THOUGHT-LEADERS IN ASYNCHRONOUS ONLINE LEARNING ENVIRONMENTS

2012 ◽  
Vol 16 (1) ◽  
Author(s):  
Jim Waters
Keyword(s):  
Online Learning ◽  
Student Perceptions ◽  
Leadership Behaviors ◽  
Online Discussion ◽  
Emergent Leadership ◽  
Discussion Boards ◽  
Student Interactions ◽  
Asynchronous Online Learning ◽  
Thought Leaders

The growth of online learning has exposed fundamental gaps in our knowledge, both theoretical and pragmatic. This research investigated some questions of the role of emergent leaders in online leaning and the influence of different behaviors. Firstly are there any common factors that identify thought-leaders? Secondly does the presence of thought-leaders affect student perceptions of online discussion? Finally it addressed the question of perceived influence vs. actual influence. Student interactions in Asynchronous Online Discussion boards were analyzed and student backgrounds and perceptions gathered. Clear patterns of strong emergent leadership behaviors were evident in the majority of courses. Thought-leaders could be distinguished from non-thought-leaders from both their professional backgrounds and the role-behaviors they exhibited. Student perceptions of peers as thought-leaders were highly influenced by factors such as the extent to which students could bring in relevant professional experience into the discussions.

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

Effective Teaching Practices to Foster Vibrant Communities of Inquiry in Synchronous Online Learning

2013 ◽  
pp. 84-108 ◽  
Author(s):  
Annie Saint-Jacques
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Community Of Inquiry ◽  
Doctoral Study ◽  
Asynchronous Online Learning ◽  
Graduate Seminars ◽  
Ongoing Dialogue ◽  
Synchronous Online Learning ◽  
Synchronous Online

For the past decade, the Community of Inquiry (CoI) framework has been validated and applied to asynchronous online learning. This chapter proposes to explore its innovative application to synchronous online learning which has to date received little attention in the literature. This chapter reports on effective ways to engage graduate students attending virtual seminars in real time, based on the findings of a qualitative doctoral study that took place in five Francophone and Anglophone North American universities. The crucial role of the faculty member as the facilitator of a rich and ongoing dialogue in the classroom has yet to be identified with, and embraced by faculty, but students are generally satisfied with their virtual graduate seminars.

Dialogism in the Digital Age

2019 ◽  
pp. 459-476
Author(s):  
Lauren Lunsford ◽  
Bonnie Smith-Whitehouse ◽  
Jason F. Lovvorn
Keyword(s):  
Student Success ◽  
Online Discussion ◽  
Digital Age ◽  
Discussion Boards ◽  
Student Centered ◽  
Student Relationships ◽  
Practicing Teachers ◽  
Constructivist Beliefs ◽  
The Way

The purpose of this chapter is to provide pre-service and practicing teachers a constructivist lens for viewing how they use technology, specifically online discussion boards, in their classrooms. The chapter explores the way that student-focused and constructivist teachers can utilize technology in ways that remain consistent with maintaining important student relationships, which are so central to paradigm and student success overall. This chapter explores the role of dialogism in a student-centered classroom and provides several specific and practical strategies for ways to use discussion boards in the classroom. Each of these strategies connects to the roots of constructivist beliefs. In particular, this chapter highlights the role that writing can play when using this technology.

scholarly journals BLENDED ONLINE LEARNING: COMBINING THE STRENGTHS OF SYNCHRONOUS AND ASYNCHRONOUS ONLINE LEARNING IN EFL CONTEXT

2021 ◽  
Vol 18 (2) ◽  
pp. 174
Author(s):  
Ni Made Wahyu Suganti Cahyani ◽  
Ni Komang Arie Suwastini ◽  
Gede Rasben Dantes ◽  
I Gusti Agung Sri Rwa Jayantini ◽  
I Gusti Ayu Agung Dian Susanthi
Keyword(s):  
Online Learning ◽  
Student Interactions ◽  
Student Centered ◽  
Teacher Student ◽  
Synchronous Learning ◽  
Asynchronous Online Learning ◽  
Learning Modes ◽  
Blended Online Learning ◽  
Using Data ◽  
Review Model

The ubiquitous use of digital technology brings the inevitability of online learning and its varying degree of teacher-student interactions, both in synchronous and asynchronous online learning modes. This present study reviews the strength and weaknesses of the two online learning modes to propose the use of blended online learning as the combination that harvests the strengths of asynchronous and synchronous modes of online learning with the opportunity to cover each other's weaknesses. The recent study employed Aveyard's literature review model as a method for gaining a comprehensive understanding of a specific topic using data and arguments from previous studies. Thirty-six articles published in reputable international journals or accredited national journals published in 2015-2020 were used. This review revealed that blended online learning combines the strengths of synchronous and synchronous learning in terms of authentic learning activities, flexibility, access, interaction, development of critical thinking, comprehension, and mastery, and student-centered nature of the learning. However, it still retains challenges in terms of network and connection issues from both online learning modes. This finding implies that blended learning can be the middle-ground to facilitate online learning with benefits from both synchronous and asynchronous online modes by minimizing the students’ exposure to the weaknesses from the two modes.

scholarly journals Perceptions of Indonesian Students on the Role of Teachers in Offline and Online Learning During the Covid-19 Pandemic Period

2021 ◽  
Vol 7 (4) ◽  
pp. 834
Author(s):  
Alhamuddin Alhamuddin ◽  
Rony Sandra Yofa Zebua
Keyword(s):  
Online Learning ◽  
Student Perceptions ◽  
Survey Method ◽  
Random System ◽  
Face To Face ◽  
Teacher’S Role ◽  
Role Of Teachers ◽  
Teacher's Role ◽  
Face To Face Learning

This study aimed to analyze student perceptions regarding the role of teachers in classroom learning compared to online learning during the Covid-19 pandemic by applying a quantitative approach with a survey method. Population in this study was students throughout Indonesia who were actively learning during the Covid-19 pandemic.  The research used Cluster Sampling technique by distributing online forms to students studying at home in all provinces in Indonesia, from Aceh to Papua; while sampling was conducted by random system. Chi square data analysis was carried out to analyze the close relationship between two variables that had nominal data. The results showed that almost all respondents (683 students or 93.8% of them) preferred face-to-face learning with teachers, while a small portion of 45 respondents (6.2%) liked face-to-screen learning (online). Out of 728 respondents, 647 students (88.9%) thought that the teacher's role could not be replaced by technology, and 81 students (11.1%) thought that the teacher's role could be replaced by technology. Thus, it can be concluded that most students in Indonesia still preferred face-to-face learning in class. Inequality in the distribution of learning resources such as internet network and teacher competence became a major problem in online learning, especially for students who lived in rural and disadvantaged areas.

scholarly journals The Role of Self-Regulation in Remote Emergency Learning: Comparing Synchronous and Asynchronous Online Learning

2021 ◽  
Vol 13 (19) ◽  
pp. 11070
Author(s):  
Saleh Alhazbi ◽  
Mahmood A. Hasan
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Self Regulation ◽  
Low Achievers ◽  
Use Of Self ◽  
Essential Factor ◽  
Asynchronous Mode ◽  
Asynchronous Online Learning ◽  
The World

Due to the COVID-19 pandemic, schools and universities across the world have had to switch to online learning, which is offered either synchronously or asynchronously. This study examined the role of self-regulation on students’ performance in each of these modes by comparing the use of self-regulation skills between high and low achievers in each mode and assessing the relationships of using these skills with students’ performance. The data were collected from students who enrolled in a data structures course in fall 2020 in either synchronous or asynchronous mode. The results show that self-regulation is an essential factor for learners’ success in both modes of online learning. However, there was a variance of using self-regulating learning strategies between students in synchronous and asynchronous modes.

CASE STUDY OF ONLINE DISCUSSION BOARD USE IN AN ENGINEERING EDUCATION GRADUATE COURSE

2019 ◽  
Author(s):  
Alexandra Davidson ◽  
Lisa Romkey ◽  
Allison Van Beek
Keyword(s):  
Engineering Education ◽  
Online Discussion ◽  
Discussion Board ◽  
Online Discussions ◽  
Asynchronous Learning ◽  
Discussion Boards ◽  
Graduate Course ◽  
Post Secondary ◽  
Online Discussion Board

Due to the increasing prevalence of asynchronous learning platforms, the development and implementation of online discussion boards have become important considerations in the design of post-secondary learning environments. This research is conducted as a case study of the online discussion board use in a small engineering education graduate course, consisting of in-class and online discussion components. By varying the structure of the online discussion board to allow different types of student interaction, the study identifies trends in discussion board use, specifically pertaining to student participation, student collaboration, and the integration between in-class and online discussions. As a result, the study provides insight into the utility and limitations of online discussion boards in post-secondary courses.  

scholarly journals Enhancing Qualities of Consciousness during Online Learning via Multisensory Interactions

2021 ◽  
Vol 11 (5) ◽  
pp. 57
Author(s):  
Valentina Cesari ◽  
Benedetta Galgani ◽  
Angelo Gemignani ◽  
Danilo Menicucci
Keyword(s):  
Online Learning ◽  
Virtual Environments ◽  
Information Technologies ◽  
Physical Distance ◽  
Traditional Learning ◽  
Sense Of Presence ◽  
Lack Of Control ◽  
Multisensory Interactions ◽  
Feasible Alternative

Online-learning is a feasible alternative to in-person attendance during COVID-19 pandemic. In this period, information technologies have allowed sharing experiences, but have also highlighted some limitations compared to traditional learning. Learning is strongly supported by some qualities of consciousness such as flow (intended as the optimal state of absorption and engagement activity) and sense of presence (feeling of exerting control, interacting with and getting immersed into real/virtual environments), behavioral, emotional, and cognitive engagement, together with the need for social interaction. During online learning, feelings of disconnection, social isolation, distractions, boredom, and lack of control exert a detrimental effect on the ability to reach the state of flow, the feeling of presence, the feeling of social involvement. Since online environments could prevent the rising of these learning–supporting variables, this article aims at describing the role of flow, presence, engagement, and social interactions during online sessions and at characterizing multisensory stimulations as a driver to cope with these issues. We argue that the use of augmented, mixed, or virtual reality can support the above-mentioned domains, and thus counteract the detrimental effects of physical distance. Such support could be further increased by enhancing multisensory stimulation modalities within augmented and virtual environments.

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