Best Practice to Support Online Student Engagement

2018 ◽  
pp. 287-299 ◽  
Author(s):  
Lorie Cook-Benjamin
Keyword(s):  
Teacher Education ◽  
Student Engagement ◽  
Learning Communities ◽  
Best Practice ◽  
Community Of Inquiry ◽  
Review Of The Literature ◽  
Online Students ◽  
Online Student ◽  
Online Learning Communities ◽  
Or Methodology

A best practice is a technique or methodology that, through experience and research, has proven to reliably lead to a desired result (Rouse, 2007). This chapter explores a best practice that aimed to increase the engagement of online students in a teacher education course. The best practice is related to the Community of Inquiry (CoI; Anderson, & Archer, 2000), a framework that provides an understanding of the development of online learning communities (Swan & Ice, 2010). The chapter includes a brief review of the literature on the factors that foster student engagement; online student engagement is also discussed. A description is provided of a course assignment that was modified to increase the engagement of online students. The results of this assignment's modification were positively perceived by the online students. The chapter concludes with recommended technology tools to foster engagement of online students.

Best Practice to Support Online Student Engagement

2021 ◽  
pp. 1617-1629
Author(s):  
Lorie Cook-Benjamin
Keyword(s):  
Teacher Education ◽  
Student Engagement ◽  
Learning Communities ◽  
Best Practice ◽  
Community Of Inquiry ◽  
Review Of The Literature ◽  
Online Students ◽  
Online Student ◽  
Online Learning Communities ◽  
Or Methodology

A best practice is a technique or methodology that, through experience and research, has proven to reliably lead to a desired result (Rouse, 2007). This chapter explores a best practice that aimed to increase the engagement of online students in a teacher education course. The best practice is related to the Community of Inquiry (CoI; Anderson, & Archer, 2000), a framework that provides an understanding of the development of online learning communities (Swan & Ice, 2010). The chapter includes a brief review of the literature on the factors that foster student engagement; online student engagement is also discussed. A description is provided of a course assignment that was modified to increase the engagement of online students. The results of this assignment's modification were positively perceived by the online students. The chapter concludes with recommended technology tools to foster engagement of online students.

Community of Inquiry in Adult Online Learning

2010 ◽  
pp. 474-489 ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison
Keyword(s):  
Online Learning ◽  
Adult Education ◽  
Adult Learning ◽  
Learning Communities ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Online Learning Communities ◽  
Positive Attitudes ◽  
Research Findings ◽  
Adult Online Learning

The adult education literature emphasizes communitybuilding in order to increase effectiveness and success ofonline teaching and learning. In this chapter theCommunity of Inquiry Framework that was developed by Garrison, Anderson and Archer (2000) has been introduced as a promising theory for adult learning in onlineenvironments. The chapter discusses the potential of the CoI framework to create effective adult online learning communities by utilizing the research findings from anonline course. Overall, the research findings showed that students had positive attitudes toward the communitydeveloped in the course and that their perception of constituting elements of the community of inquiry was significantly related to perceived learning and satisfaction.

Overcoming Implicit Bias in Collaborative Online Learning Communities

2020 ◽  
pp. 19-38
Author(s):  
Ludmila T. Battista ◽  
Lisa Wright
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Communities ◽  
Case Studies ◽  
Implicit Bias ◽  
Faculty Perspectives ◽  
Online Students ◽  
Online Learning Communities ◽  
Online Higher Education ◽  
Education Environment

This chapter will lay the groundwork for exploring implicit bias and the effects in the online higher education environment. The authors will analyze privilege, power, oppression, and institutionalized bias and explore examples in higher education, through both student and faculty perspectives. The chapter will focus on collaborative solutions to a diverse variety of case studies on implicit bias across race, culture, gender, ability, and other dimensions. An emphasis will be placed on reflective analysis and creating collaborative experiences for online students and educators.

scholarly journals Walking the Tightrope: Online Student Engagement Experiences

2020 ◽  
pp. 194-200
Author(s):  
Orna Farrell ◽  
James Brunton
Keyword(s):  
Student Engagement ◽  
Course Design ◽  
Research Question ◽  
Approaches To Learning ◽  
Community Support ◽  
Structural Factors ◽  
Structured Interviews ◽  
Online Students ◽  
Online Student ◽  
Peer Community

Studying online is like walking a tightrope for many online students as they try to balance work and caring responsibilities with their learning. This paper reports on a qualitative case study which explored the balancing act of online student engagement experiences. The study followed twenty-four DCU Connected online students over one academic year. The research question for the study was: What themes are central to online student engagement experiences? Data was collected via participant eportfolio entries and through semi-structured interviews and was then analysed thematically. Four key themes were constructed via the analytic process, which included: the importance of community, support networks, balancing study with life, and approaches to learning. The findings indicate that successful online student engagement was influenced by a number of psychosocial factors such as peer community, an engaging online teacher, and confidence and by structural factors such as lifeload and course design.

scholarly journals The Value of Praxis-Based Assessment to Stimulate Practical Engagement and Classroom Readiness in Online Initial Teacher Education

2021 ◽  
Vol 46 (10) ◽  
pp. 91-109
Author(s):  
Katie Burke ◽  
◽  
Melissa Fanshawe ◽  
Keyword(s):  
Teacher Education ◽  
Student Engagement ◽  
Learning Analytics ◽  
Initial Teacher Education ◽  
Student Perspective ◽  
Online Student ◽  
Learning Content ◽  
Learning Tasks ◽  
Survey Interviews ◽  
Education Courses

The opportunity to undertake teaching degrees entirely via online learning has proliferated in the last decade. Research shows that students choose to engage with content and application activities when they are directly aligned to assessment. The researchers trialled praxis-based assessment which required completion of practical learning tasks embedded in core learning content over two semesters in two Australian Initial Teacher Education courses. The aim was to enhance online student engagement in practical learning. Insights into the student perspective were gained through a survey, interviews, and learning analytics. The results from this study showed praxis-based assessment increased student confidence, classroom readiness and embodied understanding of theory.

Pushing the Boundaries from the Inside

2019 ◽  
pp. 1-22
Author(s):  
Colleen Conway ◽  
Shannan Hibbard
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Best Practice ◽  
Teacher Educators ◽  
Music Teacher ◽  
Adaptive Expertise ◽  
Music Teacher Education ◽  
Classroom Relationships ◽  
School Based

This chapter situates the study of music teacher education within the larger body of music education and teacher education research. It problematizes the terms teacher training, teacher education, and best practice and introduces the concept of teaching as an “impossible profession.” Goals of teacher education, including reflective practice and adaptive expertise, are discussed. The chapter outlines the challenges that music teacher educators face as they try to prepare preservice teachers for the realities of P-12 school-based music education while instilling in these new colleagues a disposition toward change. It concludes with narratives that examine teachers’ descriptions of classroom relationships throughout the lens of presence in teaching as a way to remind teacher educators of the importance of their work to push the boundaries of music teacher education in order to serve the profession at large.

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