scholarly journals Using a class wiki to facilitate community and linguistic inclusivity

2021 ◽  
Vol 6 (2) ◽  
pp. 5089
Author(s):  
Christina Bjorndahl
Keyword(s):  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Objectives ◽  
Full Description ◽  
Pedagogical Intervention ◽  
Diversity And Inclusion ◽  
Pedagogical Goals

I describe the implementation of a class wiki in an introductory linguistics class. There were two pedagogical goals: (1) facilitate asynchronous student engagement and collaborative learning; (2) provide opportunities for students to engage with various linguistic issues having to do with justice, equity, diversity, and inclusion. Assessment for the wiki was done using a version of specifications grading (Nilson 2015), so that students could choose their level of engagement with the wiki. A full description of the wiki is available at https://cbjorndahl.github.io/CMUNoLWiki/, which includes detailed descriptions, learning objectives, and prompts given to students for each wiki cate-gory. The present paper focusses primarily on the pedagogical motivations, design of the pedagogical intervention, and a reflection of its effectiveness.

scholarly journals Student Engagement in Internationalization of the Curriculum: Vietnamese Domestic Students’ Perspectives

2018 ◽  
Vol 23 (1) ◽  
pp. 154-170 ◽  
Author(s):  
Anh Ngoc Trinh ◽  
Lindsey Conner
Keyword(s):  
Student Engagement ◽  
Student Experiences ◽  
Domestic Students ◽  
Individual Interviews ◽  
Informal Curriculum ◽  
Cross Border ◽  
Diversity And Inclusion ◽  
Internal And External Factors ◽  
Internationalization In Higher Education

Internationalization in higher education has shifted to focus on home initiatives that engage and benefit all students rather than cross-border mobility activities. The qualitative case study reported in this article employed Kahu’s model of student engagement (SE) to investigate SE in internationalization of the curriculum (IoC) from the perspectives of 23 domestic Vietnamese students taking an internationalized program in a Vietnamese university. From three focus groups and 23 individual interviews, this study found that SE in IoC varied according to diverse internal and external factors. The students’ awareness of the benefits of their engagement in the program, their acknowledgment of the program’s strengths and weaknesses, as well as their desire to have more SE revealed a possibility for students to act as partners in the program. The potential partnership between students and their lecturers as well as other institutional bodies, in both the formal and informal curriculum alongside more sustained engagement opportunities, could enhance consequential student experiences and outcomes. The findings suggest that students are prospective resources to cultivate diversity and inclusion in IoC because their engagement can offer multiple insights and possibilities to enhance IoC. We argue that SE is significant in informing the development of IoC and is possibly integral to effective IoC.

scholarly journals Meta-Governance Framework to Guide the Establishment of Mass Collaborative Learning Communities

Computers ◽  
2022 ◽  
Vol 11 (1) ◽  
pp. 12
Author(s):  
Majid Zamiri ◽  
Luis M. Camarinha-Matos ◽  
João Sarraipa
Keyword(s):  
Collaborative Learning ◽  
Learning Communities ◽  
Vocational Education And Training ◽  
Governance Framework ◽  
Complementary Method ◽  
Mass Collaboration ◽  
Diversity And Inclusion ◽  
Knowledge Based ◽  
Collaborative Learning Communities ◽  
The Creation

The application of mass collaboration in different areas of study and work has been increasing over the last few decades. For example, in the education context, this emerging paradigm has opened new opportunities for participatory learning, namely, “mass collaborative learning (MCL)”. The development of such an innovative and complementary method of learning, which can lead to the creation of knowledge-based communities, has helped to reap the benefits of diversity and inclusion in the creation and development of knowledge. In other words, MCL allows for enhanced connectivity among the people involved, providing them with the opportunity to practice learning collectively. Despite recent advances, this area still faces many challenges, such as a lack of common agreement about the main concepts, components, applicable structures, relationships among the participants, as well as applicable assessment systems. From this perspective, this study proposes a meta-governance framework that benefits from various other related ideas, models, and methods that together can better support the implementation, execution, and development of mass collaborative learning communities. The proposed framework was applied to two case-study projects in which vocational education and training respond to the needs of collaborative education–enterprise approaches. It was also further used in an illustration of the MCL community called the “community of cooks”. Results from these application cases are discussed.

scholarly journals Students as storytellers: mobile-filmmaking to improve student engagement in school science

2019 ◽  
Vol 18 (05) ◽  
pp. A04 ◽  
Author(s):  
Kaitlyn Martin ◽  
Lloyd Davis ◽  
Susan Sandretto
Keyword(s):  
Student Engagement ◽  
Collaborative Learning ◽  
Mobile Devices ◽  
Science Communication ◽  
Communication Strategies ◽  
School Science ◽  
School Experience ◽  
Science Technology ◽  
Successful Science ◽  
Literate Society

Student engagement is an important predictor of choosing science-related careers and establishing a scientifically literate society: and, worryingly, it is on the decline internationally. Conceptions of science are strongly affected by school experience, so one strategy is to bring successful science communication strategies to the classroom. Through a project creating short science films on mobile devices, students' engagement greatly increased through collaborative learning and the storytelling process. Teachers were also able to achieve cross-curricular goals between science, technology, and literacy. We argue that empowering adolescents as storytellers, rather than storylisteners, is an effective method to increase engagement with science.

The Importance of a Collaboratory

2018 ◽  
pp. 492-506
Author(s):  
George P. Banky
Keyword(s):  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Communities ◽  
Student Survey ◽  
Post Intervention ◽  
Computer Laboratory ◽  
Group Problem Solving ◽  
The Mean ◽  
Software Utility ◽  
Survey Responses

Researchers have identified active collaborative learning and membership in learning communities as factors that facilitate the engagement of learners. In the reported student engagement study, a commercially available software utility was used to establish such an environment in a computer laboratory. This chapter addresses the following issues: will collaborative learning result in more student engagement and what type of software will support such activity? The collected data includes anonymous survey responses, mean marks for assessable components, and tutorial attendance figures for 2011 (pre-intervention) and 2012 (post-intervention) and 2013 (modified content with post-intervention style delivery). Freeform responses in the anonymous student survey were positive towards the experience. In 2012 with respect to those of 2011, mean assignment and tutorial participation marks for the students improved, while those for other assessable components appeared to have worsened. Student engagement, as reflected in tutorial attendance and assignment marks, were better in 2012. In 2013, the study was repeated with the focus of the tutorials changed to group problem solving with the tutorial participation reflecting student contributions during such sessions. The mean marks for the exam, the laboratory participation and for the course improved over those for 2012 and 2011, respectively. The other means slightly improved over those for 2011 but were slightly worse for those for 2012.

scholarly journals An EMI Pedagogy That Facilitates Students' Learning

2015 ◽  
Vol 8 (12) ◽  
pp. 63 ◽  
Author(s):  
Yung-Ting Chuang
Keyword(s):  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Outcomes ◽  
First Language ◽  
Learning Experiences ◽  
Course Content ◽  
Course Offerings ◽  
Global Status ◽  
University Course

<p>In recent decades, increasing numbers of EMI (English as Medium of Instructions) courses have been added to university course offerings in countries where English is not the first language, as a way of supporting university internalization and addressing the global status of English. However, some studies argue that EMI courses might affect the overall learning of course content because of students' poor lecture comprehension and passive engagement in class. In order to facilitate student engagement and improve learning experiences in EMI courses, the author introduces a pedagogical method that would facilitate students' overall learning in her EMI course. Based on students' overall feedback, the author confirms that her pedagogy is an effective method that improves lecture comprehension, encourages more class engagement, and promotes collaborative learning. Finally, the author recommends that other instructors apply this pedagogy to their EMI classes for better learning outcomes.</p>

Rethinking Flipgrid and VoiceThread in the Context of Online Collaborative Learning Theory

2020 ◽  
pp. 211-228
Author(s):  
Begüm Saçak ◽  
Natalia Kavun
Keyword(s):  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Theory ◽  
Online Collaborative Learning ◽  
Collaborative Tools ◽  
Learning Practices ◽  
Online Tools ◽  
Online Environments

In this chapter, Harasim's online collaborative learning theory (OCL) will be addressed as it explains how collaborative learning takes place in online environments via the use of online collaborative tools. Preliminary studies on using FlipGrid and VoiceThread, discussion tools which incorporate dynamic media such as audio and video, will be explained in the context of how such collaborative media tools can foster student engagement and collaboration. Implications of using these online tools and how they contribute to collaborative learning practices will be discussed in the context of OCL theory.

scholarly journals Student Engagement in Peer Dialogue About Diversity and Inclusion

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Barry L Trentham ◽  
Sylvia Langlois ◽  
Ruheena Sangrar ◽  
Jill Stier ◽  
Lynn Cockburn ◽  
...  
Keyword(s):  
Student Engagement ◽  
Diversity And Inclusion ◽  
Peer Dialogue

scholarly journals Supporting Educational Needs of Older Adult Learners: Strategies for Virtual Transitioning and Student Engagement

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 387-387
Author(s):  
Sara Conwell ◽  
Amy Danzo ◽  
Allyson Graf ◽  
Suk-Hee Kim ◽  
Katherina Terhune
Keyword(s):  
Student Engagement ◽  
Adult Learners ◽  
Adult Students ◽  
Older Adult ◽  
Educational Needs ◽  
Intergenerational Learning ◽  
Diversity And Inclusion ◽  
Global Initiative ◽  
Areas Of Interest ◽  
Older Adult Learners

Abstract The pandemic has revealed a multitude of challenges disproportionately impacting older adults, including older adult learners. Institutions of higher education are uniquely positioned to respond to various challenges using the guiding framework of the Age-Friendly University global initiative. This presentation highlights how preexisting university student support practices and services were adapted to provide older adult learners with guidance for navigating their educational needs during the pandemic. Specifically, it expands on strategies utilized by Adult Learner Programs and Services to effectively pivot to virtual services to support the advising and programming needs of older adult learners. Survey data identifying areas of interest for virtual programming for older adult students will be explored. Recommendations will be discussed for promoting effective transitioning to virtual support systems, preserving student engagement and intergenerational learning, and advocating for aging to remain central to university diversity and inclusion initiatives.

scholarly journals Reassessing Disparities in Online Learner Student Engagement in Higher Education

2020 ◽  
Vol 49 (1) ◽  
pp. 20-29 ◽  
Author(s):  
Justin Paulsen ◽  
Alexander C. McCormick
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Large Population ◽  
Public And Private ◽  
Face To Face ◽  
For Profit ◽  
The Impact

Online learning is the fastest growing segment in U.S. higher education and is increasingly adopted in public and private not-for-profit institutions. While the impact of online learning on educational outcomes is becoming more clear, the literature on its connection with student engagement is sparse. Student engagement measures identify key aspects of the learning process that can improve learning and outcomes like retention and achievement. The few studies investigating the link between online learning and student engagement found positive benefits for online learners compared to face-to-face learners in terms of perceived academic challenge, learning gains, satisfaction, and better study habits. On the other hand, face-to-face learners reported higher levels of environment support, collaborative learning, and faculty interaction. However, these studies did not effectively account for the differences in background characteristics like age, time spent working or caring for dependents, and enrollment status. Further, they did not consider the increasingly large population of students who enroll in both online and face-to-face courses. In our study, we used propensity score matching on the 2015 National Survey of Student Engagement data to account for the disparities in these groups’ demographics variables. After matching, we found that some of the previous literature’s differences diminish or disappear entirely. This suggests differences in supportive environments and learning strategies have more to do with online student characteristics than learning mode. However, online learning still falls well below other modes in terms of collaborative learning and interaction with faculty.

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