scholarly journals Supporting Staff Transitions into Online Learning: A Networking Approach

2018 ◽  
Vol 6 (2) ◽  
pp. 67-75 ◽  
Author(s):  
Susi Peacock ◽  
Chris DePlacido
Keyword(s):  
Online Learning ◽  
Staff Development ◽  
Health Science ◽  
Online Learners ◽  
Online Delivery ◽  
Personal Lives ◽  
Development Unit ◽  
Community Of Inquiry Framework ◽  
The University ◽  
Academic Year

As online programmes in higher education continue to grow in number, the literature identifies emerging areas of concern. Whilst appreciating the flexibility and accessibility of online learning, learners often experience challenges in balancing their professional and personal lives whilst studying. In addition, such students have complained that their online educational experiences may be irrelevant and inappropriate, with tutors having limited presence or interest. Online learners’ experiences are contingent upon the skills and characteristics of the tutors, who face the challenges of changing and developing practices, such as taking a more student-centred approach in order to provide opportunities that foster deep learning. Current, familiar practices may no longer be appropriate. There is a need to support tutors as they develop and expand their practices, facilitating familiarity and confidence with the opportunities afforded by a range of technologies. Research indicates that communities of practice as a form of staff development may assist tutors in this transition. This paper shares the early experiences of a recently formed Network for online tutors at Queen Margaret University, Edinburgh, Scotland. This community of practice was based upon an adapted Community of Inquiry Framework (Peacock & Cowan, 2016). The Network, endorsed by management, was launched in 2017, with two co-leads, one from an educational development unit and one from the School of Health Science. Sub groups, all led by members of the Network, were subsequently developed to look at specific aspects of online delivery and development within the University. The purpose of the Network and the successes achieved in the first academic year are outlined. The challenges arising in the early stages of implementing the Network are reported, and proposals for progress in the next academic year are discussed. Finally, suggestions are offered to those embarking on a similar endeavour.

Characterizing Online Learners' Time Regulation

2018 ◽  
pp. 1468-1483
Author(s):  
Margarida Romero ◽  
Christophe Gentil
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Case Studies ◽  
Time Factors ◽  
Time Factor ◽  
Academic Learning ◽  
Online Learners ◽  
Virtual Campus ◽  
The University ◽  
Drop Outs

The importance of the time factor in online learning is starting to be recognized as one of the main factors in the learners' achievements and drop outs (Barbera, Gros, & Kirshner, 2012; Park & Choi, 2009; Romero, 2010). Despite the recognition of the time factor importance, there is still the need for theorizing temporality in the context of online education. In this chapter, the authors contribute to the advancement of the evaluation of time factors in online learning by adapting the theoretical framework of the Academic Learning Times (Caldwell, Huitt, & Graeber, 1982; Berliner, 1984) for evaluating the online learners' time regulation. For this purpose, they compare two case studies based on the Academic Learning Times framework. The case studies characterize online learner regulation based on an analysis of online learners at the Universitat Oberta de Catalunya (UOC), Spain, and the initiatives taken by the instructional team of the Virtual Campus at the University of Limoges (CVTIC) to support online learner time regulation on this virtual campus in France. After comparing the two case studies, the chapter provides guidelines for improving online learners' individual and collaborative time regulation and reflects about the need to advance in the theorization of the time factor frameworks in online education.

scholarly journals Planning For Evaluation In Online Learning: University Of Hawaii Case Study

2009 ◽  
Vol 6 (8) ◽  
Author(s):  
Michael P. Menchaca ◽  
Ellen S. Hoffman
Keyword(s):  
Program Evaluation ◽  
Online Learning ◽  
Evaluation Model ◽  
Careful Consideration ◽  
Online Delivery ◽  
Effective Evaluation ◽  
Evaluation Approach ◽  
Overall Evaluation ◽  
The University

With contemporary requirements for objective measurement, program evaluation is a certain necessity. Most program evaluation is designed in response to external demands for assessment. Moreover, such evaluation is typically developed only after programs already exist. However, the proliferation of online learning provides new opportunities for approaching evaluation. Specifically, many higher education institutions are currently augmenting existing campus-based programs with online learning—either by hybridizing traditional delivery or by providing parallel online options. At the University of Hawaii, while designing a parallel online delivery model for an existing campus-based program, careful consideration was given to the unique requirements for evaluation and assessment. In this way, an overall plan for evaluation was developed that incorporated multiple layers of assessment: from specific programmatic to internal university to external accreditation requirements. Commonalities among the multiple layers were considered to develop a single, overall evaluation approach. In a case study model, this paper describes eight practical steps taken to develop an overall, effective evaluation model.

scholarly journals Supporting and Enabling Scholarship: Developing and Sharing Expertise in Online Learning and Teaching

2018 ◽  
Vol 6 (1) ◽  
pp. 66-74
Author(s):  
Fiona Barnes ◽  
Sue Cole ◽  
Ingrid Nix
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Staff Development ◽  
Learning Technologies ◽  
Small Scale ◽  
Teaching Online ◽  
Learning And Teaching ◽  
Education Market ◽  
Higher Education Market ◽  
The University

In a highly competitive, rapidly changing higher education market, universities need to be able to generate pedagogical expertise quickly and ensure that it is applied to practice. Since teaching approaches are constantly evolving, partly responding to emerging learning technologies, there is a need to foster ways to keep abreast on an ongoing basis. This paper explores how a small-scale project, the Teaching Online Panel (TOP), used scholarship investigations and a bottom-up approach to enhance one particular aspect of academic practice – online learning and teaching. The experiences of TOP are useful for identifying:  how a scholarship approach can help develop academic expertise its contribution to enhancing understanding of staff’s different roles in the University ways of developing the necessary supportive network for those undertaking such scholarship the effectiveness of staff development which is peer-led rather than imposed from above how practical examples can stimulate practice development the relevance of literature on communities of practice and landscapes of practice for scholarship the important role of ‘brokers’ to facilitate the dissemination of scholarship findings the benefits to the brokers’ own professional roles the challenges of sustaining such an approach and lessons learnt. This study has relevance for those involved in supporting scholarship or delivering staff development in Higher Education.

The Role of Social Constructivist Instructional Approaches in Facilitating Cross-Cultural Online Learning in Higher Education

2014 ◽  
pp. 253-270
Author(s):  
Janella Melius
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Cross Cultural ◽  
Social Constructivist ◽  
Cultural Learning ◽  
Geographic Variations ◽  
Online Learners ◽  
Instructional Videos ◽  
The University

The role of the university is rapidly changing in this new information age, as many courses and programs are using on-line modalities (i.e. live, interactive audio or video or video conferencing, pre-recorded instructional videos, Webcasts, CD-ROMs, DVDs, or computer-based systems accessed over the Internet) as part of their instructional delivery. Online learning education has closed the gap for many learners who would have been unable to attend an institution of higher learning due to family and career obligations; it has also been instrumental with facilitating collaborative learning and teamwork among students in cross-cultural and cross-national settings. However, due to these geographic variations among online learners from culturally diverse backgrounds, instructors may be faced with challenges hindering their facilitation of online courses and the overall learning outcomes among cross-cultural students. The purpose of this chapter is to discuss aspects of these challenges, provide educators across all discipline with an understanding of the role social constructivist instructional strategies have on facilitating an inclusive online cross-cultural learning environment, and provide recommendations for developing strategies to accommodate these diverse students.

Characterizing Online Learners’ Time Regulation

2013 ◽  
pp. 91-110 ◽  
Author(s):  
Margarida Romero ◽  
Christophe Gentil
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Case Studies ◽  
Time Factors ◽  
Time Factor ◽  
Academic Learning ◽  
Online Learners ◽  
Virtual Campus ◽  
The University ◽  
Drop Outs

The importance of the time factor in online learning is starting to be recognized as one of the main factors in the learners’ achievements and drop outs (Barbera, Gros, & Kirshner, 2012; Park & Choi, 2009; Romero, 2010). Despite the recognition of the time factor importance, there is still the need for theorizing temporality in the context of online education. In this chapter, the authors contribute to the advancement of the evaluation of time factors in online learning by adapting the theoretical framework of the Academic Learning Times (Caldwell, Huitt, & Graeber, 1982; Berliner, 1984) for evaluating the online learners’ time regulation. For this purpose, they compare two case studies based on the Academic Learning Times framework. The case studies characterize online learner regulation based on an analysis of online learners at the Universitat Oberta de Catalunya (UOC), Spain, and the initiatives taken by the instructional team of the Virtual Campus at the University of Limoges (CVTIC) to support online learner time regulation on this virtual campus in France. After comparing the two case studies, the chapter provides guidelines for improving online learners’ individual and collaborative time regulation and reflects about the need to advance in the theorization of the time factor frameworks in online education.

Educational Design at Southern Cross University Australia

2011 ◽  
pp. 153-169 ◽  
Author(s):  
Chris Morgan ◽  
Jenny Bird ◽  
Meg O’Reilly
Keyword(s):  
Online Learning ◽  
Staff Development ◽  
Academic Staff ◽  
Design Practice ◽  
Educational Design ◽  
Design Evolution ◽  
Student Profile ◽  
The University ◽  
The Impact

This case study provides an overview of educational design practice in a relatively small regional Australian university with a unique profile of highly distributed, mature-aged learners, and a particular mandate regarding its students and the region in which it is located. In its 15-year history at Southern Cross University, educational design practice has been significantly shaped by its context, and has evolved continuously to meet the changing needs of the university and its student profile. This case study charts educational design evolution over the 15 years, the impact of online learning upon roles and practice, the current institutional “footprint” of the educational designers, the convergence of roles with academic staff development, and its current research agendas. Chapter II should be read as the companion to this chapter for a more extensive exploration of the issues and dilemmas of educational design practice.

The Role of Social Constructivist Instructional Approaches in Facilitating Cross-Cultural Online Learning in Higher Education

2018 ◽  
pp. 221-240
Author(s):  
Janella Melius
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Cross Cultural ◽  
Social Constructivist ◽  
Cultural Learning ◽  
Geographic Variations ◽  
Online Learners ◽  
Instructional Videos ◽  
The University

The role of the university is rapidly changing in this new information age, as many courses and programs are using on-line modalities (i.e. live, interactive audio or video or video conferencing, pre-recorded instructional videos, Webcasts, CD-ROMs, DVDs, or computer-based systems accessed over the Internet) as part of their instructional delivery. Online learning education has closed the gap for many learners who would have been unable to attend an institution of higher learning due to family and career obligations; it has also been instrumental with facilitating collaborative learning and teamwork among students in cross-cultural and cross-national settings. However, due to these geographic variations among online learners from culturally diverse backgrounds, instructors may be faced with challenges hindering their facilitation of online courses and the overall learning outcomes among cross-cultural students. The purpose of this chapter is to discuss aspects of these challenges, provide educators across all discipline with an understanding of the role social constructivist instructional strategies have on facilitating an inclusive online cross-cultural learning environment, and provide recommendations for developing strategies to accommodate these diverse students.

scholarly journals Online teaching in response to student protests and campus shutdowns: academics’ perspectives

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Laura Czerniewicz ◽  
Henry Trotter ◽  
Genevieve Haupt
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Activity Theory ◽  
Online Teaching ◽  
Online Delivery ◽  
Student Protests ◽  
Key Issues ◽  
University Of Cape Town ◽  
The University ◽  
Academic Year

AbstractDuring the period 2015–2017, student protests and university shutdowns rocked the higher education sector in South Africa, with key issues being raised regarding student exclusion based on financial, epistemological and cultural grounds. In this highly politicised and contested environment, some universities decided to use blended and online delivery as a strategy to enable the academic year to be completed and all curriculum to be covered, despite the disruptions. This was a controversial decision politically and a challenging one practically. From the perspective of the academics at the University of Cape Town (UCT), this paper draws on interviews with educators in three broad disciplinary areas to explore their views, practices, and experiences regarding the use of online materials in these unique circumstances. Activity Theory provides a framework to consider the issues systemically and to identify the tensions and contradictions in the system.

Research Experiences and Exploration in Materials Science (REEMS)—A University, Professional Society and Business Partnership Model Promoting Materials Science Education for Houston Community College

MRS Advances ◽  
2018 ◽  
Vol 3 (12) ◽  
pp. 643-650
Author(s):  
Bartlett M. Sheinberg
Keyword(s):  
Community College ◽  
Materials Science ◽  
Health Science ◽  
Science Center ◽  
Research Experiences ◽  
University Of Texas ◽  
Partnership Model ◽  
Select Group ◽  
The University ◽  
Academic Year

ABSTRACTIn 2015 the West Houston Center for Science & Engineering (WHC), Houston Community College, was awarded funding by the National Science Foundation (DMR) to develop a pilot materials science program, Research Experiences and Exploration in Materials Science (REEMS), focused on introducing materials science to aspiring science & engineering community college students. This multifaceted program provides an opportunity for students from a broad array of interests, backgrounds and ages to gain an appreciation for materials science with respect to their academic and career pursuits. Over the approximately four-year duration of the program, REEMS introduces materials science over the academic year through a voluntary seminar series, and, for a select group of students, participation in summer research experiences at collaborating universities. Academic year activities include conferences with the WHC-REEMS transfer advisor, seminars discussing an overview of materials science, the investigation of the roles of materials science in addressing pressing societal issues, and networking with graduate students, university upper division students, materials research faculty and professionals. This paper will provide an overview of the WHC – REEMS program synergies, impacts and partnership dynamics with participating universities: Rice University, the University of Houston, and the McGovern Medical School at the University of Texas Health Science Center-Houston.

Interactive Computer-Video Modules for Health Sciences Education

1989 ◽  
Vol 28 (04) ◽  
pp. 360-363 ◽  
Author(s):  
J. McArthur ◽  
J. Bolles ◽  
J. Fine ◽  
P. Kidd ◽  
M. Bessis
Keyword(s):  
Medical Informatics ◽  
Computer Control ◽  
Health Science ◽  
Knowledge Structures ◽  
Image Recording ◽  
Central Computer ◽  
Key Word ◽  
The University ◽  
Development Group ◽  
Basic Medical

Abstract:Advances in electronic image recording and computer technologyhave resulted in a remarkable increase in the power and flexibility of interactive computer-video teaching systems. The University of Washington Health Science Videodisc Development Group first demonstrated a laser videodisc controlled by a remote central computer in 1980. Even this rudimentary unit highlighted basic medical informatics principles including: rapid accessibility; a “generic” or multi-purposed format; ease of computer control; and large collections of valid, rigorously reviewed images. Advances in medical informatics have led to the development of the following previously undescribed series of teaching units:1. The hypertext programs Hypercard, Linkway, and Guide have been used with videodiscs to develop easy-to-use instructional and reference materials. These materials demonstrate the ease with which a computer-naive instructor may develop new programs and the advantage that the intuitive nature of these programs brings to student users.2. Patient simulations using single and double screens plus pre-defined knowledge structures;3. Interactive single topic tutorials using preset knowledge structures;4. A key-word-based disc searching system;5. Electronic video microscopy;6. A series of programs developed independently by health science faculty who have purchased multi-purpose videodiscs that demonstrate the flexibility of the multi-purpose or “generic”: collection concept.

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