Developing Teaching Presence in Online Learning Through Shared Stakeholder Responsibility

Transitioning from a face-to-face teaching environment to online teaching requires a shift in paradigm by stakeholders involved (i.e., instructors and students). This chapter provides an extensive literature review to help novice online instructors understand the nature of online teaching presence to help position their students towards more active participation. Premised on the Community of Inquiry framework (Garrison, Anderson & Archer, 2000) and constructivism, we highlight a conceptual framework of four iterative processes for developing online teaching presence: preparations for facilitation, designing the facilitation, implementing the facilitation, and assessing the facilitation. Based on this framework, strategies are articulated for overcoming the challenges of online learning through shared stakeholder responsibility.

Use of Social Media in Online Learning

Social media tools are used to visualize resources especially. However, there is a limited range of created content in social media, instructors and students have a tendency to use shared materials rather than edit an existed material or create a new material. However, this does not change the situation of social media in education, it is proved that social media improves teaching and learning process. Therefore, researchers stressed that instructions should consider supporting academic staff with technical and pedagogical guidance as the academicians do not meet the requirements of digital native students. Their web self-efficacy and digital competencies should be improved (Manca & Ranieri, 2016a; Manca & Ranieri, 2016b).

Improve the Flipped Classroom with Universal Design for Learning

The flipped-classroom approach has been adopted widely across higher education. Some faculty members have moved away from it because of the perceived workload required in order to implement a full course “flip.” Faculty members can adopt the three principles of Universal Design for Learning (UDL) in order to reduce their own workload and make their flipped-classroom content and interactions more engaging, meaningful, and accessible for students. Adopting both the classroom flip and UDL provides benefits to learners and instructors that go beyond adopting either separately.

Developing a Pedagogical Framework for Simulated Practice Learning

While simulated learning becomes an attractive learning method for learners and educators, it is the pedagogical framework behind the technology design that makes the learning efficient. Thus the context and the subject domain, along with learning theories largely influence its impact. Working with vulnerable people becomes part of many jobs specifics. Therefore, the main goal of the chapter is to present the pedagogical framework for simulated practice learning for social workers who interact with vulnerable people. It takes into consideration both the theories of learning and the features of games-based learning. It also outlines the relations between the broader social context, the particular educational setting and the learner, the trainer and the vulnerable person. The focus of the presented simulated learning is on teacher training for child-care professionals who work with 3- 7 years old children. The Pedagogical Framework is developed under the Simulated Practice for Skills Development in Social Services and Healthcare - Digital Bridges (2014-1-UK01-KA200-001805).

European Dialogue Project

Telecollaborating and communicating in online contexts using English as a Lingua Franca (ELF) requires students to develop multiple literacies in addition to foreign language skills and intercultural communicative competence. This chapter looks at the intersection of technology and teaching ELF, examining mutual contributions of technologies, more specifically Web 2.0, and ELF to each other, and the challenges in designing and implementing collaboration projects across cultures. Moreover, it looks at how the development of digital competencies in ELF (DELF) can be enhanced through the implementation of Web 2.0 mediated intercultural dialogues. The detail of the research design including internet tools used, participants and tasks are also discussed. Data analysis points to a positive attitude towards telecollaboration, also providing confirmation of some of the problems identified in theoretical framework, such as different levels of personal engagement.

Creating Inclusive Online Learning Environments That Build Community and Enhance Learning

The current status of today's society is driven by and involves technology. Many people cannot function without their cell-phones, social media, gadgets, tablets, and other forms of technology for which people interact. Many of these technologies depend upon and are utilized within an online context. However, as it pertains to online learning environments, many faculty struggle with developing and implementing opportunities that builds a sense of community for their learners. This chapter: 1) Discusses key factors that impact student engagement, 2) Addresses factors that facilitate continued engagement for diverse online learners, 3) Provides evidence-based practices for creating and sustaining online learner engagement, and 4) Offers real world suggestions from the online teaching experience of chapter's authors.

Best Teaching and Technology Practices for the Hybrid Flipped College Classroom

Two cases of the flipped classroom approach, one undergraduate course and one a graduate course, are used to demonstrate the different ways that flipping instruction can occur in both F2F and online courses, thus, extending the notion of hybrid and flipped teaching decisions with F2F and virtual class-rooms. Both cases are summarized in terms of instructional design decisions, the models of teaching framework, and research conducted on the courses. Findings from research conducted on both courses indicate that a flipped classroom approach can enhance the teaching of both F2F and online courses as it provides instructors an opportunity to adapt instruction to meet the individual needs of students. Recommendations, based on this course development work, are provided for undergraduate and graduate courses in terms of access, meaningful activities, and feedback.

Computer Simulation in Higher Education

Computer simulation as both an instructional strategy and technology holds great potential to transform teaching and learning. However, there have been terminological ambiguity and typological inconsistency when the term computer simulation is used in the education setting. This chapter identifies three core components of computer simulation, and develops a learning outcome-based categorization, linking together computer simulation's technical affordances, learning opportunities, and learning outcomes. Exemplary computer simulations in higher education are identified to illustrate the unique affordances, opportunities, and outcomes of each type of computer simulation.

A Case Study of Peer Assessment in a Composition MOOC

The large enrollments of multiple thousands of students in MOOCs seem to exceed the assessment capacity of instructors; therefore, the inability for instructors to grade so many papers is likely responsible for MOOCs turning to peer assessment. However, there has been little empirical research about peer assessment in MOOCs, especially composition MOOCs. This study aimed to address issues in peer assessment in a composition MOOC, particularly the students' perceptions and the peer-grading scores versus instructor-grading scores. The findings provided evidence that peer assessment was well received by the majority of students although many students also expressed negative feelings about this activity. Statistical analysis shows that there were significant differences in the grades given by students and those given by the instructors, which means the grades the students awarded to their peers tended to be higher in comparison to the instructor-assigned grades. Based on the results, this study concludes with implementations for peer assessment in a composition MOOC context.

Promoting Learner Interaction and Personalized Learning Experiences with a Google+ Social Media Model

This chapter presents the Directed Google+ Community model (DG+) as an alternative to the traditional discussion board forum. Social media platforms exhibit characteristics that can be leveraged in course design to promote positive learner experiences. Specifically, the chapter will define the DG+ model; examine how it promotes learner interaction, discussion, collaboration and peer review; discuss how it supports course topics, course assignments and creates a searchable knowledge management system; and explain how it complements the use of a learning management system for grade reporting purposes. Both the instructor and the students experience benefits from this design tool. The chapter will also discuss ways to overcome potential obstacles to implementing the model.