scholarly journals Reflection on practice: an exploration of a virtual online collaboration as preparation for the year abroad

2021 ◽  
Vol 4 ◽  
pp. 50-61
Author(s):  
Claire O'Reilly
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Collaboration ◽  
Reflective Learning ◽  
The Other ◽  
Cultural Learning ◽  
Online Learning Environment ◽  
Intercultural Exchange ◽  
Learning Journals ◽  
Reflection On Practice

This paper describes an exploratory online intercultural exchange that took place between two universities, one in Ireland and the other in Germany. Students worked together virtually – across cultures and disciplines – on a project-based task for assessment. Based on an analysis of the reflective learning journals submitted over the course of the semester, there is evidence that a virtual online learning environment may be considered as an effective way of preparing students for a Year Abroad (YA), triggering a path of reflection and (inter-) cultural learning. From insights gained doing this Virtual Exchange (VE), a type of inventory for virtual online collaboration is suggested, which may serve as a task-checklist for future VEs.

Beginning the Process of Humanizing Online Learning

2017 ◽  
pp. 111-131
Author(s):  
Daniel Reynaud ◽  
Emanuela Reynaud ◽  
Peter Kilgour
Keyword(s):  
Online Learning ◽  
Secondary School ◽  
Learning Environment ◽  
Science Teacher ◽  
Case Studies ◽  
Technical Support ◽  
The Other ◽  
Online Learning Environment ◽  
School Technology ◽  
Online Format

This chapter considers two autoethnographic case studies of two teachers as they report on their journey towards making online learning more authentic, personal and humanized. One teacher is a secondary school technology and applied science teacher, and the other, a tertiary history and literature lecturer. In both cases, an initial reticence and even fear transitions into a journey of discovery into the online format. The importance of technical support, pedagogical support and administrative enthusiasm are seen as vital to a healthy transition to an online learning environment that maximizes its technological advantages. A link is drawn between humanizing the transition for teachers and humanizing the experience for students.

The Other Side of Digitally Mediated Learning

2011 ◽  
pp. 1-21
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
The Other ◽  
Online Learning Environment ◽  
Mediated Learning ◽  
Construction Of Knowledge

Trust is an integral part of online learning. Learners must be able to trust the technology as well as the humans behind the technology. Anonymity provides protection and other benefits that support the co-construction of knowledge, yet there are potential tradeoffs that diminish this protection and increase the risk of deception. Cyber educators are responsible for designing and creating a safe online learning environment that promotes trust, hence increasing collaboration, student satisfaction, and improving learning outcomes.

scholarly journals Performance on the Readiness of UNITEN Instructors for Blended Learning

2019 ◽  
Vol 9 (1) ◽  
pp. 3636-3639
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Online Discussion ◽  
Student Participation ◽  
Online Collaboration ◽  
The Other ◽  
Flexible Learning ◽  
Motivating Factor

This paper presents a study on the readiness of Universiti Tenaga National (UNITEN) for Blended Learning (BL) from the perspectives of instructors’ motivation. The data in the study have been collected from 25 instructors who have been actively teaching in UNITEN. The results show that the instructors are generally motivated and ready for BL. The most motivating factor is providing flexible learning environment using ICT. The other factors surveyed include interest of student in using technology for learning, willingness of instructor for online discussion, effectiveness of online learning, enrichment of student’s experience via BL and improvement in student participation through online collaboration. This study is concluded with recommendations on the categories of instructor who may need more attention to further improve their readiness.

Improving the Asynchronous Online Learning Environment Using Discussion Boards

2015 ◽  
Vol 12 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Ilene Ringler ◽  
◽  
Carol Schubert ◽  
Jack Deem ◽  
Jimmie Flores ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Discussion Boards ◽  
Asynchronous Online Learning

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.

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