The Promise of Protocols in the Virtual Classroom

2018 ◽  
pp. 241-263
Author(s):  
Harriette Thurber Rasmussen ◽  
Amy Baeder ◽  
Margaret A. Hunter ◽  
Jane Chadsey
Keyword(s):  
Learning Environments ◽  
Professional Learning ◽  
Virtual Classroom ◽  
Learner Engagement ◽  
Face To Face ◽  
Engagement Strategies ◽  
Learner Centered ◽  
And Performance ◽  
Professional Learning Network

Learner engagement in online learning environments tends to be erratic and dependent upon the learners themselves, not necessarily fostered by the macrostructures that house the virtual classroom. Protocols—which the authors term microstructures—can bring engagement strategies traditionally seen in face-to-face classrooms to the virtual world of online adult learning. This chapter explores how the use of microstructures supports learner-centered engagement, illustrated through a case study of a successful virtual professional learning network. This chapter also introduces the concept of accountability for participation, its role in creating engaged learners, and how microstructures can foster the psychological safety required for high levels of engagement and performance in the virtual classroom.

The Promise of Protocols in the Virtual Classroom

2021 ◽  
pp. 812-836
Author(s):  
Harriette Thurber Rasmussen ◽  
Amy Baeder ◽  
Margaret A. Hunter ◽  
Jane Chadsey
Keyword(s):  
Learning Environments ◽  
Professional Learning ◽  
Virtual Classroom ◽  
Learner Engagement ◽  
Face To Face ◽  
Engagement Strategies ◽  
Learner Centered ◽  
And Performance ◽  
Professional Learning Network

Learner engagement in online learning environments tends to be erratic and dependent upon the learners themselves, not necessarily fostered by the macrostructures that house the virtual classroom. Protocols—which the authors term microstructures—can bring engagement strategies traditionally seen in face-to-face classrooms to the virtual world of online adult learning. This chapter explores how the use of microstructures supports learner-centered engagement, illustrated through a case study of a successful virtual professional learning network. This chapter also introduces the concept of accountability for participation, its role in creating engaged learners, and how microstructures can foster the psychological safety required for high levels of engagement and performance in the virtual classroom.

Information and Communication Technologies

2008 ◽  
pp. 1047-1065
Author(s):  
Glenn Finger ◽  
Maret McGlasson ◽  
Paul Finger
Keyword(s):  
Learning Environments ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Course Design ◽  
Communication Technologies ◽  
Learner Centered ◽  
Learning Stories ◽  
Information And Communication ◽  
Portfolio Approach

Teaching and learning in the 21st century should be markedly different from earlier times through the design of new teaching and learning environments. Through the presentation of three models of technology-rich learning environments (teacherdirected, learner-centered and mediated), this chapter provides a case study of the design and delivery of a course called Learning with Information and Communication Technologies (ICTs) guided by a mediated learner approach, using new approaches to using ICTs and assessment for learning as key course design drivers. That course aims to prepare future teachers who demonstrate strong theoretical and practical understanding of designing and creating effective ICT teaching and learning experiences, and are confident and proficient users of ICTs. We provide an analysis of the implementation of that course through the presentation of the learning stories and reflections of students. Specific discussion is provided about the conceptualization and implementation of an e-portfolio approach to promote deep learning.

Through the Eyes of Students and Faculty

2016 ◽  
pp. 557-584
Author(s):  
Maysaa Barakat ◽  
Debra N. Weiss-Randall
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Educational Leadership ◽  
Learning Environments ◽  
Social Exclusion ◽  
Research University ◽  
Attrition Rates ◽  
Face To Face

Online enrollments have been growing substantially faster than overall higher education enrollments. It is argued that online learning can help address issues of educational inequity, poverty, and social exclusion. The momentum is moving towards online learning, and universities are pressured to develop more online options for their students in order to stay relevant and provide needed flexibility. On average, courses that are delivered online have higher attrition rates than regular face-to-face courses. There are numerous challenges and difficulties in developing online learning environments without sacrificing the quality of learning. This case study examines the development, delivery, and evaluation of online learning through the eyes of students and faculty of an educational leadership department in a Southeast research university.

Electronic Research Collaboration via Access Grid

2016 ◽  
pp. 147-156
Author(s):  
Jingjing Zhang
Keyword(s):  
Professional Learning ◽  
Research Collaboration ◽  
Qualitative Case Study ◽  
Face To Face ◽  
Connected Network ◽  
Research Activities ◽  
Technological Advances ◽  
Time Distance ◽  
Access Grid

Recent technological advances are providing new and exciting opportunities for researchers to work together across the conventional boundaries of time, distance, and discipline. These advances have formed new networks of research, both in electronic mediums and in face-to-face environments, different from traditional networks in terms of their changing nature and scope. This paper reports some of the preliminary findings from a qualitative case study of the establishment of the ‘EMT project'. It attempts to illustrate how the EMT project as a connected network formulates positive academic interactions and consequently facilitates professional learning immersed in research activities. In parallel, the study examines the benefits and problems arising from the sense of being together across time and space supported by advanced networked technologies in collaborative research, and further identifies the gap between the academic and the technical perspective in research.

Education and E-Learning Evaluation and Assessment

2009 ◽  
pp. 189-194
Author(s):  
Emilio Lastrucci ◽  
Debora Infante ◽  
Angela Pascale
Keyword(s):  
Learning Environments ◽  
Needs Analysis ◽  
Assessment And Evaluation ◽  
Face To Face ◽  
Learner Centered ◽  
E Learning ◽  
New Perspective ◽  
Definition Of ◽  
Teaching Learning

The assessment of e-learning shares most of the needs and requirements of face-to-face teaching, including clarity of the main objective, needs analysis, comprehensibility of objectives, definition of resources, and balance report (Calvani & Rotta, 2000). However, in e-learning environments the qualities of both monitoring and formative assessment have prominence, and can even determine the success of the course (Moore & Kearsley, 1996). In the learner-centered approach, typical in e-learning, the student is the protagonist of the teaching-learning process and thus, assessment is considered from a new perspective. It can be defined as the systematic process of correction, revision, collection, and use of information regarding both the students and the course in order to favor the progress and the learning of each student (Palomba & Banta, 1999). Assessment and evaluation are two different concepts even though they are interconnected: the former determines the student’s knowledge, skills and attitudes while the latter is necessary to express an opinion on learning results and on the quality of teaching.

scholarly journals Strategic Management Accounting Tools as a ‘Package’: A Case Study

2021 ◽  
Vol 16 (2) ◽  
pp. 59-93
Author(s):  
Hiruni Rathwatta ◽  
◽  
Tharusha Gooneratne ◽  
Keyword(s):  
Strategic Management ◽  
Management Accounting ◽  
Face To Face ◽  
Study Approach ◽  
Strategic Management Accounting ◽  
Prior Literature ◽  
And Performance ◽  
Informal Communications ◽  
Learning Points

Drawing empirical evidence from a telecommunications firm in Sri Lanka this paper reports on a case study of how strategic management accounting (SMA) tools form a package. We deployed the qualitative method and case study approach, and in-depth face-to-face interviews with key personnel engaged in the practice of SMA in the firm and reviewed documents to collect data. Our findings indicated that the firm used a bundle of SMA tools relating to competitors, customers, cost, and performance, essentially as a package. Findings further suggested that the use of SMA tools as a package gives rise to crucial implications in the form of interactions and contradictions, which were managed through reconciliation statements, analysis of variances, discussions, meetings, and informal communications. This research contributes to the management accounting literature by developing novel insights on the notion of 'SMA tools as a package'. From a theoretical stance, it offers a framework to explore SMA tools as a package, capitalising on prior literature and field data from the case study firm. It also provides learning points to practitioners regarding the simultaneous use of a collection of SMA tools as a 'package' to support organisational decision making. Keywords: strategic management accounting, package, case study

A Case Study Exploring a Multi-Disciplinary Collaborative Initiative to Use E-Learning to Meet the Professional Learning Needs of Health and Social Care Practitioners

2010 ◽  
pp. 286-300
Author(s):  
Karen Ousey ◽  
Stephen White
Keyword(s):  
Professional Learning ◽  
Social Care ◽  
Learning Needs ◽  
Interprofessional Learning ◽  
Face To Face ◽  
Development Stages ◽  
Health And Social Care ◽  
E Learning ◽  
Collaborative Initiative

This chapter explores the early development stages of an interactive interprofessional online learning package that updates and supports health and social care professionals who mentor students in practice settings. The package aims to present content that is relevant and useful to fourteen different disciplines accessing it. A benefit of online content is that learning can be undertaken when convenient for the mentor, 24 hours a day-7 days a week, with the facility to stop and restart as needed. Additionally the package is constructed so both individuals and groups can use it; this both meets a regulatory body’s requirement for having a face-to-face update every year, and provides support for interprofessional learning between mentors from different disciplines.

scholarly journals Promoting Cooperation and Collaboration in a Web-based Learning Environment

10.28945/2723 ◽  
2003 ◽  
Author(s):  
Fay Sudweeks
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Information Dissemination ◽  
Web Based ◽  
Face To Face ◽  
Critical Elements ◽  
Course Materials ◽  
Web Based Learning ◽  
Collaborative Activities

Web-based learning environments provide an attractive method for information dissemination, but in many instances they can be just electronic equivalents of printed course materials. Appropriate learning objectives and pedgagogical strategies are minimal or non-existent. Too often web-based learning environments lack cooperative and collaborative activities with the unintended consequence of feelings of social isolation. This paper describes a case study in which critical elements of online learning settings (Oliver, 2001) were implemented along with essential attributes for effective teamwork. Analyses of student que stionnaires indicate that students gained significant benefits from the instructional design of both the learning environment and the collaborative activity - without meeting face-to-face.

scholarly journals From ‘Good Teaching’ to ‘Better Teaching’: One Academic’s Journey to Online Teaching

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Brendan Paul Bentley ◽  
Benjamin A Kehrwald
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Mode Of Delivery ◽  
Learning Technologies ◽  
Good Teaching ◽  
Online Learning Environments ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
Face To Face

For many educators, the adoption of learning technologies as part of a ‘technology-enhanced’ approach to learning and teaching implies change. Technology takes on a disruptive role. Therefore, it is important to understand the pedagogical commitments associated with current practices in order to better understand any change implied by the use of particular technology ‘enhancements’. This article reports on a case study of the change experienced by one tertiary educator in the shift from successful on campus to flexible online teaching in an undergraduate Numeracy course. The study addresses the question: How do teaching academics translate a robust, proven on-campus course into a successful, flexibly delivered technology-enhanced course? The case employs an autoethnographic approach to recording and analysing the educator’s experiences to highlight comparisons between on-campus (face-to-face) and online teaching practices. The findings support the conclusion that ‘good teaching is good teaching’, based on sound pedagogical principles, regardless of the mode of delivery, but that the enactment of those principles in face-to-face and online learning environments differs in significant ways.

A Case Study on Improving Learner Engagement by Incorporating ICT Tool Usage and Active Learning Strategies in Engineering Courses

2020 ◽  
pp. 224-246
Author(s):  
S. Julius Fusic ◽  
Anandh N. ◽  
M. Thangavel
Keyword(s):  
Online Education ◽  
Learning Strategies ◽  
Teaching Methods ◽  
Flipped Classroom ◽  
Virtual Classroom ◽  
Learner Engagement ◽  
Slow Learners ◽  
Classroom Techniques ◽  
Conventional Teaching

In the present scenario, the innovation in teaching is necessary to engage the students for the course of 36 to 40 hours. At the end of the course, the average student's strength will excel in performance and attains the course outcome with in-depth knowledge. To overcome the difficulties of slow and inactive learners for attaining the course outcome, it is necessary to renovate the teaching methodology. A few innovative learning methods like think pair share (TPS) activity, flipped classroom, online education, virtual classroom techniques, project-based learning, activity-based learning provoke the inactive or slow learners to be more active in learning the course. From studies, the current generation students are smart, and they feel conventional teaching methods like blackboard and PowerPoint presentations are monotonous. Here, the significance and impact of using ICT tools over conventional teaching methods is discussed on the fluid power automation course as a case study.

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