Teaching Shakespeare Online in a Virtual Classroom

2008 ◽  
pp. 952-960
Author(s):  
David Judkins ◽  
Youmei Liu
Keyword(s):  
Faculty Member ◽  
Student Learning ◽  
Virtual Classroom ◽  
Instructional Designer ◽  
Management Tool ◽  
Online Course ◽  
Teaching Activities ◽  
Use Of Technology ◽  
Teaching Shakespeare ◽  
Effective Use

This chapter shares the experiences from a faculty member who teaches an online course-Shakespeare’s Major Plays, and from an instructional designer who helps the faculty design the course. It also relates the effective use of Course Management Tool-WebCT, to facilitate teaching activities and to engage student learning. This chapter concludes that a successful online course depends on two important factors, learner-engaged teaching and effective use of technology. The balance between the two enhances the efficacy of education and technology.

Teaching Shakespeare Online in a Virtual Classroom

2011 ◽  
pp. 631-640
Author(s):  
David Judkins ◽  
Youmei Liu
Keyword(s):  
Faculty Member ◽  
Student Learning ◽  
Virtual Classroom ◽  
Instructional Designer ◽  
Management Tool ◽  
Online Course ◽  
Teaching Activities ◽  
Use Of Technology ◽  
Teaching Shakespeare ◽  
Effective Use

This chapter shares the experiences from a faculty member who teaches an online course-Shakespeare’s Major Plays, and from an instructional designer who helps the faculty design the course. It also relates the effective use of Course Management Tool-WebCT, to facilitate teaching activities and to engage student learning. This chapter concludes that a successful online course depends on two important factors, learner-engaged teaching and effective use of technology. The balance between the two enhances the efficacy of education and technology.

scholarly journals The Application of Eportfolio in Higher Education: implications for Student Learning

2014 ◽  
Vol 1 (2) ◽  
pp. 99
Author(s):  
Andrea Ximena Castaño Sánchez
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Student Learning ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Use Of Technology ◽  
Important Challenge ◽  
Effective Use ◽  
The University ◽  
Assessment Strategies

Nowadays universities are introducing educational changes in their teaching practices and their assessment strategies. These changes are involving many areas in the university. One of the places where most of the changes are initiated is from the classroom settings. To support them, eportfolios in general are being used as a form to align the principles stated from the Bolonia Process towards a teaching more centred on the student supporting other aspects like mobility and recognition. Therefore, developing effective use of technology applied to education for teaching and learning has become an important challenge. In this regard, the main goal of this thesis was to identify learning environment characteristics when applying eportfolios for teaching and learning and students’ characteristics that could influence a meaningful learning.

Strategies for Effective Use of Technology in Face-to-Face and Hybrid University Level Courses to Improve Student Learning

2013 ◽  
Vol 4 (2) ◽  
pp. 45-58 ◽  
Author(s):  
Balkeese V. Kunhi Mohamed
Keyword(s):  
Student Learning ◽  
Empirical Studies ◽  
Research Literature ◽  
Face To Face ◽  
Use Of Technology ◽  
White Boards ◽  
Multimedia Technologies ◽  
University Level ◽  
Face To Face Learning ◽  
Effective Use

The purpose of this paper is to (1) briefly discuss the definitions of face-to-face learning, hybrid learning, and related terms concerning the continuum of technology-based learning methods as proposed by Bates (2001) and Bates and Poole (2003); (2) introduce effective uses of technology in face-to-face and hybrid university level courses; and (3) discuss justifications based in research literature for the use of technology to enhance student learning. Technological recommendations include use of multimedia technologies; interactive white boards; and course management systems. This review of literature discusses both theoretical and research based articles and includes empirical studies showing the relationship between effective use of technology and student. The main focus of this paper is to introduce strategies for effective use of technology in both face-to-face and hybrid-style university level courses. This paper is intended for higher-education instructors in both face-to-face and hybrid-style instructional contexts.

Assessment for Learning

2017 ◽  
pp. 19-35 ◽  
Author(s):  
Zineb Djoub
Keyword(s):  
Student Learning ◽  
Significant Role ◽  
Learning Process ◽  
Assessment For Learning ◽  
Formative Feedback ◽  
Group Assessment ◽  
Use Of Technology ◽  
Effective Use ◽  
Summative Feedback ◽  
Support Students

To support students, make effective use of feedback to improve their learning, this chapter provides practical tips and strategies for teachers to stimulate their students' interest in feedback, assimilate its significant role and get involved in interpreting, reflecting and acting upon feedback comments. The author focuses on both summative and formative feedback. For summative feedback, one's concern is to encourage students to interpret grades/marks, reflect upon them and transform them into plans and actions. This is through using reflective worksheets and other post-exam tasks in class which are designed by the author. Feedback within self, peer and group assessment approaches is also concerned in this chapter. Other kinds of reflective worksheets are suggested to be used to reflect on the student learning process as part of the student portfolio, journal or set separately, in addition to the use of technology, i.e., class blogs to enhance such reflection.

Pedagogical Cases in Integrating Technology Into Instruction

2020 ◽  
pp. 140-162
Author(s):  
Jackie HeeYoung Kim ◽  
Lucas John Jensen
Keyword(s):  
High School ◽  
Student Engagement ◽  
Research And Development ◽  
Student Learning ◽  
Teaching And Learning ◽  
Theoretical Background ◽  
Technology Tools ◽  
Use Of Technology ◽  
Integrate Technology ◽  
Effective Use

This chapter will showcase two practitioners' experiences in using technology tools to promote student engagement in learning in high school and college classroom contexts. A review of the characteristics of technology tools used and the suitable theoretical background of the use of their chosen technology tools will be presented respectively. This is followed by an overview of two failed instructional experimentations to integrate technology tools into existing teaching formats. The chapter will present a series of reflections on the suitability of educational incentives that technology can offer and provide some pedagogical insight for teachers who are thinking of using technology tools as a means to support student learning. This chapter will contribute to conducting successful research and development that can advance the effective use of technology to support teaching and learning.

scholarly journals Differentiation of Roles: Instructional Designers and Faculty in the Creation of Online Courses

2019 ◽  
Vol 8 (1) ◽  
pp. 55 ◽  
Author(s):  
Colleen Halupa
Keyword(s):  
Instructional Design ◽  
Faculty Member ◽  
Online Courses ◽  
Instructional Designer ◽  
Online Course ◽  
Instructional Designers ◽  
Collaborative Relationships ◽  
Instructional Design Process ◽  
Content Expert ◽  
Policies And Procedures

Instructional design has continued to change and undergo metamorphosis. A key component of this process in higher education is the collaboration between an instructional designer and one or more faculty members to create a robust, quality online course. In this collaborative process, instructional designers are clearly the design expert, while the faculty member is the content expert. However, problems occur when roles are not clearly delineated. Conflict is often reported by instructional designers who feel they are not respected by faculty. Conflict can also occur when instructional designers cross the line and try to influence content instead of providing guidance on content delivery. In order to decrease conflict, the roles of instructional designers and the faculty they collaborate with must be clearly defined. Both the instructional designer and the faculty member should clearly articulate their expected roles in the collaborative course creation process. In addition, written policies and procedures for the instructional design process are crucial to the success of these collaborative relationships.

Assessment for Learning

2020 ◽  
pp. 1090-1105
Author(s):  
Zineb Djoub
Keyword(s):  
Student Learning ◽  
Significant Role ◽  
Learning Process ◽  
Assessment For Learning ◽  
Formative Feedback ◽  
Group Assessment ◽  
Use Of Technology ◽  
Effective Use ◽  
Summative Feedback ◽  
Support Students

To support students, make effective use of feedback to improve their learning, this chapter provides practical tips and strategies for teachers to stimulate their students' interest in feedback, assimilate its significant role and get involved in interpreting, reflecting and acting upon feedback comments. The author focuses on both summative and formative feedback. For summative feedback, one's concern is to encourage students to interpret grades/marks, reflect upon them and transform them into plans and actions. This is through using reflective worksheets and other post-exam tasks in class which are designed by the author. Feedback within self, peer and group assessment approaches is also concerned in this chapter. Other kinds of reflective worksheets are suggested to be used to reflect on the student learning process as part of the student portfolio, journal or set separately, in addition to the use of technology, i.e., class blogs to enhance such reflection.

Investigating the Availability, Accessibility and use of E-Learning Resources by Undergraduate Students in University of Ilorin, Kwara State

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Oluyinka Titilope Afolayan
Keyword(s):  
Undergraduate Students ◽  
Survey Design ◽  
Virtual Classroom ◽  
Learning Resources ◽  
Learning Tools ◽  
Transfer Of Knowledge ◽  
Educational Benefits ◽  
E Learning ◽  
Main Instrument ◽  
Effective Use

The availability and use of e-learning resources in the acquisition and transfer of knowledge have been observed as a steering agent that facilitates the realization of major educational benefits in a developing economy. This study investigated the availability, accessibility, and use of e-learning tools by undergraduate students in the University of Ilorin, Nigeria, including the challenges limiting the full exploitation of e-learning resources for optimal usage and efficient e-service delivery. The methodology adopted for this research was purely survey design using the questionnaire approach as the main instrument for data collection. From the findings, limited availability, accessibility and usage of e-learning resources by the undergraduate students were revealed. The findings further showed that the major challenges hindering the effective use of e-learning resources amongst University of Ilorin students include lack of sophisticated e-learning resources such as teleconferencing, video conferencing, virtual classroom among others and high cost in the procurement of facilities that support e-learning. Based on these findings, recommendations are made towards addressing the challenges encountered by students in the utilization of e-learning resources in higher institutions of learning.

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