Modeling the Model for Distributed Learning

2011 ◽  
pp. 312-327
Author(s):  
Qing Li
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Discussion Forums ◽  
Graduate Courses ◽  
Post Secondary ◽  
Online Discussion Forums ◽  
Course Work ◽  
K 12 ◽  
The Impact

Increasingly, educators in a range of venues and institutions (e.g., K-12 schools, post secondary institutions, training facilities) are being called upon to teach online. Because it is relatively new, there appears to be no commonly held pedagogy specific to online teaching and learning. Further, these educators have little or no previous experiences to draw on, and they often feel there are no best practices to guide them in their work. This study proposes to investigate an innovative approach to online learning. It explores the impact this approach has on graduate student learning and their subsequent professional practice. This research is a qualitative case study of an instructional design model. Students enrolled in two graduate courses using this model were recruited to this study. They were given an open-ended survey and artifacts from their course work and online discussion forums were reviewed.

scholarly journals Dampak Pembelajaran Online di Tengah Pandemi Covid-19 Terhadap Proses Pembelajaran Metode Yanbu’a di Kelas 2 MI At-Taqwa Bondowoso

2021 ◽  
Vol 3 (02) ◽  
pp. 199-214
Author(s):  
Fatia Inast Tsuroya
Keyword(s):  
Sample Size ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Research Approach ◽  
Communication Tool ◽  
Case Study Method ◽  
Online Teaching And Learning ◽  
The Impact

The purpose of this study was to identify and obtain information about the impact of the Covid-19 pandemic on the learning process of the Koran using the Yanbu'a DI method in grade 2 at MI At-Taqwa Bondowoso. The research used an exploratory case study method and the research approach used a qualitative case study method which was used to obtain information on the constraints and consequences of the COVID-19 pandemic on teaching and learning activities at MI At-Taqwa Bondowoso. Sample size is based on attainment of depth and richness of description. According to Guetterman, sample size is not a matter of representative opinion and views, but rather a matter of information wealth. The results of this study were that the researchers found several problems and obstacles experienced by students and class teachers in online teaching and learning activities, including: students were not active in depositing their reading results due to network constraints, no quota, students did not have communication tool or handpohne itself, the enthusiasm of students in learning begins to decline, therefore the goals and targets to be achieved by MI At-Taqwa Bondowoso are like their original ideals, that students are able to read the Koran properly and correctly, including in the form of letters, characteristics Characteristics of letters and proper fashohah experience many obstacles as a result of online learning.

scholarly journals Evaluating Mandarin language students’ online experience during Covid-19: A case study from London

2020 ◽  
Vol 2 (2_DEC_2020) ◽  
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Teacher Student ◽  
Sense Of Presence ◽  
Language Students ◽  
The Uk ◽  
The Impact

Given the impact of coronavirus, all schools across all sectors public and private, in the United Kingdom closed at the end of March 2020. Closures affected every type of establishment across the UK as well as private language schools. Our case study takes place in London and looks into the student experience in a language Mandarin Chinese school. These language students, as very many across the globe, who attended face-to-face sessions up until that point, have since been studying remotely and joining virtual classrooms via Zoom, one of the multiple video conferencing platforms available. To better evaluate students’ online learning experience of remote learning, this study examines the teacher-student interactions that take place via online means and the students’ sense of ‘presence’ (i.e., cognitive, social, and teaching presence) in order to evaluate the lessons we can learn from the online learning experience, going forward in terms of teaching and learning. This study also presents how meaningful and worthwhile the experience has been and how the sense of ‘presence’ plays a significant role in the process of online teaching and learning.

scholarly journals Zooming?! - Higher Education Faculty Perspectives

10.28945/4791 ◽  
2021 ◽  
Vol 18 ◽  
pp. 121-140
Author(s):  
Moshe Leiba ◽  
Ruti Gafni
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Faculty Perspectives ◽  
Education Faculty ◽  
Online Teaching And Learning ◽  
The Impact

Aim/Purpose: The COVID-19 pandemic demanded an immediate and massive adaptation of higher education to distance learning. Teachers had to transform from face-to-face to distance teaching, with insufficient pedagogical and technological knowledge and resources. This study aims to capture higher education faculty experiences in the very early stages of the crisis-prompted transition into synchronous distance education in order to obtain a broader view on the faculty’s perspectives (benefits, challenges and insights) on distance teaching through synchronous online environments. Background: Although online teaching and learning have been part of higher education teaching for more than two decades, many instructors found themselves teaching remotely for the first time and facing new and unpredicted challenges. Methodology: This study explored and analyzed an e-mail thread discourse between teachers in a higher education institute, two months after “going online” due to the COVID-19 pandemic. A singular case study was conducted, and a retrospective and snapshot case study approach was used. Data analysis was an iterative exploratory process of going back and forth the empirical material, resulting in the construction of categories, then themes, and finally a conceptual framework was developed. Contribution: The findings contribute the knowledge domain of implementation of immediate and massive online teaching and learning from the faculty perspective. Findings: Two main focal points, students and teachers, were encountered. Three main recurring themes were identified associated with both students and teachers: Convenience, Ethical Issues, and Insights for the future. Two themes were identified associated with faculty: Pedagogy and Tools, and Resources. In addition, two themes were identified for students: Attendance and Responses. Each of the themes was decomposed into several aspects. Recommendations for Practitioners: Higher education institutions and stakeholders should build a campus wide e-learning agenda including appropriate infrastructure and professional development for the future. Recommendations for Researchers: The study presented a conceptual model based on qualitative case study methodology. The impact and influence of each of the components of the model should be further researched and measured using quantitative methodologies. Impact on Society: Understanding the benefits and challenges of distance learning from the faculty perspectives in order to implement better distance learning strategies. Future Research: The impact and influence of each of the components of the model should be further researched and measured using quantitative methodologies.

scholarly journals Zooming?! - Higher Education Faculty Perspectives

10.28945/4768 ◽  
2021 ◽  
Author(s):  
Moshe Leiba ◽  
Ruti Gafni
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Faculty Perspectives ◽  
Education Faculty ◽  
Online Teaching And Learning ◽  
The Impact

Aim/Purpose: The COVID-19 pandemic demanded an immediate and massive adaptation of higher education to distance learning. Teachers had to transform from face-to-face to distance teaching, with insufficient pedagogical and technological knowledge and resources. This study aims to capture higher education faculty experiences in the very early stages of the crisis-prompted transition into synchronous distance education in order to obtain a broader view on the faculty’s perspectives (benefits, challenges and insights) on distance teaching through synchronous online environments. Background: Although online teaching and learning have been part of higher education teaching for more than two decades, many instructors found themselves teaching remotely for the first time and facing new and unpredicted challenges. Methodology: This study explored and analyzed an e-mail thread discourse between teachers in a higher education institute, two months after “going online” due to the COVID-19 pandemic. A singular case study was conducted, and a retrospective and snapshot case study approach was used. Data analysis was an iterative exploratory process of going back and forth the empirical material, resulting in the construction of categories, then themes, and finally a conceptual framework was developed. Contribution: The findings contribute the knowledge domain of implementation of immediate and massive online teaching and learning from the faculty perspective. Findings: Two main focal points, students and teachers, were encountered. Three main recurring themes were identified associated with both students and teachers: Convenience, Ethical Issues, and Insights for the future. Two themes were identified associated with faculty: Pedagogy and Tools, and Resources. In addition, two themes were identified for students: Attendance and Responses. Each of the themes was decomposed into several aspects. Recommendations for Practitioners: Higher education institutions and stakeholders should build a campus wide e-learning agenda including appropriate infrastructure and professional development for the future. Recommendations for Researchers: The study presented a conceptual model based on qualitative case study methodology. The impact and influence of each of the components of the model should be further researched and measured using quantitative methodologies. Impact on Society: Understanding the benefits and challenges of distance learning from the faculty perspectives in order to implement better distance learning strategies. Future Research: The impact and influence of each of the components of the model should be further researched and measured using quantitative methodologies. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 16, 121-140. Click DOWNLOAD PDF to download the published paper. ***

A Review of Literature and a Model for Scaffolding Asynchronous Student-Student Interaction in Online Discussion Forums

2017 ◽  
pp. 263-280
Author(s):  
Kristin L. K. Koskey ◽  
Susan N. Kushner Benson
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Discussion ◽  
Learning Task ◽  
Student Interaction ◽  
Discussion Forums ◽  
Student Interactions ◽  
Online Teaching And Learning ◽  
Online Discussion Forums ◽  
Online Discussion Forum

The purpose of this chapter is to overview types of asynchronous student-student interactions with a focus on designed interaction in an online discussion forum context, as well as to illustrate pedagogical approaches to scaffolding interactions. Student-student interaction in asynchronous online discussion is the emphasis of this chapter. The chapter focuses on a review of the literature on the roles of the instructor, student, and learning task in the online teaching and learning process. Ways in which these roles interact is then discussed including an overview of types of interactions. The chapter then focuses on contextual and designed interactions including conditions documented in research as to how to effectively use designed interaction to scaffold student-student interaction. Next, a guiding model is presented for how to plan for asynchronous interaction. Finally, challenges faced when designing or implementing synchronous discussions are discussed, as well as potential recommendations for overcoming these challenges.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

Improving music teaching and learning through online service: A case study of a synchronous online teaching internship

2016 ◽  
Vol 35 (1) ◽  
pp. 107-117 ◽  
Author(s):  
Pamela D. Pike
Keyword(s):  
Service Learning ◽  
Music Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Underserved Populations ◽  
Distance Teaching ◽  
Service Learning Projects ◽  
Musical Understanding ◽  
Synchronous Online

This case study explored the potential for using a synchronous online piano teaching internship as a service-learning project for graduate pedagogy interns. In partnership with the university, a local music retailer, and a local middle school, three pedagogy interns taught beginning piano to underprivileged teenaged students for 8 weeks. All instruction took place in the synchronous online environment using acoustic Disklavier pianos, Internet MIDI, Facetime, and traditional method books. As a result of the experience, the students demonstrated musical understanding and the pedagogy interns developed teaching techniques, displayed improved comprehension of course content, learned about current distance teaching technology, and considered the role of music education in society. Based on these results, it might be feasible to provide piano lessons to underserved populations in remote locations while offering meaningful internship experiences to pedagogy students through distance service-learning projects.

scholarly journals “You would expect the successful person to be the man”

2015 ◽  
Vol 7 (3) ◽  
pp. 303-320 ◽  
Author(s):  
Sally Jones
Keyword(s):  
Teaching And Learning ◽  
Entrepreneurship Education ◽  
Education Institution ◽  
Symbolic Violence ◽  
Cultural Norms ◽  
Content Type ◽  
Study Approach ◽  
Multiple Method ◽  
The Impact

Purpose – This paper aims to to explore power and legitimacy in the entrepreneurship education classroom by using Pierre Bourdieu’s sociological and educational theories. It highlights the pedagogic authority invested in educators and how this may be influenced by their assumptions about the nature of entrepreneurship. It questions the role of educators as disinterested experts, exploring how power and gendered legitimacy “play out” in staff–student relationships and female students’ responses to this. Design/methodology/approach – A multiple-method, qualitative case study approach is taken, concentrating on a depth of focus in one UK’s higher education institution (HEI) and on the experiences, attitudes and classroom practices of staff and students in that institution. The interviews, with an educator and two students, represent a self-contained story within the more complex story of the case study. Findings – The interviewees’ conceptualization of entrepreneurship is underpinned by acceptance of gendered norms, and both students and staff misrecognize the masculinization of entrepreneurship discourses that they encounter as natural and unquestionable. This increases our understanding of symbolic violence as a theoretical construct that can have real-world consequences. Originality/value – The paper makes a number of theoretical and empirical contributions. It addresses an important gap in the literature, as educators and the impact of their attitudes and perceptions on teaching and learning are rarely subjects of inquiry. It also addresses gaps and silences in understandings of the gendered implications of HE entrepreneurship education more generally and how students respond to the institutional arbitration of wider cultural norms surrounding entrepreneurship. In doing so, it challenges assertions that Bourdieu’s theories are too abstract to have any empirical value, by bridging the gap between symbolic violence as a theory and its manifestation in teaching and learning practices.

Innovation Failure: Losing Sight of the Big Picture

2013 ◽  
Vol 14 (4) ◽  
pp. 301-306 ◽  
Author(s):  
Anna Fortoul Obermöller
Keyword(s):  
Teaching And Learning ◽  
Innovation Process ◽  
Multiple Perspectives ◽  
Passenger Car ◽  
Complex Process ◽  
Significant Step ◽  
Big Picture ◽  
Entrepreneurial Activities ◽  
The Impact

The Case Study section of the International Journal of Entrepreneurship and Innovation serves two purposes. First, the case studies presented are concerned with problematical issues that are pertinent to students of entrepreneurship. Thus they constitute appropriate teaching and learning vehicles on a variety of postgraduate and undergraduate programmes. Each case study is accompanied by a set of guidelines for the use of tutors. Second, it is envisaged that those engaged in entrepreneurial activities will find the cases both interesting and useful. The case of PSA Peugeot Citroën's electric passenger car is an example of an innovation perceived as a failure because of its disappointing sales volume. Yet, by limiting our assessment of the electric passenger car to a short-term perspective, we may miss out on an essential part of its value. As part of a wider innovation process, the electric passenger car project is a significant step for PSA in its expertise regarding electric vehicles. Key learning outcomes: (a) to understand that innovation is a complex process with fuzzy frontiers, both in time and space; (b) to understand that innovation is a long-term investment with spillovers into other projects; (c) to be aware of the multiple perspectives that may be adopted when examining innovation; and (d) to be aware of the impact of labelling a project a failure.

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