Effect of Mobile Learning on the Optimization of Preschool Education Teaching Mode under the Epidemic

Mobile learning has become an efficient way to meet the needs of work learning in the epidemic situation because of its convenience, flexibility, and freedom. This paper studies and discusses the impact of mobile learning on learning education and preschool education in the epidemic. A mobile learning community resource sharing algorithm is used to explore the speed of the online learning community to obtain learning resources. The advantages of online learning are analyzed by comparing the speed of learning resources obtained in ordinary groups. In this research, the random offloading algorithm (ROA) is proposed to analyze the student response. The results revealed that majority of the students believed that mobile learning helps in learning subjects to a greater extent.

Influence of psychological safety and social presence on knowledge sharing behavior in higher education online learning environment

Purpose The absence of physical interactions in online learning environment brings psychological influences on learning participants in interacting and sharing knowledge with others, such as ignorance of other member’s presence and insecurity to share something in online environment. The purpose of this research was to examine the knowledge sharing behavior (KSB) by online learning community members in terms of their psychological safety (PS) and social presence (SP) perceptions. In addition, this research also identified the influence of PS to promote SP and the mediation impact of SP in the relationships between PS and KSB. Design/methodology/approach The data were gathered through self-administered questionnaire distributed to 133 online class members at a university in Indonesia where online learning has created a new learning experience. To represent key behavioral attributes, 12 items were used to represent PS, SP and KSB. The relationships among the variables were analyzed using the structural equation modelling method. Findings The result showed that PS positively influenced SP and KSB. SP also brought a positive impact on promoting KSB and fully mediated the relationship between PS and KSB. Research limitations/implications The result may not have fully captured the reflection of the influencing factors of KSB, as this research focused only on two psychological factors, namely, PS and SP. The research may be further enriched by including additional factors and expanding the data collection to include more online learning institutions. Practical implications The results implied the importance of PS and SP perception to promoting KSB in online learning environments. The results highlighted an important message to universities and schools to be more concerned on students’ feeling safe personally and students’ awareness of others’ presence to maximize knowledge sharing activities in online class environment. Originality/value This paper revealed the importance of PS and SP to promote KSB in the higher education online learning community. To the best of the researchers’ knowledge, this is the first study to link PS and SP to KSB and identify the importance of the mediation effect of SP on the relationship between PS and KSB specifically in higher education online learning environment.

The Design and Evaluation of Online Faculty Development for Effective Graduate Supervision

This design-based research aims to improve the quality of graduate supervision using a Massive Open Online Course (MOOC). The Quality Graduate Supervision MOOC brings interdisciplinary faculty, postdoctoral scholars, and expert supervisors together in an online learning community to discuss and consider effective supervision practice, strategies for relationship building, supports for academic writing, mentoring for diverse careers, and how to combine excellence and wellness. The survey, interview, and system data were analyzed to inform and assess the design and development of the QGS MOOC, to gain insights into learner experience and engagement, and to assess the impact of the online learning community on graduate supervision practices. Through ongoing design and evaluation of this online learning course for graduate supervisors, the research team found the learning community influenced faculty members’ awareness, collective knowledge building, goal setting, and actions for graduate supervision practice. We present results from our evaluation of the design components in the QGS MOOC, the learning benefits for supervisors, impacts on graduate supervision practice, and make several recommendations for research and practice.

Developing a Digital Learning Community

Norwegian universities cancelled all campus activity as a response to a nationwide increase in Covid-19 cases. Lectures were moved to online platforms. The pandemic regulations forced us to redesign our teaching for a group of adult learners at the vocational lecturer education. Moving away from traditional lectures and discussion seminars, we designed new collaborative ‘work packages’ accompanied with various practical tasks. Our analysis is based on our teaching material, written student feedback and in-depth interviews. A combination of asynchronous teaching, collaborative groups and online meetings with supervisors created a confidence-building learning community and a safe learning environment. The study shows how students mastered the situation during a national lockdown and took responsibility for their own progress in the course. In the discussion, we highlight how an active two-way communication can foster an online learning community that has a positive impact on students’ learning experiences, and how our strategies led to student empowerment.

Embodying Wholeness in Virtual Collaborations

How do you take a process that is traditionally delivered in-person and successfully move it online? By utilizing the strengths, knowledge, and experience of its Core Team. This online delivery deepened the learning and laid the foundation for an ongoing online learning community.

490 Hiflex Delivery: How Do You Turn It Around When Things Go Bad?

Upon return to classrooms in Fall 2020, University policy required every class delivered in person also offer an online option, resulting in hiflex delivery of a careers preparation course that traditionally relied on student interaction and in-person opportunities for knowledge application to teach soft skills. Early in the semester, the class experienced a dramatic decline in physical attendance as well as engagement across all platforms, resultantly substantial real-time changes were necessary. The first step in increasing student engagement was to dedicate a single course period to candidly discuss the decline in class quality and invite participants to take an active role in improving the course and facilitating learning. Concurrently, an anonymous survey was administered to gauge interest in remaining topics, anticipated method of attendance, and incentives to engagement. Student feedback was used to adapt lesson plans and class structure moving forward. These plans were shared with students, implemented, and resulted in increased engagement and performance. Active curriculum adjustment based upon honest feedback and increased student agency improved content retention and application based upon assessment. This presentation will provide an overview of methods utilized including: student surveys, transparency of course scaffolding, small stakes assignments, adaptation of a group project to focus on application, scheduled instructor interaction and feedback on assignments and discussion boards, and intentional creation of an online learning community. Adaptations were effective for improving performance toward course learning outcomes – every student that completed all small stakes assignments and remained actively engaged in class material for the remainder of the semester earned a high scoring grade. Acknowledging a lack of success with implementation of traditional teaching strategies in a non-traditionally delivered course was necessary and enabled the instructor to engage in active dialogue with students, which created opportunities for student-supported and informed adjustments for achievement of learning outcomes.