scholarly journals DEVELOPING ACADEMIC SKILLS IN BLENDED ENVIRONMENTS

2019 ◽  
pp. 303
Author(s):  
Ana Balula ◽  
Sandra Vasconcelos ◽  
António Moreira
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Digital Technology ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Academic Research ◽  
Academic Skills ◽  
Team Work ◽  
Delivery Mode ◽  
Definition Of

More teacher-centred in general, Higher Education Institutions are moving towards the incorporation of innovative and interactive practices and programmes, and in the last decades e- and b-learning have increasingly become credible alternatives to traditional modes of teaching and learning, and rethinking their curricula and strategies to incorporate e-approaches and digital technologies. The catalysts for this change thrive on the need to keep pace with other universities and recruiting students. The main goal of this paper is to briefly describe a PhD programme of the University of Aveiro, Portugal, and to put forward some selected blended strategies, namely concerning the use of digital technology to enhance learning and develop academic skills. Even though this paper does not directly address the topic of ESP, best practices described here are multi-disciplinary in nature, and offer insights as regards teaching practices and clues for academic and professional development and research on this topic.Stemming from the definition of ‘academic skills’, several online teaching and learning strategies are described. We therefore focus our paper on three selected strategies, used in this PhD for developing project group-work, writing academic papers and presenting research to peers. We delve on three main academic skills (collaboration, writing and presentation), as they are the basis for meaningful and lifelong learning. These are transferable and extensive and rely on students’ critical thinking and also on their team-work and initiative abilities, requiring them to be effective communicators and negotiators.The PhD programme makes use of blended strategies and digital technology to enhance participants’ learning experiences, sustaining the development of their academic skills. Students are required to participate in, produce and disseminate scientific research. Describing how different academic skills are developed throughout the PhD modules, the present text offers a fresh outlook on digital technology as a means of leveraging students’ academic/research skills, putting forth practices that can be relevant for a wide variety of academic and professional domains. The program described is blended and offered in sequential subjects, allowing students to concentrate on a topic at a time and carry out more in-depth and focused research, integrating individual and collective knowledge. This structure and flexible delivery mode also meet the students’ needs due to their professional obligations, promoting opportunities of continuous lifelong learning.Regarding academic skills, by relying strongly on collaboration, interaction and peer feedback, the PhD fosters autonomous learning and critical thinking, offering students the opportunity to engage in networking and the development of interpersonal skills, which are crucial for their academic future, and closer to what will be expected from them in their professional lives.

Confinement et continuité pédagogique

2021 ◽  
pp. 1-6
Author(s):  
Vasumathi BADRINATHAN
Keyword(s):  
Foreign Language ◽  
Digital Technology ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Complex Nature ◽  
Emotional Difficulties ◽  
Online Teaching And Learning ◽  
Efl Teaching ◽  
New Situation

Provoked in March 2020 by the global Covid 19 pandemic, the migration of education to virtual has not been without challenges. Like many other countries, India has been forced to implement virtual modalities in education as a response to the crisis. This study highlights the complex nature of EFL teaching and learning, the pedagogical and emotional difficulties caused by digital technology. It also sets out some recommendations for making better use of the virtual. Semi-directed interviews with teachers help us to identify the new situation, their perception of this change, and their strategies. They also allow us to identify the specificities of online teaching and learning of French as a foreign language.

Successful Online Teaching and Learning Strategies

2009 ◽  
pp. 110-123
Author(s):  
Mary D. Oriol ◽  
Gail Tumulty
Keyword(s):  
Online Education ◽  
Learning Environment ◽  
Learning Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Nursing Program ◽  
Clear Understanding ◽  
Positive Learning Environment ◽  
E Learning ◽  
Teaching Learning

This chapter presents a theoretical framework and research base for the successful transition of an established Master of Science in Nursing program from that of traditional classroom delivery to one that is Web-based with no geographic limitations to students. The application of socio-technical systems theory to facilitate creation of a positive learning environment for future nurse leaders is described. Use of social processes and application of technology to optimize learning is explained and the latest research on content presentation and student engagement in an e-learning environment are presented. The authors hope that through examination of successful online teaching/learning strategies, readers will have a clear understanding of the competencies necessary for students and faculty to be successful in online education.

scholarly journals Learning English Vocabulary via Computer Gaming

2021 ◽  
Vol 10 (1) ◽  
pp. 93-109
Author(s):  
Ng Lee-Luan ◽  
Rino Shafierul Azizie Shahrir Raghbir
Keyword(s):  
Learning Strategies ◽  
Classroom Environment ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Meaning Making ◽  
Role Playing ◽  
Online Discussions ◽  
Computer Gaming ◽  
Game Play ◽  
Learning English

Due to the COVID-19 pandemic, educators have opted for online discussions and classes in which the teaching and learning sessions occur beyond the classroom environment. As various forms of technology such as gaming can be potentially used as platforms for online teaching and learning, the study aims to investigate the use of vocabulary learning strategies (VLS) in a massively multiplayer online role-playing game (MMORPG) among Malaysian English as a second language (ESL) players. Data were obtained via a 12-hour online game-play recorded sessions of Guild Wars 2 involving four Malaysian ESL players. The participants consisted of experienced online gamers aged between 24 and 25 years. The game-play sessions were also observed to provide supporting details on how the players utilised strategies when learning English vocabulary. The outcome of the study revealed that the ESL players employed different VLS during their game-play sessions. Gu and Johnson’s (1996) categorisation of VLS, which are metacognitive, cognitive, memory, and activation strategies, was subsequently modified to accommodate the MMORPG context. The results showed that the top five strategies used by the players were meaning-making, consultation, using online dictionary, word comparison, and incorporating words with real-world contexts.

scholarly journals DigiTech use in enhancing effective teaching of Health and Physical Education

2020 ◽  
Vol 4 (1) ◽  
pp. 22-25
Author(s):  
Adiele Dube ◽  
◽  
Ishmael Dhemba ◽  
◽  
Keyword(s):  
Physical Education ◽  
Digital Technology ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Daily Basis ◽  
Digital Learning ◽  
Technology Usage ◽  
Deficit Model ◽  
Tertiary Institutions ◽  
E Learning

The 21st Century’s new dimension of digital technology usage in education has been unanimously welcomed worldwide. Higher education and tertiary institutions were awakened by the outbreak of the never experienced coronavirus disease (COVID-19) to embrace e-learning. Southern Africa institutions were not spared from this pandemic which had escalating deaths on daily basis causing Heads of States to announce immediate closure of learning institutions among others to curb the spread of COVID-19. Tertiary institutions implemented teaching and learning as a deficit model. Educators and learners had to go digital learning by embracing, ICT, E-learning, M-learning through the use of Learning Management Systems which include Moodle, Sakai, Google classroom, and such related platforms. In response, Health, Physical Education and Sport educators were not spared to embrace the necessity of Digital Technology usage in online teaching and learning. This paper aims at discussing DigiTech in HPE, it’s benefits, types of DigiTech, E-learning and blended e-learning, M-learning. For the upcoming digital generation, some useful DigiTech platforms in HPE have been generated to enormously improve the conducive digital teaching and learning environment.

scholarly journals Effectiveness of English Online Learning Strategies During the Covid Pandemic at SMP Muhammadiyah 10 Sidoarjo

2021 ◽  
Vol 10 ◽  
Author(s):  
Danti Fadiah Syarafina
Keyword(s):  
Qualitative Research ◽  
Online Learning ◽  
Learning Strategies ◽  
Junior High School ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Research Results ◽  
Descriptive Research ◽  
Qualitative Descriptive

The purposes of this research are analyze the effectiveness of online learning strategies used during teaching and learning activities and analyze the obstacles experienced during online teaching and learning activities. The research method used is qualitative descriptive research. Qualitative research is a research that is descriptive and describes the object of research/events studied and using analysis. The research results were obtained through extracting data through interview, observation, and documentation. Some data will be loaded in the form of diagram to show the research results obtained. The conclusion obtained is that this research is a descriptive qualitative research which aims to describe the learning strategies at Muhammadiyah 10 Junior High School Sidoarjo in English subject during the Covid-19 pandemic.

A Historically Black College's Approach to Integrating Culturally Diverse Teaching and Learning Strategies in an Online Classroom Platform

2021 ◽  
pp. 390-400
Author(s):  
Kimetta R. Hairston ◽  
Yvonne M. Crawford ◽  
Jennifer M. Johnson
Keyword(s):  
Learning Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Educational Goals ◽  
College Level ◽  
Online Classroom ◽  
Academic Environments ◽  
Models Of Teaching ◽  
Program Of Study

Research on the state of online courses and degree programs have been described as ways for students to have more flexibility in meeting their educational goals while maintaining their other life responsibilities. In recent years, administrators at HBCUs have increased their investment in technological tools and learning management systems to make online teaching and learning a reality, while offering incentives and rewards to encourage faculty to move toward redesigning courses to an online platform and bolstering the campus' online presence. Yet at the same time, some faculty worry that online educational programs are the antithesis to the traditional models of teaching and learning heralded by HBCUs with an emphasis on student-faculty interactions and close-knit academic environments for students. Moreover, advocates of traditional instructional models warn that students less prepared for college-level work may require significant academic support to successfully navigate an online program of study.

Integrating digital technology into teaching: the MDID

2006 ◽  
Vol 31 (3) ◽  
pp. 32-36 ◽  
Author(s):  
Christina B. Updike ◽  
Allison L. Rosen
Keyword(s):  
Digital Technology ◽  
Art History ◽  
Visual Information ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Image Database ◽  
Visual Media ◽  
Learning System ◽  
James Madison ◽  
Online Teaching And Learning

At the same time that visual media play an ever expanding role in culture and society, technology offers new opportunities for using them in teaching and learning, far beyond what was possible with traditional analog image collections. Faculty and staff in art and art history, the library and instructional technology at James Madison University have collaborated in the creation of the Madison Digital Image Database (MDID), an innovative online teaching and learning system, to accommodate the exploding need for visual information. MDID is an open source system for managing digital images including personal image collections and displaying them in the classroom. Its support for sharing image collections among institutions and the expanding community of users offers new opportunities for collaboration in providing visual media for teaching and learning.

Innovative Teaching and Learning Strategies in Kinesiology

2018 ◽  
Vol 7 (4) ◽  
pp. 321-327 ◽  
Author(s):  
Peter F. Bodary ◽  
M. Melissa Gross
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Resistance To Change ◽  
Evidence Base ◽  
Job Skills ◽  
Engaged Learning ◽  
Innovative Teaching ◽  
Course Structure ◽  
Active Learning Strategies

Although the use of active-learning strategies in the classroom is effective, it is underutilized due to resistance to change from the traditional classroom, a limited evidence base for optimizing engaged learning, and limited support for faculty to overhaul their course structure. Despite these barriers, engaged learning is highly relevant, as the expected job skills of graduates continue to grow and are biased away from rote memorization and toward critical thinking and communication skills. The STEM (science, technology, engineering, and math) disciplines continue to accrue evidence demonstrating that different engaged-learning formats provide for better learning and preparation for careers. This article describes 2 innovative course formats the authors have used to increase student engagement and enhance competence in the areas of critical thinking, evidence gathering, and scientific communication. Furthermore, the authors discuss what they have learned while applying these teaching approaches to the development of new courses and the enhancement of established courses.

scholarly journals Stimulating critical thinking in a virtual learning community with instructor moderations and peer reviews

2011 ◽  
pp. 534-547
Keyword(s):  
Critical Thinking ◽  
Learning Community ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Future Research ◽  
Virtual Learning Community ◽  
Peer Reviews ◽  
Multiple Data ◽  
Multiple Data Sets

This mixed methods study investigated the dynamic impacts of instructor moderations and peer reviews on critical thinking (CT) in a virtual learning community. Multiple data sets were collected from online discourses, participants’ written reflections, and learning artifacts, and analyzed and triangulated with both quantitative and qualitative methods. Both instructor moderations and peer reviews had great impacts on learner’s CT in multiple ways, and stimulated CT development throughout the semester. As learners grew with more CT skills, the needs for instructor moderations decreased; yet peer reviews peaked in terms of quantity, length, and depth of discussions. Peer reviews in this study also demonstrated effective questioning patterns, which were positively accepted by students being questioned or criticized, and resulted in changes and improvements in the final learning artifacts. Practical implications for online teaching and learning and community building are discussed, together with suggestions for future research.

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