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The Role of Community in Online Learning Success
Abstract
The purpose of this paper is to report on the findings of a study examining the relationships between community and student success in online learning. The study was conducted on undergraduate students enrolled in online courses at an accredited university on the east coast of the U.S. Results of the study indicate a strong correlation between learner interaction and engagement, sense of community, and success in online learning.
... The faculty/staff grouping included presence, facilitation, and instructor communication style. In another review of the scholarly literature defining community in distance learning, Sadera, et al. (2009) noted several attributes important to fostering community, including shared purpose, trust, respect, collaboration, familiarity, rapport, openness, and rules of community behavior (Shea, et al., 2002;Chapman, et al., 2005;Vesely, et al., 2007, as cited in Sadera, et al., 2009). ...
... Along with using the syllabus to plan the course and inform students about class activities and expectations, what other syllabus attributes and uses may help set the stage for an online community to flourish? How might the instructor use the syllabus to build the shared purpose, trust, respect, collaboration, familiarity, rapport, and openness that Sadera (2009) and others have identified as necessary for online community? As a first step to address these questions, it is useful to take a step back to review the roles and functions of the syllabus and how their varied forms influence students. ...
... 165)." When connected back to attributes reported by Sadera (2009) and others that promote online community -shared purpose, trust, respect, collaboration, familiarity, rapport, openness -a learner-centered syllabus that leads to student perceptions of caring, receptive, and enthusiastic instructors bodes well for the start of online community. Whether a learnercentered syllabus can help to sustain community is an unanswered question. ...
Behavioral Pedagogies and Online Learning is a collaborative effort that started with a teaching conference aimed at providing support for teachers in higher education during the COVID-19 pandemic. Dedicated colleagues presented evidence-based practices in teaching and their experiences. The positive feedback encouraged us to compile this book that now gathers more contributors. Many of the chapters elaborate on the adaptation of behavior-analytic approaches to online instruction, including topics such as building equity for diverse student learners universal design for learning, and creativity. Given the generality and relevance of the topics, we have compiled what we consider is a revitalization of behavioral instruction toward online education.
... found a non-significant relation between student reported sense of community and their academic grades. On the contrary, Sadera, Robertson, Song and Midon, (2009) found a positive relationship between perceived learning and student sense of community. Using a blended learning student connectedness survey, this study explored student sense of community and its relationship with student performance in BL courses in Tanzanian Universities. ...
... found a non-significant relation between student reported sense of learning community and their academic grades. On the contrary, Sadera, Robertson, Song, & Midon, (2009) found a positive relationship between perceived learning and student sense of learning community. Further, studying 11 th grade high school students, Wighting, Nisbet, and Spaulding (2009) found a significant relationship between academic achievement, measured in grade scores, and student sense of learning community. ...
... Only a limited number of studies have linked computer or ICT skills with student sense of learning community. A study by Sadera, Robertson, Song, & Midon, (2009) on the role of community in online learning success found that so significant correlation between sense of learning community and frequency of technology use. Wang (2008) researched on the effect of synchronous communication tool on student sense of learning community. ...
This PhD project focuses on the investigation of key influential variables related to blended learning (BL) courses in Tanzanian Universities by applying the Community of Inquiry theory. The Community of Inquiry theoretical framework represents a process of creating a deep and meaningful learning experience through the development of three interdependent elements – social, cognitive and teaching presence. Five independent studies were conducted involving five universities in five regions in Tanzania. A total of 2704 students and instructors were involved in the studies. Data were collected using surveys, interviews, observation and focus group discussions. The major findings show that teaching, social and cognitive presences tend to influence student perfomance in certain circumstances. Students feel highly connected in their BL courses. However, the results indicate that their sense of connection does not predict their academic performance. The results show that students use group discussions to connect with each other, which enhances interactions and social presence. Instructors tend to view teaching as mainly lecturing and BL as an extension of face-to-face instruction. Recommendations for applying blended learning are put forth among Tanzanian universites.
... Οι McElrath & McDowell (2008) υποστηρίζουν πως η ύπαρξη διαδικτυακών κοινοτήτων μάθησης συμβάλλει σε μεγάλο βαθμό στην επιτυχία της μαθησιακής διαδικασίας σε εξ αποστάσεως εκπαιδευτικά προγράμματα καθώς η χρήση τους προωθεί και αναπτύσσει τις σχέσεις ανάμεσα στους φοιτητές/τριες, διατηρεί την ενότητα της ομάδας και συμβάλλει στο να συνεργάζονται για την επίτευξη ενός κοινού σκοπού. Σύμφωνα με τους Sadera et al. (2009), η ενεργός συμμετοχή των φοιτητών/τριών σε κοινότητες μάθησης οδηγεί, όχι μόνο στην επίτευξη των μαθησιακών στόχων που συντελούνται μέσω της αλληλεπίδρασης, αλλά και στην υιοθέτηση της αντίληψης ότι έτσι μαθαίνουν καλύτερα. Οι Zembylas et al. (2009) θεωρούν ότι, μέσω της άμεσης ένταξης στην κοινότητα, μειώνονται τα αρνητικά συναισθήματα των φοιτητών/τριών κι επομένως απομακρύνονται από την ιδέα της εγκατάλειψης των σπουδών τους. ...
... Όσο πιο έγκαιρος είναι ο εντοπισμός των φοιτητών/τριών που δεν μπορούν να ανταποκριθούν στις ανάγκες των διαδικτυακών μαθημάτων, τόσο πιο έγκαιρη και κατάλληλη μπορεί να είναι η εκπαιδευτική παρέμβαση από το ακαδημαϊκό προσωπικό (Hart, 2012). Έστω κι αν οι φοιτητές/τριες δεν είχαν καμία ή ελάχιστη εμπειρία σε ό,τι αφορά στις διαδικτυακές μαθησιακές κοινότητες, σχεδόν στο σύνολό τους, θεωρούν ότι οι διαδικτυακές μαθησιακές κοινότητες θα μπορούσαν να συμβάλλουν θετικά στον περιορισμό της φοιτητικής διαρροής διότι κρίνουν ότι θα μπορούσαν να παίξουν σημαντικό ρόλο στην υποστήριξη των φοιτητών/τριών, τόσο σε προσωπικό όσο και σε ακαδημαϊκό επίπεδο, σε συμφωνία με τις απόψεις των Λιοναράκη κ.α., 2017α; Sadera et al., 2009;Rovai, 2007. Επίσης θεωρούν σηματική τη συμμετοχή σε αυτές και των Καθηγητών-Συμβούλων, άποψη που ταυτίζεται με τις συνιστώσες του μοντέλου των κοινοτήτων αναζήτησης (CoI) των Akyol & Garrison (2011) και είναι σε συμφωνία με τις απόψεις των Μελίδου και Αυγερινού, 2016Μελίδου και Αυγερινού, και Tyacke, 2015 Σύμφωνα με τους Huss et al. (2015), οι αυξημένες κοινωνικές αλληλεπιδράσεις επιτρέπουν στους φοιτητές να αναπτύξουν μια ισχυρότερη αίσθηση της κοινότητας μάθησης και είναι απαραίτητες για τη γνωστική τους ανάπτυξη. ...
Το Ελληνικό Ανοικτό Πανεπιστήμιο αποτελεί το μοναδικό φορέα παροχής ανοικτής και εξ αποστάσεως Πανεπιστημιακής Εκπαίδευσης στην Ελλάδα, που έχει ως βασικό στόχο να διδάσκει και να ενεργοποιεί το/τη φοιτητή/τρια πώς να μαθαίνει μόνος/η του/της, αναπτύσσοντας μία αυτορυθμιζόμενη, αυτόνομη και ευρετική πορεία προς τη μάθηση. Η μάθηση άλλωστε δεν είναι προϊόν διδακτικής πράξης, αλλά μαθησιακής (Λιοναράκης, 2008). Η πορεία όμως αυτή δεν καταλήγει πάντα στο επιθυμητό αποτέλεσμα και μεγάλος αριθμός φοιτητών/τριών εγκαταλείπουν πρόωρα τις σπουδές τους, για λόγους που αναλύονται διεξοδικά στην παρούσα εργασία. Η ανάπτυξη συστημάτων για την εκπαιδευτική υποστήριξη των φοιτητών/τριών ανάγεται ως πρωταρχική παράμετρος της σύγχρονης ανοικτής και εξ αποστάσεως εκπαίδευσης και οι διαδικτυακές μαθησιακές κοινότητες μπορούν να παίξουν ουσιώδη και καθοριστικό ρόλο προς την κατεύθυνση αυτή, ενδυναμώνοντας το συναίσθημα του «ανήκειν» (Garrison, 2013). Στο πλαίσιο της παρούσας εργασίας διεξήχθη ποιοτική έρευνα με συμμετοχή δέκα (10) Προπτυχιακών και Μεταπτυχιακών φοιτητών/τριών που εγκατέλειψαν πρόωρα τις σπουδές τους κατά την τελευταία δεκαετία, από την οποία προκύπτει ότι οι λόγοι της φοιτητικής διαρροής είναι κυρίως προσωπικοί, επαγγελματικοί και ακαδημαϊκοί. Επιπλέον, με την ανάπτυξη υποστηρικτικών μηχανισμών από το Εκπαιδευτικό Ίδρυμα, όπως οι διαδικτυακές μαθησιακές κοινότητες, οι εν λόγω φοιτητές/τριες ενδεχόμενα να μην επέλεγαν το δρόμο της εγκατάλειψης διότι το συναίσθημα της μοναξιάς θα αμβλυνόταν και η «κοινότητα» θα ήταν μοχλός υποστήριξης της πορείας τους προς την κατάκτηση της γνώσης. Αξίζει να σημειωθεί η επιθυμία μερίδας συμμετεχόντων/ουσών για συμμετοχή στα νέα Προγράμματα Σπουδών του Ε.Α.Π. λόγω της βελτίωσης των παρεχόμενων υπηρεσιών από το εν λόγω Εκπαιδευτικό Ίδρυμα.
... A number of studies referred the fact that online learning provided a sense of community, which is particularly important where there is a sense of aloneness brought about by geographic isolation. A sense of community has been shown to be beneficial to engagement and persistence, course satisfaction, and success in online learning (Sadera et al., 2009). A study of the emotional factors in online learning experienced by 18 nurses from across the US indicated a sense of community was achieved through interaction and deliberation over shared interests and goals (Resop Reilly et al., 2012). ...
... The opportunity to interact with other rural health professionals through engagement in education and CPD provided a mechanism for rural reducing their sense of isolation and increasing their sense of engagement. Engagement was linked to developing communities of practice which have been shown to be beneficial to course persistence, course satisfaction, and success in online learning (Sadera et al., 2009). This suggests that it is important to design digital strategies that not only consider content but that also facilitate engagement and the development of communities of practice. ...
Purpose
Education, training and continuing professional development are amongst the evidence-based initiatives for attracting and retaining rural and remote health professionals. With rapidly increasing access to and use of digital technology worldwide, there are new opportunities to leverage training and support for those who are working in rural and remote areas. In this paper we determine the key elements associated with the utility of digital technologies to provide education, training, professional learning and support for rural health workforce outside the University and tertiary sector.
Design/methodology/approach
A scoping review of peer-reviewed literature from Australia, Canada, US and New Zealand was conducted in four bibliographic databases – Medline complete, CINAHL, Academic Search complete and Education Complete. Relevant studies published between January 2010 and September 2020 were identified. The Levac et al . (2010) enhanced methodology of the Arksey and O'Malley (2005) framework was used to analyse the literature.
Findings
The literature suggests there is mounting evidence demonstrating the potential for online platforms to address the challenges of rural health professional practice and the tyranny of distance. After analysing 22 publications, seven main themes were found – Knowledge and skills ( n = 13), access ( n = 10), information technology ( n = 7), translation of knowledge into practice ( n = 6), empowerment and confidence ( n = 5), engagement ( n = 5) and the need for support ( n = 5). Ongoing evaluation will be critical to explore new opportunities for digital technology to demonstrate enhanced capability and retention of rural health professionals.
Originality/value
To date there has been limited examination of research that addresses the value of digital platforms on continuing professional development, education and support for rural health professionals outside the university and tertiary training sectors.
... Participation in online course may include a feeling of membership, however feeling of influence and emotional connection of SOVC model can be difficult to achieve. An online community cannot be built unless the members of the community already share something in common, such as history, values and perspectives (Sadera et al. 2009). In the connectivistic approach, the teacher's role is to facilitate the active participation of the networked activity of learners. ...
The main reason for the research is to find out what factors affect the student's participation and engagement to peer learning in the university's online course. Today's higher education has a strong foothold in learning theories and pedagogical approaches that focus on collaborative learning, networking and working with peers. Now when digital technology and eLearning platforms have established their place in the infrastructure of educational institutions, we should have the keys to implementing modern education in practice. The hypothesis of the article suggests that we do not yet know how to exploit the capabilities of modern learning technology in a way that students can learn from their colleagues, peers. The practical objective of this article is to create information for planning online courses and organizing weekly tasks. The research data for this paper was drawn up from two different online implementations of the single university course. Students conducted a Moodle-based survey in which they were asked about the pedagogical approach and tools of the course. One aspect of the research is to increase the understanding of the students' opinions of peer activities in an online course. The theoretical background of the research is based on theories of active learning and learning communities. The research data are also reflected in the scientific literature on peer learning and peer assessment. According to the results, students' opinions on peer learning are quite positive. Students are able to appreciate the learning opportunities offered by assignments and activities, which are open and visible to everyone during the course. Most of the students were not interested in peer assessment, but preferred feedback and grade produced by the teacher. Most of the students opposed the small group assignments of the online course. According to the data, students feared that their contribution was considered weak in the eyes of others in the course. The results of this document underline the need for further research into peer learning in higher education. Many strategies that utilize collaborative learning may be useful, but there are still questions about the individual needs, fears and motivation of peer learning. In addition, it would be important to find a way to strengthen mutual trust through online courses.
... This quantitative research study provides support to the current body of literature regarding community of learners to help improve social connectedness and belonging [23] [24]. The results of this research show a positive relationship between students' sense of community and their level of learning support in the Cybersecurity AAS program at this community college. ...
... Firstly, overall, students did not seem to feel that they were part of a community. Students' sense of community was not the focus of this project, but given previous research indicating that distance students who feel part of a community of learners tend to be more satisfied and learn more effectively (e.g., see Garrison & Akyol, 2013;Moore, 2014;Sadera, Robertson, Song, & Midon, 2009) it is certainly an issue that needs further exploration. The fact that one student did not feel he could visit the lecturers was also a concern; although these are distance courses, students are encouraged to meet with lecturers if they are in the area. ...
This paper reports on a qualitative evaluation of the postgraduate courses offered by distance in one university department. The types and amount of support provided to students was evaluated and compared with Simpson’s (2008a) Proactive Motivational Support model (PaMS). While students were largely satisfied with the support they received during their studies, their perceptions of the levels and effectiveness of that support varied. They also perceived a variation in the levels of support between individual courses. A number of areas where support could be improved were identified, including those that met the characteristics of the PaMS model.
... Firstly, overall, students did not seem to feel that they were part of a community. Students' sense of community was not the focus of this project, but given previous research indicating that distance students who feel part of a community of learners tend to be more satisfied and learn more effectively (e.g., see Garrison & Akyol, 2013;Moore, 2014;Sadera, Robertson, Song, & Midon, 2009) it is certainly an issue that needs further exploration. The fact that one student did not feel he could visit the lecturers was also a concern; although these are distance courses, students are encouraged to meet with lecturers if they are in the area. ...
This paper reports on a qualitative evaluation of the postgraduate courses offered by distance in one university department. The types and amount of support provided to students was evaluated and compared with Simpson’s (2008a) Proactive Motivational Support model (PaMS). While students were largely satisfied with the support they received during their studies, their perceptions of the levels and effectiveness of that support varied. They also perceived a variation in the levels of support between individual courses. A number of areas where support could be improved were identified, including those that met the characteristics of the PaMS model.
... In the context of scholarly communication, EDI is also considered within the process of building communities at a distance; something that has received attention over time. Building an online community requires a focus on creating a sense of belonging, connectedness, trust, and interactivity within the group by understanding their culture, needs, behavior, and the expectations of their members (Mahony, 2017;Sadera et al., 2009). The ideal status and goal of applying EDI in a community at a distance relies on both cultural understanding and sympathetic technical support (tools, rules, etc.) for that community to thrive online. ...
Equality, diversity, and inclusion (EDI) has gained increased attention within the library and information professions, becoming an important aspect of the ethical framework and strategic planning of several professional bodies. This paper uses a data-driven analysis of material from the iSchools conferences (iConferences) as a case study to examine how we might facilitate EDI in practice and engage more effectively with our communities in a virtual context with the move to more online conferences. Our findings identify both positive and negative aspects about the use of online conference platforms and raise concerns over the possibility that virtual conferences may increase unconscious bias and assumptions that could impact adversely on those already disadvantaged. Transparency and communication are key to identifying and addressing any barriers to equality and so online conferences need to ensure clarity and transparency concerning privacy, content, and process, and to demonstrate awareness of the diverse backgrounds of their community members.
... Finally, heralding the potential value of learning new digital tools as a part of professional development can also motivate online teachers and students to overcome challenges in experimenting with these tools, particularly in units related to educational technology. This can make a positive difference in their online engagement and, as a result, promote a virtual community of practice in such learning environments (Sadera et al., 2009). ...
This pilot study explores and documents online students' and their lecturer's debut experiences of utilising VoiceThread (VT), a digital multimodal platform, as an alternative discussion space via Open Universities Australia (OUA). Feedback from the lecturer's teaching log and interview was corroborated with his OUA students' survey responses, and analysed in relation to student online learning experiences with VT and Discussion Board, as well as technological and affective aspects of both platforms. Findings indicate that VT has a stronger potential in boosting stakehold-ers' online engagement and enjoyment of distance learning, thus fostering online community building. Specifically, VT creates not only a multimodal and dynamic platform in lieu of Discussion Board, but a supportive online learning environment that promotes more inclusive and ongoing interactions. Despite the positive results, VT was viewed by some students as technologically demanding, causing them to only read peer posts without responding. It is suggested that orientation training sessions and trial threads be made available to ease the students into VT. Aspects of tutorial group size and instructor support should also be considered for future online course delivery.
... En la problemática de la retención de la atención de los educandos se observa que los estudiantes presenciales consiguen finalizar mejor los cursos que los estudiantes a distancia (Greenland y Moore, 2014). Para contrarrestar esta dinámica en este tipo de educomunicación a distnacia es necesario construir comunidades de aprendizaje online donde los estudiantes estén comprometidos y compartan objetivos comunes que apelen a su sentido de pertenencia al grupo (Sadera et al., 2009). ...
Esta tesis doctoral se centra en el estudio de la comunicación como eje vertebrador del proceso de enseñanza-aprendizaje, más concretamente, en cómo se adoptan distintos modelos comunicativos en función de la metodología docente a aplicar. Por este motivo esta investigación se circunscribe en las disciplinas de las Ciencias de la Información, la Educación y la Tecnología de la Información y la Comunicación.
Este estudio analiza la relación entre comunicación y educación a través de las competencias digitales docentes en las que en su desarrollo intervienen factores de índole social, tecnológico e institucional. De este modo, en este trabajo se compara el modelo de educación superior de España y Finlandia en la rama de Comunicación para examinar cómo se implementan estas competencias en universidades de ambos países.
... Membership, influence, shared emotional connection, and reinforcement of need are four factors that contribute to the development of an individual's sense of community (McMillan & Chavis, 1986). Sense of community is associated with many positive outcomes (Cho et al., 2010;Sanchez et al., 2005;Top, 2012), and it is an important factor for students' successful learning experience (Halic et al., 2010;Sadera et al., 2009). Higher levels of sense of community are linked to improved student attainment, increased learner satisfaction, and reduced attrition rates (Kocdar et al., 2018;Peacock & Cowan, 2019;Rovai, 2002). ...
This study examined the factors affecting minority students’ learning experience in Wiki-based environments. These factors included perceived collaborative learning, sense of community, Wiki self-efficacy, and perceived learning experience. The relationships of these factors were explored. The participants were 45 African American students enrolled in two undergraduate-level management courses in which Wiki was used to facilitate the process of group work. A mixed methods approach was applied to analyze the collected data. Results indicated that sense of community and collaborative learning significantly contributed to perceived learning in Wiki-based environments. However, Wiki self-efficacy was not a good predictor of perceived learning. Most of the minority students were positive about their group learning experience that involved collaborative processes as well as the development of knowledge and skills. Emotional support and support for cognitive or meta-cognitive processing were identified as factors that had potential influences on Wiki-based collaborative group learning.
... Often, it is hard to do group work, unless one has practice with Breakout Rooms and how to use a google doc simultaneously to gauge progress. The lack of sense of community (as there was no collaborative work) among students can have a negative effect, leaving some feeling isolated or even excluded from the learning process (Sadera et al., 2009). Most of these happened as we can see in Table 16 and 17. ...
In March 2020, an unexpected event changed the educational systems throughout the world. In the United States, the COVID-19 pandemic caused public places to close down, including schools. To continue education, schools in Maine went online. This study describes how Maine secondary science teachers taught and assessed their students while teaching remotely for the first time during the lockdown. It does so by investigating teachers’ perspectives about the impact on their students, how they handled the issue of equity, their new priorities and expectations, their teaching and assessment challenges, and their successful strategies during the initial phase of the lockdown. Apart from experiences shared by all teachers (N=10), the differences among the experience of teachers in high socioeconomic status (SES) schools (called affluent) vs the low-SES schools (called high-need) has been analyzed. For this qualitative research, semi-structured Zoom interviews were done with voluntary participation from secondary school teachers who were recruited through a snowball sampling method. A phenomenological approach was used in this research to capture the overall experience of teachers and to make meaning out of it, resulting in five themes. A comparative coding process to better understand the phenomenon was utilized to compare and contrast teachers in affluent schools vs high-need schools through the five themes. In addition, an open coding method, inspired by the grounded theory approach, led to seven emergent findings, which further describe nuances of the five overall themes. Results show that teaching and assessment were affected significantly during the Spring of 2020. Students were impacted greatly in all schools. In the wake of this impact, teachers shifted their priorities to the well-being of students rather than academics. To be more fair and equitable, they reduced their academic expectations and focused on being more available to support students. Moreover, the grading system (or in some cases criteria) was relaxed. Thus, teaching rigor was reduced, and assessment got streamlined. In the Emergency Remote Teaching (ERT), lessons shifted more towards content than practices, and teachers tried to do new engaging lessons to retain student engagement. Teachers struggled with informal formative assessment and also with active learning. For many teachers, student engagement and attendance declined with time. Teachers were not very satisfied with their teaching as they were challenged with technology, exhaustion, family responsibilities, and not being able to help struggling students as usual. Participants also shared what they were grateful for, things they learned, and their future plans to support student learning. This study highlights the inequity in Maine schools that was exacerbated during the lockdown. Teachers in high-need schools reduced their expectations a lot more than affluent schools because their students were more severely impacted, and they did not receive the same parental and administration support as affluent ones. The grading system was another limiting factor for high-need schools. There were significant differences in the two categories of teachers in terms of their challenges, strategies, and future plan. The role of parents became more important than ever before as students worked from home. All teachers persevered in the face of various challenges, tried new strategies, and did their best to support their students
... Researchers using Rovai's scale have found that students reporting high levels of community in online courses feel less isolated, feel "burn out" less frequently, and persist at higher levels. They also report higher levels of learning and higher satisfaction with online courses (Gallagher-Lepak et al., 2009;Liu et al., 2007;Ouzts, 2006;Rovai, 2002aRovai, , 2002bRovai et al., 2004;Sadera et al., 2009;Shea, 2006). ...
More students are learning online than ever before, and while researchers have demonstrated that learning online can be as or more effective than learning onsite, there are challenges for students in online courses, including feelings of isolation. Intentionally planning for and supporting community in online courses can help overcome these challenges. In this essay, I argue for the importance of creating community online, draw from research to support my claims, and provide practical strategies for community building in online courses.
... Researchers have worked at developing frameworks to explore and quantify the efficacy of critical components necessary for successful online learning (Aparicio et al., 2016;Bollinger & Halupa, 2018). Much of the focus has been around student engagement (Chen et al. 2010;Coates, 2006;Redmond et al., 2018) and the impact of community building (Sadera et al., 2009), focused primarily on post-secondary learners. With the shift to remote learning in March, 2020, new factors in this research must be considered and studies expanded to embrace the PK-12 environment. ...
In March of 2020, school buildings were closed in response to the global health crisis. Administrators and teachers alike were forced to reimagine education in order to meet the needs of students and the community, effectively over a single weekend across an ever changing landscape. Servant and distributive styles of leadership were needed to face these unprecedented, adaptive challenges and a “new normal” model of leadership rose to prominence. Because connecting in a virtual environment requires technological acuity in skill, pedagogy, and practice, effective teachers who had developed cultures of choice, creativity, and autonomy in their student-centered classrooms weathered this rapid shift more easily than others. These effective teachers modeled successful, productive communication and collaboration norms and many were called upon to share their expertise to support communication and collaboration norms and many were called upon to share their expertise to support dynamic, ever shifting pandemic conditions to identify how elements of technology interacted with teacher leadership identity and development by way of effective instruction, teacher voice, influence and reach, collegial interactions, recognition, and opportunity.
... Others have also found that sense of community, including opportunities to engage and interact with others, is important in LEs (e.g. Sadera et al., 2009). Schools with more activities and opportunities for student involvement have reports of higher satisfaction for both academic and social experiences (Charles et al., 2016). ...
The learning environment comprises the psychological, social, cultural and physical setting in which learning occurs and has an influence on student motivation and success. The purpose of the present study was to explore qualitatively, from the perspectives of both students and faculty, the key elements of the learning environment that supported and hindered student learning. We recruited a total of 22 students and 9 faculty to participate in either a focus group or an individual interview session about their perceptions of the learning environment at their university. We analyzed the data using a directed content analysis and organized the themes around the three key dimensions of personal development, relationships, and institutional culture. Within each of these dimensions, we identified subthemes that facilitated or impeded student learning and faculty work. We also identified and discussed similarities in subthemes identified by students and faculty.
... Barren discussion forums, manifested in lacklustre and sporadic interactions, are not uncommon in OUA units. Although a sense of community is not a prerequisite for collaborative online learning (Lowenthal & Snelson, 2017), it has been found to foster students' online engagement and participation, resulting in better learning outcomes (e.g., Campbell & Mislevy, 2013;Lambert & Fisher, 2013;Liu et al., 2009;Sadera et al., 2009). ...
Establishment of online communities in distance education has been linked to improved engagement, retention, and learning outcomes. This study investigates how online community building was fostered in the text-based Discussion Board (DB) and multimodal VoiceThread (VT) in one of the postgraduate units offered by Open Universities Australia. Specifically, it delves into how social presence-encompassing affective, cohesive, and interactive indicators in the Community of Inquiry (CoI)-was facilitated on both platforms. Findings show that VT multimodal postings triggered more instances of social presence than DB postings across all three indicators. VT communication also bolstered a continuous and inclusive discourse by bringing participants closer by addressing members' names and mentioning posts made by others. It is concluded that multimodality afforded by VT can be more advantageous for online collaboration and engagement. Suggestions for course design to establish stronger social presence and for evaluation of multimodal platforms are also offered.
... Other highlyrelevant non-academic factors impacting upon success may include wellbeing, fulfilment, enjoyment, satisfaction, employability, general and transferable skills and knowledge, valuing deep learning, the building of professional and nonprofessional relationships, connections and sense of community within the university. These non-academic success factors may also act as a support and protective factor to the achievement of academic success (Vesely et al., 2007;Sadera et al., Frontiers in Education | www.frontiersin.org February 2022 | Volume 7 | Article 820567 2009; Stallman, 2010). ...
The existing steady and continual rise of online learning in higher education has been accelerated by COVID-19 and resulted in a move away from solely on-campus teaching. Prior to the pandemic, online education was providing higher education to students who were returning to study to up-skill, are employed full-time, caring for family members, living rurally or remotely and/or for whom otherwise face-to-face campus learning was not a preference or option. To understand how we can better support online students in their unique circumstances and create an optimal learning environment, we must understand the factors associated with academic achievement within an online setting. This systematic review involved a search of relevant databases published between January 2009 and May 2021 examining factors and constructs related to academic performance in online higher education settings. Across 34 papers, 23 (67.6%) explored factors and constructs related to student characteristics including cognitive and psychological, demographic, university enrolment, and prior academic performance. Twenty-one (61.8%) papers explored learning environment factors including engagement, student experience, course design, and instructor. Our overall synthesis of findings indicates that academic performance in online learning is most strongly associated with motivation (including self-efficacy), and self-regulation. We propose three main implications of our review for online learning stakeholders such as educators and designers. Firstly, we argue that the wellbeing of online learners is important to understand, and future research should explore its impact on students’ experience and success in online higher education. Secondly, we emphasise the importance of developing and designing online courses utilising relevant frameworks and evidence-based principles. Finally, we propose an approach to promoting improved student cognitive and psychosocial experiences (such as self-efficacy, self-regulation, and perceived support) could be achieved by creating and incorporating an online learning orientation module at the commencement of enrolment.
Systematic Review Registration: (website), identifier (registration number).
... These results are consistent with the finding that Yildiz (2016) reports as there is a low level of relationship between the sense of community and academic achievement. In their study, Sadera, Robertson, Song, and Midon (2009) concluded that students' active participation, and feeling connected positively affected their perceived achievements. There is a positive correlation between students' interaction and active participation, and the sense of community and success. ...
The aim of this research was to provide an in-depth analysis of Inonu University Distance Education Students' Level of Online Student Connectedness in terms of some variables. Formal and distance education students’ online student connectedness levels were defined and analyzed in terms of way of education, gender and academic success. This study was conducted according to associational research design. Participants comprised 944 students, 646 formal students who took 5 / ı courses (Atatürk's Principles and History of Revolution, Turkish Language and Foreign Language) through web-based instruction, and 298 distance education program students. In order to collect data “Personal Information Form” and “Online Student Connectedness Survey” were used. Results showed that while distance education students feel comfortable in online learning environments in general, formal education students have lower online student connectedness levels and they do not feel comfortable in the distance learning environment. Also, a low level of sense of community was observed among the participant students in the study.
... Cronhjort, Filipsson, and Weurlander (2017) also mentioned the effect of connectedness on learning power in their research and emphasized that choosing different practices in the learning environment would increase the success rate. Sadera, Robertson, Song, and Midon (2009) determined in their research that students' online connectedness positively affected their perceived success. ...
The developments and changes that have accompanied the Covid 19 pandemic have affected the educational world and all sectors. Educational institutions around the world have implemented emergency and online educational practises to ensure continuity of education as opposed to the planned distance education activities that were implemented for continuity of education. Due to the Covid 19 pandemic, face-to-face classes have been held in universities across the world for about a year in many disciplines through various platforms. In this process, determining the effectiveness of distance education practises in universities for students is critical for programmes to achieve their goals. This study aims to highlight the variables and effects that influence university students' decisions regarding the efficiency of online instruction. To this end, 821 university students were surveyed. Their willingness and attachment to online education, socioeconomic level, and gender were tested using logit regression analysis to build a model that predicts university students' decision about the efficiency of online education. Age, gender, high school graduation, willingness to Online Education, and attachment to Online Education are among the variables in the logit regression model that significantly predict university students' decision about whether they consider online education to be efficient or not. When analysing the result of classifying students whether they consider online education efficient or not using the logit regression model, 291 of the 409 students in the group who consider education efficient were classified correctly and 118 of them were classified inaccurately, with the rate of correct classification being 71.1%.
... This study also showed a statistically significant difference in sense of learning between the comparison and experimental group, indicating that text messages did impact sense of learning for these students. These findings support other studies that suggest when students are actively interacting, communicating, and putting forth effort within a course, their overall sense of learning increases (Sadera, et al., 2009). In addition, Rovai (2002) asserts when teachers promote positive learning environments, students earn better grades and score higher on assessments. ...
This study investigated the effects of instructional and administrative text messages on student academic achievement and sense of learning. Ninety-eight Food, Nutrition, and Wellness students in grades 9th through 12th were involved in this study. In this quasi-experimental study, there was an experimental group and a comparison group. Students in the experimental group received instructional and administrative text messages three times a week for a total of nine weeks. A one-way ANCOVA and independent samples t-test were used for data analyses. The study found a statistically significant difference in academic achievement and sense of learning with students in the experimental group scoring higher as compared to students in the control group. In addition, there was a statistically significant difference with females in the treatment group scoring higher than males in the treatment group.
... From the short experience survey that we circulated among our CTA group, it was heartening to see that the first and the foremost reason why CTAs were motivated to volunteer for this role was to give back to the community. This outcome connects with previous research studies done by Northrup [3], and by Sadera [5], who reported a strong correlation between interaction and engagement among learners, and a sense of community belonging to being successful in online learning. Being former learners, CTAs have seen the value in community learning and the positive impact that a teaching role creates in furthering the understanding of concepts. ...
The MITx MicroMasters Program in Supply Chain Management (SCM) is a Massive Open Online Course (MOOC) based program that aims to impart quantitative and qualitative knowledge to SCM enthusiasts all around the world. The program that started in 2014 with just one course, now offers 5 courses and one final proctored exam, which allows a learner to gain a MicroMasters credential upon completion. While the courses are delivered in the form of pre-recorded videos by the faculty members of Massachusetts Institute of Technology (MIT), the questions and comments posted by learners in discussion forums are addressed by a group of Community Teaching Assistants (CTAs) who volunteer for this role. The MITx staff carefully selects CTAs for each run of the individual courses as they take on a co-facilitator’s role in the program. This paper highlights the importance of community teaching, discusses the profile of CTAs involved with the program, their recruitment, training, tasks and responsibilities, engagement, and rewarding process. In the end we also share a few recommendations based on the lessons learned in community teaching during the last five years of running more than 45 MOOC courses, that could help other MOOC teams deliver a high-touch experience.
... Numerous studies have illustrated the strong correlation between social interaction, sense of community, and their roles in achieving success in online learning (e.g., Brindley et al, 2009;Bryant & Bates, 2015;Cox & Cox, 2008;Ke, 2010;Sadera, Robertson, Song, & Midon, 2009;Sher, 2009;Whipp & Lorentz, 2009;Yang, Yu, Chen, &Huang, 2014). Typically, there are three types of interaction: (1) student-instructor interaction; (2) student-student interaction; and (3) student-content interaction (Sher, 2009). ...
E-learning has become necessary now for that this study reviewed 47 published studies and research on online teaching and learning since 2008, primarily focusing on how theories, practices and assessments apply to the online learning environment. The purpose of this paper is to provide practical suggestions for those who are planning to develop online courses so that they can make informed decisions in the implementation process. Based on the findings, the authors argued that effective online instruction is dependent upon 1) well-designed course content, motivated interaction between the instructor and learners, well-prepared and fully-supported instructors; 2) creation of a sense of online learning community; and 3) rapid advancement of technology. In doing this, it is hoped that this will stimulate an ongoing discussion of effective strategies that can enhance universities and faculty success in transitioning to teach online. Under current debates on the cost and quality of higher education, this study could help for the improvement of higher education and student enrollment and retention.
The power of community – of Us – has long been assumed to be important in adult learning. Student interactions on discussion forums are encouraged, and it has been claimed that they foster a learning community which makes a difference to student outcomes through collaboration and joint construction of knowledge. This paper reports on interim results of a research project to establish, firstly, if there is a correlation between student participation in forums and their overall course outcomes, and secondly, shares a matrix designed to code both social and cognitive forum activity, to support an investigation into the existence of a learning community in student forum conversations – the power of Us.
Araştırmanın temel amacı Covid-19 pandemi sürecinde üniversite öğrencilerine verilen uzaktan eğitime yönelik sorunları belirlemek ve öğrencilerin uzaktan eğitime olan tutumlarının memnuniyete etkisini ortaya çıkarmaktır. Bundan dolayı araştırmada uzaktan eğitim sistemi bağlamında yeterlilik, motivasyon, kullanılabilirlik, etkililik ve memnuniyet konularına odaklanılmıştır. Anket Covid-19 pandemisinden dolayı ve daha hızlı erişim sağlanması açısından online olarak hazırlanmış ve örnekleme ulaştırılmıştır. Çalışma nicel araştırma yöntemiyle gerçekleştirilmiştir. Çalışmanın amacına ulaşmak için anket ile veriler elde edilmiştir. Araştırmada toplam 420 katılımcıdan anket ile veri toplanmış ve çalışmanın temel amacına ve hedeflerine ulaşılacak şekilde analizlere tabi tutulmuştur. Çalışmada öğrencilerin uzaktan eğitim döneminde sisteme yönelik, bölüm ve akademisyene yönelik algıları ile memnuniyetleri arasındaki ilişki için korelasyon analizi yapılmıştır. Ardından yeterlilik ve motivasyon, kullanılabilirlik ve etkililik boyutlarının memnuniyete olan etkisi belirlenmiştir. Uzaktan eğitimde öğrencilerin derslere katılmamasının en önemli nedenleri internet bağlantı sorunu, internet paketinin olmaması ve çalışıyor olmaktır. Katılımcıların uzaktan eğitim tutum ölçek boyutlarına olan algıları incelenince en düşük algının olduğu boyut kullanılabilirlik iken, en yüksek algının olduğu boyut memnuniyet boyutudur. İkinci en düşük algının olduğu boyut ise yeterlilik ve motivasyon boyutudur.
This case study examines the transition of a residential professional graduate degree program in educational leadership at a major research university to an online learning model. The case incorporates the observations and field notes of the program director and the inaugural online course instructor, along with survey data collected from students, investigating the opportunities and challenges of converting an established, community-rich, in-person professional degree program to an online model, with a focus on maintaining a strong sense of community. The theoretical framework and relevant scholarship are initially considered, followed by the case. Specific instructional strategies for building a sense of community and the affiliated evidence of the case are also discussed. The chapter concludes with key recommendations for how instructors and university program administrators can partner to design effective environments that foster engagement and meaningful learning experiences for online professional graduate students, contributing to long-term benefits for the institution.
Kitabın bu bölümünde açık ve uzaktan öğrenmede, pedagoji, andragoji ve hetagoji yaklaşımlarının nasıl ele alınması gerektiği üzerinde durulmaktadır. Bölümde öncelikle her bir yaklaşımın tarihsel gelişimine, tanım ve bileşenlerine, açık ve uzaktan öğrenme ile ilişkisine yer verilmektedir. Hetagojik yaklaşımın “ağ merkezli” bir yaklaşım sunması ve “öğrenme yeteneklerini geliştirmeye” yönelik olması nedeniyle doğasının açık ve uzaktan öğrenmeye daha yakın olduğu görülmektedir. Dolayısıyla bu bölümde hetagoji yaklaşımına ağırlık verilmekte ve yaklaşım ile gerçekleştirilen araştırmalar sistematik bir derleme olarak sunulmaktadır. Derleme sonucunda ortaya konulan araştırmaların özet, giriş, yöntem, bulgular, sonuç ve tartışma bölümlerine yaklaşımın nasıl yansıdığına yer verilmektedir. Bölüm son olarak derleme çalışmasında incelenen ve hetagoji yaklaşımını en iyi yansıttığı düşünülen üç makalenin detaylı analizi ile son bulmaktadır.
The present research article examined how the learning space correlated with students' collaboration and educational outcomes: in science students. The study investigated the foundation of psychological, social, and physical mediators that impress on students' scholarship, collaboration, and interest. The study had a sample size of 548 science students randomly selected from eleven secondary schools from a population of 985 science students in Akamkpa Local Government Area of Cross River State, Nigeria. The research design that was used in study was a cross-sectional observational type of survey. A questionnaire named Learning Space and Students Outcome Questionnaire (LPSOQ) was the tool employed in the study. The questionnaire was divided into two parts. Part A sought for student's demographic variable like age and gender. Part B had variables like physical space (seating arrangement and acoustic), psychological (self-efficacy and extrinsic motivation) and students' outcome (academic grade, collaboration and students' interest). LPSOQ reliability results ranged from 0.79 to 0.89 for Cronbach alpha and 0.81 for Kuder Richardson's formula-20. Data collected were analyzed by employing regression statistics, percentages, and mean. The regression statistics showed that the t values of seating arrangement, for academic grade (t = 5.311, p
Learning environments that support a sense of belonging have been shown to help students fully and meaningfully participate in their learning. Less is known, however, about the social organization of online learning environments that support a sense of belonging, particularly in postsecondary contexts. With an explicit attention to issues of equity, this mixed-methods study examined what makes undergraduate students in the United States of America (N = 4,544) feel included in online learning environments during a global pandemic. Survey responses collected in the fall of 2020 were analyzed through a sociocultural learning theory framework. Rating scale and open-ended responses revealed that students’ sense of belonging and inclusion varied by student race and gender and by instructional modality (synchronous vs. asynchronous). Opportunities for discussion, interaction with peers, and feeling that one’s racial or ethnic group was represented in the curriculum were among the environmental affordances that supported a sense of belonging.
**Çalışmanın baskı öncesi versiyonunu talep edebilirsiniz***
Son yıllarda eğitsel video kullanımında ciddi bir artış gözlemlenmektedir. Teknolojinin gelişmesi ile birlikte ortaya çıkan yeni ihtiyaçlar, farklı öğretim yöntem/tekniklerinin video kul-lanımını teşvik etmesi, videoların pedagojik bağlamda birtakım fırsatlar sunması ile öğrenme çıktılarını pozitif yönde etkilediğine dair ampirik kanıtlar bu artışın arkasında yatan temel un-surlardır. Eğitsel videolar, içeriğin nasıl sunulduğu, öğrenme hedeflerine ulaşmak için izlenen yol ya da çeşitli video tasarım unsurları bağlamında farklı şekillerde gruplandırılabilmektedir-ler. Çoklu ortam öğrenme materyalleri kategorisinde yer alan videoların nasıl hazırlanması ge-rektiğine dair birtakım tasarım önerileri bulunmaktadır. Bu öneriler doğrultusunda hazırlana-cak videoların öğrenme çıktılarını pozitif yönde etkilediğine dair birçok çalışma bulunmaktadır. Fakat video ders tasarımı sürecinin pedagojik açıdan nasıl planlanması ve video derslerin bu bağlamda nasıl hazırlanması gerektiğine dair öneriler içeren kavramsal modellerin sayısı olduk-ça sınırlıdır. Bu bölümün amacı alan yazında sıklıkla referans verilen video ders tasarım mo-dellerini bütün bileşenleri ile birlikte değerlendirmektir. Bu kapsamda öncelikli olarak eğitimde video kullanımına değinilmiştir. Ardından günümüzde yaygın şekilde kullanılan video çeşitleri farklı eksenlerde kategorize edilerek açıklanmıştır. Son olarak video ders tasarım sürecinin mikro ölçekte nasıl olması gerektiğine odaklanan video tasarım modelleri irdelenmiştir.
Teaching an online multicultural literature course during the early stages of the COVID-19 pandemic from Fall 2020 to Spring 2021 created an opportunity to engage in reflection on instructional practices and student reactions to diverse literature selections. In an effort to understand how community was created and dialogue maintained between instructor and students, the author sought to reflect on strategies that encouraged critical thinking and ongoing sharing of individual student perspectives during the course. This chapter examines how an online multicultural literature course was created and facilitated for students during a time when college courses were delivered solely through online instruction. The chapter illustrates how the online multicultural literature course was developed with culturally responsive pedagogy in mind to generate online discussion, guide literary analysis, and develop student writing. In examining this process, the chapter highlights instructional strategies that can be utilized by faculty to create engaging online learning communities.
Online learning has been growing steadily as an essential instructional mode in most higher education settings. In response to its popularity, many studies have been conducted to provide a better understanding of how learning occurs in this environment. Various frameworks and theories have been adopted to examine learning in this environment. Drawing upon the community of learner model, the present study aimed to expand the understanding of online learning, moving more toward a situative, sociocultural approach to learning from an individualistic, self-regulated approach to learning. This study examined two graduate online courses as cases to illustrate how learning as a collective process of participation in activities work in an asynchronous online learning environment. The findings of this study could help expand and deepen the discourse on how people learn in online learning environments, providing a new approach to examining teaching and learning in online learning environments from a more situative, sociocultural perspective.
This volume contributes to the development and advancement of TBLT as a research domain by investigating the intersection between tasks and technology from a variety of theoretical perspectives (e.g., educational, cognitive, sociocultural) and by gathering empirical findings on the design and implementation of diverse tasks for writing, interaction, and assessment with the mediation of technological tools such as wikis, blogs, CMC, Fanfiction sites, and virtual and synthetic environments. The innovative blend of tasks and technology in technology-mediated communication is guided by task-based language teaching and learning principles, and the contexts of study span adult college-level education settings in the United States, Mexico, the Netherlands, and Malaysia. The volume opens up a new framework that the authors call “technology-mediated TBLT,” in which tasks and technology are genuinely and productively integrated in the curriculum according to learning-by-doing philosophies of language pedagogy, new language education needs, and digital technology realities.
An exploratory quasi-experiment of college-level students was used to examine the difference in a variety of course indicators among instructors when they did not use Twitter as a supplement to their courses, when they moderately used Twitter, and when they used Twitter a great deal in their courses. When instructors used Twitter in their classes, perceived learning via technological mediums, perceived classroom community with regard to technological media, perceived pedagogical affect, perceived course effectiveness, perceived learning performance, and perceived perception of learning from Twitter were all greater than when they did not use Twitter in their courses. Overall results of this study recommend further research and a continued focus on the usage of Twitter in the higher education classroom.
This chapter is based on survey research conducted between 2010 and 2017, involving 1053 graduate students using immersive online learning environments for their coursework. Investigators used course structural factors and student engagement factors to predict students' perceptions of community and presence in the online immersive space. Utilizing the Sense of Community II index (SCI-2) and the Community of Inquiry survey (COI) median scores as cut scores for predicted outcomes, researchers demonstrated that purely online environments which encouraged student engagement in the online immersive space can enhance sense of presence and sense of community. In addition, students in graduate programs that used online immersive delivery methods longer developed a stronger sense of community. Both dependent measures proved to have stable subscale structures for this inquiry based on a cursory confirmatory factor analysis.
The Sense of Community (SC) in the university context relates to academic achievement, social participation , and well-being. One of the most common tools to measure student SC in the university context is the Classroom Community Scale (CCS), consisting of two subscales: Connectedness and Learning. This 2-factor structure has not been confirmed in face-to-face courses yet. The present investigation was aimed to verify its factorial structure and convergent/divergent validity in face-to-face university courses. The original 2-factor structure was partially confirmed via the explorative structural equation model with the data collected from 420 university students. The two resulting factors had internal consistency. Moreover , they showed good convergent/divergent validity in relation to a different scale of SC and a scale of perceived social support-a construct similar to, but distinct from, SC-investigated in a group of 175 students. The CCS is an efficient tool for designing, monitoring, and evaluating face-to-face university courses.
This chapter reviews research linking the importance of community in an increasing engagement in online courses from an interdisciplinary perspective. Additionally, we identify applicable teaching strategies that focus on the important elements of community building, namely teaching, social, and cognitive presence.
With the help of qualitative content analysis approach, this study reviewed 45 published studies and research on online teaching and learning since 2008, primarily focusing on how theories, practices and assessments apply to the online learning environment. The purpose of this paper is to provide practical suggestions for those who are planning to develop online courses so that they can make informed decisions in the implementation process. All around the world, educational institutions are looking toward online learning platforms to continue with the process of educating students. The new normal now is a transformed concept of education with online learning at the core of this transformation. Today, digital learning has emerged as a necessary resource for students and schools all over the world. For many educational institutes, this is an entirely new way of education that they have had to adopt. Online learning is now applicable not just to learn academics but it also extends to learning extracurricular activities for students as well. In recent months, the demand for online learning has risen significantly, and it will continue doing so in the future.Based on the findings, the authors argued that effective online instruction is dependent upon 1) well-designed course content, motivated interaction between the instructor and learners, well-prepared and fully-supported instructors; 2) creation of a sense of online learning community; and 3) rapid advancement of technology. In doing this, it is hoped that this will stimulate an on-going discussion of effective strategies that can enhance universities and faculty success in transitioning to teach online. Under current debates on the cost and quality of higher education, this study could help for the improvement of higher education and student enrollment and retention. Keywords: online education, online teaching, online learning community, asynchronous learning, cognitive presence, social presence, teaching presence, online higher education.
Resumen Esta es la presentación de la Tesis Doctoral de D. Harold Tinoco-Giraldo, titulada "Diseño, desarrollo, implementación y evaluación del programa "E-Mentoring" en programas de prácticas académicas", realizada en el Programa de Doctorado Formación en la Sociedad del Conocimiento de la Universidad de Salamanca, bajo la dirección de la Dra. Eva Mª Torrecilla Sánchez y el Dr. D. Francisco José García Peñalvo. La tesis se defendió el 16 de septiembre de 2021 en el Edificio Histórico de la Universidad de Salamanca. Esta tesis recibió la máxima calificación de "Sobresaliente Cum Laude". El mentoring es una práctica que apoya el aprendizaje, la experimentación y ayuda a los estudiantes de Educación Superior a desarrollar su potencial. Una relación de mentoring es aquella en la que tanto el mentor como el mentee reconocen la necesidad de desarrollo profesional y personal. Así, el mentoring es beneficioso tanto para los individuos como para las instituciones de Educación Superior, pues se trata de una actividad que aumentar el compromiso y talento académico de sus estudiantes facilitando la preparación para su procesos personales y profesionales en el futuro. Su relevancia gana terreno en algunos contextos de Educación Superior, pues en algunos casos y en algunas universidades, sus procesos de práctica académica han sido descuidados y desprotegidos, centrados especialmente en el apoyo de las coordinaciones de práctica y tutores sin experiencia, a la par que sin integrar herramientas que permitan alcanzar conocimientos explícitos de las necesidades competenciales de sus aprendices. Como es reconocible, los acompañantes en la experiencia de práctica académica son los tutores de práctica, los asesores empresariales y la coordinación de práctica. A partir de aquí, las acciones y apoyo que se produzcan serán determinantes para que el Prácticum adquiera el elemento formativo característico de cualquier materia académica, lo cual, no se ve reflejando con las características actuales del proceso. Por otro lado, la recepción en el lugar de prácticas y el mismo proceso que esta experiencia constituye, pueden llegar a ser inapreciables e insignificantes cuando no se cuenta con un mentor con experiencia en el mismo nivel práctico. La escasa frecuencia de interacciones entre estos acompañantes formativos suspende paulatinamente las ideas de evaluación formativa del Prácticum. La falta de un canal apropiado y facilitador de comunicación entre el practicando, el reconocimiento de sus necesidades académicas y profesionales y su situación de abandono en la empresa de práctica por parte de sus diferentes tutores, pone en pie, la necesidad de vincular el mentoring en dichos procesos. Los estudiantes en prácticas necesitan aprender aspectos relacionados con el contexto en el que se encuentra, necesitan reconocer sus competencias profesionales y establecer relaciones profesionales con otros sujetos. Las instituciones de Educación Superior podrían adicionar apoyo a estos grupos académicos de estudiantes infrarrepresentados, reconociendo sus necesidades académicas, profesionales y prácticas, concienciando sobre la importancia y el interés del mentoring en la práctica académica, para así, ampliar las oportunidades de desarrollo profesional de los estudiantes. En este contexto, el mentoring articularía la mejora del aprendizaje, la investigación y el desarrollo de los estudiantes en práctica. Por ello, se genera esta investigación, la cual, se interesa en el papel que puede ejercer el mentoring como estrategia de apoyo académico y profesional en la práctica académica de los estudiantes en titulaciones universitarias de ciencias sociales y de ciencias de la salud. Bajo este planteamiento, este trabajo de Tesis tiene como objetivo validar un modelo de e-mentoring para estimular la adquisición de competencias profesionales en los estudiantes de práctica académica, buscando proporcionar un entorno de apoyo académico y profesional seguro donde los participantes puedan compartir cualquier problema crítico que afecte su éxito profesional y personal. Así, se diseña el programa "E-mentoring en programas de práctica académica", siguiendo el modelo ADDIE (Análisis, Diseño, Desarrollo, Implementación y Evaluación) y me lleva a cabo un proceso evaluativo del mismo para constatar su eficacia. Por tanto, para dar respuesta al objetivo se ha llevado a cabo un estudio experimental
Uzaktan eğitimin pandemi dönemiyle birlikte yükseköğretimde bir zorunluluk hâline gelmesi bu süreçten etkilenen öğrenenlerin tutumlarını incelemeyi gerekli kılmıştır. Bu gereklilik bağlamında uzaktan eğitime yönelik yükseköğretimde öğrenim gören öğrencilerin tutumlarını ölçmek için geçerli güvenilir ölçme aracı ihtiyacı ortaya çıkmaktadır. Bu kapsamda araştırmanın amacını, yükseköğretim öğrencilerinin uzaktan eğitime yönelik tutumlarının ölçülmesinde geçerli ve güvenilir bir ölçek geliştirilmesi oluşturmaktadır. Alan-yazın incelenerek oluşturulan madde havuzu uzman görüşüne sunulmuş ve gerekli düzenlemeler yapılarak uygulamalara geçilmiştir. Ölçeğin geçerlik ve güvenirlik çalışmaları Necmettin Erbakan Üniversitesinin çeşitli ön lisans ve lisans kademelerinde öğrenim gören 19190 öğrenci ile gerçekleştirilmiştir. Ölçeğin yapı geçerliği açımlayıcı faktör analizi (AFA), doğrulayıcı faktör analizi (DFA) ve yapı geçerliği (yakınsama-ayırt edici geçerlik) hesaplamaları ile gerçekleştirilmiştir. Böylece toplam varyansın %47,13’ünü açıklayan 25 maddeden oluşan üç boyutlu bir ölçek elde edilmiştir. Analizler sonucunda ölçeğin güvenirliğine yönelik Cronbach Alpha ile hesaplanan iç tutarlılık katsayısı .96 olarak bulunmuştur.Bu kapsamda araştırma ile geçerliği ve güvenirliği kanıtlanmış bu ölçeğin öğrenci çalışma gruplarında etkili bir şekilde kullanılabileceği öngörülmektedir.
Uzaktan eğitimin pandemi dönemiyle birlikte yükseköğretimde bir zorunluluk hâline gelmesi bu süreçten etkilenen öğrenenlerin tutumlarını incelemeyi gerekli kılmıştır. Bu gereklilik bağlamında uzaktan eğitime yönelik yükseköğretimde öğrenim gören öğrencilerin tutumlarını ölçmek için geçerli güvenilir ölçme aracı ihtiyacı ortaya çıkmaktadır. Bu kapsamda araştırmanın amacını, yükseköğretim öğrencilerinin uzaktan eğitime yönelik tutumlarının ölçülmesinde geçerli ve güvenilir bir ölçek geliştirilmesi oluşturmaktadır. Alan-yazın incelenerek oluşturulan madde havuzu uzman görüşüne sunulmuş ve gerekli düzenlemeler yapılarak uygulamalara geçilmiştir. Ölçeğin geçerlik ve güvenirlik çalışmaları Necmettin Erbakan Üniversitesinin çeşitli ön lisans ve lisans kademelerinde öğrenim gören 19190 öğrenci ile gerçekleştirilmiştir. Ölçeğin yapı geçerliği açımlayıcı faktör analizi (AFA), doğrulayıcı faktör analizi (DFA) ve yapı geçerliği (yakınsama-ayırt edici geçerlik) hesaplamaları ile gerçekleştirilmiştir. Böylece toplam varyansın %47,13’ünü açıklayan 25 maddeden oluşan üç boyutlu bir ölçek elde edilmiştir. Analizler sonucunda ölçeğin güvenirliğine yönelik Cronbach Alpha ile hesaplanan iç tutarlılık katsayısı .96 olarak bulunmuştur. Bu kapsamda araştırma ile geçerliği ve güvenirliği kanıtlanmış bu ölçeğin öğrenci çalışma gruplarında etkili bir şekilde kullanılabileceği öngörülmektedir.
Uzaktan eğitim yıllardır eğitim alanında kullanılmaktadır. Yaşanan Covid-19 sürecinde ise eğitim hayatının bir parçası olarak uzaktan eğitim gündeme gelmiştir. Uzaktan eğitimde karşılaşılan zorluklar ve güçlüklere rağmen pandemi sona erse bile etkilerinin uzun süre devam edeceği düşünülmektedir. Dolayısıyla uzaktan eğitimde öğrencilerin motivasyonu, derslere aktif katılımları ve başarılı olmaları için öğrenci memnuniyetinin sağlanması önem arz etmektedir. Bu doğrultuda araştırmanın amacı uzaktan turist rehberliği eğitimi alanların memnuniyet algılarını belirlemektir. Araştırmada veriler anket yolu ile toplanmıştır. Araştırmada kullanılan anket Nisan-Mayıs 2021 tarihinde Kapadokya Üniversitesinden uzak eğitim ile eğitim alıp mezun olan veya halen öğrenci olan ön lisans ve yüksek lisans öğrencilerine uygulanmıştır. Ulaşılabilen anket sayısı 148’dir. Elde edilen veriler frekans, aritmetik ortalama, yüzde ve standart sapma değerleri hesaplanarak betimlenmiş ve değişkenler arasında farklılık olup olmadığının test etmek için anova ve bağımsız örneklem t-testi, değişkenler arasındaki ilişkiyi belirlemek amacıyla da korelasyon analizi uygulanmıştır. Analiz sonuçlarına göre katılımcıların en yüksek algıya sahip oldukları boyut kişisel uygunluk boyutuyken, en az algıya sahip oldukları boyut teknoloji boyutudur. Ayrıca eğitim durumuna göre etkililik, program değerlendirmesi, teknoloji, materyal, değerlendirme ve destek hizmetleri boyutlarında algı farkı olduğu belirlenmiştir.
The study aimed to investigate the effectiveness of collaborative learning through learning management system (Blackboard) in developing the skills of digital moving images design and a sense of community among female students of Taibah University. It was conducted on (20) students of the Faculty of College of Education, at University of Taiba, in the second semester of the academic year (1442). The study employed quasi experimental design (one-group pretest-posttest design), and an (Observation Card, final product evaluation card, and guide) for designing digital moving images skills were used as data collection tools. A number of statistical methods have been applied, including Paired Samples T-Test, Eta-Square, and Black's Modified Gain Ratio. The results of the study showed that there was effectiveness of collaborative learning through learning management system (Blackboard) in developing the skills of digital moving images design, it also showed that there were not statistically significant in developing the sense of community, and the level of students' mastery of digital moving images design skills reached more than (80%) after conducting the study experiment. Based on these results, the study concluded in a number of recommendations and proposals.
Conference proceeding of the EMOCs 2021 confernce in Potsdam (Germany)
During the northern hemisphere Winter 2020 academic term, university students had to adjust to remote learning in response to the COVID-19 pandemic. This abrupt change provided a unique opportunity to examine students’ motivation, engagement and perceptions of success and cheating under two learning conditions, namely traditional and remote. We used a single survey to collect retrospective self-report data from a convenience sample of Canadian undergraduate students (n = 98) about their motivation, engagement and perceptions of success and cheating before COVID-19 and then in remote learning. Students' achievement goals, engagement and perceptions of success all significantly decreased, while their perceptions of cheating increased. Moreover, we used regression analyses to examine associations amongst achievement goals and engagement, perceptions of success and cheating concerns. Mastery-approach goals were positively associated with more engagement and higher perceptions of success. Achievement goals were unrelated to cheating. Students in large classes and who were originally concerned about cheating became more concerned about cheating in remote learning conditions. Our study provides information to researchers and instructors about how achievement goals relate to student outcomes across learning conditions. By extension, we provide timely recommendations for instructors as they continue to wrestle with how to deliver their courses during the COVID-19 pandemic.
International learners face many unique challenges when studying in a U.S. based online program. These challenges include language barriers, social barriers, and psychological barriers. In this chapter, the authors propose the use of peer-to-peer support programs, combined with an increased focus on learning communities, to help these students succeed. The literature shows that isolation is a common experience for online learners, and in particular, international students. Researchers have also found that peer relationships and connections can improve this experience for students, which can lead to student satisfaction, success, and retention. Based in the sociocultural theory of Vygotsky, the purpose of this chapter is to share specific strategies with instructors, course designers, and larger institutions so they can create courses and a larger learning environment that are sensitive to the needs of diverse learners studying online.
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