scholarly journals Finding Our Voice: Highly Flexible ED for the HyFlex World

2021 ◽  
Vol 40 (2) ◽  
Author(s):  
Kristine Larsen ◽  
Christina Robinson ◽  
Jason A. Melnyk ◽  
Jennifer Nicoletti ◽  
Amy Gagnon ◽  
...  
Keyword(s):  
Online Learning ◽  
Educational Development ◽  
Team Approach ◽  
Multiple Sources ◽  
Multiple Modalities

The COVID-19 pandemic brought about unprecedented changes in our approach to delivering educational development (ED) programming. In this article we discuss how our dual ED centers pivoted during the sudden switch to online learning, highlighting how we overcame challenges such as a small staff, tight timelines, and faculty anxieties. Particularly, we explore how we adapted to the university’s investment in technologically advanced Hybrid-Flexible (HyFlex) classroom spaces and utilized a multi-pronged team approach to provide effective and timely ED to faculty. By identifying key faculty leaders, identifying multiple sources of data, and using multiple modalities, we supported the faculty in their mission to effectively serve their students during this difficult and stressful time. In pivoting from a triage approach to more tactically focused development, the two ED centers discovered that they could more effectively serve faculty (and by extension students) by shattering the structural silos that had previously defined them and instead working as a unified entity.

scholarly journals PEMBINAAN PEMBELAJARAN DARING SELAMA PANDEMI COVID 19 Di SMK PERMATA HARAPAN BATAM

2022 ◽  
Vol 3 (2) ◽  
pp. 169-176
Author(s):  
Hermaya Ompusunggu ◽  
Anggun Permata Husda ◽  
Elsya Paskaria Loyda Tarigan ◽  
Argo Putra Prima
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Community Service ◽  
Educational Development ◽  
Learning System ◽  
Vocational High School ◽  
School Students ◽  
Digital World ◽  
Questions And Answers ◽  
Training Activities

This service aims to provide online learning guidance during the COVID-19 pandemic which was carried out at the Permata Harapan Vocational School in Batam. This training was carried out for 4 meetings using the zoom application. Community service activities in the form of educational development for Permata Harapan Vocational High School students can provide benefits by applying the methods of implementing training activities, discussions and questions and answers. This service was attended by Mr. Miftahul Ilmi and Mrs. Lolita as teachers at Permata Harapan school and also attended by 20 students. The results obtained from this activity are: the ability of students to the digital world increases, especially for the applications used and the available tools. Students also feel they have a high curiosity to understand the applications used and are interested in the menus offered. The ability to adapt to the online learning system is very necessary for current conditions, where the presenter also conveys motivation to students to continue to be able to follow the lesson well.

scholarly journals Sustaining Synchronous Interaction Effectiveness in Distance Writing Courses: A Mixed Method Study in a KSA University

2021 ◽  
Vol 13 (24) ◽  
pp. 13675
Author(s):  
Murad Abdu Saeed ◽  
Mohammed Abdullah Alharbi ◽  
Amr Abdullatif Yassin
Keyword(s):  
Online Learning ◽  
Multiple Sources ◽  
Online Classroom ◽  
Online Writing ◽  
Factors Affecting ◽  
Google Docs ◽  
Writing Courses ◽  
Multimodal Interactions ◽  
Major Factors ◽  
Sudden Transition

The sudden transition to online learning during the COVID-19 pandemic has been challenging for many learners and teachers due to the fact that most universities suddenly shifted to online learning without providing adequate time for preparing and training teachers and learners in using interactive educational technologies. Such challenges are even more pronounced for language instructors in cultivating and sustaining interactions among learners, especially in writing courses that demand active engagement and interactions. Therefore, this study focused on what and how a writing instructor did through technology in creating an interactive writing environment for KSA learners joining five online writing courses and how learners perceived interactions and identifies the major factors affecting their perceptions. The data were collected from multiple sources: WhatsApp chats, Google Docs chats and comments, screencast recorded discussions, students’ texts, and their responses to an electronic (e-) survey as well as follow-up interviews. The study revealed that in connecting Google Docs to the Blackboard Collaborate Ultra, the instructor engaged learners in multidirectional and multimodal interactions and text writing and revising. The WhatsApp group was also used for individual learner-learner and learner-teacher interaction illustrating support and consultation-seeking behaviors of learners beyond the online classroom time. The learners’ perceptions of technology-mediated interactions (overall, learner-learner and learner-teacher) in the online writing courses were at high levels, though such perceptions varied according to several factors, including socio-demographic characteristics. The study concludes by offering useful pedagogical and research implications.

Learners' Perception of Engagement in Online Learning

2015 ◽  
pp. 135-153 ◽  
Author(s):  
Misha Chakraborty
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Online Classes ◽  
Structured Interviews ◽  
Multiple Sources ◽  
Online Class ◽  
Engagement Strategies ◽  
Academic Settings ◽  
Engagement Factors ◽  
Quality Learning

The widespread popularity of online classes is evident in both professional and academic settings. Learners' engagement and satisfaction with the online courses, especially from the learners' perspective, are considered core to the promotion of quality learning. The voices of the present day's “virtual generation” need to be heard. The opportunities they see and the challenges they face can be utilized in creating engaging online learning environments. This chapter discusses online class engagement strategies that work. Multiple sources including semi-structured interviews with eight participants at a Research 1 University in Southwest United States, online course documents, email exchanges, and discussion transcripts were used to collect and analyze data. The findings indicate online class engagement factors and issues that need to be considered in effective design and successful delivery of online courses. The findings can be used to help faculties and learners achieve optimum benefits from online classes.

scholarly journals PROVIDING QUALITY ASSURANCE IN ONLINE GERONTOLOGY COURSES THROUGH A PEER REVIEW NETWORK

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S978-S978
Author(s):  
Louise M Murray ◽  
Enoch Park
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Professional Staff ◽  
Online Course ◽  
Instructional Designers ◽  
Team Approach ◽  
Peer Reviewers

Abstract In health care and senior housing and care, the challenge of meeting diverse regional workforce needs is increasingly important in higher education. Educators within gerontology are rising to this challenge using multiple platforms, including online education (Carter, Solberg, & Solberg, 2017; Nadash, Miller, Porell, Birchander, Glickman, & Burr, 2014). This poster presents the life cycle of a traditional face to face introductory level graduate gerontology course which was transitioned to a fully online course. This transition was achieved using a structured course development process based on nationally recognized online course quality standards by Quality Matters (QM). Utilizing a team approach, the process incorporated faculty (subject matter experts and course developers), instructional designers, and professional staff in distance education, faculty teaching support, and online learning specialists. QM standards serve to assure quality online instruction, with the goal of providing students with a positive and successful online learning experience. Analysis of this case highlights the role of Certified (QM) peer reviewers who have expertise in Gerontology and can serve as the connector of online gerontology courses offered within programs, between institutions, and globally. Recommendations are presented to improve the pedagogical quality of online courses to attract and retain students in gerontology and aging studies courses. The case for building an initial network of online course peer reviewers to strengthen online teaching and learning within the gerontology profession will be made.

Online Learning Tools for Middle School Science

2017 ◽  
Vol 13 (1) ◽  
pp. 27-40
Author(s):  
Fatima E. Terrazas-Arellanes ◽  
Carolyn Knox ◽  
Lisa A. Strycker ◽  
Emily D. Walden
Keyword(s):  
Middle School ◽  
Online Learning ◽  
General Education ◽  
Research Methodology ◽  
English Learners ◽  
Instructional Materials ◽  
Research Approach ◽  
Multiple Sources ◽  
School Students ◽  
Design Based Research

This article reports on how design-based research methodology was used to guide a line of intervention research that developed, implemented, revised, and evaluated online learning science curricula for middle school students, including general education students and English language learners (primarily of Hispanic origin). The iterative, design-based research approach was carried out in two stages with multiple steps per stage: (a) stage 1, or informed exploration, identified and described the problem under investigation; and (b) stage 2, or enactment, redesigned previously developed online science units, implemented each unit in case studies, and completed a feasibility evaluation. The present paper focuses primarily on the second stage, demonstrating the process by which online science units were repeatedly refined with input from stakeholders, and then examined for their feasibility to implement, usefulness for helping teachers engage with students, and potential to effectively deepen science knowledge. Data were drawn from multiple sources, including teacher logs, student and teacher surveys, student notebooks, content assessments, and focus groups. Results indicate that the online science units were feasible to implement, usable, and helpful. The data-driven, design-based research methodology proved to be both practical and efficacious, and underscored the critical importance of involving all stakeholders in the process of curriculum creation and refinement. This work offers a model for the development of constructivist science instructional materials for English learners using online, multimedia technology.

scholarly journals Programmatic Assessment in Emergency Medicine: Implementation of Best Practices

2018 ◽  
Vol 10 (1) ◽  
pp. 84-90 ◽  
Author(s):  
Marcia Perry ◽  
Andrew Linn ◽  
Brendan W. Munzer ◽  
Laura Hopson ◽  
Ambrosya Amlong ◽  
...  
Keyword(s):  
Medical Knowledge ◽  
Assessment For Learning ◽  
Multiple Sources ◽  
Programmatic Assessment ◽  
Multiple Modalities ◽  
Summative Assessments ◽  
Program Leadership ◽  
Competency Domain ◽  
Competency Domains ◽  
Resident Learning

ABSTRACT Background  Programmatic assessment is the intentional collection of key data from multiple sources for both assessment of learning and assessment for learning. Objective  We developed a system of programmatic assessment (PA) to identify competency progression (summative) and assessment for learning to assist residents in their formative development. Methods  The programmatic assessment was designed iteratively from 2014 through 2016. All assessments were first categorized by competency domain and source of assessment. The number of assessment modalities for each competency domain was collected. These multisource assessments were then mapped by program leadership to the milestones to develop a master PA blueprint. A resident learning management system provided the platform for aggregating formative and summative data, allowing residents and faculty ongoing access to guide learning and assessment. A key component of programmatic assessment was to support resident integration of assessment information through feedback by faculty after shifts and during monthly formal assessments, semiannual resident reviews, and summative judgments by the Clinical Competency Committee. Results  Through the PA, the 6 competency domains are assessed through multiple modalities: patient care (22 different assessments), professionalism (18), systems-based practice (17), interprofessional and communication skills (16), medical knowledge (11), and practice-based learning and improvement (6). Each assessment provides feedback to the resident in various formats. Our programmatic assessment has been utilized for more than 2 years with iterative improvements. Conclusions  The implementation of programmatic assessment allowed our program to organize diverse, multisourced feedback to drive both formative and summative assessments.

scholarly journals Rapid Development Studio: An Intensive, Iterative Approach to Designing Online Learning

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110475
Author(s):  
Bing Mei ◽  
Lawrence May ◽  
Rena Heap ◽  
Damon Ellis ◽  
Sue Tickner ◽  
...  
Keyword(s):  
Online Learning ◽  
Course Design ◽  
Online Courses ◽  
Rapid Development ◽  
Time Frame ◽  
Online Course ◽  
Research Approach ◽  
Multiple Sources ◽  
Increasing Demand ◽  
Prior Models

Given the increasing demand for online learning at the tertiary level, there currently exists a need to modify or develop instructional design (ID) models/approaches that can effectively facilitate the collaboration between learning designers and teachers, as well as to research the effectiveness of these models/approaches. Against this backdrop, adopting a design-based research approach, we tested a practical ID approach that is developed on two prior models: rapid prototyping and collaborative course development. Accordingly, a 2-week rapid development studio—an agile, intensive, iterative ID process—was arranged. Data from multiple sources were gleaned during the study to generate a comprehensive and in-depth understanding of the proposed approach. Overall, results suggest that the approach is effective for developing online courses in case of a limited time frame and was positively perceived by both course instructors and learning designers. Moreover, practical tips for replicating the process in other contexts are also shared. It is our hope that the study will stimulate further exploration of alternative ID models/approaches to improve online course design efficacy in other higher education institutions.

Learners' Perception of Engagement in Online Learning

2018 ◽  
pp. 1440-1459
Author(s):  
Misha Chakraborty
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Online Classes ◽  
Structured Interviews ◽  
Multiple Sources ◽  
Online Class ◽  
Engagement Strategies ◽  
Academic Settings ◽  
Engagement Factors ◽  
Quality Learning

The widespread popularity of online classes is evident in both professional and academic settings. Learners' engagement and satisfaction with the online courses, especially from the learners' perspective, are considered core to the promotion of quality learning. The voices of the present day's “virtual generation” need to be heard. The opportunities they see and the challenges they face can be utilized in creating engaging online learning environments. This chapter discusses online class engagement strategies that work. Multiple sources including semi-structured interviews with eight participants at a Research 1 University in Southwest United States, online course documents, email exchanges, and discussion transcripts were used to collect and analyze data. The findings indicate online class engagement factors and issues that need to be considered in effective design and successful delivery of online courses. The findings can be used to help faculties and learners achieve optimum benefits from online classes.

HIDDEN MARKOV MODELS FOR MODELING AND RECOGNIZING GESTURE UNDER VARIATION

2001 ◽  
Vol 15 (01) ◽  
pp. 123-160 ◽  
Author(s):  
ANDREW D. WILSON ◽  
AARON F. BOBICK
Keyword(s):  
Online Learning ◽  
Markov Model ◽  
Hidden Markov Model ◽  
Hidden Markov Models ◽  
Markov Models ◽  
Hidden Markov ◽  
Systematic Variation ◽  
Multiple Sources ◽  
The Family ◽  
Batch Learning

Conventional application of hidden Markov models to the task of recognizing human gesture may suffer from multiple sources of systematic variation in the sensor outputs. We present two frameworks based on hidden Markov models which are designed to model and recognize gestures that vary in systematic ways. In the first, the systematic variation is assumed to be communicative in nature, and the input gesture is assumed to belong to gesture family. The variation across the family is modeled explicitly by the parametric hidden Markov model (PHMM). In the second framework, variation in the signal is overcome by relying on online learning rather than conventional offline, batch learning.

Pandemic and Post-Pandemic Digital Pedagogy in Hospitality Education for Generations Z, Alpha, and Beyond

2021 ◽  
pp. 109634802110008
Author(s):  
Ruth Annette Smith
Keyword(s):  
Emotional Intelligence ◽  
Online Learning ◽  
Faculty Members ◽  
Multiple Modalities ◽  
Hospitality Education ◽  
Tourism Education ◽  
Technological Tools ◽  
Digital Pedagogy ◽  
Hospitality And Tourism ◽  
Hospitality And Tourism Education

Facilitating hospitality and tourism education in the pandemic and post-pandemic eras call for change, as the need for faculty members to deliver the curriculum digitally using multiple modalities, tools, and skills rapidly increases. Hospitality and tourism educators must embrace and creatively utilize various technological tools, software, and platforms to facilitate online learning, synchronized with emotional intelligence, flexibility, and empathy.

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