A Framework for the Redesign Principles That Improved Engagement in an Online Graduate Class

2021 ◽  
pp. 391-411
Author(s):  
Laura Lemanski ◽  
Megan McDonald Van Deventer
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Learning Experience ◽  
Methods Course ◽  
Pedagogical Content ◽  
Course Content ◽  
Reading Methods ◽  
Engagement Theory ◽  
Course Changes

At a large, Midwest university, the authors taught an online course to graduate students in an educational reading methods course. While the course covered compelling content, the user experience frustrated students as they struggled to navigate an outmoded online learning management system (LMS), which inhibited their ability to engage with course content. Recognizing that the course could be a powerful and relevant learning experience for students, the chapter authors drew on engagement theory, technological pedagogical content knowledge (TPACK), and the triple E framework to redesign the course. While maintaining the valuable course content, the chapter authors developed a framework to create an engaging and positive online learning experience. This chapter describes the framework and details how the course was redesigned, articulates the rationale for the course changes, and explores the positive impact it had on teaching and learning.

A Framework for the Redesign Principles That Improved Engagement in an Online Graduate Class

2019 ◽  
pp. 49-75 ◽  
Author(s):  
Laura Lemanski ◽  
Megan McDonald Van Deventer
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Learning Experience ◽  
Methods Course ◽  
Pedagogical Content ◽  
Course Content ◽  
Reading Methods ◽  
Engagement Theory ◽  
Course Changes

At a large, Midwest university, the authors taught an online course to graduate students in an educational reading methods course. While the course covered compelling content, the user experience frustrated students as they struggled to navigate an outmoded online learning management system (LMS), which inhibited their ability to engage with course content. Recognizing that the course could be a powerful and relevant learning experience for students, the chapter authors drew on engagement theory, technological pedagogical content knowledge (TPACK), and the triple E framework to redesign the course. While maintaining the valuable course content, the chapter authors developed a framework to create an engaging and positive online learning experience. This chapter describes the framework and details how the course was redesigned, articulates the rationale for the course changes, and explores the positive impact it had on teaching and learning.

scholarly journals Fusing the Jigsaw Method and Microsoft Teams: A Promising Online Pedagogy

2021 ◽  
Vol 20 (11) ◽  
pp. 272-287
Author(s):  
Malissa Maria Mahmud ◽  
Shiau Foong Wong
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Positive Impact ◽  
Methods Course ◽  
Course Content ◽  
Global Pandemic ◽  
Post Test ◽  
Jigsaw Method ◽  
Technological Tool ◽  
Student Centred Learning

The Covid-19 pandemic has triggered a universal disruption over the past year, and has caused unforeseen and formidable changes, but simultaneously has also enthused a digital transformation for educational institutions of all levels. With the upsurge in the usage of digital technologies, some potential caveats should be addressed, in particular, the speculative effective methods, course design and structure. A prodigious deal of reappraising and reimagining the philosophy of what is deemed to be the most familiar is imperative, not only to promote student-centred learning, but also encourage online engagement. Considering the suspension of all face-to-face classes due to the rapid spread of the global pandemic, the purpose of this study was to assess the usability and adoption of the jigsaw method on the web-based platform, Microsoft (MS) Teams for both synchronous and asynchronous teaching and learning. A pre-experimental research design was utilised with one post-test dataset obtained from the post-experiment learning analytics. Subsequently, the usability and adoption of the jigsaw method in MS Teams were evaluated based on the reciprocity of students’ responses towards the design. It is postulated that MS Teams stand out as a promising technological tool to facilitate the integration of the jigsaw method into an online learning environment. It advocates better students engagement and collaboration, and thus leads to the positive impact on students’ performance and enhanced comprehension of course content, specifically the availability of customized MS Teams features; channel and synchronous chat, which are recommended to support an engaged learning ecology.

scholarly journals Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

2021 ◽  
Vol 13 (14) ◽  
pp. 8053
Author(s):  
Maram Meccawy ◽  
Zilal Meccawy ◽  
Aisha Alsobhi
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Success Factors ◽  
Faculty Perceptions ◽  
Learning Experience ◽  
Negative Perception ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

scholarly journals Using 21st Century Technology In Online Business Education

2011 ◽  
Vol 5 (12) ◽  
Author(s):  
Susan Silverstone
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Approaches To Learning ◽  
Virtual Classroom ◽  
Online Discussions ◽  
Font Size ◽  
The Future ◽  
National University

<p class="Default" style="text-align: justify; margin: 0in 0in 0pt;"><span style="font-family: Times New Roman;"><span style="font-size: 9.5pt; mso-bidi-font-style: italic;">The challenges for education in the 21<sup><span style="position: relative; top: -4pt; mso-text-raise: 4.0pt;">st </span></sup>century are fundamentally the same as they were in each of the past centuries &ndash; holding on to what is of value while discovering and developing what adds value to both teaching and learning. While the future is difficult to predict, the seeds of the future can be seen in the behaviors of the present. Obviously technology will play an even greater role in future education no matter how much and how quickly technology changes. Of greater importance than technology is the thinking needed for knowing how to use technology for advancing education for both students and instructors. Identifying the shifts in behavior that people are experiencing today provides clues on the practices that will be common tomorrow. Basic changes in education include the following: (1) moving from an instructor-centered paradigm focused on teaching to a learner-centered model focused on learning; (2) shifting from an emphasis on textbooks as a preferred source of knowledge to the use of technology as the primary tool for acquiring information and ideas; (3) advancing from knowledge to know-how exemplified in the differences expected from the cognitive, behaviorist and constructivist approaches to learning; and (4) sharing responsibility for learning through increased interaction and continuous communication between and among all individuals engaged in becoming educated persons. Technology, though it may be the key tool for facilitating these changes, has its limitations as well as its advantages, as any instructor knows when comparing face-to-face classroom lecturing with virtual asynchronous online discussions. Today&rsquo;s students are techno-savvy and may be considered the &ldquo;Wi-Fi Generation.&rdquo; In the School of Business at National University, the second largest not-for-profit university in California, a blended approach to learning has been adopted in the accelerated one-month format used for its online education program. This paper explores the effects of some new technological options which were recently provided to marketing students in order to make their online learning experience more exciting and meaningful. National University&rsquo;s online classes are offered on the eCollege platform. Students interact with each other asynchronously through discussion boards and synchronously in weekly chat sessions. Chat sessions had been offered in a text-based format, but the School of Business has invested in iLinc software which provides Voice over Internet Protocol (VoIP) capability. In iLinc, students can see and hear each other as well as the instructor in real time. The system allows application sharing, group web-browsing, the display of PowerPoint</span><span style="font-size: 10pt; mso-bidi-font-style: italic;">&reg; </span><span style="font-size: 9.5pt; mso-bidi-font-style: italic;">slideshows, voting, and independent group work. Using this technology, the instructor acts as both a discussion moderator and a live lecturer. The traditional text-based chats are no longer used due to the high student acceptance and delight with the iLinc system. Outside of the virtual classroom, the marketing students were tasked to analyze and comment on the content of selected television shows. National University&rsquo;s students are adult learners who grew up passively watching television from an early age. These assignments were designed to get them to think beyond the surface entertainment to the underlying marketing and business messages given in these shows. For example, a graduate advertising class was assigned to comment on the reality show, The Apprentice, while an undergraduate class critiqued the Super Bowl advertisements. In both classes the students were told to look at these programs critically and share their comments with the class. The use of these current mass media presentations, (which afforded live action cases that demonstrated the immediate consequences of managerial actions), was shown to be very powerful. </span><span style="font-size: 9.5pt;">Overall, the students appear to thoroughly enjoy this addition of topical and &ldquo;live&rdquo; learning tools to their online learning experience. While not tested empirically as yet, these new classroom tools seem to increase student comprehension and retention of the course material. </span></span></p>

Online TPACK Learning Trajectory Tools and Processes

2016 ◽  
pp. 53-77
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Learning Trajectory ◽  
Pedagogical Strategies ◽  
Pedagogical Content ◽  
Graduate Coursework ◽  
Individual Knowledge ◽  
Multiple Case ◽  
K 12 ◽  
Constructing Knowledge

A multiple case, descriptive study provides research insights for illuminating the tools and processes in the online TPACK learning trajectory situated in a social metacognitive constructivist instructional framework for graduate coursework. In this course, inservice K-12 teachers' relearn, rethink, and redefine teaching and learning for developing a 21st century literacy significantly influenced by the proliferation and societal acceptance of multiple digital technologies. The research examination identifies insights about the incorporation of the key tools (community of learners and reflection) and processes (shared/individual knowledge development and inquiry) in the online learning trajectory for reframing teachers' Technological Pedagogical Content Knowledge (TPACK). Three themes reveal how the online learning trajectory relies on these tools and processes for enhancing the participants' learning: the tools and processes are needed for constructing knowledge, for transitioning the participant's thinking as a student to that of a teacher, and for recognizing the value of pedagogical strategies for teaching and learning with technologies.

Online Learning and Lifelong Learning

2011 ◽  
pp. 51-72 ◽  
Author(s):  
Glenn Finger
Keyword(s):  
Online Learning ◽  
Lifelong Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Rural And Remote ◽  
Remote Communities ◽  
Information And Communication ◽  
Technological Improvements

This chapter explores ways in which new and emerging information and communication technologies (ICT) might transform the learning experience through online delivery. After presenting a conceptualisation of ICT use by educators in terms of inaction, investigation, application, integration, and transformation, two diverse learning settings are examined to develop insights into the implications of online learning for lifelong learning—namely, the delivery of educational services to preschool children (aged 4 years old) through to Year 10 students (aged 15 years old) in rural and remote communities in Australia, and the dimensions required for designing online learning for adult learners in higher education. Through the presentation of a case study of a School of Distance Education in Australia, which reflects technological improvements using telephone teaching, and the affordances of improved connectivity, the case study demonstrates that this has enabled the use of more constructivist approaches to teaching and learning to transform the delivery of education to rural and remote students. Subsequently, this chapter provides a synthesis of the literature relating to the critical factors influencing learner satisfaction in online learning.

scholarly journals Student Achievement assisted Edmodo: An Alternative to Online Learning in the Pandemic Era

2021 ◽  
Vol 4 (1) ◽  
pp. 22-35
Author(s):  
Sofia Nida Khoerunnisa ◽  
Puji Lestari
Keyword(s):  
High School ◽  
Student Achievement ◽  
Online Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Student Assessment ◽  
Learning Goals ◽  
Size Estimation ◽  
Face To Face Instruction ◽  
The Impact

Due to the Covid-19 pandemic, face-to-face instruction in the field of education has been replaced by online learning. As a result, to meet the learning goals, teachers must be innovative and creative while delivering online learning. Student Achievement with Edmodo is one alternate online learning choice. This analysis aims to explain the effects of the introduction of Edmodo-supported Student Achievement, as well as student reactions to this learning, and to provide a single learning method that is successful and can aid teaching and learning experiences for high school mathematics content during the Covid-19 pandemic. This study employs qualitative analysis approaches. The subjects of this research were five students from Tasikmalaya City's State Senior High School. Based on the outcomes of a few experiments, it was determined that the learning experience was enjoyable and aided students' comprehension of the Trigonometry content. Students are pleased with the learning experience provided, and they believe they have made improvements as a result of their participation in the learning. According to the effects of the impact size estimation, the implementation of the Student Achievement learning model is very accurate. Then, for general student assessment, Student Achievement learning with Edmodo is beneficial to introduce in the middle of the Covid-19 pandemic, so that it can be used as a substitute in online learning.

scholarly journals STUDENTS’ PERSPECTIVES ON ONLINE LEARNING – ARE THEIR EXPECTATIONS MET BY CURRENT TEACHING PRACTICES?

2021 ◽  
Vol LXIX (1) ◽  
pp. 73-91
Author(s):  
Iulia Gonţa ◽  
Cristina Tripon
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Traditional Learning ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students

The challenges of online learning, created by the COVID-19 pandemic, have prompted a significant demand in researching this particular field of education. The adaptation to online learning, unfortunately, was applied in a context of unprepared teachers and students. This situation was caused by the new format of education, which differs significantly from massive open online courses, traditional learning or distance learning. The new hybrid model of education, prompted by the pandemic, has certainly become a trend that could incite future transformations in terms of teaching and learning. To better understand the specifics of this type of online learning, we asked the students (N = 705) from the University POLITEHNICA of Bucharest to express their opinion on their learning experience during the pandemic. The survey included the problems and expectations of the interviewees, and the research results were analyzed in the article. Our goal was to improve educational practices in the virtual educational environment. In this regard, we analyzed the important components of online learning, focusing on the following ones: the quality of the educational resources used to support the content, the improvement of the quality of the teacher- student relationships, time management, online assessment. The article also provides solutions for effective online learning, from the students’ perspective.

Designing Online Learning Programs

2011 ◽  
pp. 586-595 ◽  
Author(s):  
Judith V. Boettcher
Keyword(s):  
Online Learning ◽  
Design Process ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Student Assessment ◽  
Design Approach ◽  
Learning Programs ◽  
Core Elements ◽  
Vygotskian Theory ◽  
Layered Design

This article describes a design process for online learning programs that builds on a philosophical base grounded in learning theory, instructional design, and the principles of the process of change. This design process is a six-layered design approach that promotes congruency at the six levels of institution, infrastructure, program, course, unit /activity and student assessment. The conceptual framework for the design process is based on the Vygotskian theory of cognition that focuses on the four core elements of any teaching and learning experience — the learner, the faculty/teacher/mentor, the content /knowledge /skill to be acquired/or problem to be solved, and the environment or context within which the experience will occur. A set of principlebased questions for designing effective and efficient online learning programs assists in implementing this design approach.

Online Learning Trajectory for Knowledge-Building Communities to Reframe Inservice Teachers' TPACK

2018 ◽  
pp. 839-862 ◽  
Author(s):  
Margaret L. Niess
Keyword(s):  
Online Learning ◽  
Knowledge Building ◽  
Inservice Teachers ◽  
Learning Trajectory ◽  
Learning Tools ◽  
Pedagogical Content ◽  
Course Content ◽  
Content Development ◽  
Instructional Processes ◽  
Knowledge Building Communities

Knowledge-building communities facilitate learning through collaborative explorations and investigations using today's technologies as learning tools. Such communities support teachers in developing their Technological Pedagogical Content Knowledge (or TPACK) so they are able to rearrange educational experiences using a systems pedagogical approach for engaging students in communication, collaboration and inquiry-oriented technologies. A current educational setting for reframing inservice teachers' knowledge involves online instruction. A researcher conjectured, empirically supported online TPACK learning trajectory provides guidelines for teacher educators as they design new online coursework for guiding teachers in enhancing their TPACK. Using a design-based research methodology, a social metacognitive constructivist instructional lens frames this online learning trajectory for organizing the course content development by interweaving descriptive tasks with specific pedagogical strategies towards reframing inservice teachers' knowledge through knowledge-building communities. The resulting trajectory describes a dynamic interaction of key tools and instructional processes for scaffolding the content towards an enhanced TPACK understanding.

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