scholarly journals Educational Influencers – What Can We Learn from Them?

2020 ◽  
pp. 332-339
Author(s):  
Paula Marcelo
Keyword(s):  
Social Networks ◽  
Qualitative Analysis ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Learning Resources ◽  
Inductive System ◽  
Qualitative Design

Social networks have positioned themselves in today’s society as the means through which teachers interact, communicate and share knowledge. The aim of the present study was to explore the format and contents present in Twitter publications that Spanish “educational influencers” use in their interaction with their followers. This investigation presents a qualitative design with a sample of 10 Spanish influencers of the educational scope, who were selected for having over 15,000 followers and over 5,000 tweets published. A qualitative analysis based on an inductive system of categories revealed that the topics that are most frequently addressed by these influencers are the complaints, concerns and reflections of teachers in online teaching, teaching strategies, activities and learning resources.

scholarly journals Toolbox of teaching strategies

2018 ◽  
Vol 5 (4) ◽  
pp. 249-255
Author(s):  
Lei Pan ◽  
Hui-Qin Xi ◽  
Xiao-Wei Shen ◽  
Chen-Yu Zhang
Keyword(s):  
Learning Environments ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Nurse Educators ◽  
Clinical Teaching ◽  
Teaching Strategy ◽  
Traditional Learning ◽  
Teaching Online ◽  
Face To Face ◽  
Traditional Learning Environments

AbstractA teaching strategy is a method, which can help students to gain knowledge, deliver information, and improve their learning. Different learning environments, such as clinical teaching, online teaching, and face-to-face traditional learning environments, require different teaching strategies for students. Choosing teaching strategies for a course is very important for nurse educators because various factors should be taken into account to make students meet the learning outcomes. The use of modern technologies in teaching strategies can improve students’ competencies and confidences. The purpose of this article is to create a toolbox integrating ten teaching strategies that can be used in different teaching environments.

scholarly journals Defining Inspection Techniques for Detecting Privacy Problems in Online Social Networks

2019 ◽  
Vol 10 ◽  
pp. 35
Author(s):  
Andrey  Rodrigues ◽  
Natasha  M. C. Valentim ◽  
Eduardo  Feitosa
Keyword(s):  
Social Networks ◽  
Social Network ◽  
Empirical Study ◽  
Qualitative Analysis ◽  
Online Social Networks ◽  
Online Social Network ◽  
Effective Alternative ◽  
Daily Lives ◽  
Study Participants ◽  
Inspection Techniques

In the last few years, Online Social Networks (OSN) have experienced growth in the number of users, becoming an increasingly embedded part of people’s daily lives. Privacy expectations of OSNs are higher as more members start realizing potential privacy problems they face by interacting with these systems. Inspection methods can be an effective alternative for addressing privacy problems because they detect possible defects that could be causing the system to behave in an undesirable way. Therefore, we proposed a set of privacy inspection techniques called PIT-OSN (Privacy Inspection Techniques for Online Social Network). This paper presents the description and evolution of PIT-OSN through the results of a preliminary empirical study. We discuss the quantitative and qualitative results and their impact on improving the techniques. Results indicate that our techniques assist non-expert inspectors uncover privacy problems effectively, and are considered easy to use and useful by the study participants. Finally, the qualitative analysis helped us improve some technique steps that might be unclear.

scholarly journals Student-Centered Online Teaching Practices in Theoretical Mechanics

2021 ◽  
Vol 11 (2) ◽  
pp. 233
Author(s):  
Haibin Sun ◽  
Tingting Liu
Keyword(s):  
Moral Education ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Teaching Practice ◽  
Teaching Method ◽  
Independent Learning ◽  
Learning Ability ◽  
Student Centered ◽  
Effective Strategies ◽  
Theoretical Mechanics

The COVID-19 pandemic has had a serious impact on education at all levels and types, and the education system, including colleges and universities, has been forced to respond by a sudden shift to online teaching. Successful online teaching requires careful thinking, planning, and technical and human support from teachers. Based on the reflection on the offline classroom teaching of theoretical mechanics for many years and the online teaching practice of first half of 2020, the author summarizes effective strategies for implementing online teaching of theoretical mechanics. We prepared the theoretical mechanical lessons through a “student-centered” approach, such as preparing teaching materials, students and teaching methods. These teaching strategies include (i) Adopting live-stream teaching as the main teaching method, (ii) Applying electronic blackboard to online deductions, (iii) Linking theory to practice for better understanding of knowledge, (iv) Integrating curriculum content in ideological and moral education, (v) Conducting formative assessment to supervise and motivate online learning. The implementation of these online teaching strategies has effectively promoted the development of students' independent learning ability.

Transforming Teaching for Virtual Environments

2021 ◽  
pp. 534-560
Author(s):  
Irina Lyublinskaya ◽  
Xiaoxue Du
Keyword(s):  
Preservice Teachers ◽  
Instructional Technology ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Pedagogical Content ◽  
K 12 ◽  
Teachers Perspectives

This chapter describes pedagogical practices and teaching strategies with instructional technology used in an online summer course with preservice K-12 teachers. The course provided preservice teachers (PSTs) with experiences in using technology in K-12 classrooms from both students' and teachers' perspectives, engaged PSTs in active explorations of various K-12 curriculum topics using technology that could enhance high-impact teaching strategies, and supported PSTs in development of virtual lessons using instructional technology. The study identified effective practices with instructional technology to support preservice teachers' development of Technological Pedagogical Content Knowledge (TPACK) for their own online teaching. Study findings suggest that online immersive experience created a virtual student-centered space to nurture collaborative inquiry and that contributed to the growth of PST's TPACK. However, this experience also brought challenges and concerns for sustaining and transforming teaching and learning with instructional technology to an online environment.

Supporting Giftedness in Families: A Resources Perspective

2017 ◽  
Vol 40 (4) ◽  
pp. 372-393 ◽  
Author(s):  
Wilma Vialle
Keyword(s):  
Learning Resources ◽  
School Factors ◽  
Ample Evidence ◽  
Qualitative Design ◽  
Semistructured Interviews ◽  
Role Of Parents ◽  
Children's Development ◽  
Children’S Development ◽  
Parents And Caregivers

There is ample evidence that families are important in supporting the development of giftedness in children. Although there has been a great deal of research addressing individual and school factors in promoting giftedness, the role of parents and caregivers is comparatively underresearched, particularly in Australia. This study investigated the ways in which parents supported their children’s development, drawing on the educational and learning capital framework within the Actiotope Model of Giftedness. A qualitative design was adopted and semistructured interviews were conducted with 32 parents and caregivers. The data demonstrated that parents draw on all 10 educational and learning resources in creating favorable environments to support their children’s development.

#Votebecause: Youth mobilisation for the referendum on British membership of the European Union

2018 ◽  
Vol 20 (11) ◽  
pp. 4017-4034 ◽  
Author(s):  
James Sloam
Keyword(s):  
Social Networks ◽  
European Union ◽  
Young People ◽  
Qualitative Analysis ◽  
Group Membership ◽  
Electoral Participation ◽  
The European Union ◽  
The United Kingdom ◽  
General Elections ◽  
The Individual

For several decades, academics and political commentators have lamented the decline in electoral participation among younger citizens. In the United Kingdom, the proportion of 18- to 24-year-olds voting in general elections fell from over 60% in 1992 to an average of 40% between 2001 and 2015. Nevertheless, the high youth turnout in 2017 showed that young people will vote if they are interested in an issue or cause. Despite the scholarly interest in youth turnout, few studies have investigated the individual motivations for electoral participation among young people. This article aims to fill this gap. It presents a qualitative analysis of ‘#Votebecause’, an offline–online initiative to encourage students to vote in the 2016 referendum on British membership of the European Union. The findings identify the importance of social networks, appropriate spaces for communication, deliberation, prior group membership and internal efficacy for engaging young people in the campaign.

scholarly journals Student Preferences for Learning Resources on a Land-based Postgraduate Online Degree Programme

2020 ◽  
Vol 24 (1) ◽  
Author(s):  
Duncan Royd Slater ◽  
Richard Davies
Keyword(s):  
Online Teaching ◽  
Teaching Practice ◽  
Online Resources ◽  
Learning Resources ◽  
University Campus ◽  
Online Students ◽  
Degree Programme ◽  
Online Lectures ◽  
Wide Range ◽  
Primary Literature

Creating engaging online resources is an important part of the rapidly changing discipline of e-tutoring. There is increasing use of a wide range of media for online training but only a limited number of studies assessing their effectiveness. This study involved an educator working collegiately with cohorts of online students studying a specialist land-based postgraduate degree programme (n = 79).  The opinions of these mature online students, on current and potential learning resources, informed two interventions that provided novel online resources to the course. Student opinion on these new resources was captured and subjected to thematic analysis. The results identify that these students’ favoured resources were online lectures, course notes, primary literature and tutors’ opinion pieces because they were perceived as accessible, easy to engage with, assignment-related and/or provided something akin to a ‘university campus experience’.  In contrast, podcasts and knowledge review quizzes were strongly disfavoured by the majority of respondents. The implications of this study in relation to online teaching practice are discussed.

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