A Study on the Exploration of Instructional Strategies for Enhancing Interaction of Online Class in Higher Education

2021 ◽  
Vol 27 (4) ◽  
pp. 1515-1544
Author(s):  
Junghoon Leem ◽  
Mihwa Kim ◽  
Jinju Shin
Keyword(s):  
Higher Education ◽  
Instructional Strategies ◽  
Online Class

Adapting to the Changing Needs of Family and Consumer Sciences Students: Instructor Perspectives During the Pandemic

2021 ◽  
Vol 113 (3) ◽  
pp. 8-17
Author(s):  
Soo Hyun Cho ◽  
Sarah Taylor ◽  
Michelle Taylor ◽  
Ryan Giffen ◽  
Cheryl Rock ◽  
...  
Keyword(s):  
Higher Education ◽  
Instructional Strategies ◽  
Online Instruction ◽  
Basic Needs ◽  
Well Being ◽  
Family And Consumer Sciences ◽  
Lessons Learned ◽  
Body Of Knowledge ◽  
Consumer Sciences

In March 2020, the pandemic brought significant changes to higher education modalities. This paper examines how family and consumer sciences (FCS) instructors in a comprehensive, multi-disciplinary department at a large 4-year university modified instruction and related activities as a response to the pandemic. Using the Family and Consumer Sciences Body of Knowledge as a framework, we illustrate approaches to meet students' basic needs and support their individual well-being during the crisis, and we provide a detailed description of changes in instructional strategies across different disciplines within the department. We highlight the lessons learned by instructors during the transition to fully online instruction and provide suggestions for other FCS programs moving forward.

Mobile Technology in Higher Education

2015 ◽  
pp. 128-153
Author(s):  
Meghan Morris Deyoe ◽  
Dianna L. Newman ◽  
Jessica M. Lamendola
Keyword(s):  
Higher Education ◽  
Instructional Strategies ◽  
Mobile Technology ◽  
Positive Impact ◽  
Learning Opportunities ◽  
Student Understanding ◽  
Content Areas ◽  
Prior Use ◽  
Key Variables ◽  
Pedagogical Goals

Innovative instructional strategies and approaches are in high demand in STEM higher education. Currently, interest lies in the integration of mobile technology within these settings to provide learning opportunities that are flexible and feasible enough to increase student understanding using critical inquiry. Although the positive impact of the use of mobile technology in many pilot settings is known, there are still numerous questions left unanswered in relation to the effectiveness of the use of mobile technology as it is replicated from developer across enthusiastic replicator use to required use. This chapter examines the replication and transferability patterns related to the use of a mobile technology device within and across multiple instructors, settings, context, and content areas. Key variables explored relate to student and instructor prior use and experience with the mobile technology, pedagogical goals, and similarly, content and context to original use.

Why "Cultural Sensitivities" and "Localizations" in Global E-Learning?

2011 ◽  
pp. 155-197
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Higher Education ◽  
Instructional Strategies ◽  
Curriculum Design ◽  
Cultural Sensitivity ◽  
Value Added ◽  
Applied Learning ◽  
Local Resources ◽  
Field Independent ◽  
E Learning ◽  
Pedagogical Approaches

This chapter examines the importance of cultural sensitivity and localization in the delivery of global e-learning. The branding, course ecology, curriculum design, instructional strategies/pedagogical approaches, multimedia builds, information handling, and direct instruction in e-learning need to fit the needs of the diverse learners. Those that offer global e-learning must consider the national, ethnic and racial backgrounds of their learners to offer customized value-added higher education. Cultural sensitivities apply to initial learner outreach and their success in the e-learning; localizations enhance the applied learning and also the transferability of the learning after the global learners graduate. Cultural sensitivities and localizations may make global e-learning more field-independent and effective because of the reliance on each learner’s local resources. A “Cultural Sensitivities and Localizations Course Analysis (CSLCA)” Tool for global e-learning has been included in the appendix.

Mobile Technology in Higher Education

2015 ◽  
pp. 481-505
Author(s):  
Meghan Morris Deyoe ◽  
Dianna L. Newman ◽  
Jessica M. Lamendola
Keyword(s):  
Higher Education ◽  
Instructional Strategies ◽  
Mobile Technology ◽  
Positive Impact ◽  
Learning Opportunities ◽  
Student Understanding ◽  
Content Areas ◽  
Prior Use ◽  
Key Variables ◽  
Pedagogical Goals

Innovative instructional strategies and approaches are in high demand in STEM higher education. Currently, interest lies in the integration of mobile technology within these settings to provide learning opportunities that are flexible and feasible enough to increase student understanding using critical inquiry. Although the positive impact of the use of mobile technology in many pilot settings is known, there are still numerous questions left unanswered in relation to the effectiveness of the use of mobile technology as it is replicated from developer across enthusiastic replicator use to required use. This chapter examines the replication and transferability patterns related to the use of a mobile technology device within and across multiple instructors, settings, context, and content areas. Key variables explored relate to student and instructor prior use and experience with the mobile technology, pedagogical goals, and similarly, content and context to original use.

Technology-Mediated Synchronous Virtual Education

2016 ◽  
Vol 27 (4) ◽  
pp. 39-63 ◽  
Author(s):  
Xiaofeng Chen ◽  
Keng Siau
Keyword(s):  
Higher Education ◽  
College Students ◽  
Instructional Strategies ◽  
Learning Environments ◽  
Relative Effectiveness ◽  
Virtual Education ◽  
Internet Technology ◽  
Mediated Learning ◽  
Face To Face Learning ◽  
New Generation

Many higher education institutions have used Internet technology to develop virtual education for a new generation of college students. In this research, the authors assessed the relative effectiveness of two technology-mediated learning environments for synchronous higher education compared to a traditional face-to-face learning environment. Specifically, they assessed the effects of these three learning environments on interactivity, perceived learning, and satisfaction when different instructional strategies were used. The authors' findings suggest that learning environments interact with instructional strategies to affect the learners' perception of learning and satisfaction. Their findings also support the proposition that the new generation of college students prefer to interact with others using technology.

scholarly journals DO STUDENTS EXPERIENCE FLOW CONDITIONS ONLINE?

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Katrina A. Meyer ◽  
Stephanie J. Jones
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Online Courses ◽  
Personal Control ◽  
Course Satisfaction ◽  
Flow Conditions ◽  
Education Programs ◽  
Mean Frequency ◽  
Online Class ◽  
Significant Difference

This study asked graduate students enrolled in higher education programs at two institutions to ascertain whether and to what extent they experienced nine flow-related conditions in two settings: online courses or surfing or gaming online. In both settings, flow was experienced “sometimes,” although no significant difference in mean frequency was found for the two settings. When asked for examples of flow, however, students gave more examples drawn from non-class-related activities (n = 35) than class activities (n = 3), including researching a number of topics related to health, travel, or shopping, or engaging with Facebook. Finally, students found that online class experiences “frequently” impacted their satisfaction with the course and three flow conditions were found to be correlated with course satisfaction at p ≤ 0.05: clear goals, concentration and focus, and a sense of personal control over activity.

Impact of Podcasts as Professional Learning

2011 ◽  
pp. 237-250
Author(s):  
Kathleen P. King
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Instructional Design ◽  
Staff Development ◽  
Instructional Strategies ◽  
Professional Learning ◽  
Data Gathering ◽  
Research Strategies ◽  
Formal And Informal Learning ◽  
K 12

Until now, research on podcasting in education mostly examined teacher created podcasts in K-12 and higher education. This paper explores podcasts in professional learning across several genres of podcasts. Using a popular typology of podcasts, teacher created, student created and professional development podcasts (King & Gura, 2007), this paper compares, contrasts and reveals the potential of multiple educational contexts and instructional strategies, formative instructional design, interdisciplinary strategies, formal and informal learning, and effective uses of data gathering methods. The significance of the study extends from not only the extensive reach of the data gathering and production, but also the robust research model, formative and dynamic instructional design for staff development and recommendations for podcasting research strategies.

The Implementation of Wi-Fi Technology in Higher Education in the United States

2011 ◽  
pp. 365-382
Author(s):  
Xubin Cao ◽  
Eric Y. Lu ◽  
Hongyan Ma
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Strategies ◽  
Teaching And Learning ◽  
The United States ◽  
Great Promise ◽  
Ohio University ◽  
Technology In Higher Education

This chapter discusses the implementation of Wi-Fi technology in higher education of the United States. It includes Wi-Fi standards, security, the adoption of the technology, Wi-Fi to support teaching and learning, and challenges of Wi-Fi implementation. The last section is a case study of Wi-Fi at Ohio University. Although Wi-Fi technology has a great promise in higher education, institutions are still at the beginning stage of adoption. Institutions need to make a long-term sustainable plan to develop instructional strategies, successful practices, and technology supports to improve teaching and learning using Wi-Fi technology

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