scholarly journals Maximizing Learning Potential with Multimodality: A Case Study

2019 ◽  
Vol 6 (2) ◽  
pp. 260 ◽  
Author(s):  
Samaa Haniya ◽  
Anastasia Olga Tzirides ◽  
Matthew Montebello ◽  
Keratso Georgiadou ◽  
Bill Cope ◽  
...  
Keyword(s):  
Online Communication ◽  
Online Course ◽  
Learning Potential ◽  
Digital World ◽  
Communication Environments ◽  
Digital Learners ◽  
E Learning ◽  
Learner Differences ◽  
Multimodality Approach

<p><em>In today’s increasingly fast-moving digital world, learners are immersed in multimodal online communication environments in their daily life, through Facebook, Twitter, Instagram, Snapchat and others. This requires educators to reflect the environment in which these learners live, and thus design instructional practices from a multimodal perspective. Multimodality offers new opportunities for digital learners to express themselves, analyze problems and make meaning in multimodal ways as they interpret knowledge differently according to their various educational needs (Kalantzis </em><em>&amp;</em><em> Cope, 2015). In this paper we will discuss the significance of integrating multimodality in e-Learning contexts to make meaning and improve learning. The paper will also present a case study of an online course from the College of Education at the University of Illinois Urbana Champaign to show how multimodality works in practice to cater to learner differences by offering a range of activity options and modes of meaning. We will also examine learners’ perceptions of adopting such an approach in the online course. We used survey techniques for data collection and quantitative and qualitative methods for data analysis. Results revealed illuminating insights about the importance of multimodality approach to increase learning potential for digital learners and provided suggestions for future iterations.</em></p>

scholarly journals The 12 Apps of Christmas: an innovative and effective online student and educator support

2016 ◽  
Vol 9 (13) ◽  
Author(s):  
Frances Boylan
Keyword(s):  
Mobile Learning ◽  
Further Education ◽  
Online Course ◽  
Graduate Study ◽  
Third Place ◽  
Online Student ◽  
Dublin Institute ◽  
E Learning ◽  
Institute Of Technology

The 12 Apps of Christmas course is a free open online course that has run at the Dublin Institute of Technology, Dublin, Ireland in both 2014 and 2015. The 2014 iteration of this course was aimed specifically at instructors and went on to win the Mobile Learning Division of the International E-Learning Award (iELA), and come joint third-place at the eLearning Excellence Awards run as part of the 14th European Conference on eLearning. The 2015 iteration was aimed primarily at students of all ages undertaking further education, third level education, and/or post-graduate study, but also included additional supporting information for educators. This case study sets out our experiences of designing and delivering the 2015 iteration of this innovative and effective student and educator support.

Developing an E-Learning Course for a Global Legal Firm

2012 ◽  
pp. 133-154
Author(s):  
Gemma Baltazar
Keyword(s):  
Risk Management ◽  
Training Program ◽  
Management Training ◽  
Lessons Learned ◽  
Online Course ◽  
Firm Risk ◽  
E Learning ◽  
Overall Risk

This case study describes the considerations, challenges, and lessons learned in developing this online course, which is the foundation of an overall risk management training program for the Firm. Risk management is a very broad, deep, and complex topic which impacts the practice of law in many different ways. Recognizing that it is in meaningful discussions where learning most likely takes place, the project team’s challenge was to design an e-learning course that allows sufficient interactivity to engage the learner and stimulate thinking around issues they encounter in whatever legal area, and at whatever level they practice.

Using Blogfolios to Enhance Interaction in E-Learning Courses

2010 ◽  
pp. 455-470 ◽  
Author(s):  
Steve Chi-Yin Yuen ◽  
Harrison Hao Yang
Keyword(s):  
United States ◽  
The United States ◽  
Online Course ◽  
Online Interaction ◽  
Hybrid Courses ◽  
E Learning

Enhancing the substantial interaction in e-learning courses can be a challenge to instructors. The chapter gave an overview of online interaction, portfolios development, and blogs use in education. It then discussed the potential uses of Weblog-based portfolio for e-learning courses in supporting interactions among students and instructors, and presented a case study on how a blogfolio approach was implemented into three hybrid courses and one fully online course at two universities in the United States. The effectiveness of the blogfolio approach on interactions in both fully online and hybrid courses has been assessed and confirmed in this study.

Meaningful Learning from Sustained Online Communication

2013 ◽  
pp. 208-216
Author(s):  
Salam Abdallah ◽  
Fayez Albadri
Keyword(s):  
Critical Thinking ◽  
Adult Students ◽  
Arab World ◽  
Learning Experience ◽  
Online Communication ◽  
Learning Technologies ◽  
Discussion Board ◽  
Discussion Boards ◽  
E Learning

This case study discusses a model of evaluating a group of adult students learning resulting from using an online social constructivist tool. The study is based on using a discussion board for sharing and co-constructing knowledge. Learning through social interactions and critical thinking is increasingly considered an essential teaching approach and especially for adult students. This approach promotes active learning and leads to better understanding of the subject matter. Online interaction evidently promotes critical thinking, problem solving, and knowledge construction. The literature provides a large set of approaches for evaluating discussion boards. However, their uses are not easily adoptable by faculty who are primarily interested in measuring the quality of online discussion. The authors contend that faculty should not adhere to a single measure but rather to be experiential and to develop their own models of evaluation of the students’ online learning experience. This case study discusses our own model for understanding the students’ learning experience and the authors’ approach to assess an individual’s level of engagement in critical thinking. The study contributes to the body of knowledge on adopting e-learning technologies at institutions in the Arab World for teaching adult students.

Cultural Implications of E-learning Access (& Divides)

2010 ◽  
pp. 78-91 ◽  
Author(s):  
Pauline Hope Cheong ◽  
Judith N. Martin
Keyword(s):  
Intercultural Communication ◽  
Research University ◽  
Student Assessment ◽  
Online Course ◽  
Pedagogical Strategies ◽  
Cultural Implications ◽  
E Learning ◽  
Successes And Challenges ◽  
The U.S

This chapter presents a case study of developing and teaching an intercultural communication (IC) course online, within the context of a department in a large research University in the U.S. In so doing, the authors discuss a broadened and recursive model of cultural access and divides in E-learning. Expanding on van Dijk’s (2005) framework, the authors present several ways in which their IC course attempts to address multiple pathways of E-learning access, including motivational, material, skills and usage access. They describe both the successes and challenges of meeting the goals of e-learning access with specific examples of the content, activities, assignments, pedagogical strategies, and student assessment in this online course. Finally, they identify challenges of this e-learning at the micro and macro level context—in the course, university writ large and in the communication discipline.

Cultural Implications of E-Learning Access (and Divides)

2012 ◽  
pp. 82-100
Author(s):  
Pauline Hope Cheong ◽  
Judith N. Martin
Keyword(s):  
Intercultural Communication ◽  
Research University ◽  
Student Assessment ◽  
Online Course ◽  
Pedagogical Strategies ◽  
Cultural Implications ◽  
E Learning ◽  
Successes And Challenges ◽  
The U.S

This chapter presents a case study of developing and teaching an intercultural communication (IC) course online, within the context of a department in a large research University in the U.S. In so doing, we discuss a broadened and recursive model of cultural access and divides in E-learning. Expanding on Van Dijk’s (2005) framework, the authors present several ways in which their IC course attempts to address multiple pathways of E-learning access, including motivational, material, skills and usage access. They describe both the successes and challenges of meeting the goals of e-learning access with specific examples of the content, activities, assignments, pedagogical strategies, and student assessment in this online course. Finally, they identify challenges of this e-learning at the micro and macro level context—in the course, university writ large and in the communication discipline.

Developing an E-Learning Course for a Global Legal Firm

2011 ◽  
pp. 223-244
Author(s):  
Gemma Baltazar
Keyword(s):  
Risk Management ◽  
Training Program ◽  
Management Training ◽  
Lessons Learned ◽  
Online Course ◽  
Firm Risk ◽  
E Learning ◽  
Overall Risk

This case study describes the considerations, challenges, and lessons learned in developing this online course, which is the foundation of an overall risk management training program for the Firm. Risk management is a very broad, deep, and complex topic which impacts the practice of law in many different ways. Recognizing that it is in meaningful discussions where learning most likely takes place, the project team’s challenge was to design an e-learning course that allows sufficient interactivity to engage the learner and stimulate thinking around issues they encounter in whatever legal area, and at whatever level they practice.

Quality Issues of Group Work and Leadership Emergence in E-Learning: Case Study

2005 ◽  
Vol 33 (4) ◽  
pp. 367-384 ◽  
Author(s):  
M. Fisher ◽  
D. Tucker ◽  
D. Silverberg
Keyword(s):  
Real World ◽  
Group Work ◽  
Online Course ◽  
High Quality ◽  
Leadership Emergence ◽  
Group Projects ◽  
E Learning ◽  
Computer Based ◽  
Quality Issues

This case study investigates the participant structure of leadership in online course environments and helps instructors design and facilitate high-quality lessons. Researchers used course experiences that were authentic, collaborative, and computer-based to collect student data: assignments, discussion transcripts, and interviews. Analysis of the data reveals the issues, strategies, and implications that arose in the context of group projects; these findings are especially applicable to real-world work situations.

Instructional designers' experience in online course migration for virtual school K-12 students : an interpretative phenomenological case study

2015 ◽  
Author(s):  
◽  
Yanfei Ma
Keyword(s):  
Online Courses ◽  
Project Planning ◽  
Virtual School ◽  
Online Course ◽  
Instructional Designers ◽  
Wide Range ◽  
E Learning ◽  
K 12 ◽  
Phenomenological Case Study

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This interpretative phenomenological case study examined emerging phenomenon of online course migration across different LMSs for virtual high school K-12 students. Rapid growth of K-12 e-learning demands a powerful Learning Management System (LMS) for online course delivery. When legacy online courses were moved from early generation LMSs to more advanced LMSs, online course migration processes were needed to be understood by stakeholders (e.g. LMS vendors, school administrators, instructional designers, instructors, and students). In this study, 175 self-paced online courses and 31 semester-based online courses were migrated from two previous LMSs into Canvas LMS. A wide range of data were collected and analyzed to identify instructional designers’ experience in this online course migration process. Key findings of this study identified online course migration processes in five categories: project planning and management, course migration exploration, course migration enactment, course migration evaluation, and project reflection. Further, the differences and similarities between self-paced and semester-based online course migrations were identified focusing on course migration procedures and the Canvas LMS feature. The findings of this study will be helpful for relevant stakeholders to understand on how instructional designers migrated online courses from different LMSs to Canvas, and what supports need to be provided for online course migration practice. In addition, results from this study will be helpful to other virtual high schools that are migrating online courses and seeking examples of how instructional designers apply tools, skills, and strategies to online course migration for K-12 e-learning.

scholarly journals Reflection on MOOC Design in Palestine

2018 ◽  
Vol 19 (2) ◽  
Author(s):  
Saida Affouneh ◽  
Katherine Wimpenny ◽  
Ahmed Ra'fat Ghodieh ◽  
Loay Abu Alsaud ◽  
Arij Abu Obaid
Keyword(s):  
Cultural Practices ◽  
Online Course ◽  
Delivery Methods ◽  
Team Members ◽  
Descriptive Case Study ◽  
Case Study Design ◽  
National University ◽  
Massive Online Open Course ◽  
E Learning

This paper will share Discover Palestine, an interdisciplinary Massive Online Open Course (MOOC) and the first MOOC to be created in Palestine, by the E-Learning Centre, Faculty from the Department of Geography, and Department of Tourism and Archaeology from An-Najah National University in Palestine. The paper traces the process of development of the Discover Palestine MOOC from its early inception as a cross institutional online course, to its current delivery and engagement with a global and diverse group of learners. Using a descriptive case study design and thematic analysis, the reflective experiences of four course team members involved as facilitators/designers in the design and delivery of the MOOC are shared. Three key themes, namely, “Informing pedagogies including delivery methods,” “A commitment to a national cause,” and “Teacher presence,” are presented and contextualized with data evidence. The findings share not only the hurdles the Discover Palestine team had to navigate during the MOOC development, but more importantly, how academic collaborations promoting open education practices offer powerful tools for the reciprocal exchange of knowledge, not least in shifting mindsets, and offering opportunities for shared fields of understanding to be realized in revealing creative, cultural practices, as well as lost histories.

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