of compulsory and optional chat sessions. Findings emphasize the use of communication dynamics to promote social presence and socially-mediated learning in online learning communities, which, for the purpose of this research project, are represented by the required synchronous discussions used in class. Recommendations focus on employing a flexible pedagogy that takes into account student characteristics, appropriate instructional and technological tools and strategies, course cadence or pace, creating and maintaining an online learning community, as well as clear and engaging communication. Further considerations relate to ensuring the identification of specific purposes for online chat sessions, their integration into the entire set of instructional strategies and resources, clear procedures for online discussion topic selection, and the associated grading policy.

Connecting Communication to Curriculum and Pedagogy in Online Environments

2016 ◽  
pp. 315-338
Author(s):  
Marius Boboc
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Instructional Strategies ◽  
Social Presence ◽  
Mediated Learning ◽  
Online Chat ◽  
Online Learning Community ◽  
Grading Policy ◽  
Communicative Patterns ◽  
Communication Dynamics

This chapter relies on the analysis of communicative patterns, discursive sequences, and instructional strategies featured in an entirely online graduate level course featuring a combination of compulsory and optional chat sessions. Findings emphasize the use of communication dynamics to promote social presence and socially-mediated learning in online learning communities, which, for the purpose of this research project, are represented by the required synchronous discussions used in class. Recommendations focus on employing a flexible pedagogy that takes into account student characteristics, appropriate instructional and technological tools and strategies, course cadence or pace, creating and maintaining an online learning community, as well as clear and engaging communication. Further considerations relate to ensuring the identification of specific purposes for online chat sessions, their integration into the entire set of instructional strategies and resources, clear procedures for online discussion topic selection, and the associated grading policy.

Connecting Communication to Curriculum and Pedagogy in Online Environments

2014 ◽  
pp. 132-156
Author(s):  
Marius Boboc
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Instructional Strategies ◽  
Social Presence ◽  
Mediated Learning ◽  
Online Chat ◽  
Online Learning Community ◽  
Grading Policy ◽  
Communicative Patterns ◽  
Communication Dynamics

This chapter relies on the analysis of communicative patterns, discursive sequences, and instructional strategies featured in an entirely online graduate level course featuring a combination of compulsory and optional chat sessions. Findings emphasize the use of communication dynamics to promote social presence and socially-mediated learning in online learning communities, which, for the purpose of this research project, are represented by the required synchronous discussions used in class. Recommendations focus on employing a flexible pedagogy that takes into account student characteristics, appropriate instructional and technological tools and strategies, course cadence or pace, creating and maintaining an online learning community, as well as clear and engaging communication. Further considerations relate to ensuring the identification of specific purposes for online chat sessions, their integration into the entire set of instructional strategies and resources, clear procedures for online discussion topic selection, and the associated grading policy.

Informed Design of Educational Activities in Online Learning Communities

2011 ◽  
pp. 118-134
Author(s):  
Urban Carlén ◽  
Berner Lindström
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
General Medicine ◽  
Work Practice ◽  
Educational Activity ◽  
Online Learning Community ◽  
Educational Activities ◽  
Online Learning Communities ◽  
Professional Careers

The aim of this chapter is to sketch design implications for organizing online educational activities in higher education that will intentionally engage medical students and professionals in the field together. When using an online forum, which is already embedded in the work practice, participants can build an online learning community (OLC) to discuss specialist subjects. This chapter is based on findings derived from a larger case study about participation in a professional OLC in general medicine. The proposal of an educational activity will complement numerous online activities with a more structured form of learning. As long as participants are challenged in learning about the specialist subject, they will contribute to the collective account. Online participation can be one way to foster students in becoming doctors. Together with qualified professionals, medicine students can create and sustain relationships over their professional careers.

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