scholarly journals Creating presence, currency and connection in digital learning with video blogs

2021 ◽  
Author(s):  
Joanne Elliott ◽  
Chie Adachi
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Sense Of Belonging ◽  
Online Course ◽  
Critical Element ◽  
Digital Learning ◽  
Online Students ◽  
Substantial Body ◽  
Teacher Presence ◽  
The Impact

There is a substantial body of work arguing that sense of belonging, connection and interaction is a critical element for students to persist and succeed in learning online. However online students frequently report feeling isolated and disconnected from teachers, peers, and the institution. This paper explores the use of regular, informal video messages to facilitate these connections in a fully online course We argue that such videos can build teacher presence, provide opportunities for sharing feedback, guidance, emerging developments and professional insights, and contribute to a dynamic and engaging learning environment. We share preliminary feedback and reflections on the use of such videos and discuss the next steps in measuring the impact of these videos on student learning and satisfaction.

Do I Sound Funny to You? The Role of Instructor Gender and Accent on Student Learning and Evaluation in a Digital Learning Environment

2020 ◽  
Vol 34 (S1) ◽  
pp. 1-1
Author(s):  
Maria Francisca Zabalaga-Haberman ◽  
Carissa Vinovskis ◽  
Jennifer M. Stratford ◽  
Lisa M.J. Lee
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Digital Learning ◽  
Digital Learning Environment

scholarly journals DESIGNING AN ONLINE LEARNING COMMUNITY AMONG TEACHER EDUCATORS

2008 ◽  
Vol 3 (2) ◽  
pp. 71-82 ◽  
Author(s):  
Shironica Karunanayaka
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Community ◽  
Teacher Educators ◽  
Community Building ◽  
Online Course ◽  
Educational Technologist ◽  
Online Learning Environment ◽  
Online Learning Community ◽  
The Impact

Online course delivery is rapidly growing among educational institutions all over the world, especially in Open and Distance Learning institutions. The frequent criticisms on distance education for having only limited interactions between teachers and students as opposed to traditional face to face teaching can be significantly minimized with the increased use of online methods, due to its unique instructional capabilities. Online learning provides ample opportunities for students learning at a distance to constantly interact with their teachers as well as peers, sharing experiences and working collaboratively. The creation of a sense of social presence is essential to establish a collaborative online learning environment, as it is a most important factor that helps people actively collaborate, thus increasing a sense of belonging to the learning community. The Faculty of Education of the Open University of Sri Lanka offered the online course, "Teacher Educator as an Educational Technologist" in December 2007, using the learning management system Moodle. The course was designed using a collaborative learning model, allowing adequate opportunities for the distant learners to actively engage in their learning process, engaging in a number of learning and assessment tasks with the support of learning resources and instructor guidance, while collaborating and sharing experiences among each other, mainly through discussion forums. Using the case study approach, an investigation was carried out to find out the specific strategies and techniques adopted by designers, instructors and students in enhancing community building among the participants in the online learning environment. It further explored the impact of community building on the distant learners, who were also novices to online learning. This paper discusses the development process in the building of an online learning community and emphasizes on the roles of designers, teachers, and learners.

scholarly journals Near Peers: Harnessing the power of the populous to enhance the learning environment

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Barry James Ryan
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Bring Your Own Device ◽  
Learning Activity ◽  
Practical Implementation ◽  
Learning Tool ◽  
Data Set ◽  
The Impact

NearPod is a multiplatform e-learning tool that allows students to engage with each other and the lecturer in real time, independent of learning space size or type. This research investigated the impact of NearPod use in two different third level educational settings. The rationale was the practical implementation of key trends in higher education, and enhancing the student learning experience, through the integration of BYOD (Bring Your Own Device) and flipped classroom learning. One aim of this project was to identify if NearPod, could address these trends in a simple, cost effective way. Secondly, the research sought to investigate if embedding engaging technology into the learning environment could enhance the student learning experience and create a truly interactive environment.The impact of NearPod as an interactive learning tool was evaluated in terms of student interaction, engagement and participation through NearPod facilitated synchronous learning activities. Evaluative data were collected in several forms; anonymous questionnaires, academic facilitated discussion fora with purposefully sampled students and a staff reflective diary. The data were qualitatively and quantitatively analysed, leading to a triangulated data set ensuring only valid themes emerged. Overall, the students perceived use of the technology, and the academic’s personal reflective writings, suggested that the learning environment evolved towards a student-orientated, interactive space where the students took ownership for their participation in the learning activity. Students became responsible for constructing their learning ‘product’; created by the students, for the students and, hence, their learning overall.

Is Digital Age “A Tsunami” for Distance Education?

2017 ◽  
pp. 179-194
Author(s):  
Ugur Demiray
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Digital Age ◽  
Digital Learning ◽  
Functional Roles ◽  
Face To Face ◽  
Digital Learning Environment ◽  
Face To Face Learning ◽  
The Impact ◽  
Distance Educators

A popular question between academics is quite discussing about “is digital age really a “TSUNAMI” for distance education field and distance educators? Up to now distance education by usage of high and digital technology has been taken in every level of education and learning environments, it creates almost limitless platform of opportunities better than face to face learning at any level of learning environment specially a digital one. Mostly, the result of the discussion on digital age is regarded a kind of “Tsunami” that changed the phase of education, especially distance education and effected learning environment in the 21st century. This paper looks into the impact and the types of evidence that are generated across initiatives, organizations and individuals in order to make a summative analysis and it has recommendations from point of functional roles of scaffolding and meta-communication perspective within digital learning environment aspect.

Lessons from Constructivist Theories, Open Source Technology, and Student Learning

2011 ◽  
pp. 39-54
Author(s):  
Gladys Palma de Schrynemakers
Keyword(s):  
College Students ◽  
Learning Environment ◽  
Student Learning ◽  
Open Source ◽  
Teaching And Learning ◽  
Effective Learning ◽  
The World ◽  
Impact Of Technology ◽  
The Impact ◽  
Shed Light

There has been a great deal written about the three subjects discussed in this chapter. One of the challenges, however, is establishing meaningful links between the first two, constructivism and open source, so that the synergism between them can provide faculty with the tools to create the best possible learning environment for students. Herein, therefore, we examine these connections, first by an overview of how students acquire information and thus learn about themselves and others in the 21st century. From here, the discussion moves on to shed light on the deeply-rooted need of individuals to understand themselves and the world through dialectic, that is by investigating truths through discussion. Intrinsic to this task is an examination of the impact of technology on those interested in pursuing teaching and learning through open source platforms: How, for example, has technology abetted or truncated that dialogue in education? We then follow the linkages between constructivism and open source to examine how both link up to provide support and pedagogical assistance to student learning. The chapter concludes with examples of how the author has integrated constructivist philosophies with open source technology to establish a collaborative and effective learning environment for college students.

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