Toward Knowledge Technology Synchronicity Framework for Asynchronous Environment

2017 ◽  
Vol 8 (4) ◽  
pp. 23-33 ◽  
Author(s):  
Simon Cleveland ◽  
Gregory Block
Keyword(s):  
Exchange Process ◽  
Knowledge Exchange ◽  
Real Life ◽  
Building Blocks ◽  
Asynchronous Learning ◽  
Online Instructors ◽  
Knowledge Domains ◽  
Asynchronous Learning Environments ◽  
Seeking Behavior ◽  
Knowledge Seeking

While distance learning education continues to grow, online instructors face certain asynchronous uncertainties when it comes to knowledge exchange with students. To counteract such uncertainties and minimize teaching deficiencies expected to occur in asynchronous learning environments, this study examines a set of knowledge building blocks that play a role in the online knowledge exchange process. Knowledge technology synchronicity framework for asynchronous environment is proposed that integrates knowledge seeking behavior, knowledge properties, knowledge domains, knowledge types, knowledge tools, and technology synchronicity. A real-life case is provided to integrate the framework in practice.

Knowledge Framework for Online Learning

2019 ◽  
pp. 25-42
Author(s):  
Simon Cleveland ◽  
Greg Block
Keyword(s):  
Online Education ◽  
Learning Environments ◽  
Knowledge Exchange ◽  
Real Life ◽  
Asynchronous Learning ◽  
Knowledge Framework ◽  
Knowledge Domains ◽  
Asynchronous Learning Environments ◽  
Seeking Behavior ◽  
Knowledge Seeking

While online education continues to grow, virtual instructors face certain asynchronous uncertainties when it comes to knowledge exchange with students. These challenges are especially prevalent in the cybersecurity and programming domains. To counteract such uncertainties and minimize teaching deficiencies expected to occur in asynchronous learning environments, this chapter assesses knowledge factors that impact virtual knowledge transfer and absorption processes. Synchronicity framework is proposed to integrate knowledge-seeking behavior, knowledge properties, knowledge domains, knowledge types, knowledge tools, and technology synchronicity. A real-life case is provided to integrate the framework in practice.

Exploring Online Learning Through Synchronous and Asynchronous Instructional Methods

2020 ◽  
pp. 52-76
Author(s):  
Jamie Mahoney ◽  
Carol A. Hall
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Video Conferencing ◽  
Real Life ◽  
Interactive Whiteboards ◽  
Asynchronous Learning ◽  
Chat Rooms ◽  
Asynchronous Learning Environments ◽  
The World ◽  
Technological Tools

Teaching and learning in the online environment are challenging. Students and instructors must employ technological tools and strategies to be successful. Merely having a computer and software does not equate to being technologically literate in the 21st century world of work. Learning how to incorporate virtual reality games, webcams, video conferencing, and brainstorming platforms such as Padlet, Bubbl.us, Zoom, Twitter, Instagram, interactive whiteboards, chat rooms, YouTube, and screencasting videos is encouraged. Polleverywhere, Socrative, and Flubaroo are a few assessments to investigate interest by examining the world of synchronous and asynchronous learning environments. The digital natives of today's classrooms are the future employees of tomorrow's real-life world of work; therefore, organizations must take control of the situation and prepare workers to meet future job demands. The question of how to do so effectively will be answered in this chapter.

scholarly journals Student Voices on the Roles of Instructors in Asynchronous Learning Environments in the 21st Century

2017 ◽  
Vol 18 (2) ◽  
Author(s):  
Pilar Gómez-Rey ◽  
Elena Barbera ◽  
Francisco Fernández-Navarro
Keyword(s):  
Learning Environments ◽  
Research Work ◽  
Asynchronous Learning ◽  
Quantitative Methodology ◽  
Student Voices ◽  
Online Program ◽  
Online Instructors ◽  
Asynchronous Learning Environments ◽  
Instructional Roles ◽  
Depth Interviews

<p class="3">This paper determines which instructional roles and outputs are important in the 21<sup>st</sup> century from the perspective of students in asynchronous learning environments. This research work uses a literature review, in-depth interviews with experts, and a pilot study with students to define the instructors’ outputs. Following this, roles are determined by using a quantitative methodology (in a sample of 925 students). To our knowledge, the remaining research works on this topic identify the online instructors' roles by a qualitative analysis. The findings suggest that a new role, the life skill promoter, has emerged. Furthermore, analysis of the remaining roles (pedagogical, designer, social, technical and managerial) showed that: (i) online instructors are, first and foremost, pedagogues; (ii) the design of the particular online program influences the pedagogical and designer roles and; (iii) the managerial role has declined in importance over the years due to the development of more intuitive and transparent online scenarios from the beginning of the course onward.</p>

scholarly journals Students' perceptions about online teaching effectiveness: A bottom-up approach for identifying online instructors’ roles

2018 ◽  
Vol 34 (1) ◽  
Author(s):  
Pilar Gómez-Rey ◽  
Elena Barbera ◽  
Francisco Fernández-Navarro
Keyword(s):  
Social Life ◽  
Life Skills ◽  
Online Teaching ◽  
Teaching Effectiveness ◽  
Student Perspective ◽  
Asynchronous Learning ◽  
Extensive Literature ◽  
Bottom Up ◽  
Online Instructors ◽  
Asynchronous Learning Environments

The topic of online instructors’ roles has been of interest to the educational community since the late twentieth century. In previous studies, the identification of online instructors’ roles was done using a top-down (deductive) approach. This study applied a bottom-up (inductive) procedure to examine not only the roles of online instructors from a student perspective, but also how well these roles are implemented in practice. In the first stage, roles were defined using factor analysis on a sample of 925 students. A questionnaire was created after an extensive literature review and in-depth interviews with experts. The methodology detected six roles: pedagogical, course designer, social, life skills promoter, technical, and managerial. In the second stage, students’ scores were projected over those factors to obtain the instructors’ performance in each role (the significance of the results was assessed using non-parametric tests). Main findings included: (i) the emergence of a new role, the life skills promoter; (ii) online scenarios becoming more transparent and intuitive due to syllabus design; (iii) the consideration of more audio-visual resources by instructors in asynchronous learning environments; and (iv) the value of offering guidelines to students for collaborative activities to reduce the level of frustration with these activities.

INTEGRATED MEDICAL DATA MANAGEMENT SYSTEMS REVIEW

2019 ◽  
Author(s):  
Ihor Pysmennyi
Keyword(s):  
Health Informatics ◽  
Quality Care ◽  
Exchange Process ◽  
Knowledge Exchange ◽  
Clinical Information ◽  
Mobile Network ◽  
Developed Countries ◽  
Management Systems ◽  
Learning Techniques ◽  
Drastic Increase

In recent years we’ve seen breakthrough research success in medicine and computer science enabled by novel technology advancements, data analyses capabilities and learning techniques. Despite this, quality care doesn’t have full cove­ rage even in developed countries and access to care is recognised as one of the biggest challenges to the global healthcare system. Bound with population growth in remote areas in developing regions, which lack skilled professionals and medical resources, as well as aging in developed countries this caused a strong need for increasing healthcare effectiveness. Enabled by development of cloud technologies, quick expansion of mobile network coverage and internet access Clinical Information Management Systems integrated with decision support systems, Telemedicine (inclu­ ding distributed Virtual Healthcare Teams and medical imaging), Mobile Healthcare, medical Internet of Things (mIoT), Consumer Health Informatics with personal intelligent health assistants, Health Information Exchanges and deep learning techniques for diagnostics and knowledge extraction are among the state-of-the-art solutions which are more or less successfully used for coping with the problem mentioned above. This paper reviews current situation with implementing these novel informational systems, analyses their advantages, drawbacks, implementation impediments and outcome effectiveness suggesting platform for empowering their integration and maximizing output of each module. Such solution will have a synergy effect and result in a drastic increase of medical resource utilization effectiveness, service quality and providing bigger and fuller coverage with less spending at the same time empowering knowledge exchange process and laying foundation for future development and innovations in the whole healthcare domain.

scholarly journals Distance Teacher Training in Periods of Emergency (Covid-19 Pandemic)

2021 ◽  
Author(s):  
Panagiotes Anastasiades ◽  
Konstantinos Kotsidis ◽  
Christos Synnefakis ◽  
Alexia Spanoudaki
Keyword(s):  
Distance Education ◽  
Educational Process ◽  
Asynchronous Learning ◽  
Pedagogical Issues ◽  
Asynchronous Learning Environments ◽  
Teaching Community ◽  
Fast Pace ◽  
E Learning ◽  
The University ◽  
Teaching Time

The closing of schools at the beginning of spring 2020 in Greece highlighted the need for school distance education to make up for lost teaching time and to maintain learners’ contact with the educational process and other members of the school community. However, the teachers needed support in this urgent situation since they did not have previous experience in school distance education. The Laboratory for Advanced Teaching Technologies for Lifelong Learning and Distance Education (E-Learning Lab) of the University of Crete, attempted to contribute with its own means to the support of these teachers. Within this framework, fast-pace, distance seminars were designed and implemented to support teachers on pedagogical issues of distance education. A total of 20 distance training seminars were conducted from 19March to 29April2020 in which more than 40000 teachers of primary and secondary education in Greece participated. The overall presentation and assessment of the training actions showed not only the enormous interest of the teaching community but also the need for such training actions with particular emphasis on the principles and the methodology of school distance education, synchronous and asynchronous learning environments, and the designing or planning of teaching scenarios based on the pedagogical approaches compatible with distance learning.

Utilizing Digital Educational Games to Enhance Adult Learning

2018 ◽  
pp. 171-196 ◽  
Author(s):  
Leslie Cordie ◽  
Xi Lin ◽  
Nicola Whitton
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Computer Games ◽  
Instructional Strategy ◽  
Educational Games ◽  
Learning By Doing ◽  
Research Literature ◽  
Asynchronous Learning ◽  
Online Environment ◽  
Asynchronous Learning Environments

As adult educators, we strive to facilitate learning using a variety of teaching strategies that engage learners. Learning by doing is a powerful method that combines both application and practice to address the needs and motivations of adult learners. Digital educational games provide one type of an engaging instructional strategy for adult learners that can be delivered in both synchronous and asynchronous learning environments. Digital educational games are not something new, however, as they were developed soon after the first computer games (Wolfe & Crookall, 1998). Additionally, game-based educating has been used in many adult learning contexts, including the corporate environment to train staff in financial and economic skills, and in the military system for combat and strategy training (Whitton & Hollins, 2008). Despite these successful applications, there is a lack of recognition of digital educational games as a significant instructional method for the adult learner (Connolly, Boyle, MacArthur, Hainey, & Boyle, 2012; Gros, 2007). In this chapter, we review the research literature on adult learning via games in terms of learner motivation and engagement, specifically focusing on adult learning in the online environment. We will define key terms and essential characteristics of educational games, share best practices for developing and designing engaging educational games as an instructional strategy, and discuss the types of learning outcomes that can be achieved through the use of effective educational games, concentrating on adult learners in the online environment.

Decisions Required vs. Decisions Made

2013 ◽  
pp. 176-208 ◽  
Author(s):  
Olaf Zimmermann ◽  
Christoph Miksovic
Keyword(s):  
Enterprise Architecture ◽  
Knowledge Exchange ◽  
Building Blocks ◽  
Architectural Analysis ◽  
Architecture Framework ◽  
Architectural Principles ◽  
Decision Guidance ◽  
Enterprise Architecture Framework ◽  
Architectural Knowledge ◽  
Governance Processes

Contemporary enterprise architecture frameworks excel at inventorying as-is and at specifying to-be architecture landscapes; they also help enterprise architects to establish governance processes and architectural principles. Solution architects, however, expect mature frameworks not only to express such fundamental design constraints, but also to provide concrete and tangible guidance how to comply with framework building blocks, processes, and principles – a route planner is needed in addition to maps of destinations. In this chapter, the authors show how to extend an existing enterprise architecture framework with decision guidance models that capture architectural decisions recurring in a particular domain. Such guidance models codify architectural knowledge by recommending proven patterns, technologies, and products; architectural principles are represented as decision drivers. Owned by enterprise architects but populated and consumed by solution architects, guidance models are living artifacts (reusable assets) that realize a lightweight knowledge exchange between the two communities – and provide the desired route planners for architectural analysis, synthesis, and evaluation.

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