scholarly journals Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review

2017 ◽  
Vol 2 ◽  
Author(s):  
Chantal Roddy ◽  
Danielle Lalaine Amiet ◽  
Jennifer Chung ◽  
Christopher Holt ◽  
Lauren Shaw ◽  
...  
Keyword(s):  
Online Learning ◽  
Best Practice ◽  
Integrative Review ◽  
Online Environments

scholarly journals A guide for evaluation of online learning in medical education: a qualitative reflective analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nourhan F. Wasfy ◽  
Enjy Abouzeid ◽  
Asmaa Abdel Nasser ◽  
Samar A. Ahmed ◽  
Ilham Youssry ◽  
...  
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Best Practice ◽  
Online Courses ◽  
Learning Experience ◽  
Organizational Capacity ◽  
Expert Consensus ◽  
Educational Effectiveness ◽  
Education Community ◽  
Rapid Shift

Abstract Background With the strike of Covid-19, an unprecedented rapid shift to remote learning happened worldwide with a paradigm shift to online learning from an institutional adjuvant luxury package and learner choice into a forced solo choice. This raises the question of quality assurance. While some groups have already established standards for online courses, teaching and programs yet very little information is included on methodology of their development and very little emphasis is placed on the online learning experience. Nevertheless, no work has been done specifically for medical education institutions. Aim To develop a set of descriptors for best practice in online learning in medical education utilizing existing expertise and needs. Methods This work utilizes a qualitative multistage approach to identify the descriptors of best practice in online learning starting with a question guided focus group, thematic analysis, Delphi technique and an expert consensus session done simultaneously for triangulation. This was done involving 32 institution in 19 countries. Results This materialized into the development of a set of standards, indicators, and development of a checklist for each standard area. The standard areas identified were organizational capacity, educational effectiveness, and human resources each of which listed a number of standards. Expert consensus sessions identified the need for qualification of data and thus the development of indicators for best practice. Conclusion Standards are needed for online learning experience and their development and redesign is situational and needs to be enhanced methodologically in axes that are pertaining to the needs of the education community. Taking such axes into consideration by educators and institutions will lead to planning and implementing successful online learning activities, while taking them into consideration by the evaluators will help them conduct comprehensive audits and provide stakeholders with highly informative evaluation reports.

The Influence of Politics and Diversity in Educational Differentiation

2020 ◽  
pp. 184-192
Author(s):  
Desiree L. DePriest
Keyword(s):  
Online Learning ◽  
Critical Examination ◽  
Traditional Schools ◽  
Diverse Populations ◽  
Learning Models ◽  
The Past ◽  
And Behaviors ◽  
Online Environments

Current societal shifts are unfolding connections between laws, acts, and behaviors of the past that affect education in the present. There is limited scholarship that reveals the historical intentionality in excluding underrepresented and marginalized persons from education. The concern is that the quest for higher industry recognition based on the old models of elite and traditional schools will make online environments vulnerable to those same exclusions. The mission is to apply transparency to the underlying disparate history in education and how severely it has affected so many generations of people, change the paradigm going forward, and not repeat homogeneity online. This chapter proposes a critical examination of factors that necessitated the evolution from past education models established to perpetuate societal dominance by a select few, to the present inclusive online learning models. The chapter argues that technology, along with the failure to include diverse populations as a unique demographic, contributed to the disruption that became online learning.

Identifying an Appropriate, Pedagogical, Networked Architecture for Online Learning Communities

2011 ◽  
pp. 227-252 ◽  
Author(s):  
Elsebeth Korsgaard Sorensen ◽  
Daithí Ó Murchu
Keyword(s):  
Online Learning ◽  
Best Practice ◽  
Networked Learning ◽  
Online Learning Communities ◽  
Research Findings ◽  
Collaborative Knowledge Building ◽  
Online Communities Of Practice ◽  
Collaborative Knowledge ◽  
Learning Architectures

This chapter addresses the problem of enhancing quality of online learning processes through pedagogic design. Based on our earlier research findings from analysis of two comparable online master courses offered in two masters’ programmes, respectively from Denmark and Ireland (Ó Murchú & Sorensen, 2004), we present what we assert to be a fruitful, student-centred, pedagogic model for design of networked learning. The design model is composed of what we have identified as unique characteristics of online learning architectures that, in principle, promote and allow for global intercultural processes of meaningful learning through collaborative knowledge building in online communities of practice. Inspired by principles of best practice and Wengerian design criteria for networked learning (Wenger, 1998), the chapter intends to access, discuss, and provide evidence associated with the quality issues of the presented model, and its specific learning architectures.

scholarly journals Seeking best practice in online learning: Flexible Learning Toolboxes in the Australian VET sector

2001 ◽  
Vol 17 (2) ◽  
Author(s):  
Ron Oliver
Keyword(s):  
Online Learning ◽  
Vocational Education ◽  
Best Practice ◽  
New Technologies ◽  
Training System ◽  
Vocational Education And Training ◽  
Learning Resources ◽  
Flexible Learning ◽  
Online Learning Resources ◽  
National Training

This paper describes The Flexible Learning Toolboxes Project , a component of the Australian Flexible Learning Framework for the National Vocational Education and Training System 2000-2004 (AFL Framework). The AFL Framework is designed to support the accelerated take-up of flexible learning modes and position Australian VET as a world leader in applying new technologies to vocational education products and services. A Toolbox is a set of learning resources designed for web based delivwww.ascilite.orgs customisation and reuse in the National Training Framework, which forms the basis of qualifications and accreditation in the Australian VET sector. The paper describes aspects of the Project and discusses the innovative design approaches that are being used to create quality online learning resources. Examples of several Toolboxes are provided to demonstrate the forms of online learning settings that have been developed for the Australian VET sector.

Designing Online Conversations to Engage Local Practice

2008 ◽  
pp. 177-202 ◽  
Author(s):  
Alyssa Wise ◽  
Thomas M. Duffy
Keyword(s):  
Online Learning ◽  
Knowledge Building ◽  
Learning Experiences ◽  
Design Principles ◽  
Two Dimensions ◽  
Virtual Space ◽  
Local Practice ◽  
Online Conversations ◽  
Online Environments ◽  
The Relationship

In this chapter we present a model for the design of a conversation space to support knowledge-building. While we focus on online environments, the model has much greater generality. The model, an expansion and adaptation of Nonaka’s work, considers knowledge as consisting of complementary explicit and tacit dimensions. It argues that these two dimensions of knowledge are mutually reinforcing, inseparable and irreducible and thus in order to build robust knowledge we must attend to both dimensions and, most critically, the relationship between them. Our model conceptualizes the development of knowledge as a spiral between the complementary processes of Externalization (through collective online reflection) and Internalization (through conscientious local practice) and discusses eight principles for designing online conversations to foster effective Externalization, thus promoting the knowledge-building spiral. The broader message of this chapter is that designers need to expand their frame for thinking about “online” learning to include not only the virtual space but also the local spaces which learners inhabit in order to create useful and engaging learning experiences. All of the eight design principles presented here support this consideration.

Understanding Student Support

2018 ◽  
pp. 307-324
Author(s):  
Tabitha Rangara-Omol
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Best Practice ◽  
Support Systems ◽  
Student Support ◽  
Faculty Training ◽  
Online Student ◽  
Online Technologies ◽  
Self Reliance ◽  
Use Of Technology

Blended learning comprises of teaching and learning formats that complement online technologies for both on-campus and off-campus students. The disposition of online learning requires the student to exercise autonomy, independence, and self-reliance, and the teacher to engage skills that facilitate, guide, and mentor students. These skills need to be developed through support systems that encourage both faculty and student participation. This chapter examines the concept of student support with the objective of providing a background and justification for its role in online learning. The chapter proposes that student support should be part of faculty training with a double-faceted benefit: 1) faculty will adopt the use of technology while learning online student support systems; 2) a well-designed support system will contribute to best practice through improved student retention and success.

Upload, Download, Overload!

2013 ◽  
pp. 71-102
Author(s):  
Lena Paulo Kushnir ◽  
Kenneth Berry
Keyword(s):  
Online Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Negative Impact ◽  
Student Learning Outcomes ◽  
Online Environment ◽  
Design Strategies ◽  
Online Learning Environments ◽  
Online Environments

Students often complain of overload in online learning environments. Discussions here consider online design and organization factors that might contribute to students’ reports of overload. This study explored predictions that 1) students’ past online experience, 2) the organization of online environments and relevance of online material with which students work, and 3) the level of task difficulty impact (a) student learning outcomes, (b) students’ reports of overload, and (c) students’ perceptions of having enough time to complete assigned course work. A total of 346 participants were tested in two experiments that manipulated the organization of the online environment and the material that students had to learn. Experiment 1 tested how the organization of the online environment impacted learning outcomes. Findings suggested that online environments that are overly busy and that contain irrelevant information (i.e., stimulus-rich or “stimulus-noisy” online environments) had a negative impact on experienced, savvy online learners, but no impact on students less experienced with online learning environments. Surprisingly, results here suggest that overload affected only experienced students. Experiment 2 tested how the organization of the online material (that students had to learn) impacted learning outcomes. Findings suggested that online learning environments that used hypertext to organize material had a negative impact on student learning outcomes, misconceptions of information, and perceived overload. This chapter examines literature that considers design and organization factors that can impact online learning, and considers design strategies for online teaching environments and strategies for avoiding factors that can leave students feeling overloaded.

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