scholarly journals Digital learner presence and online teaching tools: higher cognitive requirements of online learners for effective learning

2017 ◽  
Vol 12 (1) ◽  
Author(s):  
Sue Gregory ◽  
Michelle Bannister-Tyrrell
Keyword(s):  
Online Teaching ◽  
Online Learners ◽  
Effective Learning ◽  
Teaching Tools

scholarly journals ASSESSMENT OF ONLINE TEACHING TOOLS FOR OCCASIONAL USE

2017 ◽  
Author(s):  
Levi Alves Gusmao de Faria ◽  
Josue Labaki Silva
Keyword(s):  
Online Teaching ◽  
Teaching Tools

scholarly journals Perceptions of Roles and Responsibilities in Online Learning: A Case Study

10.28945/3205 ◽  
2008 ◽  
Author(s):  
Annemieke Craig ◽  
Annegret Goold ◽  
Jo Coldwell ◽  
Jamie Mustard
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Online Learners ◽  
Online Teachers ◽  
Roles And Responsibilities ◽  
Online Technologies ◽  
Proactive Management ◽  
Extensive Introduction

The extensive introduction of online technologies to support teaching and learning is impacting how teachers teach and students learn. It is also affecting both teaching staff s and students’ perceptions of what each others’ roles are. The research reported here is part of a larger study that explored different aspects of teaching and learning in online environments. This study was undertaken within an Australian university and involved an institution-wide survey of students. The paper reports on students’ perceptions of their roles as online learners and the expectations they have of online teachers. The outcomes of the research suggest that different cohorts of students have different expectations. These expectations are informed by their mode of study and also by their perceptions of how staff engage with online teaching. Recommendations include proactive management of student expectations by staff, as well as a commitment by staff to meet those expectations.

scholarly journals THE CONE OF EXPERIENCE IN TEACHING MATHEMATICS SYNCHRONOUSLY AND ASYNCHRONOUSLY

InterConf ◽  
2021 ◽  
pp. 218-226
Author(s):  
Diana Bîclea
Keyword(s):  
Information Processing ◽  
Teaching Methods ◽  
Online Teaching ◽  
Digital Tools ◽  
Teaching Mathematics ◽  
Learning Approaches ◽  
School Subject ◽  
Teaching Online ◽  
Teaching Tools

Teaching online is a new challenge for every single teacher. Mathematics in particular remains the school subject that requires special teaching tools. This article describes Edgar Dale’s «Cone of experience» and Bruner’s learning approaches for synchronous and asynchronous teaching in Mathematics. It also describes the most important tools that can be used for online teaching in a combination of both formats, asynchronous and synchronous. These teaching methods are described not only in terms of digital tools, but also in terms of Jerome Bruner’s theories on information processing.

eLearning Pedagogy

2014 ◽  
pp. 1-23
Author(s):  
Gina M. Suriano
Keyword(s):  
Online Teaching ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
Theory And Practice ◽  
Online Classroom ◽  
Online Instructors ◽  
Effective Learning ◽  
Personal Mastery ◽  
Communication Assessment ◽  
Qualitative Descriptive

The online “classroom” can be a rich learning environment; however, many instructors are inadequately prepared, thereby undermining our students’ educational experiences. The following case study is based on a retrospective of experiences as course designer and instructor, feedback and examples from student online experiences, and an analysis of scholarly research. This chapter contributes to the literature on eLearning theory and practice by providing detailed insights and improvements on methodologies, technology, and practice, thereby promoting critical thinking related to effective online instruction. A qualitative, descriptive analysis of professional development, personal mastery, organization, open communication, assessment, and an overarching element of eLearning pedagogy comprise the vital elements for sound, effective online teaching. In order for online instructors to provide a rich learning experience, these elements must be developed and implemented for effective learning outcomes.

Online Teaching Partnerships in Diverse Socio-Cultural Institutions

2010 ◽  
pp. 27-41
Author(s):  
Julian Scheinbuks ◽  
Anthony A. Piña
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Online Learners ◽  
Online Instructors ◽  
Heterogeneous Learning ◽  
Diverse Student ◽  
Distance Learning Technologies ◽  
Diverse Student Population ◽  
Experiential Backgrounds

In this chapter, the authors present the case of an inter-institutional online teaching partnership. The partnership has allowed faculty and students from racially and socio-economically diverse institutions to interact with each other through synchronous and asynchronous distance learning technologies. Courses were developed and team-taught by faculty from the three partner institutions. Faculty who were new to the online teaching environment collaborated with and were mentored by experienced online instructors. These instructors became more experienced in teaching a diverse student population and more comfortable and competent within technology-mediated teaching environments. Students from diverse socio-economic, racial and experiential backgrounds engaged in a more heterogeneous learning environment and learned how to be more effective online learners. Cross-discipline partnerships resulted in new courses being added to the curriculum. The inter-institutional online teaching partnership is a way to provide teaching and learning that is socially accessible, technologically adaptable, economically viable, and politically agreeable.

scholarly journals A Reflection on Teachers' Experience as E-Learners

2009 ◽  
pp. 56-84 ◽  
Author(s):  
Tony Cunningham ◽  
Claire McDonnell ◽  
Barry McIntyre ◽  
Theresa McKenna
Keyword(s):  
Online Learning ◽  
Lived Experience ◽  
Time Management ◽  
Online Courses ◽  
Online Collaboration ◽  
Student Perspective ◽  
Online Learners ◽  
Effective Learning ◽  
E Learning ◽  
Scaffolding Learning

This chapter explores the insights gained by a group of teachers from their lived experience as e-learners participating in a blended module on designing e-learning. An understanding of the student perspective on online learning was obtained, but we were also able to reflect on our participation in the module on the basis of our other roles: as teachers and potential e-tutors, and as course designers. As a result, important considerations were identified for the design and facilitation of online courses. These include the support provided to online learners, particularly over the first few weeks; appropriate assessment methods; the facilitation of online collaboration; access to the Internet; time management; and contextualising and scaffolding learning activities. Some issues relating to the implementation of effective e-learning in higher education institutions were also considered. Our lived experience as e-learners was invaluable to our development as e-tutors and module designers, and this approach is strongly recommended to achieve effective learning on how to be an effective online tutor and facilitator and how to design and develop online programmes and activities that make full use of the strengths of online learning.

scholarly journals Distance Learning Challenges in Translation Teaching: Mediation Competence Development

2021 ◽  
Vol 258 ◽  
pp. 07078
Author(s):  
Lyudmila Enbaeva ◽  
Nina Plastinina
Keyword(s):  
Distance Learning ◽  
Information Transfer ◽  
Online Teaching ◽  
Communicative Competence ◽  
Focal Point ◽  
Competence Development ◽  
Online Resources ◽  
Teaching Tools ◽  
Learning Challenges ◽  
Text Simplification

In recent years the COVID pandemic has influenced education significantly. The pace of digital transformation is very fast and requires a change of mindset. Translators or cross-language mediators have to work at the focal point of various information transfer processes. We think that a digital mindset of a future translator can be created by re-contextualising classroom communication reality with online teaching tools that will ensure synchronous and asynchronous studies. The challenges of online resources variety can be responded to by classifying them according to L2 communicative competence and translation competence structural components. Thus the choice of sources can be narrowed down according to specific teaching objectives. The research proposes a classification of online resources for mediation competence development which is a communicative competence component according to CEFR. Classification categories include online teaching tools that can help develop (1) skills of mediating concepts, texts, communication; (2) strategies of explaining new concepts and strategies of text simplification. The classification is used to work out a few sample activities for an L2 course within translation curriculum. It is assumed that the classification and sample activities will help teachers be more flexible facing distance learning challenges in translation teaching.

Application of Ontology from Course and Forum Discussion Learning Content

2015 ◽  
Vol 2 ◽  
pp. 24
Author(s):  
Hazalina Hashim
Keyword(s):  
Online Survey ◽  
Semantic Knowledge ◽  
Learning System ◽  
Three Dimensions ◽  
Positive Perception ◽  
Online Learners ◽  
Effective Learning ◽  
Learning Content ◽  
E Learning ◽  
Ontology Application

The capability of ontology application to add meaning to information, indexed in such a way that it can be reused, searched, processed and shared has been extensively explored and recognized in e-learning education. As such, it is the interest of this paper to apply the use of ontology from course module and forum discussion learning content in e-learning setting.  Thus, the ontology designed with SKOS specification is used to structure into concepts and relationships in order to develop and highlight the essential learning content. Furthermore, a semantic forum system is proposed as a mechanism to represent the ontology designed into semantic knowledge representation for learner to easily access, search and navigate the relevant knowledge of interest. This study evaluates the effectiveness of the proposed system along with three dimensions namely learners’ perceptions, system design perceptions, and system content perceptions. Accordingly, a close-ended online survey was developed and administered to 74 online learners. The findings demonstrate positive perception that contributes to effective learning system that able to enhance the understanding of course taught.

Online Teaching Tools for Optometrist Professionals

2021 ◽  
Author(s):  
Alionte Cristian- Gabriel ◽  
Rizescu Dana ◽  
Rizescu Ciprian-Ion
Keyword(s):  
Online Teaching ◽  
Teaching Tools

Web 2.0

2013 ◽  
pp. 162-175
Author(s):  
Lisa Harris ◽  
Lorraine Warren ◽  
Kelly Smith ◽  
Charlotte Carey
Keyword(s):  
Social Interaction ◽  
Web 2.0 ◽  
Personal Narratives ◽  
Professional Lives ◽  
Access To Information ◽  
Web 2.0 Technologies ◽  
Educational Activities ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Teaching Tools

The use of Web 2.0 technologies in the classroom is becoming more widespread, as educators begin to recognise their use as effective learning and teaching tools. Web 2.0 facilitates new modes of social interaction that offer the potential to enrich university educational activities. New roles, structures and activities can be enabled, engendering new forms of creativity and increasing the availability of and extent of access to information. Yet in achieving this, such platforms shift the traditional boundaries between educators and their students, between personal and professional lives, raising issues of integrity and pedagogy in unexpected ways. This paper reflects on three personal narratives to examine some of these challenges; the authors conclude by highlighting concerns that universities need to address.

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