What is left of the studio, in the absence of a room to share?

2021 ◽  
Vol 12 (3) ◽  
pp. 289-304 ◽  
Author(s):  
Libby Byrne ◽  
Tess Crane
Keyword(s):  
Online Learning ◽  
Social Interaction ◽  
Learning Environment ◽  
Physical Space ◽  
Online Learning Environment ◽  
Online Environment ◽  
Relational Dynamics ◽  
Face To Face ◽  
Transformative Experiences ◽  
Relational Experiences

This article builds on previous work exploring the essential relational experiences of risk, rupture and change that are possible for students and teachers who learn in an open studio setting. In response to the isolation that accompanied the COVID-19 pandemic this article considers how the relational dynamics of the studio are translated into an online environment. The authors use artmaking to explore their experience of working alongside each other in this way, engaging their material knowing in an online learning environment. The findings reveal that just as the constructed physical space of an art studio is a dynamic container for social interaction and expression, an online space can act as a container for these transformative experiences. The article considers what elements of the studio remain in the absence of a room to share and in doing so is pertinent for art therapists and educators working across face-to-face and online environments.

Lecturers’ Social Presence and Personality in the Online Environment

2013 ◽  
pp. 383-402
Author(s):  
Fredy-Roberto Valenzuela ◽  
Josie Fisher ◽  
Sue Whale
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Undergraduate Students ◽  
Social Presence ◽  
Online Learning Environment ◽  
Discussion Boards ◽  
Online Environment ◽  
Chat Rooms ◽  
Face To Face ◽  
Tone Of Voice

The first aim of this chapter is to present a literature review regarding two very important concepts for the online learning environment: social presence and personality. The second aim is to present the findings of an exploratory study that measured students’ perceptions regarding different aspects of their experience with the online learning environment including social presence and personality of lecturers in the online environment in particular. An online survey (developed using Qualtrix) was emailed to 474 off-campus postgraduate and 699 undergraduate students who are pursuing a coursework degree in management. To date, 62 responses from postgraduate and 41 from undergraduate students have been received, which indicates a response rate of 13 percent and 5.9 percent, respectively. Results show that social presence is not being successfully developed by lecturers, with discussion boards and chat rooms showing relatively low evaluations. In terms of lecturers’ personalities in the online environment, results show that some lecturers do not have a clear structure for their discussion boards and chat rooms and that the language used by lecturers in the online environment (especially discussion boards and chat rooms) differs from their language in face-to-face contexts. Other online learning tools, such as special podcasts and special vodcasts, show less difference in the personality of lecturers in the online and face-to-face contexts, especially in terms of language and tone of voice used by lecturers.

scholarly journals Effectiveness of Gamification in Flipped Learning

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Qualitative Data ◽  
Control Group ◽  
Online Learning Environment ◽  
Learning Approach ◽  
Interaction Data ◽  
Flipped Learning ◽  
Online Environment ◽  
Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

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.

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?

scholarly journals EXPLORING COLLABORATIVE ONLINE LEARNING

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
David D. Curtis ◽  
Michael J. Lawson
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Work Groups ◽  
Online Learning Environment ◽  
Substantial Evidence ◽  
Face To Face

An investigation was carried out to determine the extent to which evidence of collaborative learning could be identified in students’ textual interactions in an online learning environment. The literature on collaborative learning has identified a range of behaviors that characterize successful collaborative learning in face-to-face situations. Evidence of these behaviors was sought in the messages that were posted by students as they interacted in online work groups. Analysis of students’ contributions reveals that there is substantial evidence of collaboration, but that there are differences between conventional face-to-face instances of collaborative learning and what occurs in an asynchronous, networked environment.

scholarly journals Student Initiative Empowers Engagement for Learning Online

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Houston Heflin ◽  
Suzanne Macaluso
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Online Courses ◽  
Online Course ◽  
Online Learning Environment ◽  
Self Assessment ◽  
Face To Face ◽  
Amount Of Information

Assessing the degree to which students engage and learn from their online courses will be important as online courses are becoming more ubiquitous. This study sought to capture student perceptions of their independence as learners, their level of engagement, their effort exerted, and the amount of information they learned in online courses. The study was conducted over three years with 455 students who completed a self-assessment at the end of an intensive summer online course. Results showed an equal number of students agreeing and disagreeing that online courses help students learn the same amount of information encountered in a face-to-face course. The majority of students reported they were more independent (84.4%), were more engaged (54.5%) and exerted more effort (57.4%), in their online course than a typical face-to-face class. Recommendations are made for faculty creating online courses who have the opportunity to coach students on how to succeed in the online learning environment.

Communication in Online Learning

2017 ◽  
pp. 20-41 ◽  
Author(s):  
Barry Chametzky
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Online Environment ◽  
Visual Clues

An online learning environment is a rather lonely, isolated place. Because of this seemingly dismal venue, learners suffer in invisible ways such as attrition and disempowerment. While great educational things can and do happen online, it is vital to remember that because of the reduced visual clues, a number of things that need to be accomplished if learners are to succeed in this environment. In order to understand more clearly what is required in an online environment for learners to be successful, under the umbrella of communication, this author will discuss a number of ways to help course members break down feelings of isolation, increase meaningfulness, and increase empowerment.

Interpersonal Assessment

2011 ◽  
pp. 259-278
Author(s):  
Aditya Johri
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Class I ◽  
Online Learning Environment ◽  
Future Directions ◽  
Group Assessment ◽  
Online Class ◽  
Face To Face

This chapter introduces and discusses the concept of interpersonal assessment.Interpersonal assessment refers to the act of assessing what other participantsin an online learning environment know and how they behave. Interpersonalassessment is critical for successful learning outcomes, especially incollaborative groups, since students need to know what others in a groupknow and how they act to be able to work them. Moreover, knowledge aboutparticipants has implications for self, peer, and group assessment. Althoughinterpersonal assessment is important for both online and traditionallearning environments, it is often more difficult to assess others in onlinelearning environments due to the lack of face-to-face interaction, mediatedcues, and unshared contexts. In this chapter, I review the literature tosupport this thesis theoretically and look at evidence from preliminary dataanalysis of an online class. I also suggest future directions for researchand practice.

Strategies for Engaging Students in the Online Environment

2020 ◽  
pp. 305-326
Author(s):  
Kimberly A. Whiter
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Teaching Methods ◽  
Course Design ◽  
Student Interaction ◽  
Online Learning Environment ◽  
Online Environment ◽  
Instructional Technologies ◽  
Course Content

Creating an engaging course environment requires a conscious effort from faculty to utilize course design, teaching methods, and instructional technologies that foster high levels of student interaction. Instructional technologies paired with effective pedagogies are making student engagement in online environments rich and meaningful. The use of instructional technologies is linked to student engagement in the online learning environment. Utilization of instructional technologies should address three major types of interaction: student interaction with course content, the faculty, and their learning peers. The use of instructional technologies to engage students can also increase students' motivation for their learning by increasing student value for course content. This chapter addresses specific strategies for utilization of course design, pedagogies, and instructional technologies to incorporate student interaction and develop and maintain students' motivation in their learning.

scholarly journals Peer feedback to facilitate project-based learning in an online environment

2013 ◽  
Vol 14 (5) ◽  
Author(s):  
Yu-Hui Ching ◽  
Yu-Chang Hsu
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Learning Environment ◽  
Mixed Method ◽  
Peer Feedback ◽  
Project Based Learning ◽  
Online Learning Environment ◽  
Online Environment ◽  
Online Instructional Design ◽  
Method Approach

<p>There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students’ participation and perceptions of peer feedback activity that supports project-based learning in an online instructional design course. Our findings indicate that peer feedback can be implemented in an online learning environment to effectively support project-based learning. Students actively participated in the peer feedback activity and responded positively about how the peer feedback activity facilitated their project-based learning experiences. The results of content analysis exploring the peer feedback reveal that learners were mostly supportive of peers’ work and they frequently asked questions to help advance their peers’ thinking. The implications and challenges of implementing peer feedback activity in an online learning environment are discussed.</p>

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