scholarly journals Stimulating critical thinking in a virtual learning community with instructor moderations and peer reviews

2011 ◽  
pp. 534-547
Keyword(s):  
Critical Thinking ◽  
Learning Community ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Future Research ◽  
Virtual Learning Community ◽  
Peer Reviews ◽  
Multiple Data ◽  
Multiple Data Sets

This mixed methods study investigated the dynamic impacts of instructor moderations and peer reviews on critical thinking (CT) in a virtual learning community. Multiple data sets were collected from online discourses, participants’ written reflections, and learning artifacts, and analyzed and triangulated with both quantitative and qualitative methods. Both instructor moderations and peer reviews had great impacts on learner’s CT in multiple ways, and stimulated CT development throughout the semester. As learners grew with more CT skills, the needs for instructor moderations decreased; yet peer reviews peaked in terms of quantity, length, and depth of discussions. Peer reviews in this study also demonstrated effective questioning patterns, which were positively accepted by students being questioned or criticized, and resulted in changes and improvements in the final learning artifacts. Practical implications for online teaching and learning and community building are discussed, together with suggestions for future research.

scholarly journals Measuring Teacher Creativity-Nurturing Behavior and Readiness for 21st Century Classroom Management

2021 ◽  
Vol 17 (3) ◽  
pp. 52-67
Author(s):  
Jaggil Apak ◽  
Muhamad Suhaimi Taat ◽  
Norazah Mohd Suki
Keyword(s):  
Classroom Management ◽  
Learning Community ◽  
21St Century ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Future Research ◽  
Pedagogical Practice ◽  
21St Century Classroom ◽  
Learning Platforms

The COVID-19 pandemic is drastically reshaping the 21st century classroom management to remote learning via various online teaching and learning platforms across the world. The aims of this study are threefold: to assess the level of creativity nurturing behavior and teacher readiness for 21st century classroom management, to test the differences of this relationships towards teaching experience, and to examine the relationship between teachers' creativity nurturing behavior and their readiness for 21st century classroom management. The ANOVA test revealed that teachers' creativity-nurturing behavior is significantly different according to teaching experience. What's more, regression analysis revealed that teachers' creativity-nurturing behavior affects their readiness for 21st century classroom management. Teachers should stimulate positive changes in pedagogical practice to transform the classroom into a more active learning community with greater potential for creativity. Direction for future research is also furnished.

VIRTUAL LEARNING ENVIRONMENTS FOR ESL COURSES

2021 ◽  
Vol 17 (1) ◽  
pp. 239-243
Author(s):  
Ana-Maria CHISEGA-NEGRILĂ
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Foreign Languages ◽  
Esl Students ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face

Abstract: As the time in which online teaching and learning was still an element of novelty has long been gone, virtual learning environments have to be studied thoroughly so that they will provide students not only with the necessary knowledge, but also with the proper tools to meet their learning objectives. The advancement in information technology and the access to an almost inordinate number of learning and teaching tools should have already been fructified and, as a result, not only teachers, but also learners should have already picked up the fruit of knowledge grown in the vast virtual environment of the Internet. However, as education has recently moved almost entirely online, some questions have arisen. Are the Virtual Learning Environments (VLEs) enough to offer ESL students both motivation and knowledge? Will foreign languages benefit from this growing trend or will traditional, face-to-face interaction, prove to have been more efficient? The present article will look into some of these questions and into the benefits of VLEs in the context of the Covid-19 pandemic.

scholarly journals A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014

2017 ◽  
Vol 21 (1) ◽  
Author(s):  
Sedef Uzuner Smith ◽  
Suzanne Hayes ◽  
Peter Shea
Keyword(s):  
Communities Of Practice ◽  
Blended Learning ◽  
Community Of Practice ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Empirical Work ◽  
Theoretical Framework ◽  
Future Research ◽  
Online Teaching And Learning ◽  
Integrative Research

After presenting a brief overview of the key elements that underpin Etienne Wenger’s communities of practice (CoP) theoretical framework, one of the most widely cited and influential conceptions of social learning, this paper reviews extant empirical work grounded in this framework to investigate online/blended learning in higher education and in professional development. The review is based on integrative research approaches, using quantitative and qualitative analysis, and includes CoP oriented research articles published between 2000 and 2014. Findings are presented under three questions: Which research studies within the online/blended learning literature made central use of the CoP framework? Among those studies identified, which ones established strong linkages between the CoP framework and their findings? Within this last group of identified studies, what do the patterns in their use of the CoP framework suggest as opportunities for future research in online teaching and learning?

scholarly journals “It Helps if You Think of Yourself as a Radio Presenter!” A Lefebvrian Commentary on the Concerns, Conflicts and Opportunities of Online Block Teaching

2021 ◽  
Vol 8 (1) ◽  
pp. 18-35
Author(s):  
Ben Harkin ◽  
Chrissi Nerantzi
Keyword(s):  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Hybrid Approach ◽  
Teaching Approach ◽  
Future Research ◽  
Learning And Teaching ◽  
Student Dialogue ◽  
Challenges And Opportunities ◽  
Online Spaces

The COVID-19 pandemic has generated shifts in how higher education provision is offered. In one UK institution block teaching was introduced. This way of teaching and learning has brought new challenges and opportunities for staff and students. To date, little research or theoretical discussion has investigated how this hybrid approach or differences between tutors and student can arise in the use of online teaching spaces (OTS) within a block-teaching format. The present paper focuses on the institution-wide implementation of an online block-teaching model at Manchester Metropolitan University in the United Kingdom. With a specific emphasis on observations and reflections on the experiences of undergraduate students’ and staff by one of the authors from the Department of Psychology who employed an online block teaching approach (6 weeks) from the beginning of block 1 during the academic year 2020/21. We provide a novel methodological advancement of Lefebvre’s (1991) Trialectic of Space to discuss how students and tutors jointly produce and experience learning and teaching within an online block teaching approach. Pre-existing behavioural, cognitive and emotional experiences of using online spaces, contribute to the curriculum, student-tutor and student-student dialogue. We also highlight the importance of community within an online block teaching approach. Applications of the Lefebvrian model (1991) to present pedagogical approaches along with avenues of future research are considered.

scholarly journals Online Teaching With M-Learning Tools in the Midst of Covid-19: A Reflection Through Action Research

10.28945/4761 ◽  
2021 ◽  
Author(s):  
Minh Q. Huynh ◽  
Eraj Khatiwada
Keyword(s):  
Action Research ◽  
Technology Use ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Future Research ◽  
Learning Tools ◽  
Online Instructors ◽  
Quantitative Studies ◽  
Frame Work

Aim/Purpose: In the midst of COVID-19, classes are transitioned online. Instructors and students scramble for ways to adapt to this change. This paper shares an experience of one instructor in how he has gone through the adaptation. Background: This section provides a contextual background of online teaching. The instructor made use of M-learning to support his online teaching and adopted the UTAUT model to guide his interpretation of the phenomenon. Methodology: The methodology used in this study is action research through participant-observation. The instructor was able to look at his own practice in teaching and reflect on it through the lens of the UTAUT conceptual frame-work. Contribution: The results helped the instructor improve his practice and better under-stand his educational situations. From the narrative, others can adapt and use various apps and platforms as well as follow the processes to teach online. Findings: This study shares an experience of how one instructor had figured out ways to use M-learning tools to make the online teaching and learning more feasible and engaging. It points out ways that the instructor could connect meaningfully with his students through the various apps and plat-forms. Recommendations for Practitioners: The social aspects of learning are indispensable whether it takes place in person or online. Students need opportunities to connect socially; there-fore, instructors should try to optimize technology use to create such opportunities for conducive learning. Recommendations for Researchers: Quantitative studies using surveys or quasi-experiment methods should be the next step. Validated inventories with measures can be adopted and used in these studies. Statistical analysis can be applied to derive more objective findings. Impact on Society: Online teaching emerges as a solution for the delivery of education in the midst of COVID-19, but more studies are needed to overcome obstacles and barriers to both instructors and students. Future Research: Future studies should look at the obstacles that instructors encounter and the barriers with technology access and inequalities that students face in online classes. NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 173-193. Click DOWNLOAD PDF to download the published paper.

Virtual Learning Community Perceptions and Intentions Questionnaire

2003 ◽  
Author(s):  
Hock-Hai Teo ◽  
Hock-Chuan Chan ◽  
Kwok-Kee Wei ◽  
Zhongju Zhang
Keyword(s):  
Learning Community ◽  
Virtual Learning ◽  
Community Perceptions ◽  
Virtual Learning Community

Virtual Learning Community Services Survey

2017 ◽  
Author(s):  
Min Zhang ◽  
Yupei Liu ◽  
Weiwei Yan ◽  
Yan Zhang
Keyword(s):  
Learning Community ◽  
Virtual Learning ◽  
Community Services ◽  
Virtual Learning Community
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