Giving Teaching Advice Meaning

2013 ◽  
pp. 50-65 ◽  
Author(s):  
Leanne Cameron
Keyword(s):  
Distance Learning ◽  
Student Learning ◽  
Course Design ◽  
Course Evaluation ◽  
Academic Program ◽  
Pedagogical Change ◽  
Teaching Process ◽  
Face To Face ◽  
Physical Cues

Moving a course to a blended, online, or distance environment prompts some level of course evaluation and re-design. Having an understanding of the teaching process, both within and across the disciplines, can have a profound effect in developing a cohesive academic program. With an understanding of pedagogy, an effective course developer can implement positive pedagogical change without undermining a discipline’s integrity. The course developer needs to have an awareness not only of how, but of what and why knowledge is taught within a discipline. An in-depth understanding of a subject cannot be achieved by a few generalized sessions with an academic. In a face-to-face setting, poor course design can often be compensated for by an astute academic where physical cues can be received directly from the students and delivery can be immediately adjusted accordingly. In online or distance learning, however, it can be harder to gauge student concern, so poor course design can have a devastating effect on student learning. This chapter highlights the importance of contextualising pedagogical instruction within a discipline when undertaking course evaluation and/or redesign.

IMPROVING STUDENT LEARNING OUTCOMES IN STATISTICS FOR RESEARCH EDUCATION COURSES USING MOODLE PLATFORM DURING PANDEMIC

2021 ◽  
Vol 10 (3) ◽  
pp. 1916
Author(s):  
Tanti Listiani
Keyword(s):  
Distance Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Educational Research ◽  
Education System ◽  
Student Learning Outcomes ◽  
Research Education ◽  
Face To Face ◽  
Face To Face Learning ◽  
Improving Student Learning

Currently, the education system is experiencing a situation that requires teachers to be able to master distance learning media, especially during this Covid-19 pandemic outbreak. The distance education system is one of the solutions to overcome difficulties in face-to-face learning with the existence of social distancing rules considering the problems of time, location, distance, and cost which are major obstacles at this time. Moodle is a platform that can be used for distance learning. This study aims to see whether there is an increase in student learning outcomes in studying educational research statistics using the Moodle platform. The type of research is classroom action research with the Pelton model. This research sample is 42 students who take education research statistics courses. The sample data was processed using descriptive statistics taken from student learning outcomes. The results showed that student learning outcomes in studying educational research statistics have increased. The Moodle platform can help students get more learning outcomes, and it is effectively used as a solution in distance lectures. Suggestions for further research are the need for improvisation in using the Moodle platform to maximize its use

scholarly journals IMPLEMENTASI MEDIA PEMBELAJARAN BERBASIS M-LEARNING MENGGUNAKAN MODEL BLENDED POE2WE UNTUK MENINGKATKAN MOTIVASI BELAJAR PESERTA DIDIK

2020 ◽  
Author(s):  
Irfan Maulana
Keyword(s):  
High School ◽  
Distance Learning ◽  
Student Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Independent Learning ◽  
Face To Face ◽  
Technological Advances ◽  
Good Learning

The purpose of this study is to describe the application of learning media based on m-learningg using the POE2WE blender model to increase student learning motivation. This writing is motivated by increased learning in students who need good learning media and still use learning materials that have not been maximized. The method used in this renewal is the study of literature by studying some literature to be analyzed and made conclusions. The results of discussions about the application of m-learning based learning media using the POE2WE blender model can be a solution to the problems encountered in the teaching and learning process sponsored by students. The mixed POE2WE model is applied to students in High School with several steps including; participants do learning using smartphones, at face-to-face meetings students learn to use learning with teachers, in independent learning students do distance learning so as to increase their own willingness to do learning. The results of this study prove that learning media based on m-learning is feasible by using the POE2WE model to increase students' learning motivation and be able to take advantage of current technological advances.

Foundations of Motivational Research and Design in Online Distance Learning

2021 ◽  
pp. 68-76
Author(s):  
John M. Keller ◽  
Hasan Ucar ◽  
Alper Tolga Kumtepe
Keyword(s):  
Distance Learning ◽  
Online Instruction ◽  
Course Design ◽  
Teaching Process ◽  
Traditional Course ◽  
Online Distance Learning ◽  
And Performance ◽  
Online Distance ◽  
Research And Design

An effective and efficient teaching process in online distance learning requires more than just implementing a traditional course design and delivery process that typically focuses on organizing and sequencing content. These are necessary components of a well-designed course and might sometimes be sufficient for success, but only if students want to learn the content and if the course is not implemented in a way that kills their motivation. This can be a serious problem in online instruction, especially with self-instructional courses where it might be assumed that students will be motivated to succeed simply because they have enrolled in the course. Within this context, the aim of this chapter is to provide a framework and foundation for theoretical and applied papers dealing with motivation and performance in online distance learning.

A Costume Odyssey a.k.a. Teaching Costume History in a 21st Century Classroom

2010 ◽  
pp. 237-246
Author(s):  
Claremarie Verheyen ◽  
Youmei Liu
Keyword(s):  
Student Learning ◽  
21St Century ◽  
Management System ◽  
Course Design ◽  
Course Evaluation ◽  
Student Feedback ◽  
Course Management System ◽  
21St Century Classroom ◽  
The University ◽  
Enhance Student Learning

This chapter will explain how we have integrated the Course Management System-WebCT into the teaching of Costume History at the University of Houston’s School of Theatre and Dance. It will focus on two topics, (1) delivering the course in hybrid mode to enhance student learning experiences, and (2) conducting course evaluation to collect student feedback on the course design and delivery for future improvement.

scholarly journals Blended Learning for Emirati Women

2005 ◽  
Vol 2 (1) ◽  
pp. 37-55
Author(s):  
William Radecki
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Teaching Methods ◽  
Course Design ◽  
Virtual Classroom ◽  
Learning Technologies ◽  
Distance Teaching ◽  
Face To Face ◽  
Distance Learning Technologies ◽  
Face To Face Instruction

This paper describes a blended learning course for Emirati women combining face-to-face instruction with heavy use of distance learning technologies such as videoconferencing, email and a “virtual classroom”. Instructors conducted action research in order to 1) improve course design and teaching methods, 2) share distance teaching insights with colleagues, and 3) advise institutional authorities on IT resource management. Results of the study are presented, and conclusions about the suitability and efficacy of distance learning for Emirati women are offered.

An integrated science course moves online: four concurrent perspectives

2014 ◽  
Vol 6 (2) ◽  
pp. 248-268 ◽  
Author(s):  
Amanda E. Major ◽  
S. Raj Chaudhury ◽  
Betsy M. Gilbertson ◽  
David T. King Jr
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Research University ◽  
Course Design ◽  
Qualitative Inquiry ◽  
Faculty Members ◽  
Future Research ◽  
Team Approach ◽  
Content Type ◽  
Face To Face

Purpose – The purpose of this paper is to understand the lived experiences from the voice of the authors (a science professor, an instructional designer, a distance learning doctoral intern, and a distance learning director) in the process of transitioning a face-to-face science course to online modality at a large, research university. Design/methodology/approach – The method of this qualitative inquiry involves a personal narrative approach in which the authors reflect on their experiences of this process and analyze it through writing. Findings – The findings examine the challenges of moving a traditional course online and reiterate the value of a team approach to ensure its quality. The narrative offers clarity to the different phases of such a project and can enhance decision making among those involved in course design and delivery, as well as administrators incentivizing the conversion of traditional courses to the online modality. Practical implications – Online education has emerged as a viable solution. The challenges and rewards of transitioning face-to-face courses to distance learning modalities are well documented, even for a senior science educator. Social implications – Universities face several modern day challenges, including reductions in state appropriations, lack of available space for classes, challenges of engaging a technologically savvy generation, and preparing students for a global marketplace. Originality/value – To support faculty members’ transition to online education, universities offer instructional design support, where ideas are exchanged with faculty members to ensure pedagogically sound and engaging distance learning. The authors conclude with recommendations for both practice and future research in the area of practice and process improvement for diffusion of online courses at traditional universities, one course at a time. This is important to those beginning to transition course offerings online.

scholarly journals Modified Blended Learning in Engineering Higher Education during the COVID-19 Lockdown—Building Automation Courses Case Study

2020 ◽  
Vol 10 (10) ◽  
pp. 292
Author(s):  
Andrzej Ożadowicz
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Learning Method ◽  
Academic Education ◽  
Building Automation ◽  
Teaching Process ◽  
Practical Applications ◽  
Face To Face ◽  
Modified Method

The blended learning method with its supporting electronic tools is a very well-known approach in academic education. In most of its practical applications, direct face to face contacts between students and the teacher as well as students with each other in groups are important elements in the organization of lectures and classes. This is of particular importance in conducting laboratory classes in teaching process for engineers. However, the COVID-19 lockdown in the spring of 2020 closed schools, universities and completely eliminated the possibility of direct interpersonal contacts. These extraordinary circumstances forced changes in the organization of the teaching process, in particular the introduction of distance learning. Therefore, this paper proposes a modified blended learning method as well as describes a case study on its introduction in the education of building automation engineers at a technical university. A new organizational structure of this modified method is presented, with discussion of tools and methods of active distance learning, introduced during the COVID-19 lockdown period. Finally, some experiences, general reflections along with the identification of the preferred forms of distance learning by students are presented. The future works are briefly described as well.

scholarly journals Design of the blended learning course in engineering education

2020 ◽  
pp. 93-98
Author(s):  
Tran Van Hung Tran
Keyword(s):  
Blended Learning ◽  
Industrial Revolution ◽  
Course Design ◽  
Learning Ability ◽  
Teaching Process ◽  
Face To Face ◽  
Fourth Industrial Revolution ◽  
Face To Face Learning ◽  
Self Learning ◽  
Anytime Learning

Blended Learning is a flexible learning model that combines the creative advances and technology of online learning with the interaction and engagement of face-to-face learning. One of the best ways to deal with the need for \"learning anywhere, learning anytime, learning everything, learning flexibly, learning openly and learning for the whole life\", which becomes an inevitable trend currently. This requires teachers to design a course and organize the teaching process to ensure the formation and development of learners’ self-learning ability as well as the cultivation of the skills in using and mastering technology. The paper outlines the steps to be taken to design a blended learning course to help teachers in the course design suitable for their teaching process at university meeting the fourth industrial revolution.

scholarly journals Blended Course Evaluation in the Context of English for Specific Purposes: Accountability and Development

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110545
Author(s):  
Rui Zhang
Keyword(s):  
Learning Outcomes ◽  
Course Design ◽  
Course Evaluation ◽  
English For Specific Purposes ◽  
Learning Needs ◽  
Face To Face ◽  
Information And Communication ◽  
Professional Study ◽  
Intended Learning Outcomes ◽  
Blended Course

Blended learning utilizes the affordances of information and communication technology to integrate online learning with face-to-face teaching. It facilitates to meet students’ disciplinary learning needs and helps them achieve the intended learning outcomes so that they can advance in their professional study. The present study focuses on developing and evaluating a blended course implemented in the context of English for Specific Purposes (ESP) from the perspective of accountability and development, with the purpose of assessing the effectiveness of the course from three aspects: the satisfaction of students’ learning requirements, the achievement of their learning outcomes, and the ongoing refinement of the course. Data of the course evaluation survey were quantitatively analyzed by descriptive statistics and data of students’ learning reflections were qualitatively analyzed by thematic analysis. Results indicate that, firstly, students are satisfied with the course design and its implementation; secondly, the course modification should focus on adding academic presentations, teaching in English with trans-semiotising approach and consolidating the disciplinary community, which in turn activate students’ knowledge-sharing and critical thinking. The study offers a systematic framework to evaluate the ESP blended course, which also has implications for evaluating blended courses in other language curricula.

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