scholarly journals Flipping it online: re-imagining teaching searching for knowledge syntheses

2021 ◽  
Vol 42 (2) ◽  
Author(s):  
Kaitlin Fuller ◽  
Mikaela Gray ◽  
Glyneva Bradley-Ridout ◽  
Erica Nekolaichuk
Keyword(s):  
Graduate Students ◽  
Flipped Classroom ◽  
Active Participation ◽  
Learning Objectives ◽  
Online Environment ◽  
Online Delivery ◽  
Program Description ◽  
High Engagement

Introduction: This program description outlines our approach to re-developing our 3-part series for graduate students on comprehensive searching for knowledge syntheses from in-person to online delivery using a flipped classroom model. The re-development coincided with our library’s response to COVID-19. Description: This series followed a flipped classroom model where participants completed asynchronous modules built on Articulate Rise 360 before attending a synchronous session. Each week of content covered unique learning objectives. Pre- and post-survey evaluations were used to examine students’ understanding of the materials. Outcomes: 152 unique participants registered for the series across two offerings in summer 2020. We observed high engagement with pre-work modules and active participation during synchronous sessions. Discussion: We found the flipped classroom approach to work well for our users in an online environment. Moving forward, we intend to continue with our re-developed online workshop series with minor modifications, in addition to in-person instruction.

A course in statistical communication and graphics

2017 ◽  
Author(s):  
Andrew Gelman ◽  
Deborah Nolan
Keyword(s):  
Graduate Students ◽  
Technical Writing ◽  
Active Participation ◽  
Lesson Plans ◽  
Interactive Graphics ◽  
Story Telling ◽  
Statistical Graphics ◽  
Class Meeting ◽  
Teaching Statistics ◽  
Programming Practices

This chapter describes a course on statistical communication. Originally developed for training statistics graduate students as instructors, the course now is popular with students in other fields including undergraduates. It is a demanding course, with two homework assignments per week and active participation during class. This level of commitment signals the seriousness of the topic. The chapter contains a prototype class meeting, and lecture-by-lecture specifics for 26 lecture periods of 75 minutes each. The material includes lesson plans and links to course slides, activities, and reading and homework assignments. Topics include, statistical graphics, statistical story telling and reporting, teaching statistics, giving a presentation, technical writing, interactive graphics, and programming practices.

scholarly journals The #Brexit on the Facebook pages of the European institutions

2020 ◽  
Vol 3 (1) ◽  
pp. 63-75 ◽  
Author(s):  
Tanase Tasente
Keyword(s):  
European Union ◽  
Online Environment ◽  
The European Union ◽  
Fake News ◽  
Public Events ◽  
Political Debates ◽  
European Institutions ◽  
The Uk ◽  
Facebook Pages ◽  
High Engagement

The Brexit referendum was among the first major public events where online users had no "slacktivism" reactions and they led the entire debate and popular will from the inside of the online world to the real world. It is becoming increasingly clear that Social Media is becoming an increasingly powerful tool in political debates, and during the parliamentary, presidential, European parliamentary or even referendum elections, it becomes the channel that can decide the final outcome. However, the debate in the online environment can be altered by two important factors: (1) political bots - which can manipulate public opinion by posting in a large number of fake news and (2) "slacktivism" reactions from online users. , who are content only to quickly distribute unverified information or to push impulse driven on the "like" button and to scroll further. This study focused on analyzing the frequency with which European institutions spoke about Brexit on their Facebook pages and on identifying and analyzing the messages that generate high engagement from users. Thus, we will analyze all the posts published by the three major European institutions - the European Commission, the European Parliament and the Council of the European Union - starting on the first day after the Brexit Referendum in the UK (24 June 2016) until 24 June 2019.

Examining the Factors that Influence how Instructors Provide Feedback in Online Learning Environments

2015 ◽  
Vol 5 (4) ◽  
pp. 47-66 ◽  
Author(s):  
Susan S. Conrad ◽  
Nada Dabbagh
Keyword(s):  
Course Design ◽  
Teaching Style ◽  
Descriptive Study ◽  
Delivery Mode ◽  
Online Environment ◽  
Online Learning Environments ◽  
Online Delivery ◽  
Teaching Online ◽  
Future Behavior ◽  
Feedback Delivery

Feedback is considered to be the bridge between what has been learned and what the student should know. Feedback can correct misconceptions, motivate learners, stimulate deep thinking, and guide future behavior. However, in the online environment instructors must rely upon technologies to deliver feedback to students. To better understand the prompts and processes for online delivery of feedback, a descriptive study of higher education instructors who teach online was conducted to discover what events trigger instructor feedback and what tools the instructors choose to administer this feedback to online students. Results of the study revealed that the chosen feedback delivery mode and method are impacted by an instructor's technology expertise, the class size, and audience composition and assessment type. The study revealed that instructors teaching online have transformed their pedagogy by purposively planning feedback methods into their course design and applying reflective methods into their teaching style.

Students' Sense of Belonging in Online Classes

2016 ◽  
Vol 6 (3) ◽  
pp. 14-25
Author(s):  
Jessica Decker ◽  
Valerie Beltran
Keyword(s):  
Graduate Students ◽  
Sense Of Belonging ◽  
Online Survey ◽  
Age Groups ◽  
Online Discussions ◽  
Technology Skills ◽  
Online Environment ◽  
Online Classes ◽  
Older Students ◽  
Online Educators

This study explored graduate students' perceptions of their sense of belonging in online classes, their comfort in participating in online discussions, and their technology skills. Differences in these areas among three different age groups were studied. Data were gathered via an online survey. The results of the data analysis showed that students, regardless of age, felt a sense of belonging and felt comfortable communicating in the online environment. The data also revealed that older students reported feeling more comfortable interacting with their classmates and disagreeing with their classmates while still maintaining trust than their younger counterparts. Such findings inform online educators in designing classes that meet the needs of all learners.

From Content Engagement to Cognitive Engagement

2013 ◽  
Vol 4 (1) ◽  
pp. 16-32 ◽  
Author(s):  
Hamdy A. Abdelaziz
Keyword(s):  
Graduate Students ◽  
Study Skills ◽  
Flipped Classroom ◽  
Cognitive Engagement ◽  
Learning Model ◽  
Convenience Sample ◽  
Web Based ◽  
Web Based Learning ◽  
Self Study ◽  
Experimental Group

The objective of this paper was to develop an immersive Web-based learning model and measure its effectiveness on improving self-questioning and self-study skills among graduate students. The proposed model was guided theoretically by the flipped classroom as a new Web-based learning trend. It was also guided pedagogically by active and reflective learning principles that support transforming the teaching and learning practices from content engagement to cognitive engagement. The targeted immersive learning model encompasses four reciprocal phases: Pro-act, Act, Reflect, and Re-act (PARR). A control group post-test only experimental design was applied in this paper to examine the effect of this new learning model on both self-questioning and self-study skills. To validate the suggested model, a convenience sample of graduate students studying an advanced statistics course was selected from the Distance Teaching and Training Program at the Arabian Gulf University during the second semester of the 2012/2013 academic year. The dependent variables in this research were measured by self-questioning skills scale and self-study skills scale. After designing and applying this new immersive Web-based learning model (PARR), findings revealed that using the flipped classroom through this immersive Web-based learning model has a statistical and practical impact on developing self-questioning and self-study skills among graduate students. Each student in the experimental group was able to master self-questioning skills needed to apply quantitative research data analysis knowledge and methods. In addition, each student in the experimental group scored more than theoretical average of the self-study skills scale. The results of this paper may increase the probability and genralizability of using flipped classroom to deliver other statistical course at all educational levels. The contribution of this research is that it qualifies the Web-based instructional practices to shift from content acquisition act to knowledge expression and creation act. In addition, the paper will be of benefit to people looking for pedagogical applications of virtual and blended learning environments for developing multiple ways to express what learners know and be able to do.

scholarly journals Together Alone: What Students Need from an E-moderator

2013 ◽  
Vol 32 (2) ◽  
Author(s):  
Diane P. Janes
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
The Internet ◽  
Online Environment ◽  
E Learning ◽  
Education Degree ◽  
Master Of Education ◽  
Made In

It has often been suggested that education via the Internet, or e-learning, leads to a sense of separation in individual learners; this need not be the case. Teaching is a relationship: a relationship that is built on a connection between teaching and learner, between learner and learner, and between the learners and the content. What then is the role of the instructor in moderating online learning? This paper will explore how that connection might be better made in an online environment and will explore the interpersonal or emotive distinctiveness needed in an e-moderator from the perspective of a group of graduate students engaged in an online master of education degree offered in Canada.

Active Learning for an Online Composition Classroom: Blogging As an Enhancement of Online Curriculum

2018 ◽  
Vol 47 (2) ◽  
pp. 213-226 ◽  
Author(s):  
Olga A. Pilkington
Keyword(s):  
Active Learning ◽  
Online Education ◽  
Virtual Classroom ◽  
Online Environment ◽  
Presentation Of Self ◽  
Online Delivery ◽  
Composition Students ◽  
Online Curriculum ◽  
Strong Point ◽  
Learning Techniques

Active learning and online education have become important aspects of knowledge delivery. Nevertheless, little research exists on how active learning techniques can be implemented in an online environment. Deliberate equivalence of methods and materials for onsite and online delivery mechanisms is often seen as a strong point in favor of a particular program. Online environment, however, demands adjustments. Blogging is one way to implement active learning techniques in a virtual classroom. The case study that involved 25 college composition students demonstrates that blogging overcomes the asynchronous nature of online classes and results in improved attitudes toward writing as it shows real-world application of the skills acquired in a classroom and makes students see writing as presentation of self.

The Role of Orientation Programs to Prepare Students for Online Learning: A Case Study From an Executive MPH Program

2020 ◽  
Vol 6 (4) ◽  
pp. 239-245
Author(s):  
Melissa Alperin ◽  
Laura Gaydos ◽  
Julia Phillips
Keyword(s):  
Qualitative Evaluation ◽  
The United States ◽  
Online Environment ◽  
Online Programs ◽  
Online Delivery ◽  
Master Of Public Health ◽  
Orientation Course ◽  
Online Orientation ◽  
Based Instruction ◽  
Mph Program

The coronavirus pandemic has caused many colleges and universities throughout the United States to pivot from in-person teaching to distance-based instruction, and while this form of education offers many advantages, one challenge facing institutions of higher education is how to best prepare their students for success in the online environment. This article describes the approach used by a hybrid executive Master of Public Health (MPH) program to orient its students, who are all working professionals, to the online environment. In addition to a description of the online orientation course, quantitative and qualitative evaluation findings are shared. The article includes recommendations for establishing an online orientation program. Although the orientation described was developed for working professionals earning an MPH degree, the approach can be applied or adapted to other online programs as they face the need to prepare students for online delivery, whether during a time of emergency like the coronavirus pandemic or during a period of natural programmatic growth.

Sign in / Sign up

Export Citation Format

Share Document