Resilience and Its Importance to Online Students

2018 ◽  
pp. 252-266
Author(s):  
Mary I. Dereshiwsky
Keyword(s):  
Student Assessment ◽  
Learning Experiences ◽  
Online Students ◽  
Online Classroom ◽  
Online Student ◽  
Effective Learning ◽  
Student Resilience ◽  
Life Success

Resilience is a key life success trait that can spell the distinction in success or failure of learning experiences for students. The online classroom is characterized by some unique challenges regarding student resilience. These challenges, as well as prospective strategies to overcome them, will be specifically discussed in the areas of technology, communication, and student assessment. Understanding the factors that facilitate development of online student resilience will enable instructors to create maximally effective learning experiences for their students.

Resilience and Its Importance to Online Students

2021 ◽  
pp. 67-92
Author(s):  
Mary I. Dereshiwsky
Keyword(s):  
Online Learning ◽  
Online Instruction ◽  
Student Assessment ◽  
Learning Experiences ◽  
Online Classroom ◽  
Online Student ◽  
Effective Learning ◽  
Student Resilience ◽  
Life Success ◽  
The Impact

Resilience is a key life success trait that can spell the distinction in success or failure of learning experiences for students. The online classroom is characterized by some unique challenges regarding student resilience. These challenges, as well as prospective strategies to overcome them, will be specifically discussed in the areas of technology, communication, and student assessment. Individual focus will be given to the impact of the COVID-19 pandemic and lockdown on mandated all-online instruction and its impacts on resilience of students, many of whom were suddenly required to adapt to online learning. Understanding the factors that facilitate development of online student resilience will enable instructors to create maximally effective learning experiences for their students.

Adding the Human Touch to Asynchronous Online Learning

2016 ◽  
Vol 19 (4) ◽  
pp. 381-393 ◽  
Author(s):  
Cynthia Wheatley Glenn
Keyword(s):  
Online Learning ◽  
Learning Experiences ◽  
Virtual Classroom ◽  
Learning Preferences ◽  
Traditional Classroom ◽  
Classroom Setting ◽  
Online Students ◽  
Online Classroom ◽  
Asynchronous Online Learning ◽  
Human Touch

For learners to actively accept responsibility in a virtual classroom platform, it is necessary to provide special motivation extending across the traditional classroom setting into asynchronous online learning. This article explores specific ways to do this that bridge the gap between ground and online students’ learning experiences, and how understanding learning preferences and extending the human touch in an asynchronous online classroom setting can be successfully implemented.

Online student perceptions of their communication preparedness

2020 ◽  
Vol 18 (1) ◽  
pp. 86-104
Author(s):  
Renee Kaufmann ◽  
Jessalyn I Vallade
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Online Communication ◽  
Student Characteristics ◽  
Online Students ◽  
Online Classroom ◽  
Online Instructors ◽  
Online Student ◽  
Online Class ◽  
Practical Implications

Though scholars have identified a myriad of student characteristics and skills necessary to prepare individuals for online education, one notable gap in the literature is a focus on preparedness for online communication and interaction. To address this gap, the purpose of the present study was to explore what elements of interaction students identified being most and least prepared for when communicating with their instructor and peers in an online class. Participants responded to four open-ended questions on their perceptions of communication preparedness in the online classroom. Responses were open-coded and findings reveal that there is a lot of potential uncertainty surrounding communication and interaction within this context, as well as challenges for creating authentic connections within this space. Based on participant responses, practical implications for both online instructors and online students are offered.

PENGGUNAAN MEDIA WAYANG UNTUK MENGENALKAN KETELADANAN WALI SANGA DALAM PELAJARAN PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI

2020 ◽  
Vol 5 (1) ◽  
pp. 1-7
Author(s):  
Umi Farkhatun
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Religious Education ◽  
Role Models ◽  
Student Assessment ◽  
Learning Climate ◽  
School Students ◽  
Effective Learning ◽  
Basic Competencies ◽  
Moral Crisis

This research is motivated by a sense of concern about the rise of phenomena that indicate a moral crisis and exemplary behavior among students, especially elementary school students. To overcome this, it is necessary to know effective learning media in learning in schools, especially in the subjects of Islamic Religious Education and Characteristics about the role models. This study aims to determine the effectiveness of the use of puppet media in learning the story of the examplary of Wali Sanga. The subjects were 23students from grade IV MI Dharwata Sikampuh Kroya. The method uses descriptive qualitative. The results showed that puppet media was effectively used in the learning of Islamic Religious Education and Characteristics for the theme of exemplary Wali Sanga characters as evidenced by the creation of a conducive learning climate and student assessment results that reached KKM by 78% and the achievement of basic competencies in Islamic Religious and Characteristics classes IV SD and MI.

What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective

2021 ◽  
pp. 002248712110190
Author(s):  
Samantha A. Marshall ◽  
Patricia M. Buenrostro
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Student Assessment ◽  
Learning Experiences ◽  
Educational Justice ◽  
Support Design ◽  
Assessment Scores ◽  
Teacher Coaching ◽  
Future Work

Mathematics teacher coaching is a promising but largely overlooked form of professional development (PD) for supporting mathematics teachers’ learning of justice-oriented teaching. In this article, we critically review the literature to illuminate what we currently know about mathematics teacher coaching and to highlight studies’ contributions and limitations to inform future work. Broadly, we find that four programs of research have developed, investigating: (a) coaches’ activities and relationships, (b) the effects of coaching on student assessment scores, (c) the effects of coaching on teachers’ practices or behaviors, and (d) the effects of coaching on teachers’ knowledge or beliefs. From this analysis, we argue that justice-oriented perspectives of teaching, in tandem with sociocultural theories of teachers’ learning, could allow for more nuanced investigations of coaching and could support design of learning experiences for teachers that bring us closer to educational justice.

scholarly journals Faculty Practices In Effective Online Student Assessment In Engineering And Technology

2020 ◽  
Author(s):  
Ali Mehrabian ◽  
Walter Buchanan ◽  
Alireza Rahrooh ◽  
Tarig Ali ◽  
Saeid Moslehpour
Keyword(s):  
Student Assessment ◽  
Online Student ◽  
Engineering And Technology

eLearning Pedagogy

2014 ◽  
pp. 1-23
Author(s):  
Gina M. Suriano
Keyword(s):  
Online Teaching ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
Theory And Practice ◽  
Online Classroom ◽  
Online Instructors ◽  
Effective Learning ◽  
Personal Mastery ◽  
Communication Assessment ◽  
Qualitative Descriptive

The online “classroom” can be a rich learning environment; however, many instructors are inadequately prepared, thereby undermining our students’ educational experiences. The following case study is based on a retrospective of experiences as course designer and instructor, feedback and examples from student online experiences, and an analysis of scholarly research. This chapter contributes to the literature on eLearning theory and practice by providing detailed insights and improvements on methodologies, technology, and practice, thereby promoting critical thinking related to effective online instruction. A qualitative, descriptive analysis of professional development, personal mastery, organization, open communication, assessment, and an overarching element of eLearning pedagogy comprise the vital elements for sound, effective online teaching. In order for online instructors to provide a rich learning experience, these elements must be developed and implemented for effective learning outcomes.

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.

Al-Huda International

2020 ◽  
pp. 237-266
Author(s):  
Usha Sanyal
Keyword(s):  
North American ◽  
Muslim Women ◽  
Adult Women ◽  
Online Classes ◽  
Intensive Study ◽  
Online Students ◽  
Online Classroom ◽  
Islamic History ◽  
Authority Structures ◽  
Course Of Study

Chapter 6 begins a new section, one which emphasizes daw‘a rather than adab. Against the backdrop of Pakistani politics in the 1990s when Al-Huda International was founded by Farhat Hashmi and Idrees Zubair, it shows how online classes are organized and run at its North American site in Mississauga, Canada. It takes the reader into the online classroom of the Al-Huda Qur’an class in which I was a student from 2009 to 2013. What is distinctive about Al-Huda? What prompts adult women to sign up for its demanding course of study? I argue that online students’ mastery of Arabic and intensive study of Islamic history and theology simultaneously gives them voice and a sense of empowerment, thereby challenging both traditional Islamic authority structures and Western representations of Muslim women.

Sign in / Sign up

Export Citation Format

Share Document