Distance education as a space of possibility in pandemic-burdened societies

2021 ◽  
Vol 16 (2) ◽  
pp. 229-239 ◽  
Author(s):  
Carol A. Mullen
Keyword(s):  
Distance Education ◽  
Public Education ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Community Of Inquiry ◽  
Academic Progress ◽  
Learning Context ◽  
High Quality ◽  
Turbulent Times

Before COVID-19, universal demand for distance education was increasing. During the pandemic, the virtual delivery of public education surged. In turbulent times, citizenship, teaching and learning can present a creative opportunity for fostering online development, high-quality interaction and academic progress. The purpose of this conceptual article is to imagine online learning as a space of possibility for learners in pandemic-burdened societies. The well-known community of inquiry (CoI) framework is described along with its elements of presence – cognitive, social and teaching. In particular, the cognitive element is illustrated with curricular examples attuned to citizenship education. Robust online CoIs allow people to collaborate in a social learning context through dialogue and critical reflection on pivotal issues. The CoI framework offers meaningful learning supported by each of its ‘presences’, which deepen reflection and propel success. Anchored in the CoI model, this original treatment is applicable in theory to participants of all ages.

scholarly journals Three generations of distance education pedagogy

2011 ◽  
Vol 12 (3) ◽  
pp. 80 ◽  
Author(s):  
Terry Anderson ◽  
Jon Dron
Keyword(s):  
Distance Education ◽  
Community Of Inquiry ◽  
Social Cognitive ◽  
Learning Experiences ◽  
Social Constructivist ◽  
Learning Design ◽  
High Quality ◽  
Three Generations ◽  
Learning Content ◽  
Learning Expectations

This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behaviourist, social constructivist, and connectivist pedagogy are examined, using the familiar community of inquiry model (Garrison, Anderson, & Archer, 2000) with its focus on social, cognitive, and teaching presences. Although this typology of pedagogies could also be usefully applied to campus-based education, the need for and practice of openness and explicitness in distance education content and process makes the work especially relevant to distance education designers, teachers, and developers. The article concludes that high-quality distance education exploits all three generations as determined by the learning content, context, and learning expectations.

scholarly journals A Distributed Perspective on the Community-of-Inquiry Framework for Distance Education

2021 ◽  
Author(s):  
Piera Biccard
Keyword(s):  
Distance Education ◽  
Empirical Research ◽  
Social Presence ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Proposed Model ◽  
Conceptual Paper ◽  
Community Of Inquiry Framework

This conceptual paper sets out the community-of-inquiry framework from a distributed perspective. It proposes that considering teaching presence, social presence and cognitive presence from a distributed perspective allows the broadening of the presences to consider the way in which participants, content and tools maintain and advance these presences. Distance education is problematic since the separation of instructor and student necessitates a change of pedagogy. The paper argues that by distributing the typical silos of “teaching” and “learning”, more flexible opportunities are enabled. The distribution of the three presences across participants, content and tools is proposed as one way of mitigating distances in distance education. It is recommended that the proposed model be subject to empirical research to ascertain the usefulness of the model in practice.

Implementation Of Coopertive Learning Strategies To Improve Learning Outcomes In Subjects Of Civic Education Main Subjects State Power Sharing System Of 10th Grade Students Accounting In SMKN Tanimbar Selatan

2019 ◽  
Vol 1 (2) ◽  
pp. 164-172
Author(s):  
Veky Robinson Sabarlele
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Citizenship Education ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Average Value ◽  
Classroom Action Research

The purpose of this classroom action research (CAR) is to aim to find out whether there is an increase in learning outcomes in the subject of Citizenship Education students using cooperative learning strategies. This research is a classroom action research study involving 30 students of class X Accounting SMKN 2 Tanimbar Selatan consisting of 5 women and 20 men. Some of the variables investigated in this study are as follows (1) input variables which include students, lesson material, learning resources, (2) the variable process of organizing teaching and learning activities, such as teaching and learning interactions, student questioning skills, student learning methods, and (3) output variables such as student curiosity, students' ability to apply knowledge, student learning motivation, student learning outcomes, student attitudes towards learning experiences through improvement activities. There are four stages carried out in carrying out this research activity, namely: the stages of planning, implementation of actions, observation and interpretation as well as analysis and reflection. This research was conducted in two research cycles. From the results of the action in the first cycle, it was found that the average value of students was 78.67 with the highest score of 90 and the lowest value of 65 and completeness of learning only reached 77% or 23 students out of 30 students, still below the established completeness of 85% of students unfinished learning 23% or 7 students out of 30 students. Thus the next learning cycle still needs to be designed. Results in Cycle II the average value of students 81.00 with the highest value of 95 and the lowest value of 70 and completeness of learning has only reached 87% or 26 students out of 30 students, already above the mastery that has been set that is 85% of students who have not finished learning 13 % or 4 students out of 30 students. Thus there is no need to design further learning cycles. The results showed that the use of cooperative learning strategies in fact can improve learning outcomes in subjects Citizenship Education in class X Accounting for SMKN 2 Tanimbar Selatan 2018/2019

scholarly journals The Personalized System of Instruction: Review and Applications to Distance Education

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Lyle K. Grant ◽  
Robert E. Spencer
Keyword(s):  
Distance Education ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Personalized System Of Instruction ◽  
History Of ◽  
Computer Based ◽  
Personalized System ◽  
Based Instruction ◽  
Basic Features ◽  
Key Terms

<P class=abstract>The present paper (a) outlines the basic features of the Personalized System of Instruction (PSI); (b) provides a brief history of PSI; and (c) describes the application of PSI to distance education. Some common misconceptions about PSI are also addressed. PSI is presented as a helpful universally applicable set of instructional practices that are well suited to distance teaching and learning.</P> <P class=abstract><B>Key Terms:</B> Personalized System of Instruction, distance learning, computer-based instruction, mastery-learning, self-pacing, higher-order objectives, scholarship of teaching, proctors, tutoring.</P> <p>

scholarly journals Bringing Online Learning to Campus: The hybridization of teaching and learning at Brigham Young University

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Gregory L. Waddoups ◽  
Scott L. Howell
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Rapid Growth ◽  
Teaching And Learning ◽  
Church Membership ◽  
Educational Practices ◽  
Brigham Young University ◽  
Secular Education ◽  
Use Of Technology

The primary purpose of Brigham Young University (BYU) is to provide students with a combination of sacred and secular education often described as the “BYU experience.” Achieving this purpose is challenged by the rapid growth in Church membership and an enrollment cap of 30,000 students. To address these challenges, BYU sponsors the use of technology to bridge the gap between the increased Church membership and the number of students allowed under the enrollment caps. This institutional case study shows how these challenges have influenced the hybridization of teaching and learning for on campus (resident) and off campus (distance) students. It also describes how BYU has brought distance education to campus, and is beginning to bring campus-based educational practices to distance education.

The challenge of corporate elites and public education

2017 ◽  
Author(s):  
Helen M. Gunter ◽  
Michael W. Apple ◽  
David Hall
Keyword(s):  
Public Education ◽  
Public Service ◽  
Teaching And Learning ◽  
Professional Practices ◽  
The Public ◽  
Government Institutions ◽  
Educational Issues ◽  
Corporate Elites

This chapter sets out to summarise the key messages and trends in the research reported in the essays in this book. We take forward the idea of corporatised governance, where we examine what the data and analysis has to say about the privatisation of public service education, and the particular contribution of corporate elites. Specifically we identify the movement of educational issues from the public to private domains; the relocation of public education issues from government institutions to particular private organisations and individuals; and the redesign of the meaning and conduct of professional practices, and teaching and learning. We examine what public education means, and how research has a role in making the case.

Game-Based Learning

2014 ◽  
Vol 4 (1) ◽  
pp. 63-75 ◽  
Author(s):  
Rui Leitão ◽  
J.M.F. Rodrigues ◽  
Adérito Fernandes Marcos
Keyword(s):  
Student Engagement ◽  
Augmented Reality ◽  
Primary School ◽  
Teaching And Learning ◽  
Access To Information ◽  
Game Based Learning ◽  
Learning Context ◽  
Geometric Objects ◽  
Geometric Solids ◽  
Virtual And Augmented Reality

In teaching, the use of virtual and augmented reality has been on the rise, exploring different means of interaction and student engagement. Based on constructivist pedagogic principles, augmented reality pretends to provide the learner/user with effective access to information through real-time immersive experiences. Game-based learning is one of the approaches that have received growing interest. This paper presents the development of a game in a teaching and learning context, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. The authors will show that by using the game students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.

Practitioner perspectives on learning for social change through non-formal global citizenship education

2017 ◽  
Vol 13 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Eleanor J Brown
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Transformative Learning ◽  
Citizenship Education ◽  
Critical Reflection ◽  
Formal Education ◽  
Global Citizenship ◽  
Small Individual ◽  
Global Citizenship Education ◽  
The Social

This article engages with debates about transformative learning and social change, exploring practitioner perspectives on non-formal education activities run by non-governmental organisations. The research looked at how global citizenship education practitioners met their organisation’s goals of change for social justice through educational activities. This education is sometimes criticised for promoting small individual changes in behaviour, which do not ultimately lead to the social justice to which it pertains to aim. Findings suggest that this non-formal education aims to provide information from different perspectives and generate critical reflection, often resulting in shifts in attitudes and behaviour. While the focus is often on small actions, non-formal spaces opened up by such education allow for networks to develop, which are key for more collective action and making links to social movements. Although this was rarely the focus of these organisations, it was these steps, often resulting from reflection as a group on personal actions, which carried potentially for social change.

scholarly journals Sticky Impact – Building Teaching and Learning on Performative Practice

2018 ◽  
Vol XII (2) ◽  
pp. 74-75
Author(s):  
Fionn Woodhouse
Keyword(s):  
Goal Setting ◽  
Teaching And Learning ◽  
Learning Context ◽  
Learning Methods ◽  
Warm Up ◽  
Long Term Impact

Based on research into the long term impact of participation in drama-based workshops focusing on goal setting, this workshop hoped to investigate how we can make the performative more ‘sticky’. How can performative approaches be combined with other modes of learning, methods of teaching to allow students and teachers new pathways to learning? Taking inspiration from the symposium question – ‘Wherein exactly lies the benefit of applying performative approaches?’ – this workshop asked participants to play with, and reflect on, different approaches to performativity in the classroom/seminar/lecture setting, with the aim of allowing participants to create ‘sticky impact’ – impact from participation that stays with the learner. The workshop was a practice based session with a focus on performative exercises and activities that have been/could be used in a teaching and learning context. The session began with an initial introduction via slides outlining the workshops themes, theoretical contexts, and the practice based nature of the workshop. Following this the workshop section began with participants engaging in a series of performative drama activities that allowed participants to suggest/influence/lead how the activity developed. An initial ‘warm up’ activity of a name game involved participants individually saying their name followed a sound and ...

scholarly journals CHALLENGES OF DISTANCE EDUCATION DURING THE SCHOOL LOCKDOWN: THE LITHUANIAN SCHOOL LEADERS’ PERSPECTIVE

2021 ◽  
Vol 5 ◽  
pp. 127-134
Author(s):  
Lina Kaminskienė ◽  
Yi Chu Ling
Keyword(s):  
Distance Education ◽  
Public Education ◽  
Staff Training ◽  
School Leaders ◽  
School Communities ◽  
Technological Preparation ◽  
Survey Responses ◽  
Start Distance

The COVID19 pandemic has caused massive disruption in education practices worldwide and Lithuania was no exception. This article investigates how this period of uncertainties has been perceived by Lithuanian schools during school lockdown. The study aimed to explore the challenges that Lithuanian schools faced and how distance education practices has been reconsidered during school lockdown. The research was based on a survey of 406 sampled school leaders of public education institutions in Lithuania conducted two months into the first nationwide lockdown in spring 2020. This paper aims to discuss the challenges of distance education from the perspective of school leaders, and to link the findings of the study to recent studies related to schools’ responses to the pandemic situation. The survey responses indicated that schools initially focused on the organisation of staff training and technological preparation to start distance education during the first two weeks of lockdown. Their focus two months into the process shifted towards tackling challenges on students' responsiveness and assessment of students' achievements during distance education. Challenges are perceived as opportunities for reflection and growth, re-examine current institution strengths and weaknesses, and reconsolidate with the school communities in prioritising what the utter function in education is.  

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