scholarly journals The importance of active learning elements in the design of online courses

2016 ◽  
Vol 4 (2) ◽  
pp. 17-28 ◽  
Author(s):  
Alex Koohang ◽  
Joanna Paliszkiewicz ◽  
Deanna Klein ◽  
Jeretta Horn Nord
Keyword(s):  
Graduate Students ◽  
Active Learning ◽  
Online Courses ◽  
Future Research ◽  
Mean Differences

The purpose of this study was to investigate learners' perceived views about the importance of including active learning elements in the design of online courses giving attention to three selected variables: age, gender, and college status. The subjects participated in the study were undergraduate and graduate students taking online courses at a medium-sized University in the Midwest, USA. ANOVA was used to analyze the collected data. Significant mean differences were reported for all three selected variables. Conclusion, implications, and recommendations for future research are made.

scholarly journals Negotiating (dis-)engagement in K-12 blended learning

2021 ◽  
Author(s):  
Nina Bergdahl ◽  
Melissa Bond
Keyword(s):  
Active Learning ◽  
Blended Learning ◽  
Digital Technologies ◽  
Vital Role ◽  
Future Research ◽  
Socially Disadvantaged ◽  
Leadership Engagement ◽  
Upper Secondary ◽  
K 12 ◽  
Engagement And Disengagement

AbstractIt is well-recognised that engagement is critical for learning and school success. Engagement (and disengagement) are, however, also influenced by context. Thus, as digital technologies add complexity to the educational context, they influence classroom leadership, lesson designs and related practices, and thereby engagement. Despite being critical, engagement and disengagement are not well explored concerning these influences, with a lack of research undertaken within socially disadvantaged schools. In this qualitative study, 14 classroom observations were conducted, during five months, in twelve classes in an upper secondary school in Sweden, along with dialogues with teachers (n=12) and students (n=32). The data were analysed using thematic analysis and descriptive statistics. Identified themes include digital context, teacher leadership, engagement and disengagement. A network of relations between the (dis-)engagement compound and themes is presented. The results identified processes in which engagement shifted into disengagement and vice versa; in particular, that the intention of active learning does not automatically translate to active learning for all students, although teachers employed a higher work pace than did their students. Teacher self-efficacy and awareness of how to manage digital technologies in and outside the classroom was found to play a vital role in facilitating engagement. Understanding the (dis-)engagement compound in blended learning environments is key to inform active and visible learning for future research and supportive organisational structures.

“They Need More Training!” A National Level Analysis of Police Academy Basic Training Priorities

2021 ◽  
pp. 109861112110133
Author(s):  
John J. Sloan III ◽  
Eugene A. Paoline III
Keyword(s):  
Core Curriculum ◽  
National Level ◽  
Secondary Data ◽  
Future Research ◽  
Police Academy ◽  
Basic Training ◽  
The Hours ◽  
Contact Hours ◽  
Mean Differences ◽  
New Recruits

Recurring incidents of Black citizens killed or injured during interactions with police has led to calls for “more training” of officers, including new recruits. Prior research on academy-based police recruit training has centered on evaluation and heavily relied on case studies. The current study overcomes these limitations by analyzing the structure and content of academy-based basic training using secondary data collected from the population (N = 591) of U.S. police academies. Although we found significant mean differences across academies in total required contact hours needed to graduate and with how the hours were distributed across training areas, we also found academies adopted the same core curriculum consisting of six major “themes” and topics (n = 39) comprising them. We also found academies prioritized core areas of training in certain areas, while requiring far fewer hours in others. Implications of our results for basic training of recruits and suggestions for future research are then presented.

scholarly journals A Digital Forensic Readiness Architecture for Online Examinations

2018 ◽  
Vol 30 (1) ◽  
Author(s):  
Ivans Kigwana ◽  
H. S Venter
Keyword(s):  
Online Courses ◽  
Relevant Information ◽  
Content Management ◽  
International Standards ◽  
Future Research ◽  
International Electrotechnical Commission ◽  
Course Content ◽  
Digital Forensic ◽  
Online Examination ◽  
Proactive Measures

Some institutions provide online courses to students to ease the courses’ workload. Online courses can also be convenient because the online course content management software conducts marking of tests and examinations. However, a few students could be willing to exploit such a system’s weaknesses in a bid to cheat in online examinations because invigilators are absent. Proactive measures are needed and measures have to be implemented in order to thwart unacceptable behaviour in situations where there is little control of students’ conduct. Digital Forensic Readiness (DFR) employs a proactive approach for an organisation to be forensically prepared for situations where there is little control over people. This can be achieved by gathering, storing and handling incident response data, with the aim of reducing the time and cost that would otherwise be spent in a post-event response process. The problem this paper addresses is that, at the time of writing this paper, there existed no known DFR architecture that can be used to collect relevant information for DFR purposes, specifically in the course of an online examination, as described in the standard published by the International Standards Organisation (ISO) and the International Electrotechnical Commission (IEC) (ISO/IEC 27043:2015) for incident investigation principles and processes. Due to the lack of DFR architecture, the authors propose an Online Examination Digital Forensic Readiness Architecture (OEDFRA) that can be used to achieve DFR when online examinations are conducted. This architecture employs already existing DFR techniques, discussed in the study, to help educational institutions achieve DFR in online examinations. This architecture, (OEDFRA), when implemented, will be tested in future research in order to confirm its contribution to the field of DFR.

scholarly journals The Cognitive Assessment Course: Two Decades Later

2020 ◽  
Author(s):  
Adam Lockwood ◽  
Ryan L. Farmer
Keyword(s):  
School Psychology ◽  
Graduate Students ◽  
Instructional Strategies ◽  
Cognitive Assessment ◽  
Research Training ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Practice Research ◽  
Future Research ◽  
Psychology Programs

Given significant changes to legislation, practice, research, and instrumentation, the purpose of this study was to examine the course on cognitive assessment in school psychology programs and to describe the (a) structure, (b) instructional strategies, (c) content, and (d) interpretative strategies taught to school psychology graduate students. 127 instructors were surveyed, and results suggest that over the last 20 years support for teaching cognitive assessment has decreased while the content and instructional strategies have remained largely the same. Results of this study also indicate that the interpretation strategies taught rely heavily on Cattell-Horn-Carroll theory and related interpretive frameworks (e.g., cross-battery assessment). Additionally, instructors are placing greater emphasis on and multicultural sensitivity/ culturally and linguistically diverse assessment than in previous decades. Implications for future research, training and practice are discussed.

scholarly journals Faculty Use of the Active Learning Classroom: Barriers and Facilitators

10.28945/4142 ◽  
2018 ◽  
Vol 17 ◽  
pp. 485-504
Author(s):  
Orit Avidov Ungar ◽  
Becky Leshem ◽  
Adva Margaliot ◽  
Etty Grobgeld
Keyword(s):  
Teacher Education ◽  
Active Learning ◽  
Teacher Educators ◽  
Teaching Effectiveness ◽  
Teaching Style ◽  
Future Research ◽  
Future Studies ◽  
Grounded Theory Method ◽  
Proposed Model ◽  
Technology Pedagogy

Aim/Purpose: The study aimed to examine teacher educators’ perceptions regarding their ability to implement innovative pedagogies following a year during which they used a newly equipped Active Learning Classroom (ALC), designed for teacher training Background: To this end, we asked how participants perceived the effective use of the ALC and how they were able to leverage the use of the ALC to implement innovative pedagogies. Methodology: Using the grounded theory method, we conducted qualitative analysis of data collected from semi-structured in-depth personal interviews. The sample included 22 randomly-selected teacher educators in a single teacher-education college, who had used the ALC over the last year. Average teaching tenure was 22 years. Contribution: As part of the transition to using innovative pedagogies in an ICT (Information Communication Technology) enhanced teaching environment, our proposed model can be used to map teachers’ perceptions and proficiencies, so as to address the specific needs of each group. Findings: Analysis revealed four pedagogic teaching patterns. Based on the TPACK (Technology, Pedagogy, and Content, Knowledge) model as a theoretical framework, we were able to relate these patterns to participants’ strengths and weaknesses in technological and pedagogic knowledge and the ways in which they used the ALC. These patterns testify that there are different levels of use and integration of technology and pedagogy by teacher educators. Recommendations for Practitioners: Enhancing teachers’ knowledge, promoting innovative concepts and removing barriers for ICT usage require integrated technological-pedagogic guidance, which should be provided to the teachers by instructors with integrated TPK (Technology Pedagogy Knowledge). Recommendation for Researchers: The ability to map technological and pedagogic strengths in accord with teaching patterns and styles provides an advantageous and applicable foundation that can be used by any future studies that wish to pursue this line of investigation. Impact on Society: Formulating new strategies in teacher education would effectively make teacher educators the leading force driving the desired transformation, whereby teachers have the skills and knowledge to prepare students to become productive members of society in the 21st century. Future Research: Future studies are encouraged to use our proposed model (which maps technological and pedagogic strengths in accord with teaching patterns) to examine additional questions, for example, what is the relationship between teaching style and teaching effectiveness and can it provide the impetus to attempt to shift teachers’ attitudes and styles?

scholarly journals Quality of Academic Life at the Postgraduate Stage: A Saudi Female Perspective

10.28945/4691 ◽  
2021 ◽  
Vol 16 ◽  
pp. 127-147
Author(s):  
Amani Khalaf H Alghamdi ◽  
Sue L. T. McGregor
Keyword(s):  
Graduate Students ◽  
National Development ◽  
Knowledge Bases ◽  
Academic Life ◽  
Future Research ◽  
Social Aspect ◽  
Teaching Staff ◽  
Subjective Data ◽  
Educational Aspect

Aim/Purpose: Vision 2030 (Saudi Arabia’s national development plan) expects women (50% of all university students) to contribute to a viable economy and ambitious nation, meaning data about their quality of academic life (QAL) during their university experience are timely and significant. They are key players in the nation’s future. Background: This inaugural, exploratory study addresses this under-researched topic by exploring the spiritual, cognitive, physical, social, and psychological dimensions of Saudi female graduate students’ QAL. Methodology: Data comprised the lead author’s reflections and reflexion and interviews with 17 Saudi female graduate students conveniently sampled from Imam Abdul Rahman bin Faisal University (IAU) (Eastern Province) in January 2020. A new Academic Quality of Life Schema was especially designed for this study and future research. Contribution: A Middle Eastern country’s perspective is shared about female graduate students’ QAL from a holistic perspective (spiritual, mind, and body) and through the lens of a new QAL Schema (cognitive, social, and psychological). Findings: Spirituality was the highest rated holistic QAL dimension (76.6%) followed with body (67.4%) and mind (intellect) (58.8%). Despite a generally positive QAL evaluation (67.6%), participants (a) lamented their inability to sustain previous levels of religious devotion and practice, (b) reported health issues with deep emotions and surprise, and (c) experienced dissatisfaction with the educational aspect of their QAL. Regarding the QAL Schema, (a) their lack of research savviness hampered their ability to learn and enjoy the graduate experience; (b) psychological anxiety hampered their ability to connect with the Creator and poor time management and heavy academic workload compromised exercise and leisure with all three causing an imbalanced lifestyle; and (c) social peer camaraderie and positive classroom environments were appreciated. Recommendations for Practitioners: Women’s colleges should (a) collect subjective data about female graduate students’ satisfaction with university services, specialization and teaching decisions, and faculty members’ and peer colleagues’ support; (b) provide and promote services related to places and means of recreation, leisure, and alone time; and (c) ensure that guidance and counseling offices develop strategies to reduce stress and anxiety factors hindering QAL. Recommendation for Researchers: Future studies should use larger sample frames and, for comparative purposes, previously validated empirical QAL instruments. Saudi-based QAL studies should include religion. Mixed methods research designs are recommended as is a gendered comparative study for the gender-segregated Saudi higher education context. Impact on Society: Deeper understandings of Saudi female graduate students’ QAL will facilitate (a) tailored institutional and faculty support leading to higher enrolment levels, (b) stronger knowledge bases and more sophisticated research skills for students and (c) improved labor force participation. Future Research: Over 1/3 of participants felt their academic gains were not as strong as anticipated, yet few commented about teaching staff or teaching methods. Future research should expand inquiries into the educational aspect of QAL as well as the underrepresented social aspect of QAL.

scholarly journals Online Student Use of a Proximate Community of Engagement at an Independent Study Program

2018 ◽  
Vol 22 (1) ◽  
Author(s):  
Darin R Oviatt ◽  
Charles R. Graham ◽  
Jered Borup ◽  
Randall S Davies
Keyword(s):  
Online Community ◽  
Online Courses ◽  
Independent Study ◽  
Online Course ◽  
Future Research ◽  
Study Program ◽  
Online Student ◽  
Effective Interactions ◽  
To Receive

Research has suggested that independent study students may benefit from engaging with a proximate community of engagement (PCE) while completing an online course and that they perceive that such engagement will help them succeed. Independent Study students were surveyed at the completion of their course to assess the level at which they actually interacted with a PCE. Survey findings were confirmed with follow-up interviews with students and their parents to triangulate survey data. Findings revealed that students in the study interacted with a PCE when completing the course. The percentage of students actually engaging with a PCE was lower than the percentages of students from a previous study who perceived that such engagement would be helpful. The research suggests that students made aware of the benefits of a PCE at the beginning of the course, and who receive coaching to curate that community as an assignment in the course, will be more likely to receive the learning benefits of community engagement. Future research to confirm the value of engaging with a proximate community, identifying most helpful and effective interactions, and helping students curate such a community were proposed. Keywords: Independent study, adolescent, online courses, online community, adolescent community of engagement, proximate community of engagement

scholarly journals Recommender Systems for MOOCs: A Systematic Literature Survey (January 1, 2012 – July 12, 2019)

2020 ◽  
Vol 21 (4) ◽  
pp. 255-291
Author(s):  
Asra Khalid ◽  
Karsten Lundqvist ◽  
Anne Yates
Keyword(s):  
Quantitative Analysis ◽  
Literature Review ◽  
Student Performance ◽  
Recommender Systems ◽  
Online Courses ◽  
Systems Design ◽  
Literature Survey ◽  
Massive Open Online Courses ◽  
Future Research ◽  
Massive Open Online

In recent years, massive open online courses (MOOCs) have gained popularity with learners and providers, and thus MOOC providers have started to further enhance the use of MOOCs through recommender systems. This paper is a systematic literature review on the use of recommender systems for MOOCs, examining works published between January 1, 2012 and July 12, 2019 and, to the best of our knowledge, it is the first of its kind. We used Google Scholar, five academic databases (IEEE, ACM, Springer, ScienceDirect, and ERIC) and a reference chaining technique for this research. Through quantitative analysis, we identified the types and trends of research carried out in this field. The research falls into three major categories: (a) the need for recommender systems, (b) proposed recommender systems, and (c) implemented recommender systems. From the literature, we found that research has been conducted in seven areas of MOOCs: courses, threads, peers, learning elements, MOOC provider/teacher recommender, student performance recommender, and others. To date, the research has mostly focused on the implementation of recommender systems, particularly course recommender systems. Areas for future research and implementation include design of practical and scalable online recommender systems, design of a recommender system for MOOC provider and teacher, and usefulness of recommender systems.  

Making for learning: how graduate students discuss and design for maker-focused pedagogy

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Megan Humburg ◽  
Verily Tan ◽  
Adam V. Maltese ◽  
Amber Simpson ◽  
Joshua A. Danish
Keyword(s):  
Graduate Students ◽  
Formal Education ◽  
Lesson Plans ◽  
Future Research ◽  
Practical Implementation ◽  
Pedagogical Strategies ◽  
Content Type ◽  
Maker Education ◽  
Support Students ◽  
Education Courses

Purpose This study aims to understand how graduate students in a maker education course discuss beliefs about making and implement these beliefs as pedagogy in their curricular designs. Design/methodology/approach Interview transcripts from seven students were analyzed thematically for conceptions of making and learning. Lesson plans were also coded for elements of making, and the authors compared students’ articulated ideas about making with the practical implementation of making in their designs. Findings Students reflected on the nature of making and the possible benefits and tensions surrounding the use of making for learning. Multiple students discussed benefits for their future learning and careers. Comparisons between interview and lesson plans highlight both successful alignments and key gaps in the application of making principles, including struggles that students encountered when translating their beliefs about making into real-world pedagogy. Research limitations/implications Given the limited sample size, future research should explore the extent to which educators in other contexts encounter similar or different obstacles in their development of maker-focused pedagogies. Practical implications Findings can be used to inform future maker education courses to better support students in successfully translating core principles of making from general beliefs into effective and practical pedagogical strategies. Originality/value Despite widespread interest in combining making with educational spaces, much remains to be understood about the strategies that educators use to integrate elements of making into their pedagogy. This study contributes discussions of the benefits and tensions that maker educators may encounter when blending tenets of making with the needs of formal education.

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