A Collaborative Active Learning Model as a Vehicle for Online Team Learning in Higher Education

2021 ◽  
pp. 217-236
Author(s):  
Soo Jeoung Han ◽  
Doo Hun Lim ◽  
Eulho Jung
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Team Learning ◽  
Online Courses ◽  
Learning Model ◽  
Team Members ◽  
Wide Range ◽  
Online Setting ◽  
Successful Team ◽  
Effective Use

As more higher education faculty use team-based assignments in online courses across a wide range of university disciplines, research on team learning as one of the pedagogical approaches in higher education has become more relevant. The authors reviewed active learning as a type of instructional method for team members' satisfaction and active engagement in their learning processes. Therefore, this chapter explores team learning as an effective online learning model that also facilitates effective use of learning management systems (LMS). Additionally, the chapter examines essential strategies to work and learn as a successful team in an online setting. With the intent of supporting faculty and practitioners of higher education who adopt an online team learning method, the authors propose an active learning model for online team learning and specific guidelines to utilize the model.

A Collaborative Active Learning Model as a Vehicle for Online Team Learning in Higher Education

2018 ◽  
pp. 40-59 ◽  
Author(s):  
Soo Jeoung Han ◽  
Doo Hun Lim ◽  
Eulho Jung
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Team Learning ◽  
Online Courses ◽  
Learning Model ◽  
Team Members ◽  
Wide Range ◽  
Online Setting ◽  
Successful Team ◽  
Effective Use

As more higher education faculty use team-based assignments in online courses across a wide range of university disciplines, research on team learning as one of the pedagogical approaches in higher education has become more relevant. The authors reviewed active learning as a type of instructional method for team members' satisfaction and active engagement in their learning processes. Therefore, this chapter explores team learning as an effective online learning model that also facilitates effective use of learning management systems (LMS). Additionally, the chapter examines essential strategies to work and learn as a successful team in an online setting. With the intent of supporting faculty and practitioners of higher education who adopt an online team learning method, the authors propose an active learning model for online team learning and specific guidelines to utilize the model.

The Management of Teaching in Online and Blended Learning Applied in the Project “Modern Competences of Academic Teachers – the Key to Modern Higher Education Institutions” – Acronym MOCAT

2021 ◽  
Vol 29 (4) ◽  
pp. 390-401
Author(s):  
Roxana Stefanescu ◽  
◽  
Mariana Iatagan ◽  
Cristian Uta
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Teaching Methodology ◽  
Teaching Competencies ◽  
Training Materials ◽  
Wide Range ◽  
Academic Teachers ◽  
Academic Teacher

The management of teaching is connected and could be increased by using a wide range of different methods especially when we refer to Online and Blended learning. In the first part, the paper is aiming at reviewing the literature regarding the concepts and benefits of Online and Blended learning. Based on this considerations, 8 partner universities from 8 countries jointly developed the Project “Modern competences of academic teachers – the key to modern Higher Education Institutions (HEI)” – Acronym MOCAT. The paper underlines the goals and achievements of the MOCAT project that proposes a conceptual process to increase the management performance in teaching. The paper shows in an organized manner the main deficiencies that are altering the teaching competencies of academic teachers and in connection with this, the project offers solutions to improve the methodological competency of the teachers regarding the development and use of modern approaches. The outcomes of the project consist in the development and implementation of a Multicultural Model of an Academic Teacher Competencies and in 10 online courses that represent modern training materials in the field of teaching methodology. In the end are exposed the way the results of the project can be evaluated in time as well as the anticipated effects of the project implementation.

Toward an Open Empowered Learning Model of Pedagogy in Higher Education

2016 ◽  
pp. 205-222 ◽  
Author(s):  
Robyn Smyth ◽  
Carina Bossu ◽  
Adrian Stagg
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Online Courses ◽  
Learning Model ◽  
Open Educational Resources ◽  
Educational Institutions ◽  
Traditional Values ◽  
Emerging Trends ◽  
Open Educational Practices ◽  
Opening Up

This chapter will explore some of the emerging trends in higher education worldwide brought by opening up education, including open educational resources (OER), open educational practices (OEP) and massive open online courses (MOOCs). These trends are transforming and challenging the traditional values and structures of universities, including curriculum design, pedagogies, and approaches to recognise and accredit learning assisted by OEP. We will also reflect on ways in which OEP, open ecosystems and the recognition of open learning experiences can further support learners, educators and educational institutions. In doing so, we will revise and re-work a learner centred model (Smyth, 2011) to incorporate some of the current transformation brought by openness. The revised model, called Open Empowered Learning Model, will prompt discussion on alternative ways in which learners, educators and educational institutions could take full advantage of these new trends.

scholarly journals The Implementation of Massive Open Online courses into Educational Processes at Russian Universities

2021 ◽  
Vol 30 (2) ◽  
pp. 3329-3341
Author(s):  
Tatiana Nikolaevna Bokova ◽  
Olga Aleksandrovna Kabanova
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Rapid Development ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Face To Face ◽  
Educational Processes ◽  
Information And Communication ◽  
Effective Use

Interest in massive open online courses (MOOCs) as a new resource for distance learning is due to the rapid development of information and communication technologies within the framework of education. The 2000s precipitated the development of e-learning in the direction of open learning opportunities which resulted in the phenomenon known as MOOCs. MOOCs are now a widespread and accepted means of higher education which implies interactive online learning. Therefore, it is relevant to define the most appropriate form of MOOC integration, to study the contemporary experiences of MOOC implementation into higher education along with analysing the experience of using online courses within the context of face-to-face classes. This study observes the development of MOOCs by using comparative analysis and literature examination to reveal some accepted blended learning models for higher education. This paper also attempts to show possible challenges and outcomes of MOOC integration into a face-to-face class. The findings are dedicated to effective use of massive open online courses in universities in Russia.

Online Instruction

2018 ◽  
pp. 300-314
Author(s):  
Zandile P. Nkabinde
Keyword(s):  
Higher Education ◽  
University Students ◽  
Online Instruction ◽  
Classroom Instruction ◽  
Online Courses ◽  
Learning Activities ◽  
Face To Face ◽  
Online Setting ◽  
Online Activities

The goal of this chapter is to explore the benefits, limitations, and opportunities of online instruction in higher education. Steiner and Hyman (2010) posit that online courses have become an increasingly popular means for teaching university students and an alternative to face-to-face classroom instruction. In addition, Serlin (2005) believed that some learning activities can be done better, or more extensively, in an online setting. According to Serlin (2005), this is partly because students feel a significant amount of anonymity, which makes them less inhibited about participating in discussion, and in other online activities.

scholarly journals Collaborative Learning Dalam Upaya Peningkatan Keaktifan Mahasiswa Pada Proses Pembelajaran

2019 ◽  
Vol 15 (2) ◽  
pp. 15-23
Author(s):  
Yudit Ayu Respati
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Collaborative Learning ◽  
Learning Process ◽  
Traditional Method ◽  
Student Participation ◽  
Learning Model ◽  
Learning System ◽  
Learning Method ◽  
Learning Collaborative

Perubahan jaman menuntut peserta didik menjadi lebih aktif dan kreatif. Namun metode pembelajaran yang diterapkan di perguruan tinggi masih menggunakan metode tradisional, yaitu pengajar memiliki peran penting dalam proses pembelajaran. Akibatnya, peserta didik hanya menjadi objek dalam sistem pembelajaran yang membuat mereka menjadi pasif. Peserta didik tidak memiliki inisiatif untuk membangun sendiri pengetahuan mereka karena memang kurangnya kesempatan yang mereka untuk terlibat atau berpartisispasi dalam proses pembelajaran. Active learning adalah model pembelajaran yang dianggap efektif untuk meningkatkan keaktifan peserta didik dalam proses pembelajaran. Salah satu cara pengaplikasian model pembelajaran ini adalah dengan menerapkan metode collaborative learning, dimana perspektif dari metode ini adalah seseorang dikatakan belajar apabila orang tersebut terlibat aktif dalam proses pembelajaran.Kata kunci: Active Learning, Collaborative Learning  Abstract: Increasing Student Participation Through Collaborative Learning. Changes in time require students to be more active and creative. But, learning method that applied in higher education still use traditional method, which is lecturer has an important role in the learning process. As a result, students only become objects in the learning system that makes them passive. They don’t have initiative to build their own knowledge because of the lack of opportunities that they are involved in or participating in the learning process. Active learning is a learning model that is considered effective to increase the activity of the students in the learning process. One way to apply this learning model is to apply collaborative learning method, where the perspective of this method is that someone is said to learn if the person is actively involved in or participates in the learning process.        Keyword: Active Learning, Collaborative Learning

scholarly journals Evaluating Access, Quality, and Inverted Admissions in MOOC-Based Blended Degree Pathways: A Study of the MIT Supply Chain Management MicroMasters

2018 ◽  
Author(s):  
Joshua Littenberg-Tobias ◽  
Justin Reich
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Formal Education ◽  
Graduate Program ◽  
Online Courses ◽  
Developed Countries ◽  
Master's Program ◽  
Highly Educated ◽  
Effective Use ◽  
Technological Affordances

Many higher education institutions have begun offering opportunities to earn credit for in-person courses through massive open online courses (MOOCs). This mixed-methods study examines the experiences of students participating in one of the first iterations of this trend: a blended professional master's degree program that admitted students based on performance in MOOC-based online courses. We found that the blended master's program attracted a cohort of highly educated mid-career professionals from developed countries who were looking for more flexible alternatives to traditional graduate programs. Success in the online courses was correlated with higher levels of prior formal education and effective use of learning strategies. Students who enrolled in the blended graduate program reported being academically prepared for their coursework and had higher GPAs (3.86, p<0.01) than students in the residential program (3.75). The findings of this study suggest that the technological affordances of MOOC-based online and blended degrees will neither transform higher education nor solve its most stubborn equity challenges, but there may be particular niches where they provide a valuable service to learners in particular programs and contexts.

scholarly journals An agile approach to co-creation of the curriculum

2021 ◽  
Vol 5 (2) ◽  
pp. 89-97
Author(s):  
John Owen ◽  
Catherine Wasiuk
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Team Members ◽  
Learning And Teaching ◽  
Area Of Interest ◽  
Wide Range ◽  
Agile Approach ◽  
Context Of Learning ◽  
The Individual ◽  
Teaching In Higher Education

The importance of developing meaningful student engagement through partnerships is an increasing area of interest and practice within the context of learning and teaching in higher education. This case study reports on an approach used in a co-created curriculum project that aligned the values and principles of student-staff partnerships with those of an agile framework. Through an analysis of the individual team reflections captured during and after the project, the study explores how the agile approach could help address imbalances of power between students and staff in higher education. The results of the study show that team members found that working in this new way increased confidence in co-creating teaching and learning with staff and fostered a positive team relationship, although some reflections indicate that assumptions of power are deeply embedded within the structures and roles of higher education. However, our findings suggest that this way of working can result in positive experiences for students and staff and could be applied to a wide range of student-staff partnership projects.

scholarly journals Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content

2016 ◽  
Vol 15 (4) ◽  
pp. es6 ◽  
Author(s):  
Cynthia J. Brame
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Active Learning ◽  
Cognitive Load ◽  
Content Delivery ◽  
Educational Tool ◽  
Online Classes ◽  
Video Content ◽  
Educational Videos ◽  
Effective Use

Educational videos have become an important part of higher education, providing an important content-delivery tool in many flipped, blended, and online classes. Effective use of video as an educational tool is enhanced when instructors consider three elements: how to manage cognitive load of the video; how to maximize student engagement with the video; and how to promote active learning from the video. This essay reviews literature relevant to each of these principles and suggests practical ways instructors can use these principles when using video as an educational tool.

Toward an Open Empowered Learning Model of Pedagogy in Higher Education

2016 ◽  
pp. 2196-2214
Author(s):  
Robyn Smyth ◽  
Carina Bossu ◽  
Adrian Stagg
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Online Courses ◽  
Learning Model ◽  
Open Educational Resources ◽  
Educational Institutions ◽  
Traditional Values ◽  
Emerging Trends ◽  
Open Educational Practices ◽  
Opening Up

This chapter will explore some of the emerging trends in higher education worldwide brought by opening up education, including open educational resources (OER), open educational practices (OEP) and massive open online courses (MOOCs). These trends are transforming and challenging the traditional values and structures of universities, including curriculum design, pedagogies, and approaches to recognise and accredit learning assisted by OEP. We will also reflect on ways in which OEP, open ecosystems and the recognition of open learning experiences can further support learners, educators and educational institutions. In doing so, we will revise and re-work a learner centred model (Smyth, 2011) to incorporate some of the current transformation brought by openness. The revised model, called Open Empowered Learning Model, will prompt discussion on alternative ways in which learners, educators and educational institutions could take full advantage of these new trends.

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