Brain Based Learning Environments in an Online Setting

2011 ◽  
pp. 90-98
Author(s):  
Silvia Braidic
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Learning Communities ◽  
Course Design ◽  
Online Learning Environment ◽  
Online Programs ◽  
Online Setting ◽  
Brain Based Learning ◽  
The University

This chapter introduces the reader on how to foster successful learning communities to meet the diverse needs of university students by creating a brain based online learning environment. Students come in all shapes and sizes. At the university level, students enrolled in online programs, have made a choice to do so. Today, online education is a unique and important venue for many students wishing to continue (or start) their education. It is part of a new culture with many distinct characteristics (Farrell, 2001). For instructors, online instruction creates its own set of challenges in terms of the course design and implementation. The author hopes that developing an understanding of how to create a brain based online learning environment will inform the reader of ways to foster successful learning communities to most effectively meet the diverse needs of the students it serves.

Fostering Successful Learning Communities to Meet the Diverse Needs of University Students by Creating Brain Based Online Learning Environments

2009 ◽  
Vol 5 (4) ◽  
pp. 18-25
Author(s):  
Silvia L. Braidic
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
University Students ◽  
Learning Communities ◽  
Course Design ◽  
Online Learning Environment ◽  
Online Programs ◽  
University Level ◽  
The University

This paper introduces the reader on how to foster successful learning communities to meet the diverse needs of university students by creating a brain based online learning environment. Students come in all shapes and sizes. At the university level, students enrolled in online programs, have made a choice to do so. Today, online education is a unique and important venue for many students wishing to continue (or start) their education. It is part of a new culture with many distinct characteristics (Farrell, 2001). For instructors, online instruction creates its own set of challenges in terms of the course design and implementation. The author hopes that developing an understanding of how to create a brain based online learning environment will inform the reader of ways to foster successful learning communities to most effectively meet the diverse needs of the students it serves.

Fostering Successful Learning Communities to Meet the Diverse Needs of University Students

2010 ◽  
pp. 1203-1210
Author(s):  
Silvia Braidic
Keyword(s):  
Online Education ◽  
University Students ◽  
Learning Communities ◽  
Online Instruction ◽  
Course Design ◽  
Online Programs ◽  
Design And Implementation ◽  
University Level ◽  
The University ◽  
Do So

This paper introduces the reader on how to fostersuccessful learning communities to meet the diverse needsof university students by creating a brain based onlinelearning environment. Students come in all shapes and sizes. At the university level, students enrolled in online programs, have made a choice to do so. Today, online education is a unique and important venue for manystudents wishing to continue (or start) their education. It is part of a new culture with many distinct characteristics (Farrell, 2001). For instructors, online instruction creates its own set of challenges in terms of the course design and implementation. The author hopes that developing an understanding of how to create a brain based onlinelearning environment will inform the reader of ways to foster successful learning communities to most effectivelymeet the diverse needs of the students it serves.

scholarly journals Study Circles in Online Learning Environment in the Spirit of Learning-Centered Approach

2017 ◽  
Vol 7 (2) ◽  
pp. 96-104 ◽  
Author(s):  
Szilvia Simándi
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Communities ◽  
Information Society ◽  
Online Learning Environment ◽  
Community Learning ◽  
Study Circles ◽  
Starting Point ◽  
Learning Centered

Abstract Introduction: In the era of information society and knowledge economy, learning in non-formal environments gets a highlighted role: it can supplement, replace or raise the knowledge and skills gained in the school system to a higher level (Forray & Juhász, 2008), as the so-called “valid” knowledge significantly changes due to the acceleration of development. With the appearance of information technology means and their booming development, the possibilities of gaining information have widened and, according to the forecasts, the role of learning communities will grow. Purpose: Our starting point is that today, with the involvement of community sites (e.g. Google+, Facebook etc.) there is a new possibility for inspiring learning communities: by utilizing the power of community and the possibilities of network-based learning (Ollé & Lévai, 2013). Methods: We intend to make a synthesis based on former research and literature focusing on the learning-centered approach, online learning environment, learning communities and study circles (Noesgaard & Ørngreen, 2015; Biggs & Tang, 2007; Kindström, 2010) Conclusions: The online learning environment can be well utilized for community learning. In the online learning environment, the process of learning is built on activity-oriented work for which active participation, and an intensive, initiative communication are necessary and cooperative and collaborative learning get an important role.

scholarly journals Evaluating online learning and teaching at the university of Technology and Education Ho Chi Minh City during Coronavirus pandemic

2021 ◽  
pp. 17-27
Author(s):  
Trang T.M. Do ◽  
Thuyen V. Ngo ◽  
Quoc A. Hoang ◽  
Giang T.L. Nguyen ◽  
Nhon D. Truong ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Teaching ◽  
Course Design ◽  
Ho Chi Minh City ◽  
Learning And Teaching ◽  
University Of Technology ◽  
The Status ◽  
Technology And Education ◽  
The University

Corona pandemic has a strong influence on almost all fields all over the world, especially in education. In Vietnam, in the case study of the University of Technology and Education Ho Chi Minh City (HCMUTE), most of the lecturers being responsible for theoretical subjects are required to teach their students online during the outbreak of COVID 19. It is a crucial issue that needs efficiency from online learning. This study aims to evaluate the status and efficiency of online learning at HCMUTE. Altogether 108 students and 25 lecturers participated in the study. The qualitative data collection tool was a questionnaire that has open and closed questions related to the learning environment, the interaction relationships, and learning outcomes. The results show that there is a synchronous learning environment and plenty of digital tools used by most lecturers. About 74 percent of students are satisfied and keen on continuing online learning; a large number of lecturers would like to continue with blended learning. Besides, the study also found out some difficulties that focus on two main issues such as technical issues, and decreasing students’ activeness during online classes. The study also recommends three learning activities design stages that the lecturers can apply for their online teaching to encourage students to active learning. This research extends knowledge of pedagogy and orient the next online course design at UTEx.

Strategies for Engaging Students in the Online Environment

2020 ◽  
pp. 305-326
Author(s):  
Kimberly A. Whiter
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Teaching Methods ◽  
Course Design ◽  
Student Interaction ◽  
Online Learning Environment ◽  
Online Environment ◽  
Instructional Technologies ◽  
Course Content

Creating an engaging course environment requires a conscious effort from faculty to utilize course design, teaching methods, and instructional technologies that foster high levels of student interaction. Instructional technologies paired with effective pedagogies are making student engagement in online environments rich and meaningful. The use of instructional technologies is linked to student engagement in the online learning environment. Utilization of instructional technologies should address three major types of interaction: student interaction with course content, the faculty, and their learning peers. The use of instructional technologies to engage students can also increase students' motivation for their learning by increasing student value for course content. This chapter addresses specific strategies for utilization of course design, pedagogies, and instructional technologies to incorporate student interaction and develop and maintain students' motivation in their learning.

scholarly journals Evaluating online learning and teaching at the university of Technology and Education Ho Chi Minh City during Coronavirus pandemic

2021 ◽  
pp. 17-27
Author(s):  
Trang T.M. Do ◽  
Thuyen V. Ngo ◽  
Quoc A. Hoang ◽  
Giang T.L. Nguyen ◽  
Nhon D. Truong ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Teaching ◽  
Course Design ◽  
Ho Chi Minh City ◽  
Learning And Teaching ◽  
University Of Technology ◽  
The Status ◽  
Technology And Education ◽  
The University

Corona pandemic has a strong influence on almost all fields all over the world, especially in education. In Vietnam, in the case study of the University of Technology and Education Ho Chi Minh City (HCMUTE), most of the lecturers being responsible for theoretical subjects are required to teach their students online during the outbreak of COVID 19. It is a crucial issue that needs efficiency from online learning. This study aims to evaluate the status and efficiency of online learning at HCMUTE. Altogether 108 students and 25 lecturers participated in the study. The qualitative data collection tool was a questionnaire that has open and closed questions related to the learning environment, the interaction relationships, and learning outcomes. The results show that there is a synchronous learning environment and plenty of digital tools used by most lecturers. About 74 percent of students are satisfied and keen on continuing online learning; a large number of lecturers would like to continue with blended learning. Besides, the study also found out some difficulties that focus on two main issues such as technical issues, and decreasing students’ activeness during online classes. The study also recommends three learning activities design stages that the lecturers can apply for their online teaching to encourage students to active learning. This research extends knowledge of pedagogy and orient the next online course design at UTEx.

scholarly journals Change in Learning Environment during Covid-19 Pandemic: A Study from Students Perspective

2021 ◽  
pp. 123-127
Author(s):  
Dr. Diganta Kumar Das
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Rural Areas ◽  
Economic Life ◽  
Online Learning Environment ◽  
Poor Students ◽  
Network Connection ◽  
Brahmaputra Valley ◽  
The Poor

Covid-19 Pandemic is a situation which affects mostly on economic life of the households and thereby also affects the education style of the students in almost worldwide. Today the system of education shift from offline education to the online learning. The online education does not reach all the students particularly living in rural areas. Unavailability of electricity, mobile phones, laptops having internet facility, bad network connection in rural areas, poor background of BPL families etc. are the numerous issues because of which the online education will not reached the poor students in rural areas. Under this drawback a study on attitude of college students on online learning environment in rural flood affected areas of Assam has been undertaken. A total of 150 degree students at Brahmaputra Valley of Assam have been randomly collected. For the purpose of the study Lakhimpur district of Assam was purposively selected by the researcher. The analysis of the study concludes that there is a positive contact of online learning on students during Pandemic situation. But the students living rural areas are deprived from getting the benefit of online learning in the district under study.

scholarly journals Prelicensure nursing students’ perceptions of a rapid transition to an online learning environment

2021 ◽  
Vol 12 (4) ◽  
pp. 12
Author(s):  
Elizabeth S. Green-Kronebusch ◽  
Jacqueline K. Savalle ◽  
Victoria G. Mrowka
Keyword(s):  
Online Learning ◽  
Nursing Students ◽  
Learning Environment ◽  
Course Design ◽  
Secondary Analysis ◽  
Primary Study ◽  
Online Learning Environment ◽  
Spring Semester ◽  
Prelicensure Nursing ◽  
Rapid Transition

Background/Objective: The need to transition to an online learning environment secondary to the COVID-19 pandemic required prelicensure nursing educators and students to become rapidly familiar with new teaching modalities. There is insufficient evidence to support the effectiveness of, and satisfaction with, the online learning environment in prelicensure nursing education due to historic underutilization of online methods and lack of research. The aim of this study was to evaluate the experiences and satisfaction of prelicensure nursing students with regards to effective teaching modalities following a rapid transition from the traditional to online learning environment.Methods: This study was a secondary analysis of data from an online survey of 215 students registered for the prelicensure nursing major at a medium sized state university in the American Midwest in the spring semester of 2020. During this semester, a rapid transition from the traditional to online learning environment occurred as a result of the COVID-19 pandemic. Analysis within this secondary study focused on a series of open-ended questions inviting students to comment on the effectiveness of, and satisfaction with, online learning, together with perceived barriers, advantages and disadvantages in the context of a rapid transition to an online learning environment during the spring semester 2020. Framework analysis was utilized for the secondary qualitative data analysis.Results: Four themes were identified in the secondary analysis of the survey responses from the primary study which appeared to shape the students’ experiences of the shift to online learning. These were: learning environment, course design and delivery, communication, and learner characteristics. Analysis of open-ended responses suggested each of these themes could be experienced by students along a continuum ranging from unfavorable to favorable. The combination of each student’s experiences along these continua appear to cumulatively impact and predict their success in the online learning environment.Conclusions: Perceptions of online learning were personal to, and differed between, individual students. Faculty can directly impact two of the themes identified: course design and delivery and communication. Individualization of the student’s learning experience through tailored course delivery and support of learning needs will aid in increased satisfaction and successful learning outcomes. Analysis of open-ended responses suggested that each of these themes could be experienced by students along a continuum ranging from unfavorable to favorable. The combination of each student’s experiences along these continua appear to cumulatively impact and predict their success in the online learning environment.

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