Innovations in Higher Education Teaching and Learning最新文献_第2页

International Perspectives in Online Instruction 在线教学的国际视角

Innovations in Higher Education Teaching and Learning Pub Date : 2021-11-04 DOI: 10.1108/s2055-3641202140

Jaimie Blessinger Patrick Hoffman

{"title":"International Perspectives in Online Instruction","authors":"Jaimie Blessinger Patrick Hoffman","doi":"10.1108/s2055-3641202140","DOIUrl":"https://doi.org/10.1108/s2055-3641202140","url":null,"abstract":"Online learning has been one of the fastest growing areas of educational technology over the past few decades. With a rise of new online colleges and universities due to the COVID-19 global pandemic, as well as the adoption of online learning in traditional institutions, the adoption rate of online learning has moved from an optional service to a mandatory one, requiring higher educational institutions to completely rethink the nature of teaching and learning and how it can be provisioned to meet the needs of students, institutions, and society. This volume considers the technology implementation, faculty training and professional development, and adjustments of university and departmental budgeting required to meet this seismic and momentous challenge. Focusing on effective practices in online teaching, this volume of Innovations in Higher Education Teaching and Learning begins with discussing the use of videos in online teaching and then pivots to consider methods for supporting and managing faculty who teach online. From there, authors focus in on different aspects of the online learning experience including lurking, student engagement, cultural implications for online instruction. Understanding that the greatest challenge for higher education institutions has been not so much how to implement online teaching and learning, but how to do it effectively, the collection closes with an analysis of online course syllabi and effective methods for facilitating tutoring online. (PsycInfo Database Record (c) 2022 APA, all rights reserved)","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134274288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Activating Communities of Learning among Online Energy and Environmental Science Graduate Students with Vlogging and Scholar-Practitioner Interviews 通过视频日志和学者-实践者访谈激活在线能源和环境科学研究生之间的学习社区

Innovations in Higher Education Teaching and Learning Pub Date : 2021-11-04 DOI: 10.1108/s2055-364120210000040003

Jennifer A. da Rosa

引用次数: 0

Reflecting on the Theory of Transactional Distance in Addressing Barriers to Student Engagement in Open Distance Learning 交易距离理论在解决开放远程学习中学生参与障碍中的反思

Innovations in Higher Education Teaching and Learning Pub Date : 2021-11-04 DOI: 10.1108/s2055-364120210000040008

Ramashego Shila Mphahlele, M. Makokotlela

{"title":"Reflecting on the Theory of Transactional Distance in Addressing Barriers to Student Engagement in Open Distance Learning","authors":"Ramashego Shila Mphahlele, M. Makokotlela","doi":"10.1108/s2055-364120210000040008","DOIUrl":"https://doi.org/10.1108/s2055-364120210000040008","url":null,"abstract":"This chapter employed a systemic meta-synthesis literature review to reflect on the transactional variables of the theory of transactional distance (TTD) in addressing barriers to student engagement in the open and distance learning (ODL). Literature sources were obtained from unlimited databases around the globe; however, articles published before 2015 were not included in this review. Through the literature review, the authors identified barriers to student engagement in the ODL through the lens of TTD. The identified barriers to student engagement are presented according to three transactional variables of the TTD and later classified concerning student engagement dimensions. Findings suggest that key instructional dialogue barriers emanate from the teacher and student personality. For program structure, the authors found the poorly designed courses while for learner autonomy there are situational, institutional, and dispositional barriers. The identified barriers to student engagement in ODL revealed the interrelatedness of the transactional variables and the strong link with the student engagement dimensions. By integrating the transactional variables of TTD and student engagement dimensions, this chapter identified possible strategies to address barriers to student engagement in the ODL.","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121849032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Three Lenses on Lurking: Making Sense of Digital Silence 潜伏的三个镜头:理解数字沉默

Innovations in Higher Education Teaching and Learning Pub Date : 2021-11-04 DOI: 10.1108/s2055-364120210000040006

C. Kuhn, Leo Havemann, Suzan Koseoglu, Aras Bozkurt

{"title":"Three Lenses on Lurking: Making Sense of Digital Silence","authors":"C. Kuhn, Leo Havemann, Suzan Koseoglu, Aras Bozkurt","doi":"10.1108/s2055-364120210000040006","DOIUrl":"https://doi.org/10.1108/s2055-364120210000040006","url":null,"abstract":"In this chapter, the authors provide a critical exploration of the concept of lurking in online learning spaces through a phenomenological inquiry. The authors begin from a position that lurking is often misunderstood – or perhaps not understood – in education, and that the term itself is quite problematic, as it is typically applied to a disparate range of behaviors by those who perceive them as problematic. The authors then propose three heuristic lenses to make sense of lurking behaviors: lurking as troublesome, lurking as ordinary, and lurking as political. These lenses demonstrate that lurking behaviors not only stem from a range of different motivations but are also situated in a variety of contexts, that is, lurking is personal and contextual. The authors’ aim is not to define or redefine lurking for readers but to provide a critical analysis of what digital silence might mean for their students based on their contextual experience and in the light of critical literature. The authors invite readers to be part of the reflexive analysis by considering what lurking might mean in their own teaching contexts.","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115505998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Retrieval Practice and Online Learning 检索练习和在线学习

Innovations in Higher Education Teaching and Learning Pub Date : 2021-11-04 DOI: 10.1108/s2055-364120210000040007

April Millet, N. Turcotte, Shulong Yan

引用次数: 1

Prelims 预备考试

Innovations in Higher Education Teaching and Learning Pub Date : 2021-11-04 DOI: 10.1108/s2055-364120210000040011

引用次数: 0

Student and Facilitator Experiences of Team Learning in Online Environments: Synergies, Divergences, and Implications for Practice 在线环境中团队学习的学生和引导者经验:协同效应、分歧和实践意义

Innovations in Higher Education Teaching and Learning Pub Date : 2021-11-04 DOI: 10.1108/s2055-364120210000040005

C. Hague, L. Crosta

{"title":"Student and Facilitator Experiences of Team Learning in Online Environments: Synergies, Divergences, and Implications for Practice","authors":"C. Hague, L. Crosta","doi":"10.1108/s2055-364120210000040005","DOIUrl":"https://doi.org/10.1108/s2055-364120210000040005","url":null,"abstract":"This chapter compares student and facilitator perceptions of what supports learning in teams in online environments. The authors (one Italian and one British) draw on their experiences facilitating modules in a UK-based online international professional doctorate of Higher Education with students from across the globe, as well as a two-year research project on developing best practice in supporting online international graduate students to engage in virtual learning teams. The theories underpinning the educational use of learning teams are those of constructivism and social learning, all of which suggest a facilitative role for the tutor. However, there is disagreement about what this looks like and what it means for student autonomy and facilitator presence. Many students expect greater tutor involvement, especially when teams are not functioning at an optimal level. The chapter offers both an in-depth discussion of the literature that looks at student and tutor perspectives on virtual team learning,and a summary of findings from a mixed methods research project on students’ needs and tutors’ practice while working in dispersed learning teams. Finally, the chapter draws out implications for the development of e-pedagogy to support learning and engage international learners in online contexts at the graduate level.","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115443858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supporting Online Learners in Psychology: An Analysis of the Use of Videos in an Undergraduate Statistics Course 支持心理学在线学习者:对本科统计学课程中视频使用的分析

Innovations in Higher Education Teaching and Learning Pub Date : 2021-11-04 DOI: 10.1108/s2055-364120210000040002

J. B. Grant, K. Oerlemans

引用次数: 0

Analyses of Online Course Syllabi for Planned Interactions and Learner Support 在线课程教学大纲对计划互动和学习者支持的分析

Innovations in Higher Education Teaching and Learning Pub Date : 2021-11-04 DOI: 10.1108/s2055-364120210000040009

S. Rogers, G. K. Khalsa

{"title":"Analyses of Online Course Syllabi for Planned Interactions and Learner Support","authors":"S. Rogers, G. K. Khalsa","doi":"10.1108/s2055-364120210000040009","DOIUrl":"https://doi.org/10.1108/s2055-364120210000040009","url":null,"abstract":"The syllabus serves as a plan that can be utilized for discussing course (re)design. The Online Community of Inquiry Syllabus Rubric© (OCOISR) was developed for collaborators to review online course plans for continuous improvement. It assesses the potential to engender cognitive presence (CP), social presence (SP), teaching presence (TP), and learner support (LS) in online college courses based on interactive treatments. In one case study, two raters with advanced degrees in instructional design and online teaching experience reviewed 31 online syllabi across disciplines to determine their potential for producing an online community of inquiry. They achieved a good degree of consistency among measurements, intraclass correlation coefficient (ICC) = 0.821, p < 0.001, and 95% CI [0.40, 0.932]. Raters found above-average CP, moderate SP, and basic TP. These results mirrored that of the previous case study at a different institution. Other findings included basic educational technology use in both cases. The lead author, serving as the college’s instructional designer, provided course-specific recommendations to instructors based on their syllabi review for action research. This chapter describes the use of the OCOISR© to maximize student–student, student–teacher, and student–content planned engagement for improved online learning experiences.","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134504706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

International Perspectives on Emerging Trends and Integrating Research-based Learning across the Curriculum 新兴趋势的国际视角和跨课程整合研究性学习

Innovations in Higher Education Teaching and Learning Pub Date : 2021-01-20 DOI: 10.1108/s2055-3641202136

引用次数: 1