Promoting Engagement with Online Presentations

2015 ◽  
pp. 322-336
Author(s):  
Amy Gaimaro
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Styles ◽  
Instructional Strategies ◽  
Learning Experience ◽  
First Century ◽  
Course Content ◽  
Know How ◽  
Diverse Learning ◽  
Need For Support

Educators delivering online presentations face many challenges when teaching in this modality. Lack of student engagement is one such challenge. Students can study online with lackluster learning experiences when participating in a predominately text-based course. Applying multiple instructional strategies to address students' diverse learning styles can provide students with a more engaged online learning experience. Another challenge many educators face, is the need for support and guidance to facilitate effective online learning. More specifically, educators of the twenty-first century are seeking the know-how to move traditional text-based materials into online, media-rich course content. This chapter will examine some of the challenges of delivering quality online presentations. In conclusion, the author will provide examples of strategies for delivering effective online presentations within the virtual college classroom.

scholarly journals Developing Inclusive Pedagogies in HE through an Understanding of the Learner-Consumer: Promiscuity, Hybridisation, and Innovation

2020 ◽  
Vol 3 (1) ◽  
pp. 102-119 ◽  
Author(s):  
Angela Partington
Keyword(s):  
Student Engagement ◽  
Learning Styles ◽  
Participatory Culture ◽  
First Century ◽  
Binary Opposition ◽  
Current Generation ◽  
Face To Face ◽  
Inclusive Practice ◽  
Digital World ◽  
Digital Or

AbstractThis article contributes to debates about how to respond to the changing profile of Higher Education (HE) students, and the marketisation of HE, by challenging prevailing views about student engagement, in order to develop learner-centric and inclusive pedagogies which are relevant to the twenty-first century. The concepts of ‘participatory culture’ and ‘co-creativity’ are often associated with the digital world in which the current generation of students have grown up. But it is a mistake to assume that some learning styles are inherently more participatory than others: participation is not an effect of the medium or form, (analog vs digital), or the space (actual vs virtual), or the mode of interaction a (face-to-face vs networked) through which the learner participates – it is an effect of the practices involved. Students engage with a complex network of both digital and analog texts and spaces, and it is this postdigital hybrid setting within which student engagement takes place. Marketisation provides an opportunity to actively demonstrate our commitments to student-centredness and inclusive practice, by transcending the binary opposition between ‘Student as Partner’ and ‘Student as Consumer’ and recognizing that students are learner-consumers, and allowing students’ diversity to drive innovation, rather than continuing to disempower students by bolstering practices which privilege some learning styles above others, informed by the assumption that innovation is technology-led.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

Learning Styles and Cultural Differences in Online Learning Environments in the Twenty-First Century

2021 ◽  
pp. 1630-1642
Author(s):  
Blessing F. Adeoye
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Learning Environments ◽  
First Century ◽  
Cultural Backgrounds ◽  
Online Learning Environments ◽  
Student Centered ◽  
Student Centered Learning ◽  
Twenty First Century ◽  
Nigerian University

The nature of learning is changing, especially learning in the twenty-first century. It's increasingly becoming more to do with student-centered learning. It emphasizes digital literacy, critical thinking, and interpersonal skills. This chapter revisited online learning environments in terms of differences in the learning styles of Nigerian university students according to their cultural backgrounds. The author also reviewed past research that focused on culturally different learning styles in online learning environments. Of specific interest are the studies that examined the same issue in the twenty-first century. This chapter concluded based on the review of literature that a person's learning style could affect how they react to any learning situation, including learning online; therefore, knowledge of learning styles could help in the selection of appropriate instructional designs and teaching strategies for courses. In the case of the students at the University of Lagos, it was found that students with different learning styles have different responses to online learning within their culture.

Technology in Education: Learning Opportunities for Teachers and Students

2020 ◽  
Vol 112 (1) ◽  
pp. 46-50
Author(s):  
Shweta L. Reddy ◽  
Janace Bubonia
Keyword(s):  
Learning Styles ◽  
Opportunity To Learn ◽  
Learning Opportunities ◽  
Technology In Education ◽  
Course Content ◽  
Educational Backgrounds ◽  
Technological Competence ◽  
Diverse Learning ◽  
Teachers And Students ◽  
Education Today

The purpose of using technology in education today is to provide students with an opportunity to learn a given topic at their own pace and convenience. Integrating technology into education is of considerable value because using technology effectively has the potential to make learning meaningful (Kirschner, 2015). Within a decade, technology has transformed education by affecting (a) the method of delivering course content to students, (b) student engagement with course content outside class hours, (c) the capability of a teacher to create different learning opportunities for students of diverse learning styles, (d) and the ability to convert course information into knowledge bytes for students of varied educational backgrounds and abilities. In this short span of time, the purpose of using technology in education has shifted from merely delivering course content to aiding students in learning the content. Using technology in education is more like "the idea that you can learn something without directly learning it" (Henriksen et al., 2019, p. 86). In other words, even though technological competence may not be the objective of a course, learning the technology will certainly help in achieving the objective of the course.

Student Engagement Practices for Computer Science Students in Online Learning Environments

2018 ◽  
pp. 83-99
Author(s):  
Stephanos Mavromoustakos ◽  
Areeba Kamal
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Computer Science ◽  
Learning Environments ◽  
Interaction Design ◽  
Learning Experience ◽  
Science Students ◽  
Science Student ◽  
Online Platforms ◽  
New Learning

Online learning has many challenges, and student engagement is one of them. Computer science students differ from most other disciplines. As a consequence, students typically find it easier to adapt to the new learning environment, but at the same time, they are more demanding on the tools and services offered to enhance their learning experience and engagement. This chapter discusses the various student engagement practices used today and their applicability to computer science students in online learning. The investigation will refer to case studies published and their relation to the concepts presented in this chapter. Computer science student engagement in online platforms is directly associated with positive learning experience from the content and context to interface to the interaction design a course embodies. Finally, a framework of best practices for student engagement for computer science students will be provided.

A Framework for the Redesign Principles That Improved Engagement in an Online Graduate Class

2019 ◽  
pp. 49-75 ◽  
Author(s):  
Laura Lemanski ◽  
Megan McDonald Van Deventer
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Learning Experience ◽  
Methods Course ◽  
Pedagogical Content ◽  
Course Content ◽  
Reading Methods ◽  
Engagement Theory ◽  
Course Changes

At a large, Midwest university, the authors taught an online course to graduate students in an educational reading methods course. While the course covered compelling content, the user experience frustrated students as they struggled to navigate an outmoded online learning management system (LMS), which inhibited their ability to engage with course content. Recognizing that the course could be a powerful and relevant learning experience for students, the chapter authors drew on engagement theory, technological pedagogical content knowledge (TPACK), and the triple E framework to redesign the course. While maintaining the valuable course content, the chapter authors developed a framework to create an engaging and positive online learning experience. This chapter describes the framework and details how the course was redesigned, articulates the rationale for the course changes, and explores the positive impact it had on teaching and learning.

Strategies for Engaging Students in the Online Environment

2020 ◽  
pp. 305-326
Author(s):  
Kimberly A. Whiter
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Teaching Methods ◽  
Course Design ◽  
Student Interaction ◽  
Online Learning Environment ◽  
Online Environment ◽  
Instructional Technologies ◽  
Course Content

Creating an engaging course environment requires a conscious effort from faculty to utilize course design, teaching methods, and instructional technologies that foster high levels of student interaction. Instructional technologies paired with effective pedagogies are making student engagement in online environments rich and meaningful. The use of instructional technologies is linked to student engagement in the online learning environment. Utilization of instructional technologies should address three major types of interaction: student interaction with course content, the faculty, and their learning peers. The use of instructional technologies to engage students can also increase students' motivation for their learning by increasing student value for course content. This chapter addresses specific strategies for utilization of course design, pedagogies, and instructional technologies to incorporate student interaction and develop and maintain students' motivation in their learning.

Amalgamation of Game-Based Learning With Interactive Instructional Strategies for Active Learner Engagement

2022 ◽  
pp. 31-57
Author(s):  
Ankit Dhamija ◽  
Deepika Dhamija
Keyword(s):  
Instructional Strategies ◽  
Educational Games ◽  
Learning Experience ◽  
Teaching Styles ◽  
Game Based Learning ◽  
Learner Engagement ◽  
Course Content ◽  
Learner Centered ◽  
Teaching Learning ◽  
Active Learner

In recent years, the teaching-learning process in higher education has undergone unprecedented change. Learners from across the world can enroll in any university using online platforms. This learning freedom is fantastic for all stakeholders, but it raises some serious concerns, such as how to ensure effective learner engagement and make the learning experience meaningful for the learners. While technology has aided learning, it has also become a significant source of distraction for students, as they spend too much time on gadgets solely for entertainment. This necessitates innovative and engaging teaching styles from educators. Designing course content as a game makes learning more engaging as learners get a sense of motivation and accomplishment. However, aligning games with lesson plans, designing assessment criteria, and learning outcomes takes a significant amount of time and effort. Hence, this chapter proposes learner-centered interactive instructional strategies that employ GBL to pique learners' curiosity and recommends popular GBL platforms for creating educational games.

scholarly journals An ESL Online Classroom Experience in Oman during Covid-19

2020 ◽  
Author(s):  
Syerina Syahrin ◽  
Abdelrahman Abdalla Salih
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Online Classroom ◽  
Learning Platform ◽  
E Learning ◽  
Learning Styles Inventory ◽  
The Relationship

This paper aimed to investigate the online learning experience of a group of ESL students at a higher learning institution in Oman during the Covid-19. The paper studied the interaction between the students’ preferred online learning style and the technologies the students experienced on the e-learning platform (Moodle) for the particular ESL course. The rationale for investigating the relationship between the students’ learning styles and the technologies the students experienced is to evaluate if the learning style and the technologies complement each other. It is also aimed to provide an evaluation of an ESL e-learning course by considering the different technologies that can be incorporated into the e-learning classroom to meet the different learning styles. Data was gathered from 32 undergraduate students by utilizing Kolb’s Learning Styles Inventory. The study included analysis of Moodle utilizing Warburton’s Technologies in Use (2007) to develop an understanding of the technologies the students experienced online. The results of the study revealed that the majority of the students’ preferred learning style is reflected in the technologies they experienced in the online classroom. As the relationship of the technology in use and the students learning style preference in the classroom complements each other, the study revealed that the emphasis of the particular skill-based pedagogy ESL classroom is on receptive skills (listening and reading). The lack of the students’ productive skills (speaking and writing) is a cause for concern to the ESL course instructors, policymakers, and the wider community.

The Inspiration Design Toolkit: A Human-Centered Design Tool for a System Engineering Course

2021 ◽  
Author(s):  
Sheng-Hung Lee ◽  
Maria C. Yang ◽  
Beatriz Carramolino ◽  
John Rudnik
Keyword(s):  
Learning Styles ◽  
Learning Experience ◽  
System Engineering ◽  
Design Tool ◽  
System Thinking ◽  
Future Research ◽  
Human Centered Design ◽  
Course Content ◽  
Course Engagement ◽  
Course Material

Abstract System Engineering education typically includes content to help students learn to design and engineer large, complex systems in a structured way. In this paper, we describe the outcomes of introducing a human-centered design tool, the Inspiration Design Toolkit (IDT), to encourage students to think non-linearly. The IDT is an educational resource consisting of a deck of illustrated cards that contain provocative questions, reflection messages and icons, applicative examples, and key takeaways on microlearning units. The aim of the IDT is to improve the participants’ learning experience and course engagement, increase opportunities for them to interact with their peers and teaching team, enable them to practice and reinforce the concepts through the creation of their own IDT cards, and share the cards in the discussion to increase learners’ engagement with course material and peers. We designed the IDT for an MIT online course on System Thinking. We collected, analyzed, and synthesized qualitative and quantitative feedback from 171 course participants. Our findings suggest that IDT provides learners with a digital asset that allows them to reinforce and recall the course takeaways, and apply them to other contexts. For future research, we want to understand how learners like and use IDT through demographic differences and preferred self-identified learning styles. We discuss how these findings may help educators consider critical design principles and for creating a digital self-learning toolkit connected to the course content and increasing its content adaptability.

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