scholarly journals Building a Teaching and Learning Community: A Blended Approach to Providing Support

2013 ◽  
Author(s):  
Darlene Spracklin-Reid ◽  
Lesley James ◽  
Kelly Hawboldt ◽  
Salim Ahmed ◽  
John Shirokoff
Keyword(s):  
Best Practices ◽  
Learning Community ◽  
Program Development ◽  
Teaching And Learning ◽  
Process Engineering ◽  
Practical Approach ◽  
Group Discussions ◽  
Face To Face ◽  
Active Teaching

Creating an active teaching and learning community can be challenging but at Memorial University, a blended approach is proving to be effective. Through regular face-to-face group discussions, one-on-onecoaching sessions, and online sharing and support, anactive community of teachers and learners is being created in Process Engineering. This paper details a practical approach to engaging students and faculty in program development, encouraging dialogue about best-practices in teaching and learning, sharing resources, and providing support and mentorship.

A Blended Technologies Learning Community - From Theory to Practice

2011 ◽  
pp. 209-227 ◽  
Author(s):  
Barbara Rogers Bridges ◽  
Mary C. Baily ◽  
Michael Hiatt ◽  
Deborah Timmerman ◽  
Sally Gibson
Keyword(s):  
Learning Community ◽  
Program Development ◽  
Art Music ◽  
Technology Enhanced Learning ◽  
American Education ◽  
Face To Face ◽  
Urban Teacher Education ◽  
Theory To Practice ◽  
Urban Teacher ◽  
Enhanced Learning

This chapter of the section will share the journey of a higher education faculty development team as they meet the challenge to modify a state accredited teacher licensure program to be delivered in a technology-enhanced learning environment. The Bemidji/Metro Urban Teacher Education Collaborative faculty for physical education, art, music, educational psychology and Foundations of American Education recently began to develop hybrid (blended technologies and face-to-face) courses which will meet the new K-8 Minnesota state licensure competencies. In this chapter of the section, we will also suggest a model for future blended technologies program development.

scholarly journals Identified Challenges from Faculty Teaching at Predominantly Undergraduate Institutions after Abrupt Transition to Emergency Remote Teaching during the COVID-19 Pandemic

2021 ◽  
Vol 11 (9) ◽  
pp. 556
Author(s):  
Blake C. Colclasure ◽  
AnnMarie Marlier ◽  
Mary F. Durham ◽  
Tessa Durham Brooks ◽  
Mekenzie Kerr
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Learning Community ◽  
Teaching And Learning ◽  
Physical And Mental Health ◽  
Midwest United States ◽  
Face To Face ◽  
Faculty Teaching ◽  
Learning Patterns ◽  
Undergraduate Institutions

COVID-19 has been one of the most significant disruptors of higher education in modern history. Higher education institutions rapidly transitioned to Emergency Remote Teaching (ERT) in mid-to-late March of 2020. The extent of COVID-19’s impact on teaching and learning, and the resulting challenges facilitating ERT during this time, likely varied by faculty, institutional, and geographical characteristics. In this study, we identified challenges in teaching and learning during the initial transition to ERT at Predominantly Undergraduate Institutions (PUIs) in the Midwest, United States. We conducted in-depth interviews with 14 faculty teaching at Midwestern PUIs to explore their lived experiences. We describe the most overarching challenges related to faculty teaching through four emergent themes: pedagogical changes, work-life balance, face-to-face interactions, and physical and mental health. Five themes emerged that we used to describe the most overarching challenges related to students and their learning: learning patterns, technology access, additional responsibilities, learning community, and mental health. Based upon the identified challenges, we provide broad recommendations that can be used to foster a more successful transition to ERT in unforeseen regional or global crises in the future.

Internet support as a tool for increasing the effectiveness of enterprise full-time corporate training

2016 ◽  
Vol 10 (4) ◽  
pp. 76-82
Author(s):  
Сергей Роговкин ◽  
Sergey Rogovkin
Keyword(s):  
Teaching And Learning ◽  
Professional Training ◽  
Professional Competence ◽  
Corporate Training ◽  
Full Time ◽  
Support Tool ◽  
Face To Face ◽  
Active Teaching ◽  
Internet Support ◽  
Sustainable Economic Growth

The article is devoted to increasing the effectiveness of full-time corporate training. In the conditions of informa- tional society the objective need of corporations in the modern staff training based on the principles of continuing education, faces with the need to overcome the several difficulties of the traditional face-to-face corporate training. The need to improve the full-time corporate training, the effectiveness of which is one of the factors ensuring sustainable economic growth of the country makes an important and timely search of pedagogical tool, which allows, without increasing the frequency and duration of face-to-face classes, to ensure continuity of the learn- ing process, to increase the relevance and improve the quality of learning in terms of psychologically comfortable learning environment. The article substantiates the choice of the online support tool for improving professional training of specialists in the system of corporate training. Internet support is naturally integrated into the existing system of full-time training as well as improves and develops it. The opportunities provided by the Internet support of the learning process in full-time corporate training can be used in order to improve the efficiency of formation of information-theoretical and experimental component of professional competence of experts. The modular aproach allows using the same modules as elements of several training programs, developing similar competence. The results are the formation of the environment and the process of active teaching and learning on the basis of constantly updated resources, the natural motivation of students to active learning, the increasing level of assimi- lation of educational material. The article shows that the inclusion of Internet support in the process of full-time corporate training contributes to the psychological comfort of learning and satisfaction with the results, a positive effect on the level of professional competence of students.

Surviving the Game

2009 ◽  
pp. 560-575
Author(s):  
Linda van Ryneveld
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Teaching And Learning ◽  
Large Body ◽  
Human Interaction ◽  
Central Component ◽  
Face To Face ◽  
Reality Show ◽  
Face To Face Learning ◽  
The One

A large body of research exists on the topics of computer-based educational gaming on the one hand and the role of playing traditional games in face-to-face learning environments on the other. Relatively few studies, however, have looked at the potential of technology to support traditional face-to-face games in an online educational environment. While some traditional games such as Tic-Tac-Toe, Hangman, Monopoly, and Chess have been ported over to an electronic medium, relatively little thought has been given to porting games where human-to-human interaction is a central component. This chapter reports on the use of a game in an online learning module that was presented to adult learners. It sets out to explore the complexities involved in teaching and learning in an adult online learning community that is based on a modified version of the television reality show, “Survivor.”

Instructional Leadership and Blended Learning

2010 ◽  
pp. 44-62 ◽  
Author(s):  
Martin R. Reardon
Keyword(s):  
Blended Learning ◽  
Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
School Administrators ◽  
Doctoral Level ◽  
Face To Face ◽  
Integration Of Technology ◽  
Group Members ◽  
Future Of Education

Dewey’s concept of experience as an active engagement with a process of action, feedback, and reflection permeates the setting of the case reported in this chapter. The case involves an initiative to engage a group of experienced teachers and school administrators (in the context of a doctoral level course) with reading and reflecting on a vision of the future of education in a professional learning community permeated by the experience of blended learning. While the blended learning was heavily weighted towards face-to-face meetings, issues relating to the integration of technology with education became experienced realities for the group members. These issues included pre-service teacher education, equitable access to online resources, and the creation of an environment in which contemporary approaches to curriculum, teaching, and learning can flourish.

Building a Sense of Community in an Online Class

2007 ◽  
Vol 29 (1) ◽  
pp. 12-15 ◽  
Author(s):  
Beverly Davenport ◽  
Doug Henry
Keyword(s):  
Best Practices ◽  
Online Education ◽  
Learning Community ◽  
Graduate School ◽  
Sense Of Community ◽  
Classroom Environment ◽  
Online Classes ◽  
Mutual Support ◽  
Face To Face ◽  
Google Search

Three years ago Dimai and Ebner commented that their Google search for "learning community" produced over six million hits. Checking in 2006, we found the number of hits approaching nine million. What are all those pages talking about? Even those who work in the field of online education express their concern about "hype"—the idea that "community" is a buzzword and that only rarely does the writing about learning communities rise above platitudes and lists of "should" statements (Dimai and Ebner 2003:1). Community is an ideal that most teachers seek to develop, whether in face to face or online classes. What is less clear is what practices work in the online context. This article will focus on what we have learned about best practices and technologies to foster such a positive classroom environment, as well as traits that promote a successful transition through graduate school and into the world beyond the academy—things like cooperation, collaboration, mutual support, and perseverance.

Analisis Keefektivitasan Pemanfaatan E-Learning Sebagai Media Pembelajaran Pendidikan Agama Islam Pada Masa Pandemi Corona (Covid-19)

2020 ◽  
Vol 7 (10) ◽  
pp. 875-894
Author(s):  
Yeni Yuliana
Keyword(s):  
Distance Learning ◽  
Religious Education ◽  
Computer Technology ◽  
Learning Process ◽  
Teaching And Learning ◽  
Quality Standards ◽  
Internet Technology ◽  
The Internet ◽  
Face To Face ◽  
E Learning

Abstract The internet can be made as a way to transfer knowledge from lecturers to students, while Learning that utilizes the internet is one of the E-Learning Learning media. E-learning is distance learning that utilizes computer technology or computer networks or the Internet E-learning, so that it can enable the learning process through computers in their respective places without having to physically go to attend classes or lectures in class, Systems e-learning learning is a new way of teaching and learning. E-learning as a special learning media PAI courses provide a very important role and a large function in the course because so far there are many shortcomings and weaknesses such as the limitations of space and time in the teaching and learning process through E-learning which prioritizes the efficiency of learning so students get full teaching even though they do not have to be face to face, can also be accessed anywhere, anytime, according to the assignments given by the lecturer usually scheduled with a specified deadline. The development of education towards e-learning is a must so that the quality standards of education can be improved, E-learning is one of the uses of internet technology in the delivery of learning and its broad reach. E-learning can also be an answer to a health problem that is Pandemic Corona (Covid-19) which is very influential also in every aspect of life, especially in education.Keywords: Effectiveness, Utilization, Islamic Religious Education, E-Learning, Covid 19. Abstrak Internet dapat dijadikan cara untuk mentransfer ilmu pengetahuan dari Dosen kepada mahasiswa/mahasiswi. Adapun Pembelajaran yang memanfaatkan internet salah satunya adalah media pembelajaran E-Learning. E-learning adalah pembelajaran jarak jauh (distance learning) yang memanfaatkan  teknologi komputer atau jaringan komputer atau internet E-learning, sehingga dapat  memungkinkan proses pembelajaran melalui komputer di tempat mereka  masing– masing tanpa harus secara fisik  pergi  mengikuti pelajaran atau pun  perkuliahan di kelas,  Sistem pembelajaran e-learning adalah cara baru dalam proses belajar mengajar. E-learning  sebagai   media pembelajaran khususnya mata kuliah PAI memberikan  peran   sangat   penting  dan fungsi yang besar pada mata kuliah tersebut karena selama  ini terdapat banyak  kekurangan  dan kelemahan seperti keterbatasan ruang dan waktu dalam  proses belajar  mengajar melalui E-learning yang  mengedepankan keefisienan dalam belajar sehingga  mahasiswa mendapat pengajaran yang penuh meski tidak harus bertatap muka, juga bisa di akses di mana saja, kapan saja,  sesuai dengan tugas yang diberikan oleh dosen biasanya terjadwal dengan  batas  waktu  yang  di tentukan. Pengembangan  pendidikan menuju e-learning merupakan suatu keharusan agar standar mutu pendidikan dapat ditingkatkan,  E-learning merupakan salah satu penggunaan teknologi internet dalam penyampaian  pembelajaran  serta  jangkauannya yang luas. E-learning  juga dapat menjadi jawaban dari suatu permasalahan kesehatan yaitu Pandemi Corona (Covid-19) ini yang sangat berpengaruh juga pada setiap aspek kehidupan terutama bidang pendidikan.Kata kunci  :  Keefektifitas, Pemanfaatan, Pendidikan Agama Islam,  E-Learning, Covid 19.  

Designed Learner Interactions in Blended Course Delivery

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Reba-Anna Lee ◽  
Brian Dashew
Keyword(s):  
Instructional Design ◽  
Best Practices ◽  
Design Process ◽  
Course Delivery ◽  
Student Interactions ◽  
Face To Face ◽  
Instructional Design Process ◽  
Hybrid Delivery ◽  
Academic Technology ◽  
Blended Course

In transitioning to a hybrid delivery model, faculty are presented with an opportunity to engage in a systematic instructional design process which can bring coursework in line with pedagogical best practices that may not exist in traditional face-to-face classes. This paper presents a model whereby Marist College Academic Technology & eLearning staff focuses faculty attention on designing effective student interactions with content, the instructor, and other students. These interactions promote deeper levels of engagement in student learning.

MANAGING INFORMATION AND COMMUNICATION TECHNOLOGIES APPLICATIONS IN THE LOWER SECONDARY SCHOOLS IN K’RONG PAC DISTRICT, DAK LAK PROVINCE IN THE CONTEXT OF TECHNOLOGY REVOLUTION 4.0

2018 ◽  
Author(s):  
Pham Van Truong
Keyword(s):  
Secondary Schools ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Software Management ◽  
Active Teaching ◽  
Application Management ◽  
Local Practices ◽  
Information And Communication ◽  
Lower Secondary Schools

The author analyze deeply management status of information and communication technologies (ICTs) application in teaching at the lower secondary schools in Krong Pac District, Dak Lak province today on the back: management status of building and using multimedia classrooms; management status of using teaching software; management status of desining and using active teaching and learning (ATL) lesson plans with using ICTs; management status of using ICTs in the examination and evaluation learning outcomes of pupils from that author proposed 6 application management solutions for ICTs in the lower secondary schools in Krong Pac district, Dak Lak province in the context of technological revolution 4.0 fit the circumstances of local practices.

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

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