Cats in the classroom: Online learning in hybrid space

First Monday ◽  
2005 ◽  
Author(s):  
Michelle Kazmer
Keyword(s):  
Learning Environment ◽  
Classroom Environment ◽  
Learning Experience ◽  
Online Classroom ◽  
Online Instructors ◽  
Shared Learning ◽  
Seamless Learning ◽  
Local Environments ◽  
Course Management Software ◽  
Hybrid Space

Students and professors create a shared on–campus classroom environment through individual and collaborative contributions. Similar contributions go into the design of an online classroom. Online instructors build the learning environment to create a shared learning experience, and designers of course management software reinforce this consistency. Examining the online classroom as "hybrid space" — comprising physical and online space — reveals a more complex reality than a seamless learning environment. Students and instructors share a learning experience, but they also occupy local environments that influence their learning and indirectly influence the experience of everyone in the online class.

eLearning Pedagogy

2014 ◽  
pp. 1-23
Author(s):  
Gina M. Suriano
Keyword(s):  
Online Teaching ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
Theory And Practice ◽  
Online Classroom ◽  
Online Instructors ◽  
Effective Learning ◽  
Personal Mastery ◽  
Communication Assessment ◽  
Qualitative Descriptive

The online “classroom” can be a rich learning environment; however, many instructors are inadequately prepared, thereby undermining our students’ educational experiences. The following case study is based on a retrospective of experiences as course designer and instructor, feedback and examples from student online experiences, and an analysis of scholarly research. This chapter contributes to the literature on eLearning theory and practice by providing detailed insights and improvements on methodologies, technology, and practice, thereby promoting critical thinking related to effective online instruction. A qualitative, descriptive analysis of professional development, personal mastery, organization, open communication, assessment, and an overarching element of eLearning pedagogy comprise the vital elements for sound, effective online teaching. In order for online instructors to provide a rich learning experience, these elements must be developed and implemented for effective learning outcomes.

More Teaching in Less Time

2016 ◽  
pp. 281-304
Author(s):  
B. Jean Mandernach ◽  
Rick Holbeck ◽  
Ted Cross
Keyword(s):  
Student Success ◽  
Learning Experience ◽  
Teaching Presence ◽  
Teaching Behaviors ◽  
Online Classroom ◽  
Online Instructors ◽  
Instructional Behaviors ◽  
Time Investment ◽  
Wide Range ◽  
Teaching Time

There are a plethora of best practices highlighting strategies to personalize the online learning experience, promote interaction and establish teaching presence. Despite this knowledge, a gap remains between online instructors' pedagogical knowledge and teaching behaviors. This discrepancy is largely a function of time. With a wide range of instructional tasks to complete, faculty struggle to balance all the demands of the online classroom. To maximize student success and satisfaction, it is essential that faculty effectively manage their time to engage in instructional behaviors with the greatest impact. This chapter overviews strategies to help online instructors: 1) create an efficient online classroom; 2) manage teaching time more effectively; and 3) prioritize their time investment to promote interaction, presence and participation.

Constructivist Online Learning Environment Survey

2007 ◽  
pp. 299-301 ◽  
Author(s):  
J. Baker
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Classroom Environment ◽  
Self Report ◽  
Online Learning Environment ◽  
Online Instructors ◽  
Face To Face ◽  
On Line ◽  
On Line Learning

Understanding the psychosocial classroom environment has been important in both traditional face-to-face courses and online education. Trickett and Moos (1974) pioneered the use of post-course self-report instruments to measure the classroom environment through the Classroom Environment Scale. More recently, Taylor and Maor (2000) developed the Constructivist On-Line Learning Environment Survey (COLLES) to examine the students’ perceptions of online learning environment in light of social constructivist pedagogical principles. The 24-item, Likert-type COLLES instrument is a popular measure for examining online learning environments for a least two reasons. First, it measures the online learning environment along constructivist categories, which makes it in line with the dominant pedagogical philosophy for online instruction. Second, the COLLES instrument is freely included in the Survey Module of Moodle, the most popular open source course management system available. This makes it particularly convenient for online instructors to use COLLES in their teaching and research.

scholarly journals Teaching, Learning, and Assessment: Insights into Students’ Motivation to Learn

2017 ◽  
Author(s):  
Simon Walters ◽  
Pedro Silva ◽  
Jennifer Nikolai
Keyword(s):  
Learning Environment ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Motivation To Learn ◽  
Teaching And Learning Environment ◽  
Second Year ◽  
The Impact

This study draws upon the perspectives of sport and recreation undergraduate students in New Zealand who were involved in the design of their own assessments, and discusses the implication of the teaching and learning environment on this process. In a previous study, student criticism had emerged of current teaching strategies and assessment methods at their institution. The purpose of this current study was to directly address some of these concerns and for lecturers and students to work collaboratively to develop a more learner-centred teaching and learning environment. Students from a second-year sociology of sport paper were invited to design their own exam. A session was facilitated where learning outcomes and exam strategies were addressed. Students were then given the opportunity to create their own exam questions in a student-led classroom environment. Concurrently, students from a third-year sports coaching paper were invited to fully design their own assessments. Student experience was captured through focus group interviews. Self-determination theory (SDT) provided the theoretical lens used to examine the data, with a specific focus on how the basic psychological needs (autonomy, competence, and relatedness) of participants were either supported or thwarted. The findings suggest that the second-year students struggled with a perceived lack of teaching direction throughout the process. However, third-year students were extremely positive about the opportunity to have ownership of their learning experience, and analysis revealed an increase in intrinsic motivation to learn. This study highlights the importance of student voice, and encourages a process that allows students to contribute meaningfully toward the design and delivery of their own programmes of study. Additionally, it provides an opportunity for a co-leadership model of students’ learning experience to emerge. Furthermore, it allows for reflection from both staff and students regarding the impact of the learning environment on student motivation to learn.

scholarly journals The Implementation of Supportive Classroom Environment in VII-Grade Mathematics Learning

2021 ◽  
Vol 5 (1) ◽  
pp. 225
Author(s):  
Willy Abdul Ghany ◽  
Wahyudin Wahyudin
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Classroom Environment ◽  
Qualitative Method ◽  
Learning Experience ◽  
Mathematics Learning ◽  
Junior High Schools ◽  
Optimal Learning ◽  
Research Findings ◽  
Supportive Learning Environment

Mathematics is seen by some students as a subject which is not easy to learn. Thus, they need someone who can make mathematics easy, in this point, a teacher. Teachers as instructor are needed to be more innovative in developing instruction that can encourage students to get an ideal learning experience. Not just regarding approaches, teaching materials, and strategies, yet additionally needs to focus on the learning environment which promotes the learning process. One of the framework that offers learning which takes into a supportive learning environment is the Productive Pedagogies Framework. The purpose of this study is to look at the implementation of learning that utilized the Supportive Classroom Environment dimension of the Productive Pedagogies Framework. This study used qualitative method. There were 33 grade VII students (boys and girls) on average age of 13 years old from one of the Junior High Schools in Bandung participated in this study. The research findings revealed that (1) implementing Supportive Classroom Environment can further encourage students in upper group to achieve more optimal learning outcomes; (2) This learning can be said to encourage middle group students to get optimal learning outcomes; (3) This learning has not been able to encourage students in lower group. We concluded that implementing Supportive Classroom Environment can further encourage students in upper and middle groups.

Enhancing and Impacting the Online Classroom Environment with Infographics

eLearn ◽  
2019 ◽  
Vol 2019 (4) ◽  
Author(s):  
Hanadi Hamadi ◽  
Frederick R. Kates ◽  
George Raul Audi ◽  
Samantha A. Larson ◽  
Malcolm M. Kates
Keyword(s):  
Classroom Environment ◽  
Online Classroom

Reconceptualizing Classroom Management in the Ensemble: Considering Culture, Communication, and Community

2021 ◽  
Vol 107 (4) ◽  
pp. 21-27
Author(s):  
Lisa D. Martin
Keyword(s):  
Learning Environment ◽  
Classroom Management ◽  
Classroom Environment ◽  
Culturally Responsive ◽  
Power Structures ◽  
Safe Spaces ◽  
Culturally Embedded

Classroom management is commonly understood as the structures and procedures that establish and reinforce a productive learning environment. However, traditional conceptualizations of classroom management are rife with culturally embedded norms, assumptions, power structures, and other roadblocks to a healthy classroom environment for all students. While certain routines can help set the stage for learning, teachers must critically examine such routines and expectations to establish a classroom environment that supports learners’ varying needs and backgrounds. This article unpacks several challenges with classroom management and offers offer a culturally responsive approach that supports community over compliance, moving toward democracy, mutual regard, and safe spaces.

Sign in / Sign up

Export Citation Format

Share Document