scholarly journals The nature and application of formational learning in the distance medium

2019 ◽  
Vol 75 (1) ◽  
Author(s):  
Marilyn Naidoo
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Learning Environments ◽  
Current Literature ◽  
Theological Education ◽  
Teaching And Learning ◽  
Student Support ◽  
Approaches To Teaching ◽  
Education Students ◽  
Learning Contexts

As theological education increasingly uses more flexible approaches to teaching and the number of distance education students increases, more attention needs to be placed on how formational education takes places in this environment. It is assumed that we cannot successfully address student formation in online learning contexts. However, with the advances in technology, the debate has moved on to exploring how theological education might adapt to new teaching and learning environments and use new pedagogies and technologies to prepare students for ministry. This article poses the question of how formational education is possible in the distance environment, considering the nature of formational education. In attempting an answer, the foundational dynamics of formation are unpacked using an analysis of the current literature together with highlighting the essential pedagogical factors of community, student support and faculty that are central to student formation. This article is of value as it highlights how formational education can be locally adapted within the distance mode.

Second Life

2013 ◽  
pp. 204-218
Author(s):  
Yvonne Masters ◽  
Sue Gregory
Keyword(s):  
Distance Education ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Educational Institutions ◽  
Education Students ◽  
Teaching And Learning Environment

An increasing number of educational institutions are trialling the use of virtual worlds as teaching and learning environments, particularly for distance education students. In 2009 the authors have begun a research project to explore the efficacy of one such virtual world, Second Life, as a viable adjunct to other online learning experiences. However, it is now recognised that most academics have no experience of teaching in a virtual world. An integral aspect of our research is to examine whether a novice user of Second Life could quickly learn to teach effectively with this tool. The teaching experience is outlined from two points of view: the novice and the expert. The emergent themes are discussed and conclusions are made regarding the efficacy of Second Life as a teaching and learning environment for distance education students and the level of support that might be needed to assist other novices to teach in-world.

scholarly journals Bringing Online Learning to Campus: The hybridization of teaching and learning at Brigham Young University

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Gregory L. Waddoups ◽  
Scott L. Howell
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Rapid Growth ◽  
Teaching And Learning ◽  
Church Membership ◽  
Educational Practices ◽  
Brigham Young University ◽  
Secular Education ◽  
Use Of Technology

The primary purpose of Brigham Young University (BYU) is to provide students with a combination of sacred and secular education often described as the “BYU experience.” Achieving this purpose is challenged by the rapid growth in Church membership and an enrollment cap of 30,000 students. To address these challenges, BYU sponsors the use of technology to bridge the gap between the increased Church membership and the number of students allowed under the enrollment caps. This institutional case study shows how these challenges have influenced the hybridization of teaching and learning for on campus (resident) and off campus (distance) students. It also describes how BYU has brought distance education to campus, and is beginning to bring campus-based educational practices to distance education.

scholarly journals Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives

2021 ◽  
Vol 9 (1) ◽  
pp. 19-27
Author(s):  
Olha Volodymyrivna Berestok ◽  
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Environments ◽  
English Language ◽  
Educational Process ◽  
Asynchronous Online Learning ◽  
E Learning ◽  
Ict Tools ◽  
Learning Modes

The article deals with the main strategies, methods and objectives of synchronous and asynchronous E-Learning Modes from a scientific and practical point of view. A detailed description of the synchronous and asynchronous online-learning at different historical stages is presented. The task of the distance education in light of the trends of modern society and its role in the implementation of professional and social aspirations of an student is shown. The basic problems of contemporary ICT, the difference and peculiarities of the synchronous and asynchronous methods of e-communication are determined. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of strict quarantine circumstances are highlighted. Certain ICT tools implemented by higher educational establishments to provide distance learning in the educational institutions are defined. The key ways of overcoming the contradictions that arise in the path of self-improvement of a student in the present are called. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is emphasized. Online-learning environments, namely synchronous and asynchronous ones, essential to provide distance education, are mentioned. Various forms of interaction involved in synchronous and asynchronous modes are pointed out. The current practices of synchronous and asynchronous e-learning/teaching in English language are established. The results of the case study of the effectiveness of a/synchronous environments towards better English language learning are evaluated. The analysis of the strategy used in distance learning is presented. The leading instruments and tools for synchronous and asynchronous online-learning are stressed on. The description of "high degree of interactivity" between participants who are separated from each other geographically and in time by asynchronous learning environments is provided. The basic measures for the introduction of distance learning technologies in the educational institution, which do not contradict the principles of pedagogy, but supplement and promote the development of the process of education, are formulated. The preferences of students as for methods used during remote education are noted. Basic challenges for teachers, institutions, and students, provided by both synchronous and asynchronous modes of distance learning, are described.

scholarly journals Digital Citizenship and Distance Education

2021 ◽  
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Learning Environments ◽  
School Community ◽  
Digital Citizenship ◽  
Learning Resources ◽  
Online Learning Environments ◽  
Emerging Issues ◽  
School Librarianship

This chapter describes the role of digital citizenship, particularly as it relates to school librarianship in online learning environments. It discusses the need for digital citizenship, its curriculum and standards, its place in school librarianship program preparation, distance education issues, learning resources, and implementation for the school community. Emerging issues are also noted.

Online Learning and Metacognition

2020 ◽  
pp. 310-331
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Instructional Design ◽  
Student Success ◽  
Learning Environments ◽  
Learning Experiences ◽  
Great Emphasis ◽  
Education Students ◽  
Online Learning Environments ◽  
Metacognitive Scaffolding

Online learning experiences are becoming the norm for an increasing number of higher education students. Although there are clear advantages to online learning in terms of flexibility and access, many students struggle to succeed, especially in purely online learning environments. To a large extent student success in online learning environments is dependent on students' ability to self-regulate and ‘learn for themselves'- both abilities related to academic metacognition. Unfortunately, even at university, many students do not have well developed metacognition. It is therefore important to consider carefully metacognitive scaffolding in the design of online learning experiences. However, the models of instructional design commonly used in online learning tend not to place great emphasis on the importance of metacognitive scaffolding. The aim of the present chapter is therefore to increase awareness of metacognition, as one of the important considerations in the design of online learning environments that can help to maximize chances of student success. Towards this end, a framework of instructional design that is more sensitive to metacognition is developed.

Online Learning and Metacognition

2016 ◽  
pp. 221-241
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Instructional Design ◽  
Student Success ◽  
Learning Environments ◽  
Learning Experiences ◽  
Great Emphasis ◽  
Education Students ◽  
Online Learning Environments ◽  
Metacognitive Scaffolding

Online learning experiences are becoming the norm for an increasing number of higher education students. Although there are clear advantages to online learning in terms of flexibility and access, many students struggle to succeed, especially in purely online learning environments. To a large extent student success in online learning environments is dependent on students' ability to self-regulate and ‘learn for themselves'- both abilities related to academic metacognition. Unfortunately, even at university, many students do not have well developed metacognition. It is therefore important to consider carefully metacognitive scaffolding in the design of online learning experiences. However, the models of instructional design commonly used in online learning tend not to place great emphasis on the importance of metacognitive scaffolding. The aim of the present chapter is therefore to increase awareness of metacognition, as one of the important considerations in the design of online learning environments that can help to maximize chances of student success. Towards this end, a framework of instructional design that is more sensitive to metacognition is developed.

Improving the Quality of Online Learning Environments

2017 ◽  
pp. 278-300
Author(s):  
Komar Parveen Khan
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Specific Model ◽  
Design Guidelines ◽  
Online Learning Environments ◽  
Design Models ◽  
Design For Learning

In spite of the numerous changes in technology in the past decades, designers continue to utilize traditional instructional design models as a foundation for designing teaching and learning materials, which may not be suited for the design and development of online learning environments. A study was conducted to investigate the characteristics of an online-specific design model called Proactive Design for Learning (PD4L) (Sims, 2012; Sims & Jones, 2003) and its ability to address limitations of traditional design models. The study was conducted to examine in what ways the PD4L model would contribute to enhance the quality of online learning. Based on this research, this chapter will be able to provide readers with ideas on the ways the elements of an online specific model can serve as design guidelines, a framework or “a set of guiding principles” (Sims, 2011) for designers and developers to create quality teaching and learning environments.

scholarly journals What’s in a Name? The Experience of the Other in Online Classrooms

2014 ◽  
Vol 8 (1) ◽  
pp. 51-67 ◽  
Author(s):  
Cathy Adams
Keyword(s):  
Online Learning ◽  
Educational Research ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Phenomenological Study ◽  
Online Courses ◽  
Virtual Learning Environments ◽  
The Other ◽  
Face To Face ◽  
Online Classrooms

Educational research has explored the potentials and problems inherent in student anonymity and pseudonymity in virtual learning environments. But few studies have attended to onymity, that is, the use of ones own and others given names in online courses. In part, this lack of attention is due to the taken-for-granted nature of using our names in everyday, “face-to-face” classrooms as well as in online learning situations. This research explores the experiential significance of student names in online classrooms. Specifically, the paper reports on one relational thematic that surfaced in a phenomenological study investigating experiences of teaching and learning online. 

Comparing Satisfaction, Life-Stress, Coping and Academic Performance of Counselling Students in On-Campus and Distance Education Learning Environments

2014 ◽  
Vol 24 (1) ◽  
pp. 76-89 ◽  
Author(s):  
Brett Furlonger ◽  
Emilia Gencic
Keyword(s):  
Distance Education ◽  
Academic Performance ◽  
Coping Strategies ◽  
Learning Environments ◽  
Life Stress ◽  
Quantitative Approach ◽  
Stress Coping ◽  
Education Students ◽  
Study Experience ◽  
Tertiary Study

Distance education students are confronted with a range of additional challenges as part of their tertiary study experience. A quantitative approach was used to identify the challenges they face, their relative levels of satisfaction, coping strategies, and academic performance. Two hundred and ninety-five students (64 male and 231 female) participated by completing a survey that included measures of satisfaction, stress, coping, and academic performance. All were enrolled in an Australian university and studied either on campus or in one of two distance education (DE) modes, off-campus and offshore. While there were some differences in satisfaction expressed between DE and on-campus students, there were no significant differences between the groups on measures of stress or academic performance. The differences between the three groups’ use of coping strategies was less clear. Possible explanations for the differences between the groups are discussed.

scholarly journals Trust in Pandemic-Induced Online Learning: Competitive Advantage of Closure and Reputation

2021 ◽  
Vol 10 (2) ◽  
pp. 193
Author(s):  
Janet M Arnado ◽  
Ronaldo F Jabal ◽  
Mary Rose Jean Andrada Poa ◽  
Teofilo C Viray
Keyword(s):  
High School ◽  
Distance Education ◽  
Online Learning ◽  
Catholic Church ◽  
Teaching And Learning ◽  
Online Distance Education ◽  
Study Approach ◽  
Social Reputation ◽  
Online Distance Learning ◽  
Online Distance

As a response to the Philippine government’s prolonged community quarantine measure to tackle the coronavirus outbreak, educational institutions have shifted their mode of teaching and learning towards distance education despite resistance from various sectors. This paper examines the ways an educational provider taps elements of its social capital such as closure and reputation, to establish enforceable trust from clients and their network to enroll in online learning; in addition, it explores the factors that clients consider in deciding to enroll their children in online distance learning. This study is informed by James Coleman’s and Ronald Burt’s conceptions of closure, trust, and reputation. It employs a case study approach, focusing on a Philippine Catholic parochial high school. Results show that closure is demonstrated through the school’s dense social network with parents, students, and the community through the Catholic church. Closure and the school’s intergenerational and social reputation facilitate the creation of trust, which increased senior high school enrolment, contrary to the pattern of private schools closing down due to insufficient enrolment. This study contributes to the literature in online distance education, by focusing on aspects of the social structure that function as resources for people and organizations to achieve their interests.

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