scholarly journals Lived Experiences of Online and Experiential Learning in Four Undergraduate Professional Programs

2019 ◽  
Vol 12 ◽  
pp. 79-93
Author(s):  
Kathy Snow ◽  
Leslie Wardley ◽  
Lorrraine Carter ◽  
Pat Maher
Keyword(s):  
Online Learning ◽  
Nursing Education ◽  
Experiential Learning ◽  
Faculty Members ◽  
Learning Design ◽  
Secondary Educators ◽  
Soins Infirmiers ◽  
Professional Programs ◽  
Post Secondary ◽  
Challenges And Opportunities

This paper presents the observations and reflections of four faculty members who developed experiential online learning pathways for students in diverse professional programs. In relation to programmatic expectations of Nursing, Education and Business, the challenges and opportunities for experiential online learning design are discussed. In addition, the scaffolding and development of online learning within an undergraduate degree, which ladders into professional programing, are presented. Using Kolb’s Experiential Model of learning design to structure the discussion, the faculty members reflect on the success of implementation from their various positions as leaders and instructors of programs. They seek to answer questions for themselves and their faculties in relation to the feasibility of designing experiential learning opportunities online and how this can contribute to deepening professional practice. The paper closes with implications for practice for other post-secondary educators who may be considering experiential online learning.   Notre article présente les observations et les réflexions de quatre enseignants qui ont mis au point des parcours d’apprentissage expérientiel en ligne pour des étudiants inscrits dans divers programmes professionnels. Nous discutons des difficultés et des possibilités de l’apprentissage expérientiel en ligne par rapport aux attentes des programmes de soins infirmiers, d’éducation et de commerce. De plus, nous présentons la construction et l’élaboration de l’apprentissage en ligne dans un programme de premier cycle universitaire qui conduit à l’élaboration de programmes professionnels. En utilisant le modèle expérientiel de conception de l’apprentissage de Kolb pour structurer la discussion, les enseignants réfléchissent aux réussites dans la mise en œuvre de leurs différentes fonctions de chefs de programme et d’instructeurs. Ils se posent des questions – pour leur propre compte et pour les enseignants – sur la faisabilité de la conception d’apprentissages expérientiels en ligne et se demandent comment cela peut contribuer au perfectionnement de leur pratique professionnelle. Nous nous penchons enfin sur les conséquences de notre étude pour la pratique d’autres éducateurs, au niveau postsecondaire, qui envisagent peut-être l’apprentissage expérientiel en ligne.

Experiential Learning Model for Online and F2F Programs in University Continuing Education

2020 ◽  
pp. 276-290 ◽  
Author(s):  
Daniel Piedra
Keyword(s):  
Online Learning ◽  
Experiential Learning ◽  
Continuing Education ◽  
Learning Experience ◽  
Learning Model ◽  
Human Interaction ◽  
Post Secondary ◽  
University Continuing Education ◽  
One Year ◽  
Actual Learning

Online learning continues to grow throughout the world of post-secondary education. However, the actual learning experience is becoming less and less about human interaction and more and more about the development of applications (“apps”) that rely more on technology than the interaction of instructor and learner. In an effort to enhance the level of student engagement, McMaster University's Centre for Continuing Education has turned to a model of online learning that leverages the benefits of experiential learning enabling students to work on authentic industry projects. The results of this one-year pilot are presented outlining the strengths, challenges, and areas for improvement and further research. While the experiential learning model received favorable reviews from learners, several areas for improvement were noted including, improving the onboarding process for both learners and instructors, redesigning courses to accommodate experiential learning, and improving the communication between corporate partners and those involved in each course.

Experiential Learning Model for Online and F2F Programs in University Continuing Education

2021 ◽  
pp. 371-385
Author(s):  
Daniel Piedra
Keyword(s):  
Online Learning ◽  
Experiential Learning ◽  
Continuing Education ◽  
Learning Experience ◽  
Learning Model ◽  
Human Interaction ◽  
Post Secondary ◽  
University Continuing Education ◽  
One Year ◽  
Actual Learning

Online learning continues to grow throughout the world of post-secondary education. However, the actual learning experience is becoming less and less about human interaction and more and more about the development of applications (“apps”) that rely more on technology than the interaction of instructor and learner. In an effort to enhance the level of student engagement, McMaster University's Centre for Continuing Education has turned to a model of online learning that leverages the benefits of experiential learning enabling students to work on authentic industry projects. The results of this one-year pilot are presented outlining the strengths, challenges, and areas for improvement and further research. While the experiential learning model received favorable reviews from learners, several areas for improvement were noted including, improving the onboarding process for both learners and instructors, redesigning courses to accommodate experiential learning, and improving the communication between corporate partners and those involved in each course.

scholarly journals “They can crush you”: Nursing students’ experiences of bullying and the role of faculty

2018 ◽  
Vol 8 (6) ◽  
pp. 66 ◽  
Author(s):  
L. Michelle Seibel ◽  
Florriann Carissa Fehr
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nurse Educators ◽  
Faculty Members ◽  
Faculty Role ◽  
Post Secondary ◽  
Giving Feedback ◽  
Resolution Processes ◽  
Difficult Situations

This paper will explore the faculty role when nursing students experience bullying, and what teaching practices best support student confidence and learning. Failure to address the issue of bullying in nursing education contributes to bullying in the profession, and creates an atmosphere of distrust between students and faculty. Nursing students have reported that faculty sometimes behave in bullying ways or are ill-prepared to address bullying as it occurs. Faculty may contribute to bullying unknowingly, as students may perceive teaching behaviours, such as giving feedback, as bullying. Giving feedback is a skill in itself, and faculty members should consider factors influencing a student’s perception of student/teacher interactions. Having a firm grasp on conflict resolution processes and reviewing related curriculum are responsibilities of post-secondary nurse educators. Faculty also have the responsibility to recognize and address conflict in a timely manner, and turn difficult situations into learning experiences or teachable moments. In order to prevent faculty bullying of students, faculty members should acknowledge the inherent vulnerability of learners, and also reflect on their own communication practices and their potential impact on learners.

scholarly journals Building institutional capacities for students as partners in the design of COVID classrooms

2021 ◽  
Vol 5 (2) ◽  
pp. 111-122
Author(s):  
Jessica Riddell ◽  
Georges-Philippe Gadoury-Sansfaçon ◽  
Scott Stoddard
Keyword(s):  
Online Learning ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Learning Design ◽  
Management Skills ◽  
Developmental Assessment ◽  
Post Secondary ◽  
Social And Emotional ◽  
Faculty Mentorship

The COVID-19 pandemic in 2020 posed several challenges to post-secondary institutions, including the move to online learning in a short amount of time. In June 2020, Bishop’s University hired 23 students as online learning and technology consultants (OLTCs) to help faculty prepare for Fall 2020. They underwent training about Students-as-Partners literature, empathetic design, pandemic pedagogy, high-impact practices, and authentic learning design. After their training—which included online modules, simulations, faculty mentorship, and technology training—the program launched in July 2020. In this case study, we deploy SaP literature to solve pedagogical challenges posed by the pandemic, analyze the data collected in the program’s developmental assessment, and share the program’s impact on students, faculty, and the institution more broadly. This program is a key intervention in building institutional capacities for SaP work in a post-COVID higher education context. The outcomes of this case study demonstrate that working with students as partners in the design of COVID classrooms increases students’ social and emotional intelligence, technical and digital literacy skills, critical thinking, project management skills, and other significant learning gains.

The integration of a community service learning water project in a post-secondary chemistry lab

2021 ◽  
Author(s):  
Karen Ho ◽  
Boris S. Svidinskiy ◽  
Sahara R. Smith ◽  
Christopher C. Lovallo ◽  
Douglas B. Clark
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Secondary Students ◽  
Community Service ◽  
Positive Impact ◽  
Methodological Approach ◽  
Community Service Learning ◽  
Secondary Chemistry ◽  
Post Secondary ◽  
K 12

Community Service Learning (CSL) is an experiential learning approach that integrates community service into student projects and provides diverse learning opportunities to reduce interdisciplinary barriers. A semester-long chemistry curriculum with an integrated CSL intervention was implemented in a Canadian university to analyze the potential for engagement and positive attitudes toward chemistry as a meaningful undertaking for 14 post-secondary students in the laboratory as well as for their 400 K-12 student partners in the community. Traditionally, introductory science experiments typically involve repeating a cookbook recipe from a lab book, but this CSL project allowed the post-secondary and K-12 students to work collaboratively to determine the physical and chemical properties and total dissolved solids in the water fountains from the K-12 students' schools. Post-instructional surveys were completed by all learners and were analyzed using a mixed methodological approach with both quantitative and qualitative methods. The expected audience that may be interested in this study are those involved in teaching chemistry in higher education and at the K-12 level as well as those interested in service learning, community and civic engagement, experiential learning, and development of transferable skills in chemistry. The results demonstrate that both groups of students report favorable engagement and attitudes towards learning chemistry and higher self-confidence levels on performing lab skills after the activity. Furthermore, both groups of students expressed interest in exploring future projects, which is indicative of the positive impact of CSL and the mutual benefits of the partnership.

scholarly journals Attitudes of nursing faculty members toward technology and e-learning in Lebanon

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Rona Nsouli ◽  
Dimitrios Vlachopoulos
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Teaching Staff ◽  
Research Approach ◽  
Daily Work ◽  
Nursing Curricula ◽  
Positive Attitudes ◽  
Nursing Faculty Members

Abstract Background Our transition to an “information society” means that Information and Communication Technology (ICT) has become integral to our lives. ICT has also become an essential aspect of medical institutions and healthcare settings. Healthcare professionals, especially nurses are required to use ICT in their daily work. In Lebanon, however, due to political factors, many universities have not introduced technology or any form of ICT in their curricula. Institutions of higher education do use technology in various ways, however, successful incorporation of ICT in education requires acceptance by instructors who are expected to use ICT in teaching practices. Although international findings reveal that ICT should be used in nursing education, some faculty members experience difficulty integrating it. Method A mixed methodological research approach was used to investigate the attitudes of nursing teaching staff toward the use of ICT in nursing education. Results Our findings revealed three categories of faculty with differing attitudes to the use of ICT in teaching and learning: pioneers, faculty members who have developed positive attitudes toward ICT usage; followers, faculty members with neutral attitudes; and resisters, faculty members with negative attitudes. Conclusions Identification of the nursing faculty members’ attitude toward ICT and the challenges faced by them contributes to the integration of ICT into nursing curricula and further development of educational practices.

scholarly journals Building Educational Research Capacity: Challenges and Opportunities From the Perspectives of Faculty Members at a National University in Oman

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110326
Author(s):  
Waheed Hammad ◽  
Wajeha Al-Ani
Keyword(s):  
Capacity Building ◽  
Educational Research ◽  
Research Training ◽  
Research Capacity ◽  
Faculty Members ◽  
Supportive Environment ◽  
Qualitative Research Design ◽  
Challenges And Opportunities ◽  
National University ◽  
Group Interviews

The purpose of this article is to explore the perceptions of faculty members regarding research capacity building in the field of Education. It particularly seeks to identify the challenges and opportunities associated with this practice from the perspectives of these members. The study adopted a qualitative research design, using focus group interviews to collect data from a sample of faculty members in the College of Education at a national university in Oman. The results revealed the existence of some challenges that hampered educational research, including time constraints, the lack of a collaborative research culture, the lack of research training, and the absence of a clear research agenda. The analysis also identified a number of capacity building opportunities such as a research-supportive environment, the availability of research funding, and the role of research groups. The study concludes with some recommendations to improve educational research capacity both in Oman and in the Arab region in general.

Using DAWs as modelling tools for learning design sound-based applications in education

2021 ◽  
Vol 13 (2-3) ◽  
pp. 305-322 ◽  
Author(s):  
Hussein Boon
Keyword(s):  
Experiential Learning ◽  
Teaching And Learning ◽  
Innovative Approach ◽  
Learning Approach ◽  
Learning Design ◽  
Educational Settings ◽  
Music Production ◽  
Learning Challenges ◽  
Interesting Solution

This article discusses a proposed design and sound tool teaching and learning approach, with interesting solution-based challenges not immediately associated with traditional DAW instruction. By stepping outside of the usual boundaries of DAW use, music production teaching is presented with a number of novel learning challenges. There is potential for DAWs, especially in educational settings, to be used to enhance the discipline, encourage experimentation and stimulate design-based ideas that promote DAW use beyond the mixing and engineering type contexts. By shifting DAWs into areas of sound-based music, as proposed by Landy, this innovative approach, facilitates deeper, experiential learning where sound is treated as the basic musical unit, therefore allowing for a potentially greater range of designed outputs.

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