scholarly journals Locked down, but not isolated: Twitter collaboration among teachers in response to COVID-19

2021 ◽  
pp. 71-77
Author(s):  
Fernando Rosell-Aguilar
Keyword(s):  
Online Learning ◽  
Good Practice ◽  
Online Pedagogy ◽  
Education Professionals ◽  
General Overview ◽  
Twitter User

This piece looks at the use of Twitter to share good practice among education professionals responding to the so-called ‘pivot online’: the sudden shift to online learning necessitated by the spread of the Coronavirus pandemic. It presents a general overview on how Twitter provided a source of advice, ideas, and resources and how teachers shared their expertise at this time of need, focusing on my own experience as a Twitter user and online pedagogy expert.

Transparency in Online Pedagogy: A Critical Analysis of Changing Modalities

2021 ◽  
pp. 107769582110224
Author(s):  
Julianna Kirschner
Keyword(s):  
Online Learning ◽  
Critical Analysis ◽  
Online Teaching ◽  
Student Experience ◽  
University Faculty ◽  
Online Pedagogy ◽  
Learning Materials ◽  
College And University ◽  
Course Materials

As a result of the coronavirus disease 2019 (COVID-19) pandemic, college and university faculty have been tasked with moving their courses toward online modalities with minimal notice. This environment challenged faculty in unique ways, but the need for transparency and communication became more important than ever. To improve the student experience, faculty should consider adapting their strategies to accommodate the online space. Using critical analysis, this piece addresses specific steps faculty can take to improve the transition toward online teaching. These steps include increased access to the instructor and online learning materials, adapting course materials and syllabi, and acceptance of perceived failure.

Community, adaptability, and good judgement: Reflections on creating meaningful, sustainable pedagogy in uncertain times

2021 ◽  
Vol 2021 (January) ◽  
pp. 5-9
Author(s):  
Gary Brown ◽  
Victoria McCall
Keyword(s):  
Online Learning ◽  
Good Practice ◽  
Student Experience ◽  
Postgraduate Education ◽  
Time Constraints ◽  
Online Environment ◽  
High Quality

This reflective piece details aspects of pedagogic good practice prompted by our experiences of developing online learning in the context of the COVID-19 pandemic. Given the exceptional circumstances experienced by universities globally, and given the unprecedented challenges continuing to face educators, new, distinctive methods of delivering a high-quality student experience, to tight time constraints were required. We reflect upon our experiences of engaging in COVID-19 planning, drawing from our substantial knowledge of delivering postgraduate education in the online environment, offering three aspects of good practice (establishing community, adaptability, and good judgement), sometimes taken for granted or overlooked, relevant not only in exceptional circumstances but, as we also suggest in the paper, important to university educators seeking to deliver high-quality, sustainable pedagogy more broadly. The aspects of good practice we outline are mutually reinforcing, unlikely in their own right to deliver the beneficial, sustainable outcomes apparent when embedded in combination.

Identifying the Differences Between Online and F2F Teaching

2014 ◽  
pp. 123-146
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Online Pedagogy ◽  
Online Classroom ◽  
Face To Face ◽  
Negative Stereotype ◽  
Distinct Area ◽  
Similarities And Differences ◽  
Area Of Study

Governing agencies and administrators of education have typically been operating under the impression that online teaching is Face-to-Face (F2F) teaching using computers. This belief is a negative stereotype of education that is continually disproven by instructors of both modes, students of both modes, and research into the similarities and differences. Traditional pedagogies have a longstanding role in the F2F classroom, which do not always transfer into the online classroom. Rather, online pedagogy should be considered as a distinct area of study that addresses the new and evolving pedagogies regarding technology and online learning. Specifically, this chapter identifies what the differences are between online and F2F education in order to demonstrate the unique and necessary distinction of online pedagogy from traditional pedagogies.

Practical Guidelines for Creating Online Courses in K-12 Education

2016 ◽  
pp. 507-529
Author(s):  
Wayne Journell
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Practical Guidelines ◽  
Formally Trained ◽  
K 12

Online learning is the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

Screencasting for Mathematics Online Learning

2012 ◽  
pp. 43-59 ◽  
Author(s):  
Birgit Loch
Keyword(s):  
Online Learning ◽  
Management System ◽  
Good Practice ◽  
First Year ◽  
Delivery Mode ◽  
Technology Enhanced Learning ◽  
Face To Face ◽  
Course Material ◽  
Enhanced Learning

This chapter presents a case study of technology integration to support student learning in a first year operations research course at a dual delivery mode university. The course is taken by on-campus and distance students at the same time. It is shown how both groups are treated the same in this course in terms of provision of course material, access to the course learning management system, and to screencasts of live classes and additional explanations. The only difference between the two groups is the on-campus students’ ability to attend live face-to-face classes and to interact with the lecturer. The chapter demonstrates how screencasting is used effectively in online learning. Its objective is to share good practice of technology enhanced learning.

Borderless Online Degrees

2020 ◽  
pp. 52-80
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Community Colleges ◽  
Public Universities ◽  
Technical Colleges ◽  
Online Pedagogy ◽  
Entry Level ◽  
Democratic Community ◽  
Online Degrees ◽  
The World

Higher education training, once an option, is now a requirement to qualify for entry-level jobs. In much of the world, accessible and affordable education needed to qualify for work is not available. Countries with limited economies cannot afford to build campuses and train the teachers. International campuses have been tried, but they are expensive and of limited value. Borderless online degrees are an affordable solution to quickly deliver this training anywhere in the world. In contrast to start of online learning, which was which was dominated by a few large universities, borderless online degrees will be democratic. Community colleges, technical colleges, public universities, private universities, and the for-profits will participate, and providers will be from all countries. Borderless online degrees will present challenges, require innovative synchronous online pedagogy, and necessitate enhanced student services.

Shifting a Face-to-Face (F2F) Course to the Blended Environment

2015 ◽  
pp. 656-676
Author(s):  
Tena B. Crews ◽  
Kelly Wilkinson ◽  
Alexandria Howard
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Undergraduate Education ◽  
Good Practice ◽  
Face To Face ◽  
Seven Principles ◽  
The Future

Many educational experts predict that in the future blended learning will become far more common than traditional Face-to-Face (F2F) or online learning. With this in mind, instructors are being asked or required to move F2F courses to a blended environment. When doing so, there are a variety of issues to consider. Thus, a framework for transference is necessary. This framework includes the seven principles for good practice for undergraduate education. This chapter covers the essential topics to help educators conduct a successful transference and uphold the quality of their courses.

Shifting a Face-to-Face (F2F) Course to the Blended Environment

2014 ◽  
pp. 59-79
Author(s):  
Tena B. Crews ◽  
Kelly Wilkinson ◽  
Alexandria Howard
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Undergraduate Education ◽  
Good Practice ◽  
Face To Face ◽  
Seven Principles ◽  
The Future

Many educational experts predict that in the future blended learning will become far more common than traditional Face-to-Face (F2F) or online learning. With this in mind, instructors are being asked or required to move F2F courses to a blended environment. When doing so, there are a variety of issues to consider. Thus, a framework for transference is necessary. This framework includes the seven principles for good practice for undergraduate education. This chapter covers the essential topics to help educators conduct a successful transference and uphold the quality of their courses.

Practical Guidelines for Creating Online Courses in K-12 Education

2015 ◽  
pp. 86-107
Author(s):  
Wayne Journell
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Practical Guidelines ◽  
Formally Trained ◽  
K 12

Online learning is the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

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