scholarly journals Using learning analytics to engage students: Improving teaching practices through informed interactions

2020 ◽  
Vol 9 (2) ◽  
pp. 231
Author(s):  
Justina Naujokaitienė ◽  
Giedrė Tamoliūnė ◽  
Airina Volungevičienė ◽  
Josep M. Duart
Keyword(s):  
Online Learning ◽  
Learning Analytics ◽  
Teaching Practices ◽  
Online Teaching ◽  
Teaching And Learning ◽  
New Technology ◽  
Research Problem ◽  
Qualitative Inquiry ◽  
Structured Interviews ◽  
Learner Engagement

Student engagement is one of the most relevant topics within the academic and research community nowadays. Higher education curriculum, teaching and learning integrate new technology- supported learning solutions. New methods and tools enhance teacher and learner interactions and influence learner engagement positively. This research addresses the need to explore new ways of improving teaching practices to better engage students with the help of learning analytics. The paper investigates how university teachers use the data from learning analytics to observe learners and to engage them in online learning. Qualitative inquiry was chosen to approach the research problem, and semi-structured interviews with the teachers using (blended) online learning were conveyed to explore teacher practices in students’ behaviour and engagement observations online, disclosing teachers’ abilities to understand the challenging learner engagement process based on the data from learning analytics. The new evidence provided by this research highlights the successful practices in the use of learning analytics data to observe students’ behaviour and engagement and to inform teachers on the presence needed in order to develop learner–centred activities and to make curriculum changes. The limitation of this study lies in the fact that the different online teaching experiences that research participants had might have restricted their understanding of the use of LA data for curriculum development and learners’ engagement.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals Online learning: Best practices in practice

2018 ◽  
Author(s):  
Angela Van Barneveld
Keyword(s):  
Online Learning ◽  
Best Practices ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Implementation Strategies ◽  
Learner Engagement ◽  
Online Teaching And Learning ◽  
Online Instructor

 Abstract –This paper provides a summary the predominant best practices for asynchronous online teaching and learning, as well as the characteristics of an effective online instructor. The author then shares implementation strategies and experiences of integration of these best practices into her online teaching practice, explaining what is done and how it is done, and how that relates to learner engagement.

scholarly journals “DISTANCED” TIMES: INVESTIGATING PRE-SERVICE MUSIC TEACHERS’ EXPERIENCES ON ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol LXIX (1) ◽  
pp. 111-124
Author(s):  
Miruna Luana Miulescu ◽  
Florentina-Lavinia Matei
Keyword(s):  
Music Education ◽  
Technology Use ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Qualitative Inquiry ◽  
Learning Technology ◽  
Structured Interviews ◽  
Online Teaching And Learning ◽  
Service Music

The technology use is flourishing in a growing set of educational contexts. Music education is no exception, seeing more and more learning practices be actively incorporated into educational frameworks. Our study seeks to investigate the online teaching and learning experiences of music university students who are participating in the pre-service teacher education during the Covid-19 pandemic. The participants of the present study are pre-service music students (n=22) enrolled in the teaching education programme in their 2nd or 3rd year at the university. By making use of a phenomenological qualitative inquiry, data was collected through participating at semi-structured interviews via ZOOM videotelephony software in January and February 2021. The key findings indicate a neither overtly positive or negative teaching and learning experience, even if the students had to navigate an avalanche of offline learning technology requirements both as students and teachers in a limited amount of time. The results of the study indicate that teacher training programmes should consider the move to virtual teaching and learning as an opportunity for change and to go beyond the emergency online practices and develop quality online educational activities.

scholarly journals Introduction to the Special Issue: Highlighting AERA’s Online Teaching and Learning SIG 2021

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Daniela Castellanos-Reyes ◽  
Jennifer C Richardson ◽  
Karen Swan
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research Articles ◽  
Special Issue ◽  
High Quality ◽  
Learner Engagement ◽  
Online Teaching And Learning

The ten research articles in this year’s issue showcased research devoted to advancing high-quality online learning around four themes: learner engagement, the use synchronous video-based communication to support teaching, instructors’ perspectives and experiences, and pedagogical recommendations.

scholarly journals Online Teaching during COVID-19 Pandemic: Teachers’ Experiences from a Chinese University

2022 ◽  
Vol 14 (1) ◽  
pp. 568
Author(s):  
Samson Maekele Tsegay ◽  
Muhammad Azeem Ashraf ◽  
Shahnaz Perveen ◽  
Mulugeta Zemuy Zegergish
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Structured Interviews ◽  
Online Teaching And Learning ◽  
Student Centered ◽  
University Teachers ◽  
Pedagogical Training ◽  
Chinese University ◽  
The University

This paper explores the experiences of Chinese university teachers during the COVID-19 pandemic, with a particular emphasis on the teaching and learning methods adopted and the benefits and challenges encountered in the process. It is based on semi-structured interviews with 13 Chinese university teachers selected through purposive sampling. The findings suggest that the COVID-19 pandemic forced the university and teachers to adopt online teaching and learning without necessary preparations. Most of the teachers had no adequate ICT and pedagogical training to engage in online teaching and learning. The teachers used the little knowledge they had to learn creating videos and managing online classes gradually. In addition to the flexibility benefits, online learning is expected to transform the teaching and learning process in China to become more interactive and student-centered, which would be a significant achievement for teachers who have been practicing traditional teaching methods. This research provides a better understanding of the benefits and challenges of online learning, which could be vital for future adjustments or educational reforms.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

Pandemic-Driven Online Teaching - the Natural Setting for a Flipped Classroom?

2021 ◽  
Author(s):  
Victor K. Lai
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Chemical Engineering ◽  
Natural Setting ◽  
Traditional Lectures ◽  
Online Setting ◽  
Method Of Instruction

Abstract As the COVID-19 pandemic forced a sudden shift to online teaching and learning in April 2020, one of the more significant challenges faced by instructors is encouraging and maintaining student engagement in their online classes. This paper describes my experience of flipping an online classroom for a core Chemical Engineering Fluid Mechanics class to promote student engagement and collaboration in an online setting. Comparing exam scores with prior semesters involving in-person, traditional lecture-style classes suggests students need a certain degree of adjustment to adapt to this new learning mode. A decrease in Student Rating of Teaching (SRT) scores indicates that students largely prefer in-person, traditional lectures over an online flipped class, even though written comments in the SRT contained several responses favorable to flipping the class in an online setting. Overall, SRT scores on a department level also showed a similar decrease, which suggests students were less satisfied with the quality of teaching overall throughout the department, with this flipped method of instruction neither improving nor worsening student sentiment towards online learning. In addition, whereas most students liked the pre-recorded lecture videos, they were less enthusiastic about using breakout rooms to encourage student collaboration and discussion. Further thought and discussion on best practices to facilitate online student interaction and collaboration are recommended, as online learning will likely continue to grow in popularity even when in-person instruction resumes after the pandemic.

scholarly journals Online Learning: Challenges and Solutions for Learners and Teachers

2022 ◽  
pp. 0258042X2110695
Author(s):  
Utpala Das
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Online Teaching And Learning ◽  
Learning Challenges ◽  
Augmented Learning ◽  
Jel Code ◽  
Enhanced Learning

The COVID-19 pandemic led to an expansion and increase in the demand for online teaching and learning across the globe. Online teaching and learning is attracting a large number of students for enhanced learning experiences. However, there are many challenges and hindrances that pose a problem in the smooth learning. The impediments in the learning process are suppressing the advantages that may aid the learners with augmented learning sessions. The article presents some challenges faced by teachers and learners, supplemented with the recommendations to remove them. JEL Code: A20

scholarly journals Online Engineering Pedagogy: A Proposal for Specialization of the Teacher Training in Engineering

2021 ◽  
Vol 11 (5) ◽  
pp. 105
Author(s):  
Diego Gormaz-Lobos ◽  
Claudia Galarce-Miranda ◽  
Hanno Hortsch
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Communication ◽  
Communication Strategy ◽  
University Teaching ◽  
Pilot Training ◽  
Training Course ◽  
Engineering Pedagogy

The context of the COVID-19 pandemic produced new immediate needs in the field of university teaching related to distance learning and forces the universities to transform their “traditional” face-to-face teaching methods, particularly with the implementation of online education. This situation represented a challenge not only for the universities but also for the teachers because they need to transform their teaching work in the classroom to online strategies for online learning environments. To meet these needs for effective online education an online pilot training course in Engineering Education based on the IGIP Curriculum of the TU Dresden was designed and implemented. The course “Introduction to online teaching and learning in engineering” (in Spanish: “Introducción a la Enseñanza-Aprendizaje Online en Ingeniería”) consisted of 4 modules implemented on a mix of online communication strategy of synchronous activities carried out on the Zoom platform, together with asynchronous work on a Moodle-based LMS platform. The course was offered between May and June 2020 for a group of academics of the Faculty of Engineering of a public Chilean University. This paper describes the designed online pilot training course in Engineering Pedagogy and presents the results of the evaluation of its implementation. For this a survey was applied and filled by the participants to evaluate the course and to know their per-ceptions about their competencies development to improve online learning in engineering.

scholarly journals Factors affecting the implementation of information literacy education in Malaysian primary schools

2021 ◽  
Author(s):  
◽  
Saidatul Akmar Ismail
Keyword(s):  
Information Literacy ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Research Problem ◽  
School Curriculum ◽  
Literacy Education ◽  
Training System ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Social And Cultural Factors

<p>Information literacy (IL) is one of the 21st century survival skills. The concept of IL has spread widely, and IL programmes have appeared in many countries in formal settings such as schools and higher education institutions, workplaces, and community and continuing education programmes. Information literacy education (ILE) in Malaysia is officially integrated into the school curriculum. Though the Malaysian government claims that IL has been implemented in the country’s education system, anecdotal evidence suggests that the extent of ILE is uneven across schools.Thus, the goal of this qualitative study has been to identify the factors affecting the implementation of ILE in Malaysian primary schools and to explore how these factors are facilitating or hindering the process.  The first stage in the research was to develop a preliminary model based on three theories: Hall and Hord’s Concerns Based Adoption Model (CBAM), Chen’s Action Model and Fullan’s Theory of Educational Change. CBAM provided a guide to identify the stages of implementation and factors that could affect ILE implementation within schools. The other two theories were used to identify and understand potential factors internal and external to the school ecology. Also incorporated into the model were other factors identified from the literature, such as teachers’ lack of time and resources. The interpretive paradigm was chosen in order to produce deep insights into the research problem. To explore how ILE was being implemented and to identify factors that were facilitating or hindering its implementation, case studies were conducted involving four primary schools of different types in Malaysia. Documentary evidence was gathered and semi-structured interviews were conducted with staff in these schools and with key stakeholders in education administration.  Analysis of the transcripts of the interviews showed that the development and progress of ILE implementation is slower than might be expected. Hence, a range of factors hindering and facilitating ILE implementation have been identified. Most interviewees had positive attitudes towards ILE. They believed that ILE was important and had the potential to make teaching and learning activities more engaging and fun. The interviewees however also reported that there were problems in implementing ILE. These problems were associated with individual, organisational, social and cultural factors. It was also noted that there were different priorities accorded to ILE implementation in the case study schools. This was related to the different linguistic settings.  Findings from this study are significant to reorient the education and training system in the country so that students are able to develop the knowledge, skills and expertise essential to fully participate in today’s digital environment. Findings also provide insight into ILE implementation in different social and cultural contexts, so contribute new perspectives to existing, Western dominated theory.</p>

Sign in / Sign up

Export Citation Format

Share Document