Mobile Learning

When an instructor is able to identify, develop and apply appropriate digital media content that motivates learners and encourages them to learn, the process of learning is empowered. This study has identified multimedia digital content packaged in the format of video as the most preferred learning media by the learners. Content formats that had highest hit rate with accessed mean rate above 300 (discussion forums, video clips, and graphics) are discussed. The study revealed that learning becomes interactive and effective when a video is presented in the style of hypermedia. Learners' perceptions rating indicated that learners perceived the video format as satisfactory, helpful in knowledge retention, motivational and an enhancement of learning. Available online authoring tools and supportive open content sites are identified and educators are encouraged to develop digital content in video format and disseminate them for teaching and learning.

Promoting Active Learning in Mathematics Teacher Education

Teacher educators have a responsibility to help prospective teachers in their professional growth. It is important that teacher educators not only teach prospective teachers about benefits of active learning in student learning, but that they also prepare future teachers in using pedagogical methods aligned with active learning principles. This manuscript provides examples of how mathematics teacher educators can promote prospective teachers' active learning and professional growth by bringing together the Flipped Classroom method with video content on teaching and learning as well as workplace learning opportunities in a pedagogy course. The professional learning of prospective teachers is framed according to the components of the Pedagogical Content Knowledge (Park & Olive, 2008; Shulman, 1986). Implications for future trends in teacher education are provided.

Fully Online Education and Underserved Populations

Success in the fully online model requires self-discipline and an intrinsic motivation. Most fully online courses are asynchronous. Typically, in asynchronous education, the student and the instructor are not in the learning space at the same time. For some learners, asynchronous learning is sufficient. For others, instructor and institution support are essential to their success. Many of the learners who require institutional support, can be categorized as underserved populations. Underserved learners have been defined as learners from low socio-economic backgrounds and are likely to be the first in their families to attend college. They may also be students of color. As the cost of a post-secondary education continues to rise, fully online options have been promoted as a low-cost alternative to on-campus education and specifically offered as an option for underserved populations. However, fully online courses may not benefit underserved populations.

Leadership in Global Open, Online, and Distance Learning

Global open online, and distance learning call for innovation and new strategies at all levels because of current paradigm shifts and global trends towards increased digitization in all sectors in society. Thus, the educational sector must focus on new trends in executive leadership, shifting paradigms, innovative approaches to distributed leadership, and management practice. The sections in this chapter consider why we have to re-think leadership and why the demands of leadership in global open, online, and distance learning have to innovate, change and be rethought. The main topics elaborated in this chapter are increased digitization and societal issues, global open online and distance learning, and finally leadership in global open online learning arenas. In conclusion, leaders must embrace and be in the forefront in the areas of teaching, research, governance and society for the transitions to personal global open online learning.

Distance Learning in Kenyan Universities

Anchored on the premises that Distance Learning (DL) is fundamentally learner centered (LC), and that universities facilitate DL programs through various forms of media and technologies, this study investigated the contribution of learner characteristics to academic performance among distance learners. Adopting the triangulation design validating quantitative data model, the predictive power of the following variables was examined: age, gender, entry qualification, region of residence, employment status, marital status, academic self-concept, and study strategies. Findings show that learner characteristics were positively related to academic performance. The overall regression model was significant (F (8,162) =2.633, p<.05). While the multiple correlation coefficient was .339, the study found that approximately 11.5% of the variance of academic performance was associated with learner characteristics (r2=.115). Specifically, employment status and study strategies were statistically significant predictors of CGPA [(t=3.16, p<.05) and (t=2.23, p<.05) respectively]. Study recommended that universities should profile distance learner characteristics and align student needs with all the instructional processes of DL.

Makerspaces

The emergence of the makerspace movement offers tremendous potential to transform learning. Learning by making, while ancient in practice, has evolved due to the development and confluence of developments in computing, communications technologies, pedagogy, and library science. In particular, online networking has enabled learners to share and engage with ideas and materials in a uniquely 21st century fashion. The makerspace activity process (MAP) framework illustrates how makerspace activities—curating, relating, and creating—are intertwined through networking practices. Makerspaces are highly contingent and transformative; both the nature of the makerspace and the participants transform each other through interaction. For those educators who find it difficult to integrate within formal curricula and assessment practices, the MAP framework provides a guide for facilitating and assessing learner activity in educational makerspaces. The framework is useful for educators at all levels from kindergarten to post-secondary.

Enhancing Learner-Centered Instruction through Tutorial Management Using Cloud Computing

Integration of modern technology in enhancing learner-centered approach to instruction is increasingly being encouraged in higher education. Cloud computing has enhanced the way data is shared and stored. Learning resources can be stored in cloud computers thus, enabling groups of students to collaborate and edit shared materials. In addition, it also provides a number of advantages such as reduce storage cost, enhanced security, accessibility of learning materials and easy communication. Tutorial classes can take advantage of cloud computing to have the tutorial learning resources stored in the cloud. This will allow learners to collaborate online and edit tutorial materials regardless of the physical location of the participants. This book chapter discusses how cloud computing technologies can be utilized in education sector and proposes a cloud computing model which can be incorporated in a tutorial class to improve learner-centered teaching pedagogies in a tutorial class.

Mobile Technology Integration and English Language Learners

The purpose of this chapter is to report a case study examining the benefits and challenges of iPad use to help ELLs develop language proficiency. Based on the differentiated instruction framework, the author integrated iPads into a grade 4-5 ELL classroom and investigated learning impacts through classroom observations and interviews with the teacher and students. The findings of the study presented that iPad integration helped make learning engaging, provided various options appropriate for leaners' needs, and promoted learning outside of the classroom. Although important learning benefits were observed, several challenges were also reported such as a lack of appropriate ELL educational apps, a limitation of multitasking, and difficulties of monitoring students' learning progresses.

Using Hearing Assistance Technology to Improve School Success for All Children

The acoustical conditions in the classroom play an important role in the learning process of children. Most daily instruction is verbal; therefore, all children in the classroom and other educational settings need access to auditory information. This chapter will provide information to teachers and administrators about hearing assistance technology that can facilitate classroom learning for typically developing children, second language learners, children who are hearing impaired, and children with normal hearing thresholds but significantly poorer auditory performance, such as children who are diagnosed with auditory processing disorder, autism spectrum disorder, attention-deficit hyperactivity disorder, and language disorder. Teachers and educational audiologists can collaborate on the use of technology to ensure children have access to auditory information in the classroom.

Active Student Engagement through the Use of WebEx, MindTap, and a Residency Component to Teach a Masters Online Group Counseling Course

Group counseling is one of the core counseling courses which students need in order to receive their degrees. As group counseling is an experiential course, counselor educators must think strategically and creatively when developing this course to be delivered online to ensure that positive outcomes are achieved. Hence, this chapter explores the development, implantations and lessons learned from such a course. We will specifically discuss the integration of WebEx, MindTap/Coursemate, and a residency component that enhances the delivery of this master's level group counseling online course and by encouraging active engagement of both the students and instructor alike. The development and implementation of the online group course is guided by Bandura's theory. An informal evaluation from a previous online group counseling course using these modes will also be discussed. Implications for instructors and students will be included.