A Flipped Instructional Design as an Online Pedagogy Enabling Student Learning in an ODeL Course

The growing body of literature is reporting positive results when it comes to flipped learning which across disciplines and contexts involves student-centered, technology-integrated teaching. Using a systematic scoping review, this paper seeks to examine the impact of the flipped instructional design (FID) as an online pedagogy on students’ learning. This paper employed a pragmatic approach, an explanatory mixed-methods design. This paper concluded that the flipped instructional design does engage students’ learning and empowers them in terms of modeling to teach during the course. Undeniably, this scholarly endeavor revealed that benefits outweighed drawbacks regarding the functionality, usefulness, personalized learning outcomes, freeing-up-time, collaboration, and active participation towards self-directed learning. The flipped instructional design strategy was used as reliable, relevant and appropriate to search scholarly works systematically, but more research needs to be conducted for an ODeL environment.

A flipped instructional design as an online pedagogy enabling students's learning in an ODeL course

The growing body of literature is reporting positive results when it comes to flipped learning which across disciplines and contexts involves student-centered, technology-integrated teaching. Using a systematic scoping review, this paper seeks to examine the impact of the flipped instructional design (FID) as an online pedagogy on students’ learning. This paper employed a pragmatic approach, an explanatory mixed-methods design. This paper concluded that the flipped instructional design does engage students’ learning and empowers them in terms of modeling to teach during the course. Undeniably, this scholarly endeavor revealed that benefits outweighed drawbacks regarding the functionality, usefulness, personalized learning outcomes, freeing-up-time, collaboration, and active participation towards self-directed learning. The flipped instructional design strategy was used as reliable, relevant and appropriate to search scholarly works systematically, but more research needs to be conducted for an ODeL environment.

Teaching with Digital Technology and the Impact on Pedagogical Changes

This study aims to investigate lecturer teaching using digital technology and its impact on pedagogical change. The change from face-to-face learning to online learning has implications for educational institutions. <div><p>The problem is that many lecturers find it difficult to use digital technology in teaching, so that it is not in line with online pedagogy and online curriculum. The knowledge, abilities, and skills of the lecturers are questioned because there is no such alignment. Thus the impact of pedagogical change on online teaching is contradictory. Moreover, the components of digital technology and pedagogical changes will be fragmented.</p> <p>The research method approach is qualitative by interviewing six lecturers who teach at one university in Tangerang City. The findings obtained, three lecturers are knowledgeable, capable, and skilled in using digital technology to align with changes in online pedagogy. The other three lecturers have difficulty using digital technology, so the institution must provide continuous training so that learning can run smoothly.</p> As a result, by using digital technology that impacts pedagogical changes and online curricula, learning can run smoothly, despite the many difficulties in adopting digital technology. Learning using digital technology is a 21st-century learning process.<br></div>

Teaching with Digital Technology and the Impact on Pedagogical Changes

This study aims to investigate lecturer teaching using digital technology and its impact on pedagogical change. The change from face-to-face learning to online learning has implications for educational institutions. <div><p>The problem is that many lecturers find it difficult to use digital technology in teaching, so that it is not in line with online pedagogy and online curriculum. The knowledge, abilities, and skills of the lecturers are questioned because there is no such alignment. Thus the impact of pedagogical change on online teaching is contradictory. Moreover, the components of digital technology and pedagogical changes will be fragmented.</p> <p>The research method approach is qualitative by interviewing six lecturers who teach at one university in Tangerang City. The findings obtained, three lecturers are knowledgeable, capable, and skilled in using digital technology to align with changes in online pedagogy. The other three lecturers have difficulty using digital technology, so the institution must provide continuous training so that learning can run smoothly.</p> As a result, by using digital technology that impacts pedagogical changes and online curricula, learning can run smoothly, despite the many difficulties in adopting digital technology. Learning using digital technology is a 21st-century learning process.<br></div>

Transparency in Online Pedagogy: A Critical Analysis of Changing Modalities

As a result of the coronavirus disease 2019 (COVID-19) pandemic, college and university faculty have been tasked with moving their courses toward online modalities with minimal notice. This environment challenged faculty in unique ways, but the need for transparency and communication became more important than ever. To improve the student experience, faculty should consider adapting their strategies to accommodate the online space. Using critical analysis, this piece addresses specific steps faculty can take to improve the transition toward online teaching. These steps include increased access to the instructor and online learning materials, adapting course materials and syllabi, and acceptance of perceived failure.

Blended Learning Model with IoT-based by Smartphone

<p class="0abstractCxSpFirst">In 2021, the COVID-19 pandemic is still not over. Thailand is the one that is facing the second wave of new coronavirus. Schools and universities were closed, and faculties need to mostly teach with Online pedagogy, including the graduate students' courses. This study proposes to focus on the Ubiquitous area of the Blended Learning model with IoT-based to solve a problem of graduate students and their advisors by the qualitative focus-group technique. The mobile application draft was synthesized and designed to track and monitor graduate students' research activities on smartphones by built-in sensors. They should stay active along while researching the advisor’s assignments on their smartphone. Non-active periods are implied when several behaviors are detected. Virtualize dashboards are processed to report the total active learning period of students for the advisor's evaluation.</p><p class="0abstractCxSpLast">Moreover, students can continually monitor their self-efficacy to improve the online learning process. Besides, this study proposes to confirm the model’s quality by twelve experts with the questionnaire. The results show average scores of Propriety, Utility, Feasibility, and Accuracy standard are 4.32, 4.41, 4.37, and 4.21, respectively. Therefore, the Blended Learning model's overall qualities with IoT-based smartphones are extremely high and proper to implement.</p>

Inservice School Teachers Perception of Adopting Online-Offline Mode of Learning During Current Crisis

The reverberation of the pandemic has been noticed throughout the globe and all the provinces of the society have been affected including the educational sector. The educational institutes have drastically shifted from traditional offline pedagogy of teaching-learning to online learning process. Researchers have a strong belief that the revolution of usage of computers and internet in the field of education has popped up the Blended Learning concept which totally relies on both traditional and technology to provide the education content to the learners in a good and virtual method effectively. Educationalists, researchers and policy makers believe that the offline-online pedagogy could be used as an effective methodology to cater the needs of the learners as well as the teachers during the crisis. The present action research study lays emphasis on the attitude of In-Service School Teachers towards adopting the online-offline approach during the current crisis. The findings reflected that there is no significant difference in the perception of Primary and Secondary In-Service School Teachers in adopting the Blended Learning proactive pedagogical technique as both the section teachers are well aware of the importance of online as well as offline pedagogy and are also aware about the blended learning approach being the new normal during the crisis in order to reach out to all the learner audiences and make learning more flexible.

Locked down, but not isolated: Twitter collaboration among teachers in response to COVID-19

This piece looks at the use of Twitter to share good practice among education professionals responding to the so-called ‘pivot online’: the sudden shift to online learning necessitated by the spread of the Coronavirus pandemic. It presents a general overview on how Twitter provided a source of advice, ideas, and resources and how teachers shared their expertise at this time of need, focusing on my own experience as a Twitter user and online pedagogy expert.

Play like a team in teams: A typology of online cognitive-social learning engagement

Within higher education, students and institutions are increasingly moving towards blended components and fully online learning coursework. Best practice online pedagogy is understood to be student-centred with a strong emphasis on social learning through collaboration. The social aspect supports frequency of engagement while collaborative activity supports cognitive engagement. Research that guides online pedagogy draws substantially from studies identifying type and frequency of students’ cognitive engagement, usually along a continuum but without the nuance of social learning. To build on that and to identify profiles of cognitive-social engagement, this study examined the content of 3,855 student posts from one course within a chat-based platform. The findings suggested six student engagement types: lurk, superficial, task, respond, expand, create. These types were then further examined along two continuums of complexity and intensity of engagement. The results present a new typology of cognitive-social learning engagement defined by four profiles: bench sitter, hustler, striker, champion. The typology was purposely fashioned using team-play acronyms to build a useable language for educators to recognise student engagement profiles and to guide learning design in social spaces online.