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Shift Happens: Online Education as a New Paradigm in Learning
Abstract
This article addresses that paradigmatic shift. It begins by presenting an overview of the history of online education as a context and framework for understanding the state of the art today, especially the use of network technologies for collaborative learning in post-secondary education. Beginning with the innovations of early pioneers as contributing to the paradigmatic shift, it provides a framework for understanding this new field. The article then focuses on the Virtual-U, a Web-based environment especially customized to support advanced educational practices. The Virtual-U research team hosts the largest field trials in post-secondary education in the world with empirical results and insights generated from over 439 courses taught by 250 faculty to 15,000 students, attesting to what works in online education. This article concludes by discussing the signposts to future advances that these data suggest.
... Modern technology has revolutionised the world. The increasing technology has turned the globe into a global village (Harasim, 2000). It has also brought many changes in the field of language learning distant learning was a prominent point of discussion in the late nineteenth century. ...
... Population growth increased the demand for education; hence TV broadcasts were used in schools. In the 1970s, institutions began offering courses through email and video conferencing, and in 1984 New Jersey Institute of Technology provided the first online undergraduate course (Harasim, 2000). ...
... In the 1990s and 2000s, virtual learning environments like Moodle, WebCT, and Blackboard provided instructors and students with discussion boards, mail systems, live chat, and documents and websites. Before virtual environments, many websites were developed for online training, but they weren't as effective since they lacked supplemental resources (Harasim, 2000). Distance education history parallels technical advancement. ...
The Internet has a never-ending race in the 21st century. The topic of this study was the learner’s attitude toward learning English towards online English language teaching at an intermediate level in Sargodha. The main objectives of this study are to acquire the learner’s attitude towards online English language learning and whether they are ready or not to learn online English Language. This research was a mixed method in nature. Two research questions were designed what is the attitude of teachers toward online English language teaching to the intermediate learner at an intermediate level? What is the learner’s attitude towards online English language learning, whether they are ready or not to learn online English Language at an intermediate level? The answer to the first research question was found with the help of an empirical argument. The empirical ground proved that online learning could be initiated parallel to campus-based learning in private sector colleges of Sargodha. A questionnaire was based on the Likert scale to find the answer to the second research question. 135 students were selected as a sample out of the population. Descriptive and inferential statistics were applied to the collected data. The results of the descriptive analysis revealed that all the students believed that online English learning language learning is beneficial for all the students at an intermediate level of private-sector colleges of Sargodha. This valid research activity is replicable for the future researcher to make future explorations in this area.
... Therefore, I did not work cooperatively with international students. This working idea has merit as online classes were not prevalent when I enrolled in undergraduate school, and the literature supports this idea (Harasim, 2000;Li, 2022). ...
... Before the invention of the World Wide Web in 1982, teachers did not know how the landscape of education would change (Harasim, 2000). There was a paradigm shift in attitudes toward online education at the beginning of the 21st century (Harasim, 2000). ...
... Before the invention of the World Wide Web in 1982, teachers did not know how the landscape of education would change (Harasim, 2000). There was a paradigm shift in attitudes toward online education at the beginning of the 21st century (Harasim, 2000). At first, the changes were subtle, but the impact of online education was profound as it opened up the possibilities for students and educators to interact across the globe. ...
The Journal of Scholarly Engagement has gone through quite the transformation over the last few months. We are excited to welcome the new JSE editorial staff: Thomas Dyer, PhD, Editor-in-Chief, Kelly Maguire, EdD, Associate Editor, John Steele, PhD, Associate Editor, and Jenny Kuban, Managing Editor. Thank you, Scott Greenberger, EdD for your vision as Editor-In-Chief since 2018 and your continued contribution as Executive Editor of the JSE. We are grateful for the dedication of this editorial staff that will continue to lead the JSE to new heights.
... Therefore, I did not work cooperatively with international students. This working idea has merit as online classes were not prevalent when I enrolled in undergraduate school, and the literature supports this idea (Harasim, 2000;Li, 2022). ...
... Before the invention of the World Wide Web in 1982, teachers did not know how the landscape of education would change (Harasim, 2000). There was a paradigm shift in attitudes toward online education at the beginning of the 21st century (Harasim, 2000). ...
... Before the invention of the World Wide Web in 1982, teachers did not know how the landscape of education would change (Harasim, 2000). There was a paradigm shift in attitudes toward online education at the beginning of the 21st century (Harasim, 2000). At first, the changes were subtle, but the impact of online education was profound as it opened up the possibilities for students and educators to interact across the globe. ...
The purpose of this reflective practice was to explore an unexpected revelation that Collaborative Online International Learning (COIL) courses are an engaging and equitable way to enhance my students’ intercultural communication skills. This discovery happened after participating in a COIL training designed to mimic a virtual global exchange course. In this training, I learned to work collaboratively with an international teaching partner to design a course that would include a problem-based learning project with students from the United States and Brazil. Through the reflective process, my views about online learning were transformed, and I discovered that virtual learning could be collaborative and engaging. I also realized that COIL is a cost-effective alternative to study abroad programs where students can learn about various cultures. This reflective manuscript details my experience as I participated in training to facilitate COIL courses. A subsequent manuscript will elaborate on the reflective practice of my experience teaching a COIL class.
... While not without flaws, online learning experiences such as Massive Online Open Courses (MOOCs) have proven useful in higher education when meeting physically is impossible or impractical to due to students' geographic distance [7,9,14]. Online courses have disrupted traditional education such as in-person college classes [26], but they may eventually prove most useful as a supplement rather than a replacement to traditional education [25]. ...
... In September 2021, we set up an official mailing list through Google Groups and advertised it on social media and other methods-related list-servs. 9 The mailing list eventually hosted 396 unique participants. For all tutorials, we set up a RSVP system using Google Forms for participants to sign up, and we provided an RSVP link up to one week before each tutorial. ...
... We show excerpts from the tutorial notebook on topic modeling in Figure 3, which includes an overview of the topic model, a sample of the text data which relates to politics, and the resulting learned "topics" as lists of words. 9 The Google Group was only accessible to participants with Google Mail accounts, which in retrospect likely discouraged some participants who only use institutional email accounts. 10 Topic models are used to identify latent groupings for words in a document, e.g. a health-related topic might include "exercise" and "nutrition. ...
Many scientific fields -- including biology, health, education, and the social sciences -- use machine learning (ML) to help them analyze data at an unprecedented scale. However, ML researchers who develop advanced methods rarely provide detailed tutorials showing how to apply these methods. Existing tutorials are often costly to participants, presume extensive programming knowledge, and are not tailored to specific application fields. In an attempt to democratize ML methods, we organized a year-long, free, online tutorial series targeted at teaching advanced natural language processing (NLP) methods to computational social science (CSS) scholars. Two organizers worked with fifteen subject matter experts to develop one-hour presentations with hands-on Python code for a range of ML methods and use cases, from data pre-processing to analyzing temporal variation of language change. Although live participation was more limited than expected, a comparison of pre- and post-tutorial surveys showed an increase in participants' perceived knowledge of almost one point on a 7-point Likert scale. Furthermore, participants asked thoughtful questions during tutorials and engaged readily with tutorial content afterwards, as demonstrated by 10K~total views of posted tutorial recordings. In this report, we summarize our organizational efforts and distill five principles for democratizing ML+X tutorials. We hope future organizers improve upon these principles and continue to lower barriers to developing ML skills for researchers of all fields.
... Overall, students and faculty agreed that online events were beneficial to them in learning about various aspects that can help them develop their personalities and improve their job performance (Agarwal and Kaushik, 2020; Rajabalee and Santally, 2020) [1,17] . Some previous researchers suggested that technologyassisted courses positively associate participants' learning and satisfaction (Cho and Schelzer, 2000;Harasim, 2000;Sigala, 2002) [4,9,20] . As a result, the authors can conclude that instructor skills, content design, pre-program announcement, time management, knowledge evaluation, and participant feedback significantly impact the participants in the online learning process. ...
... Overall, students and faculty agreed that online events were beneficial to them in learning about various aspects that can help them develop their personalities and improve their job performance (Agarwal and Kaushik, 2020; Rajabalee and Santally, 2020) [1,17] . Some previous researchers suggested that technologyassisted courses positively associate participants' learning and satisfaction (Cho and Schelzer, 2000;Harasim, 2000;Sigala, 2002) [4,9,20] . As a result, the authors can conclude that instructor skills, content design, pre-program announcement, time management, knowledge evaluation, and participant feedback significantly impact the participants in the online learning process. ...
... As new technologies, and specifically communication technologies, were developed, educators have experimented with how they could be used for teaching and learning (Garrison & Anderson, 2003). Over the years, as new forms of communication technology have become more mainstream, forms of distance education using that new technology have increased in popularity as educators gained more familiarity and expertise with using it (Garrison & Anderson, 2003;Harasim, 2000). ...
... Educators were interested in finding better ways to not only share instructional materials but also to communicate and interact with students from a distance. As the rise of the Internet and personal computers grew during the 1980s, educators began to experiment with using computer-mediated communication to communicate and interact with groups of learners from a distance (Harasim, 1986(Harasim, , 2000Moore, 1989). For instance, Linda Harasim (1986) is often attributed with offering the first for-credit online course in 1986 in which she had a group of learners posting in text-based asynchronous discussion forums over the course of a semester. ...
The history of distance education in many ways is a history about the evolution of synchronous and asynchronous communication technologies. Distance education, and online learning in particular, has primarily relied on asynchronous communication technologies over the years. However, COVID-19 has sparked a new interest in using synchronous tools for interaction and collaboration in open, distance, and digital education. Given this it is incumbent upon educators and researchers alike to be familiar not only with the current iteration of synchronous communication technologies but also with how they have developed and evolved over time, the affordances and constraints of synchronous communication, interaction, and collaboration, some of the different types, and the overall implications for future research and practice.
... Online learning as a model of education emerged in 1982 in California in the united states [17]. This model of education as its first application has had great potential for effect on the planning, development, and construction of the education system at all educational institutions and its educational levels [18][19][20][21]. Allen & Seaman [22] referred that online learning uses computers, laptops, other devices, and the Internet as the delivery mechanism with at least 80% of the course content delivered online. ...
... To answer the second question of this study, mean scores and standard deviations for the students' responses to each of the questionnaire items 8−27 were calculated, as shown in Table 6. The results presented in Table 6 revealed that the arithmetic mean of all questionnaire items (8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27) for the AU was (3.37), with a standard deviation of (1.36), while for the GU it was (3.35), with a standard deviation of (1.44). This finding means that student satisfaction with the university's teaching and learning process at Ajman University and Griffith University during the COVID-19 pandemic is at a Moderate level. ...
The purpose of this study is to investigate and explore the degree of success of the implementation of online learning in conventional higher education institutions instead of face-to-face learning during the spread of the Covid-19 Pandemic during the 2019/2020 academic year, via exploring the undergraduate students' perceptions of the application of the online learning system at Ajman University in UAE, and Griffith University in Australia. In the study, the descriptive approach was used. A questionnaire consisting of 40 items was designed and distributed to 630 students from Ajman University and 675 students from Griffith University, who were randomly selected from different faculties of the two universities during the 2019/2020 academic year during the COVID-19 pandemic. The results of the study revealed that students' a moderate satisfaction with the University's readiness, training, and technical support for online learning and the university's teaching and learning process during the COVID-19 pandemic, with female students finding them more satisfaction than male students. Disciplines and computer skills also showed an impact on such satisfaction, with Pharmacy & Health Science College students at Ajman University and Architecture, Art, and Design discipline students at Griffith University, and those with excellent computer skills in both Universities. In addition, the results showed positive attitudes of students towards the use of online learning at the two universities during the COVID-19 pandemic.
... The main components of the educational process in the conditions of distance learning are an increase in the volume of mixed learning, strengthening the partnership between the teacher and the student, reorganization of the educational process, changing the principles of management of educational institutions, transfer of management of an educational institution to a virtual plane. Online education has become a priority direction for the development of higher education (Armstrong et al., 2011;Harasim, 2000). ...
The article is devoted to studying the educational process of individualization of student-choreographers. The study aims to establish the main elements of successful individual approach implementation in teaching choreography during the pandemic. To achieve the goal, the following tasks were performed, in particular, to highlight the problems and their solutions in teaching choreography during a pandemic and to identify changes in the student's and teachers' attitudes toward the quality of choreographers' training. Research methods are based on general scientific methods of cognition, in particular analysis and synthesis, generalization, and descriptive methods. The main method is an experiment in the form of a survey involving questionnaires. The survey results are displayed in tabular and graphical form. The results processing required qualitative and quantitative approaches. The hypothesis is that forms of practice-oriented and variable individual learning require the use of digital technologies in distance education. It ultimately leads to an increase in the education quality level. The result of the study is the discovery of opportunities to improve the teaching practice of choreographic disciplines during a pandemic.
... In addition, the convenience and flexibility that online education offers seem to be contributing to the proliferation and popularity of this method. 26 Therefore, the efficient examination and development of online education will be beneficial. During our research, there was limited up-to-date information about the perspective of the dental educators with regard to online education. ...
Objectives: The purpose of this study is the evaluation of the perspectives of the educators in Faculties of Dentistry with regard to online education. Materials and Methods: It was requested from the educators of the Faculties of Dentistry to fill in a questionnaire about their perspectives on online education including overall assessment statements. The questionnaire was delivered to the participants as a paper-based or online version. The data were evaluated using descriptive statistics and multiple logistical regression analysis (p < 0.05). Results: 350 valid responses were received by the educators over the course of 15 days. By means of our findings, we observed that the educators accommodate themselves to the online education on easy terms. However, fewer educators found online education advantageous over face-to-face education. In addition, during online education, it was mostly given a negative opinion as to students' class attendance, class participation, and learning success can be controlled or not. According to the results of the multiple logistical regression analysis, it was shown that the positive opinions of the educators in terms of their perspectives about online education can be increased with the increase in weekly course hours and the current technological infrastructure situation, and can be decreased with the increase in tenure. Conclusion: Our study shows that the perspectives of the educators with regard to online education were not positive in general. However, the results demonstrate that the perspectives of the educators for online education can change with various factors.
... However, all of them thought that it was a time of adapting to the new normal situation, shifting teaching learning modality from face-to-face to online mode. Despite having several diffi culties and challenges, University EFL teachers adopted and adapted to the online culture and virtual platform assimilating the idea expressed by Harasim (2000) who states that the 21st century commenced with a paradigm shift in every sector including attitudes toward online education that indeed transformed both teachers and students worldwide into adopting and adapting network of collaborative teaching and learning. ...
This paper aims at exploring the perceptions, and practices of University EFL teachers in Nepal, particularly the challenges found and strategies adopted to deal with teaching English through online instruction during the pandemic. The in-depth unstructured interview as a research tool under narrative inquiry has been employed to collect the data while the concept of thematic analysis by Riessman has been exploited to analyze and interpret the collected data. The research finding reveals that despite technological inefficiency, social barriers, and psychological fear teachers underwent through the initial phase, the subsequent online classes with some of the coping strategies such as self-initiation, self-discovery, and cooperative approach have been found profoundly effective and productive both for EFL teachers and students. It also is found that online classes truly materialized the theoretical idea-ELT with ICT into the application to make English language teaching proceed ahead with IT. Such classes in EF during the pandemic lockdown forcefully shifted the paradigm of teaching from chalk-and-talk instructor-centered to a digtal interactive learner-centered.
... When the literature was examined, it was seen that distance education prevented socialization (Eroğlu and Kalayci, 2020b;Genç and Gümrükçüoğlu, 2020), and problems related to socialization and students' inability to express themselves adequately (Keskin and Özer Kaya, 2020) were reported. Both the results of the research and other studies in the literature have revealed that there are students who find distance education as efficient (Keskin and Özer Kaya, 2020;Pınar and Dönel Akgün, 2020) and related attractive (Harasim, 2000) as well as students who state that the lessons are inefficient. However, similar to the study of Erkut (2020), the students in the distance education group stated that they eliminated the fear of getting the disease they experienced. ...
... The face-to-face model of teaching and learning has been the predominant mode historically, with online learning only appearing as an alternative in the 1980s and 1990s and becoming more popular at the turn of the century (Castellanos-Reyes, 2020;Harasim, 2000;Mason, 2000). Kaplan and Garner (2017) explained that within dynamic systems, the 'state of the system emerges on the basis of its previous state and will provide a basis for its next state ' (p. ...
This paper reconceptualised the interrelated learning constructs in higher education based on the Dynamic Systems Theory (DST). The university students' learning experience before, during and post the Emergency Online Learning (EOL) was investigated to explore the dynamic changes among the learning constructs in higher education. A case study of a Chinese university was conducted, and one hundred and ninety‐three university students participated in the questionnaire. The data collected from this empirical research identify different hierarchical constructs of the conceptualised learning environment and reconceptualise the period of system reformation influenced by the EOL. The key findings include the identifications of the attractors and repellors framed by the DST and the impact on the changes in the learning constructs. The results of this paper contribute to further understanding of the university constructs' changes to better plan and support students' active learning in higher education.
... To ensure that an accurate description of an instance of OTL is created, the use of a typology can be employed. Harasim (2000; classifies OTL into three types as seen in Table 2: Perhaps the most common form of OTL in higher education settings, this can involve either synchronous or asynchronous instruction, or a combination of the two, with a focus on using these to help students and teachers communicate with each other. ...
This research thesis examines the relationship between teaching presence and instructor satisfaction in synchronous, online videoconference instruction in a graduate teacher training program at a mid-sized private university in Seoul, South Korea. Using a mixed methods approach, interviews, the Online Instructor Satisfaction Measure, and observation of videoconference lessons were triangulated to explore the impact of instructor satisfaction on teacher actions in online videoconference contexts. Results showed a positive relationship between teaching presence and instructor satisfaction, as well as two related issues that have implications for future research; the contextual aspects of online teaching and learning, as well as an examination of existing indicators of teaching presence for synchronous, videoconference lessons.
... The invention of the internet in 1992 made digital education as we know it today a possibility (Harasim, 2000), and experimental faculty began shaping some of the earliest forms of online course as we know them today on homegrown webpages in the late 1990s and early 2000s. The 21 st century began with a 'paradigm shift in attitudes toward online education' (Harsim, 2000), which brought a rapid expansion of courses, programs, and even new postsecondary institutions. ...
... Otherwise, the expected quality of learning will not be achieved [30]. In addition, interaction is the focus of online learning research, traditional interaction styles lead to silence in online courses, and online learning requires new ways of interaction [31,32]. Online learning is portable and flexible, breaking time and space constraints, publicizing resources, and personalizing learning. ...
With the rapid development of science and technology, the ability to creative thinking has become an essential criterion for measuring talents. Current creative thinking courses for college students are affected by COVID-19 and are challenging to conduct. This study aimed to explore practical ways to teach creative thinking knowledge online and explored design opportunities for working on this teaching activity online. Through qualitative interviews, we found that the factors that influenced the design of the online virtual simulation course platform were focused on five dimensions: information presentation, platform characteristics, course assessment, instruction design, and presentation format. Through the analysis of user requirements, we obtained six corresponding design guidelines. Based on the knowledge system of design thinking, we set up eight modules in the course platform and developed a prototype including 100 user interfaces. We invited three experts and 30 users to conduct cognitive walk-through sessions and made design iterations based on the feedback. After user evaluation, dimensions of attractiveness, efficiency, dependability, and novelty reached excellent rating and were recognized by users.
... The invention of the World Wide Web in 1992 made online education increasingly accessible and allowed new pedagogical models to emerge. Because the Web is easy to use and capable of presenting multimedia, it expanded the range of disciplines that could be offered online (Harasim, 2000). One of those disciplines is geography. ...
... Online learning has increasingly become part of our educational landscape since the mid-1980's (Harasim, 2000) and IDs have played an important role as change agents to help transition faculty both pedagogically and technologically (Campbell et al., 2009;Tracey et al., 2014;Halupa, 2019). Research on quality ID for online instruction has highlighted a scaffolded approach that includes orientation, mentoring, and continued support (Vaill & Testori, 2012) and being responsive to faculty (Northcote et al., 2015). ...
... Online learning has increasingly become part of our educational landscape since the mid-1980's (Harasim, 2000) and IDs have played an important role as change agents to help transition faculty both pedagogically and technologically (Campbell et al., 2009;Tracey et al., 2014;Halupa, 2019). Research on quality ID for online instruction has highlighted a scaffolded approach that includes orientation, mentoring, and continued support (Vaill & Testori, 2012) and being responsive to faculty (Northcote et al., 2015). ...
Following the transition to e-learning due to COVID-19, instructional designers (IDs) went into action to prepare faculty for distance education using new technologies and pedagogical approaches. The purpose of this qualitative study was to interpret how five members of an ID team at a U.S. higher education institution made sense of their experiences designing and implementing faculty-training courses to aid the emergency remote transition. Using sensemaking theory (Weick, 1988), this study explored their collective meaning-making process through collaborative multistep narrative and thematic analysis. The themes progressed on a storyline depicting their immediate action in response to the crisis, their felt emotions considering the challenges they encountered, their interpretations of collaboration and implementation, and their retrospective feelings of success. Implications of findings will contribute to continuity planning to inform future iterations of faculty-training courses as well as approaches to change and/or crisis impacting online instructional innovation within higher education.
... During the 1990s, the invention of World Wide Web increased access to online learning for a wide range of disciplines (Harasim, 2000). Online courses and even academic degrees increased around the world as web sites and online community groups developed rapidly (Rajabalee & Santally, 2021). ...
Technological tools, teaching materials and students’ acceptance are key aspects for online education at current times. The use of computer algebra systems (CAS) may improve students’ perception about online learning as it offers an interactive environment where academic achievement could increase. Math software Wolfram Mathematica under its cloud version was studied for learning second semester multivariate calculus online. A quasi-experiment was conducted with control and experimental groups. Pre-tests were carried out to evaluate the similarity of groups prior treatment and post-tests to assess scores after students learnt derivatives in multivariable calculus. Two-sample t-test was used to determine how similar the means of the control and experimental groups were for pre and post-tests’ scores. Experimental group scored significantly better than control group demonstrating the positive effect this software had on multivariate calculus learning. Students from experimental group answered a survey to evaluate in more detail the experience. Results indicate that math software should be implemented in calculus courses during online education.
... The students believed that online education was advantageous to them even if it was their first time taking an online course amid the COVID-19 epidemic (Agarwal and Kaushik, 2020;Rajabalee and Santally, 2020;Harasim, 2000;Sigala, 2002). Demographic traits, on the other hand, have a significant impact on how well an online course operates. ...
The introduction of technology in education has been a strategic objective at both the governmental and educational institutional levels long before Covid-19. However, the acceleration to e-learning caused by the pandemic disrupted the traditional classroom environment overnight forcing the entire sector at all levels, school, undergraduate and postgraduate, to shift to online learning. Regardless of readiness, the action was taken, and online instruction was implemented, improved, adjusted and enhanced during the experience. After 18 months comprising three semesters of online education amongst MBA and DBA students, the researchers decided to survey to investigate and assess the quality of the experience. The study aims to investigate the students’ perception of this unique opportunity to provide an assessment of online education in higher education, achievement or failure, and based on the results, provide a roadmap for improvement. The study also addresses the uniqueness of the Egyptian higher education environment and the particularity of its student’s context.Design/methodology/approachThis study used a quantitative descriptive survey method to find out how students felt about their online education by giving them a questionnaire and using automated numerical computation to generate data. The total number of the completed survey was 853. However, to include only those responses that were completed attentively, a speed factor was calculated for each respondent. Cases with speed factors higher than three were excluded from the sample, leading to 666 accepted responses. Data collected were analysed using correlation, regression and path analysis.FindingsFavourable satisfaction levels towards online education, and favourable perceptions towards university support, instructor–student communication and course design were found. Less favourable perceptions were found towards peer collaborations and student initiative.
... New educational opportunities, innovative learning models and advances in technology have influenced everything, education as well as the society as a whole (Harasim, 2000). Online education is not a new area of research and different aspects of virtual learning have been explored in the past. ...
The COVID19-Pandemic has forced educators to transform their lessons into online versions in a short period of time. This study compares teachers’ and students’ perceptions regarding their online teaching and learning practices prior to the obligatory transition to remote mode and their evaluations after experiencing online teaching for a year. With fast changes taking places in recent times and online education taking centerstage, the primary objective of this study is to find out the outcomes of these changes, with respect to effectiveness, teaching style and pedagogy. This study is exploratory in nature. Using a structured questionnaire completed responses were received and analyzed using the available research tools. Two surveys with a three-year gap were completed by 251 Ukrainian teachers and students. Results demonstrated a significant change in the perception regarding resolutions to implement technology in their education in a post-corona era. In this regard, the implementation of the mixed mode seems to be the most popular choice. Findings of this study provide implications for the better interaction possibilities between teachers and students as well as between students themselves, as well as experienced positive and negative aspects of online teaching. Future research should focus on constructing and testing educational design principles for effective adopting online technology in educational practices.
... An innovation of web technologies improved growth in online education by being easily accessible, flexible. It enabled the educational systems to emerge the revolution in a digital age by producing the knowledge in much faster communication and collaboration [Harasim 2000] 1 . ...
The present research paper investigate the research productivity of Maharshi Dayanand University, Rohtak from 2011 to 2020.The paper carried out various parameters of bibliometric such as total output and cited publications; year wise distribution of research output; most prolific author, top cited articles of the MDU authors and most preferred source by authors. This study found that the most preferred document form is article with 2426 (71.31%) publications followed by review with 383 (11.26%) publications and most productive year is 2020 (15.20%) followed by 2019 (15.14%) among MDU publications during the study period. The study explored that in terms of number of publications, Pundir, C.S. is most productive author of MDU with 169 publications followed by P.Shukla with 148 contributions. It is also noticed that top fifteen authors collectively produced 37% research output of total publications of MDU . The Aip Conference Proceedings contributed highest research output (42) among top ten preferred sources of university and these top ten sources together produced around 8.96% of the total research output. The study found that the article titled “Nanostructured graphene/Fe3O4 incorporated polyaniline as a high performance shield against electromagnetic pollution” authored by Singh, K. et al. published in the year 2013 received highest number of citations.
... Online learning has increasingly become part of our educational landscape since the mid-1980's (Harasim, 2000) and IDs have played an important role as change agents to help transition faculty both pedagogically and technologically (Campbell et al., 2009;Tracey et al., 2014;Halupa, 2019). Research on quality ID for online instruction has highlighted a scaffolded approach that includes orientation, mentoring, and continued support (Vaill & Testori, 2012) and being responsive to faculty (Northcote et al., 2015). ...
... When the literature was examined, it was seen that distance education prevented socialization (Eroğlu and Kalayci, 2020b;Genç and Gümrükçüoğlu, 2020), and problems related to socialization and students' inability to express themselves adequately (Keskin and Özer Kaya, 2020) were reported. Both the results of the research and other studies in the literature have revealed that there are students who find distance education as efficient (Keskin and Özer Kaya, 2020;Pınar and Dönel Akgün, 2020) and related attractive (Harasim, 2000) as well as students who state that the lessons are inefficient. However, similar to the study of Erkut (2020), the students in the distance education group stated that they eliminated the fear of getting the disease they experienced. ...
The aim of this study was to compare the analytical thinking skills of 8th grade students who received emergency distance and face-to-face education in a science course and to get student ideas concerning emergency distance education. An unequal control group model from the quasi-experimental models was used in the study. The study group consisted of 39 students. 15 students who received energy transformations and environmental science unit as emergency distance education constituted the first group and 24 students who received face-to-face education constituted the second group. The data were collected with ATAT, TATDL, and SOF. In conclusion, it was determined that the cognitive success of the students who received face-to-face education based on analytical thinking improved more. The ability to adapt analytical thinking to daily life developed equally in both groups. While the students who received emergency distance education did not express a negative opinion about the activities carried out in the teaching process, they stated negative opinions about the realization of this process online, such as internet shortage, lack of communication tools, noise, occasional power cuts, inefficiency compared to face-to-face education, difficulty in understanding the lesson, difficulty in speaking in front of the screen, inability of the teacher to be effective in distance education, and inability to experiment together. However, there were also students who expressed a positive opinion that the course was productive, interesting, calm, more comfortable than face-to-face education and safer to protect from the disease. As a result, it is thought that emergency distance education cannot replace face-to-face education; however, it is an effective education process that can be applied to prevent students from being completely disconnected from school and education during periods when lessons cannot be continued due to extraordinary circumstances such as pandemic.
... Online tools were used in higher education even before the turn of the millennium, but they were not yet widely accepted [1]. Online education played an important role due to the impact of the COVID-19 pandemic in the 2020s. ...
As a result of the COVID19 pandemic, education has been forced into the online space. The delivery of the course material and the assessment of the students' acquired knowledge also had to be solved via online interfaces. At Óbuda University, we used the MOODLE system and the MS Teams application to implement online education and examinations. During the research, we got to know the opinions and experiences of the teachers regarding online examinations with the help of an online questionnaire. We were looking for answers from teachers of higher education about their experiences in the online exams: • how suitable the instructors found it to be • would instructors use it even when it is no longer mandatory • what were its positives and negatives • how the teachers made sure of the identity of the students taking the exam • what methods the teachers used to prevent the use of unauthorized devices • from the teachers' point of view, what technical problems arose during the online examinations Exams in the online space presented the institutions with many problems to be solved. During the research, we wanted to explore these by interviewing the teachers. In our quantitative research, we asked the teachers of Óbuda University. The online questionnaire received 61 responses in the 2nd semester of the 2021/22 academic year.
... For much of the past two years teaching and learning have necessarily taken place online and in almost every case the transition from the physical to the virtual was unexpected, sudden and complete. Online lessons were not in themselves completely new because the first online course was offered nearly 40 years ago (Harasim, 2000), but it is only since the appearance of Massive Online Open Courses (MOOCs) on dedicated platforms that most people have become aware of online learning (Welsh & Dragusin, 2013). However, even before online education emerged, computers were already being used in the education of approximately 80% of US school pupils (Goor, 1981). ...
ICT is now extensively used in educational settings and its use has increased since the onset of the pandemic. However, since the first use of computers in classrooms nearly 50 years ago, the evidence for the impact of ICT on student achievement has been contradictory. Some researchers have suggested that access to high quality ICT, and familiarity and competence in the use of ICT are associated with higher student attainment, whereas others have contended the opposite. However, it has been suggested that positive attitudes to ICT may generalize to positivity toward disciplines taught using ICT. The present research empirically investigates the associations between student attainment, students' access to ICT, use of ICT in schools, and students' perceived interest, competence and autonomy in the use of ICT, using samples drawn from the PISA 2018 data for Hong Kong Special Administrative Region, Japan and Republic of Korea. Use of ICT at home and in school was found to be consistently negatively associated with student attainment, but access to ICT resources was positively associated with attainment in two of the three jurisdictions. Students' perception of their own competence using ICT was negatively associated with attainment in Republic of Korea, but had no significant associations in the other territories. Self-reported interest in ICT and autonomous use of ICT were both positive associated with student achievement. This suggests that student perceptions of ICT may be more important than ICT itself in raising levels of student attainment.
... Although online education dates back to the 1980s, online courses related to veterinary discipline were rarely run before the COVID-19 outbreak, where the company Coursera have offered few massive open online courses (MOOCs), including "Canine Theriogenology for Dog Enthusiasts" by a partnership with the University of Minnesota, and three others: "Equine Nutrition", "Animal Behavior and Welfare", and "EDIVET: Do you have what it takes to be a veterinarian?" by a partnership with the University of Edinburgh [21][22][23][24]. Furthermore, the Purdue University Veterinary Nursing Distance Learning Program has been accredited by the American Veterinary Medical Association (AVMA) since 2006 [25]. ...
Three dimensional (3D) printing technology in veterinary anatomy education is an evolving area providing accurately, rapidly, and reproducibly anatomical specimens. In this study, 3D printed sheep brain models were produced using magnetic resonance imaging (MRI) scanning, and their effectiveness was compared with cadaveric materials by creating three groups from undergraduate veterinary students. The study was performed when veterinary anatomy lectures in Erciyes University were carried out via live fully online learning platforms in virtual classes like many other universities in the world due the Covid-19 pandemic. Participants were subjected to an approximately 30 minute online lecture on the external and internal anatomy of the sheep brain using cadaveric materials only (n=21, Group 1), 3D printed models only (n=20, Group 2), or a combination of cadaveric materials and 3D printed models (n=20, Group 3) as teaching aids. Online post-tests carried out following the online lectures showed no statistically significant difference between the scores of the groups. Furthermore, online questionnaires conducted after the post-tests demonstrated that 3D printed models helped students learn about sheep brain anatomy. The finding of this study suggests that 3D printed models can be considered as a supplement teaching resource to cadaveric materials in veterinary anatomy education particularly when students are supposed to learn more in a limited time regardless of whether or not the Covid-19 pandemic might end.
... At the turn of the 21st century, there was a paradigmatic shift, where online teaching and learning was starting to become a more mainstream practice or modality, moving away from the fringes of education. Harasim (2000) noted, "so far the signs are subtle, but the changes will ultimately be profound … it will alter global civilization as educators and learners worldwide adopt and adapt networked collaborative learning" (p. 42). ...
In this special issue of the Australasian Journal of Educational Technology, we take a step back from the events of the last 2 years and the changes that we have seen in the education arena, to remember that which has remained constant – how students learn best. Developing teaching and learning pedagogy based on lasting education theory and practice makes the past of education relevant to the present and future and creates a context where innovation can be scaled and taken further, from a single instance of impact to many. In this editorial, we present an argument for going back to our roots and present examples of the effective use of established theories of learning that continue to advance online education practice. We discuss the scaling of educational best practice to more students and more institutions, and we provide recommendations for creating sustainable and lasting future practice.
... Since the advent of online learning in higher education in the 1980s (Harasim, 2000;Kentnor, 2015), faculty have taken various approaches to online course development, ranging from independent efforts by a single faculty member (Oblinger & Hawkins, 2006), to complex collaborations involving a team of specialists playing multiple roles, and the use of varied technologies (Abdous, 2020;Hixon, 2008;Xu & Morris, 2007). This study is an evaluation of an approach to online course development taken by Utah Tech University in 2021 that sought to strike a balance between these two approaches. ...
This study sought to address the research question of whether online courses redesigned by participants in an online, cohort-based course design workshop contain an increased number of student engagement elements compared to previous versions of the courses. The authors created an observation rubric based on widely used measures of student engagement, and using this, determined whether old or new versions of courses contained more engagement elements. The study then used statistical analysis to compare the data collected for each pair of courses. The results found that for a vast majority of pairs, student engagement elements were more prevalent in redesigned versions, and that the improvement between these old and new versions was statistically significant.
... Accounting concepts can be properly learned only by doing the calculations" [DK] According to teachers, the transition of accounting programs from traditional to online is successfully managed due to the abovementioned transformations, although no other data are provided to support the claim. The transition was too quick for them and has been seen as a blind walk without an appropriate base of knowledge and practice (Harasim, 2000). Typically, such a shift in the educational setting requires a massive change to traditional teaching, pressuring pedagogical, cultural and institutional dimensions to adapt to the new teaching and learning (Howell et al., 2004). ...
The COVID-19 pandemic has significantly impacted online education, increasingly converting traditional classrooms to fully online platforms. Consequently, a progressing country in the global south, Sri Lanka, has undergone a challenging period during this transition due to various social, economic, and cultural influences. Focusing on the rapid change within Higher Education in Sri Lanka, this paper aims to empirically investigate teachers’ perceptions of online education provisions and challenges during the pandemic that can be utilised for effective and efficient technology-enhanced learning. The study was based on a thematic analysis of interview data from eight teachers in the subject area of accounting. Their experience regarding the transition from the traditional classroom to online education is captured under four main themes, students’ behaviour in the online setting, teachers' approach to handling the online environment, institutional support, and teachers’ perceived effectiveness of online education. The identified experiences are utilised to benefit future online teaching and learning of accounting in an effective and efficient, technologically enhanced environment.
... University-level online education is becoming more common, giving learners contributions or new engagement patterns. This new worth comes from advancements in the new age [1]. This learning trend fits critical criteria in today's environment. ...
People are looking for flexible learning ways to meet educational needs in today's world context. There is an increasing need and expectation for universities to incorporate technologies into the design and delivery. It is of significant interest whether the increased use of electronic tools and the provision of online teaching resources positively impact students. The function and influence that a mediation tool can have should be evaluated more closely, rather than viewing them as just assistance. Student involvement is generally regarded as an important benchmark and indication of the quality of the student experience in higher education. Still, the idea is challenging to define and is interpreted in various ways throughout the literature. Hence, this study explores how students experience online learning using the mediating tool. Semi-structured interviews were applied to determine the types of student engagement. The interviews were recorded and transcribed by thematic analysis (Braun and Clarke, 2006). The results showed that the mediating tool positively supports social engagement, behavioral engagement, collaborative engagement, emotional engagement, and cognitive engagement. Implications shed light on teachers, designers, and students when using the mediating tool in online learning.
يؤدي التعليم المدمج الفعال على نقاط القوة في التعلم وجهًا لوجه والتعليم عبر الإنترنت، ويجمع أفضل ما في كلا النهجين لتسهيل أفضل نتائج التعلم للطلاب، و يساعد الطلاب على اكتساب المزيد من الفهم للموضوع ، ويطور مهاراتهم المعرفية والاجتماعية وخلفياتهم الثقافية المختلفة ،ويسهم في تطوير ما لديهم من تفضيلات في أساليب تفكيرهم وتنوع كفاءاتهم العلمية، وتدعم التكنولوجيا هذا التمايز، كما أنها تستوعب الطلاب ذوي الاحتياجات الخاصة والاهتمامات التعليمية المختلفة، وتشير مشاركة الطلاب الفعالة الى نوعية وكمية ردود الفعل النفسية والمعرفية والعاطفية والسلوكية للطلاب على عملية التعليم، وكذلك الأنشطة الأكاديمية والاجتماعية داخل الفصل الدراسي وخارجه، لتحقيق نتائج تعليمية ناجحة في المجال التربوي؛ لذا تعد مشاركة الطلاب الفعالة أحد المجالات الدراسية المهمة للبحث التربوي ، إذ تعد ضرورية أو مهمة للتعلم والأداء والانجاز والاحتفاظ بالمادة التعليمية. وبما أن طلبة الجامعة يعيشون واقعاً جديدا فرضته عليهم جائحة كورونا (COVID-19) من عدم القدرة من الاستمرار بشكل متواصل في التعليم التقليدي؛ لذا ظهرت أهمية التعليم المدمج لدى طلبة الجامعة، ومشاركتهم المعرفية الفعالة، الذي تدعمه التكنولوجيا لضمان استمرار توفير تعليم قيم على مستوى الجامعة، فاختارت الباحثة ان تكون عينة البحث طلبة الجامعة. و تلخصت مشكلة البحث بالسؤال الآتي: معرفة مدى فعالية التعليم المدمج لدى طلبة الجامعة؟ وهل يمتلكون المشاركة الفعالة؟ وهل هناك علاقة ارتباطية بين التعليم المدمج والمشاركة الفعالة لدى طلبة الجامعة؟ ويستهدف البحث الحالي التعرف على:
1. التعليم المدمج لدى طلبة الجامعة.
2. معرفة الفروق ذات الدلالة بمستوى التعليم المدمج وفق متغير الجنس (ذكور-إناث) والتخصص (علمي –انساني)
3. مشاركة الطلاب الفعالة لدى طلبة الجامعة.
4. معرفة الفروق ذات الدلالة بالمشاركة الطلاب الفعالة على وفق متغير الجنس (ذكور- اناث) والتخصص (علمي –انساني)
5. العلاقة الارتباطية بين التعليم المدمج ومشاركة الطلاب الفعالة لدى طلبة الجامعة.
ولتحقيق أهداف البحث تم اختيار( 940 ) طالبا وطالبة من الكليات منها العلمية وتشمل (كلية المعلوماتية الطبية الحيوية،و كلية معلوماتية الأعمال ، وكلية طب الأسنان) والانسانية(كلية الآداب، وكلية التربية) من الجامعات العراقية الحكومية في بغداد، وتم اختيارهم بطريقة القصدية بسبب تطبيقهم لنظام التعليم المدمج، وقامت الباحثة ببناء مقياس التعليم المدمج ، باعتماد تعريف ديفس تانغ وتشاو باعتماد (Davis Tang & Chaw), نظرية (قبول التكنلوجيا2013) فقد كانت فقرات مقياس التعليم المدمج من (36) فقرة موزعة على ستة أبعاد، هي (مرونة التعليم، والتعلم عبر الانترنت، وادارة الدراسة، والتكنلوجية، والتعليم في الفصل الدراسي، والتفاعل عبر الانترنت) وكذلك تم بناء مقياس مشاركة الطلاب الفعالة باعتماد تعريف ونظرية جونوك وكوزو (Gunuc & Kuzu), 2015 فقد كانت فقرات المقياس من (40) فقرة موزعة على بعدين هما :(مشاركة الحرم الجامعي، والمشاركة الصفية). وتم استخراج القوة التمييزية بطريقتي أسلوب المجموعتين المتطرفة، وعلاقة الفقرة بالدرجة الكلية، وتم استخراج الصدق والثبات، فأصبح المقياسان جاهزين للتطبيق على عينة البحث، وبعد معالجة البيانات، أظهرت النتائج ما يأتي:
1. لدى طلبة الجامعة مستوى عال من التعليم المدمج (ذكور- إناث).
2. لا توجد فروق ذات دلالة إحصائية بالتعلم المدمج لدى طلبة الجامعة، بحسب متغير الجنس، في حين توجد فروق ذات دلالة احصائية في متغير التخصص لصالح التخصص العلمي.
3. لدى طلبة الجامعة مستوى عال من المشاركة الطلاب الفعالة (ذكور- إناث).
4. لا توجد فروق ذات دلالة إحصائية بالمشاركة الطلاب الفعالة لدى طلبة الجامعة، بحسب متغير الجنس والتخصص.
5. وجود علاقة ارتباطية موجبة بين التعليم المدمج والمشاركة الطلاب الفعالة لدى طلبة الجامعة. وفي ضوء النتائج وضعت جملة من التوصيات والمقترحات منها:
التوصيات: على الجهات ذات الصلة ومنها وزارة التعليم العالي والبحث العلمي إقامة الدورات والورش للملاكات القائمة على التعليم المدمج لتطوير معرفتهم بالتقنيات الرقمية وفي عملية صنع المحتوى مما يحفز الطلبة على الية التعليم المدمج بصورة فعالة.
المقترحات: تقترح الباحثة إجراء دراسة تتناول العلاقة بين التعليم المدمج ومشاركة المعرفية الفعالة لدى طلبة السادس الاعدادي وعلاقة التعليم المدمج بالتفضيلات الحسية الإدراكية وبأساليب التعلم على وفق أنماط السيادة الدماغية.
Owing to the fact that all educational activities have been moved to an online setting due to restrictions to control the spread of the Corona Virus, the realm of education has been subject to unprecedented changes. Therefore, this research aims to investigate the perspectives of freshman English as a Foreign Language (EFL) students and their instructors at Anadolu University regarding the Emergency Remote Teaching (ERT) practice. Designed as a qualitative case study, this research has employed reflective journals, virtual focus group discussions, and virtual classroom observations as sources of data. A total of 15 participants took part in this research, 11 freshman students and 4 of their instructors. The data have been analyzed through qualitative content analysis, and the research findings have shown that the ERT practice has been a challenging and mostly disadvantageous process for both students and their instructors. Among the disadvantages are technical problems, self-related problems, student and instructor-related problems, live session-related problems, and assignment and exam-related problems. The advantages reported by the participants include self-related advantages, live session-related advantages, and exam-related advantages. Besides, relevant suggestions are put forward by both the instructors and students. The findings have been discussed in accordance with the relevant literature, and various implications have been drawn along with suggestions for future studies.
INTRODUCTION
I have not been trained to teach.
However, I teach, and I have been an architect-educator at the University of Portsmouth (UoP) for
nearly twenty years.
Is my situation anomalous in architectural education (AE)?
The answer is, “No”.
This situation is not unusual in AE, in fact it is the norm.
In 1995 Kevin Rhowbotham stated, “It is customary amongst practising architects to assume that those
who have achieved some degree of experience are somehow automatically equipped to teach. Nothing
could be further from the truth”.1
Initially, I expressed an interest to my former tutors to review the work of undergraduate students for
one-off, day-long studio assessments, known traditionally as the ‘Crit’2 while I was practicing as an
architect in the public sector.
Almost two decades later, I transitioned from being a guest of Portsmouth School of Architecture (PSA),
to being a full-time member of staff who sat on the School Executive Group, where I helped to make
decisions which guided the future of the Department.
In this time, I learned how to teach through my own experiences of being taught, observation, intuition
and from being mentored by colleagues.
Weaver et al. suggested, “Yet none of them is trained to be a teacher. Once upon a time they could
perhaps have relied on memories of their own education, in which however hit-and-miss the tutoring,
the student was carried along by the traditional design project”.3
Weaver et al. went on to state that this situation needs to change because, “there has been increased
pressure to account for the quality of provision and a move to professionalise teaching”.4
This piece of reflective writing recounts my own personal journey that led me to become a full-time
architect-teacher, the pitfalls and advantages that I have experienced along the way and the potentials
for improving how teachers in AE are taught. The suggestions that I make here will are being further
developed in the research and writing that I am undertaking as part of the Professional Doctorate in
Education (EdD) at UoP.
The effects of isolation, loneliness, and ostracism on social engagement and online communities has been acknowledged throughout the pandemic by researchers. This chapter contextualizes and normalizes the behaviours associated with isolation and loneliness and draws attention to belonging methodology. Belonging indicators and practices are revealed and described so as to break the patterns many are struggling with. Finally, the chapter provides context for engagement, collaboration, and creating community post pandemic.
Despite similarities between self-directed learners and successful postsecondary online learners, infrequently has self-directedness been examined in this population. Understanding the impact of self-directedness on online learner academic success and persistence may clarify the profile of a successful online student. Independent samples t-tests noted significantly lower PRO-SDLS total scores among learners that had withdrawn from an online course than among those who had not (t [184] = 2.66, p 0.05) and significantly higher PRO-SDLS initiative scores among exclusively online learners than among residential online learners (t [187] = 2.32, p 0.05). These findings, gathered from 189 online learners at a large, private university, may inform the development of effective online learner readiness assessments, targeted advisement strategies, and thoughtfully designed postsecondary online courses.
The design and construction of buildings are responsible for 40% of the EU's energy use with an
associated 36% CO2 emissions,1
significantly contributing to the climate emergency. Thus, the EU aims
for climate neutrality by 2050,2
but this needs to be achieved much sooner to avoid exacerbated damage
and other related crises and to ensure climate justice.3 However, in architectural education, a significant
gap in Climate Change Design CCD) knowledge, skills and competencies exist for both students and
educators and is one of the biggest challenges in the construction industry, as noted by the IPCC.4 Over
4000 architects in 18 countries declared 'a biodiversity and climate emergency'5 with over 2500
architecture students and teachers globally signing the ‘architecture education declares’ action with a
‘call for a curriculum change'.6
This paper, as part of the transnational ARCH4CHANGE EU Erasmus + funded project ‘Digital climate
change curriculum for architectural education: methods towards carbon neutrality, presents findings
from a systematic literature review, focusing on the barriers and successful pedagogical methods to
meet this urgent challenge in architecture education.
During the pandemic periods, face-to-face class teaching has become an impossibility. Online teaching and evaluation are the possible ways to impart education throughout the world. Attempts are made to devise interesting, interactive, and effective online teaching, and efficient evaluation process for the grading purpose. In this chapter, some innovative methods have been suggested for online teaching and evaluation, and their performances have been tested on a few subjects. A better students’ feedback has been received compared to even its corresponding face-to-face classes. The students’ grading is also seen to follow the normal distribution.
We demonstrate how topics in developmental psychology may be taught via immersive virtual reality (VR). We give a brief overview of each topic, demonstrate our immersive VR rendition of the task, and describe the advantages of immersive technology for teaching abstract concepts. We also offer additional suggestions and best-practice advice.KeywordsAbstract conceptsActive learningDevelopmental psychologyImmersive education
Covid-19 has pushed Moroccan education officials and stakeholders to shift to online education as the best possible substitute for in-class teaching. It was confirmed that face-to-face and physical contact are the main ways of virus transfer. So, school closure was an unavoidable decision by decision-makers and educationists alike. The sudden nature of the shift from in-class to online education means that both professors and students were not ready for this new form of education. This study, hence, investigates the attitudes of Mohammadia school of Engineering students in Rabat towards online education during the Covid-19 pandemic. The research design in this study is quantitative, in which questionnaires are used to collect data from 100 third-year students. The collected data are described and analyzed using descriptive statistics. The findings indicate that the majority of students believe online education is not as effective as face-to-face education. Respondents also mentioned some challenges and obstacles that hindered the success of online education. The findings lead the researcher to yield some recommendations in the field of online education in Morocco.
COVID-19 sparked massive educational change and dictated that traditional courses rapidly transitioned online. This presented a unique challenge for anatomy, a visually orientated subject that has conventionally relied heavily on face-to-face teaching. Near-peer teaching (NPT) is one method with the potential to address this challenge. When given more responsibility, student–teachers are more likely to deliver effective teaching sessions and include the most appropriate resources for the learners. Current literature surrounding the use of NPT in both frontline and supplementary settings have already demonstrated its potential, however, its efficacy in an online environment is still largely unknown. The Faculty of Medicine at the University of Southampton has a well-established NPT programme as part of its 5 year undergraduate course (BM5). A quasi-experimental cohort study was conducted to determine whether the benefits associated with NPT are preserved when delivered online. Two cohorts of second year BM5 students received cranial nerve NPT as part of their formal clinical neuroanatomy module, one face to face (N = 150) and the other online (N = 168). Knowledge tests were undertaken by participants to assess knowledge gain and retention, and an established Likert style survey instrument was administered to assess student perceptions. Both online and face-to-face NPT sessions resulted in significant increases in student knowledge gain (p < 0.0001), yet the difference between the two was insignificant (p = 0.2432). Subsequent knowledge retention tests were also shown to be similar (p = 0.7732). Students perceived both methods of NPT delivery positively but found online NPT less enjoyable (p < 0.0001) and considered it to be a more inefficient use of time (p = 0.0035). This research suggests that online NPT can be deployed without a detrimental risk to learning when compared to traditional NPT applications in pre-clinical neuroanatomy teaching.
The education landscape has transformed swiftly with the emergence of Massive Open Online Courses (MOOCs). MOOCs gained increasing popularity and became a new platform for people to acquire knowledge. The emergence and utilization of MOOCs transformed the conventional education system, impacted global learners, and exerted a profound influence on the development of future education. Different from traditional learning, MOOCs started a new era of open education with a wide sharing of global resources and high-quality education. The modern education system has adopted MOOCs as an essential component and millions of people have been taking thousands of MOOCs offered by prestigious universities worldwide (Kurt, Massive open online courses (MOOCs), Definitions, 2018).KeywordsOnline learningMassive online open courseEducation technologyOnline teaching platformsFuture educationOnline open education
Abstract
The student-centred learning (SCL) technique is becoming popular over the teacher-centred teaching (TCL) technique due to its enabling of active learning. Despite some recent attempts to implement SCL in university education, such as in medical sciences, ethnic studies, language learning etc., the reported studies on the application of SCL is handful in the Sri Lankan university system science education. In this regard, we experiment with a SCL technique called student-led classroom (i.e., students teach themselves), which has been reported to have several benefits of active learning. Here, a small group (𝑛=14) of level 300 undergraduates from the degree of Food Engineering and Bioprocess Technology of Uva Wellassa University was chosen. The experiment was carried out in 3-student groups on the module “heat transfer” and the groups were asked to teach one from convection, conduction and radiation to their peers. Their progress was assessed via a question sheet, and the feedback on the technique was recorded. Active participation of students was observed along with the achievement of low-level cognitive skills according to Bloom’s taxonomy. Such cognitive skills better develop when they workout problems. However, the SCL technique has a minimal impact on triggering higher-level cognitive skills. Most students prefer the technique under a minimal workload and when the scope of the task is defined. They further expect to have the guidance of the respective lecturer when “muddy” points are found. Overall, this technique can be recommended to awaken the active participation of students in the class.
Keywords: Student-centred learning, SCL, Student-led classroom, BTech undergraduates, Sri Lanka
The study tries to address the topic of E-management from a conceptual perspective, and the development of the discussion on the topic within the accompanying concepts of E-management as the job of developing a qualified human resource to manage and benefit from digital public services, and with the development of communication technology the evolution of the debate related to digital services for public administrations is a necessity and an internal need to provide public services quickly, efficiently and quality or is an imperative imposed by the external environment of technological development and the dependence of most countries on dealing with electronic technology, and therefore transactions between them being necessary does not embody only the transition to E-management and digitization of various information.
Keywords: e-management, public service continuity, public utility, digital transformation
Students were compelled to study online when the fatal COVID-19 outbreak hit Malaysia. Students believe it to be difficult to adopt a learning style as a result. Hence, a lot of them say they are stressed out, have red eyes, are worn out, have back discomfort, and eventually, their academic performance suffers. This study investigates the impact of first-time online learning on students' academic performance while under a total lockdown or mobility control order during COVID-19. The technique used in this study was applied to survey questions that were collected via Google Forms from university students in Malaysia. 172 respondents admitted to taking part in this study. All indicated antecedents, including the learning environment, course design, time management, teacher quality, and resource management and utilization, are predictors of mandatory online learning adoption, according to the survey questionnaire. Most students also think enrolling in an online course will help them get better scores. This study may be the first to examine how online learning programs affect students' performance during
Online teaching experiences of Turkish EFL teachers during the COVID-19 pandemic
Abstract. Communication technology facilitates new forms of exchange among learners and between teachers and students. The skills needed to work collaboratively with others, however, requires more than technology. It requires careful educational planning and skillful teaching. To prepare students for the work they will do, we need to shift from an educational model that creates silent independent workers to a program that encourages thoughtful, interactive thinkers. This chapter documents the collaborative work of approximately 2500 students from 86 classrooms located worldwide joined in groups called “Learning Circles.” Student groups in Learning Circles collaborated on projects using computer communication technology to facilitate the process. Like cooperative learning within the classroom, collaboration across classrooms provides students the opportunity to learn from and teach one another.
Electronic Learning Circles also joined teachers in collective “team-teaching.” In other models of distance education, the skill of a single teacher is extended to a group of isolated students who otherwise might not have the opportunity to learn a specific language or take an advanced course in a particular subject. Distant education addresses the needs of rural students, but it does little to extend the expertise of the teachers in these remote locations. In the Learning Circle model, the teachers are working as a team and each teacher is both resource and learner. The Learning Circle concept provides a mechanism for the professional development of teachers while they remain in their classrooms working with students.
Audience considerations play an important role in the development of text by experienced writers but are often nonexistent in the writing of school-age children. The lack of audience awareness found in school writing may index the slow development of the social-cognitive skills necessary to conceptualize different audiences or it may result from the decontextual approach to writing that is prevalent in classrooms. This study examined the quality of students’ writing in two audience conditions: to their teacher for a term assessment and to a distant peer audience to share ideas. Seventh-grade students wrote two compositions on the same topic, one addressed to peers in other countries via a computer network and the other to their teacher for their semester grade, counterbalanced for order effects. In both conditions, there was significantly higher ratings of the papers written to communicate with peers than those written to demonstrate skill in writing. The findings suggest that the development of functional writing environments to contextualize students’ work can lead to improvements in the quality of students’ classroom writing.
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Education in different communication media takes place with functional differences that have consequences for the course of instructional interaction. In this paper, we examine instructional interaction among people using a computer-based electronic message system, contrasting it with conventional face-to-face discussion in a college level class. Interaction via the non-real time message system contained multiple threads of discourse, a higher proportion of student turns to teacher turns, and other deviations from the initiation-response-evaluation sequences usually found in face-to-face classroom interactions. Based on the results of our contrast, we describe ways to organize instruction using electronic message systems to take advantage of new properties and to avoid shortcomings of these new instructional media.
This article states focuses on the role of asynchronous learning networks (ALN) as a virtual classroom. Despite lack of physical space, virtual facilities of an ALN allows students to exchange emotional support, information, and a sense of belonging. Computer-mediated communication can enable people with shared interests to form and sustain relationships and communities. Compared to communities offline, computer-supported communities. The Internet provides information and social support in both specialized and broadly based virtual communities. Due to its reduced social presence, the Internet will never replace face-to-face meetings for engendering and nurturing primary group relationships. It is possible to make friends, even close, personal friends, online, but it is less likely. There is no On the other hand, the Internet can provide emotional support, companionship, and a sense of belonging when real hugs are impossible.
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This article describes a principled approach to the design of computer-based tools for use in collaborative instruction. We argue that a project should progress through four steps: (a) making explicit the instructional requirements that serve as design goals for the project; (b) performing a detailed study of current educational practice with regard to these goals; (c) developing a specification based on the identified requirements/limitations of the instructional setting and the known capabilities of the technology; and (d) producing an implementation that allows for local adaptation to instructional practice. We propose six principles of effective learning and instruction, which we view to be the critical features of learning in complex and ill-structured fields. Next, a detailed case study is presented based on the preclinical training given to medical students in the first 2 years of medical school. The problems of providing adequate instruction in the preclinical years are described, as is an instructional method known as problem-based learning (PBL) that has been introduced to redress some of these problems. The product of this design process is a set of specifications for technical augmentations that we believe will serve not only the needs of PBL but also those of other methods of instruction that depend on collaborative, case-based, or student-centered learning.
Discusses international collaboration between teachers and students through the National Geographic Society's Kids Network and provides examples from various countries. Topics include language barriers and opportunities, cultural differences, differences in teaching styles and curriculum, cost considerations, and preparation time. A sidebar lists other education-based networks with international projects. (LRW)
In this paper I discuss the curious lack of contact between developmental psychologists studying the principles of early learning and those concentrating on later learning in children, where predispositions to learn certain types of concepts are less readily discussed. Instead, there is tacit agreement that learning and transfer mechanisms are content-independent and age-dependent. I argue here that one cannot study learning and transfer in a vacuum and that children's ability to learn is intimately dependent on what they are required to learn and the context in which they must learn it. Specifically, I argue that children learn and transfer readily, even in traditional laboratory settings, if they are required to extend their knowledge about causal mechanisms that they already understand. This point is illustrated In a series of studies with children from 1 to 3 years of age learning about simple mechanisms of physical causality (pushing-pulling, wetting, cutting, etc.). In addition, I document children's difficulty learning about causally impossible events, such as pulling with strings that do not appear to make contact with the object they are pulling. Even young children transfer on the basis of deep structural principles rather than perceptual features when they have access to the requisite domain-specific knowledge. I argue that a search for causal explanations is the basis of broad understanding, of wide patterns of generalization, and of flexible transfer and creative inferential projections-in sum, the essential elements of meaningful learning.
This chapter discusses the kinds of peer interaction that influence learning in small groups and describes the characteristics of students, groups and tasks that predict different patterns of peer interaction. Based on previous empirical research, critical features of peer interaction include the level of elaboration of help given and received, and the appropriateness of responses to requests for help. Predictors of peer interaction in small groups include student ability, gender, and personality, and group composition on ability and gender. Hypotheses about important, but neglected, aspects of peer interaction that may predict learning are discussed.
Obra sobre procesos de enseñanza-aprendizaje a través de páginas WEB, donde se explica el diseño, desarollo, entrega, mantenimiento y evaluación de sitios educativos.
Consideration is given to the use of computer conferencing for
knowledge building and networking, with specific attention to designs
and tools to enhance group learning processes and tasks. Field trials of
educational computer conferencing demonstrate that with careful
attention to design, computer conferencing can support and augment
important aspects of active and purposeful collaborative learning. Work
to date indicates that the intentional structuring of computer
conferences-such as in the definition of individual, paired and small
group tasks, and in the definition of sub-group and whole-group
discussion-facilitates and increases active student input and peer
interaction. At the same time, experience and research suggest that the
medium is incomplete: organization of the collaborative work is not
contextualized within the operating system and teachers and learners
find it necessary to provide information management outside the
operating environment. Tools are needed to support specific teacher and
learner activities, such as active reading and idea linking and
organizing. The author reports on the use of intentional design and
hypertextual tools to support and augment collaborative learning within
current computer conferencing systems
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