Book

Teaching in a Digital Age

Authors:
  • Tony Bates Associates Ltd

Abstract

The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success.
... Knowledge involves both content and skills. At universities, the emphasis is largely on the content, whilst skills development does not always match the needs of graduates (Bates 2015). Examples of the skills classified as 21stcentury skills include information, media and technology skills (information literacy, media literacy and ICT literacy), learning and innovation skills (4Cs and problem-solving), and life and career skills (flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, leadership and responsibility) (Bates 2015; P21 Partnership for 21st-Century Learning 2007). ...
... By giving regular feedback, students learn these skills faster. However, small steps are needed whilst students continue practicing the skills (Bates 2015). In order to instigate the development of these 21st-century skills, there are a variety of new learning theories to teach and prepare students for life. ...
... They learned to have patience with themselves and the apps they worked with (P3). This developed their problem-solving skills and helped them to reach the desired outcomes (P20, P18) (Bates 2015). They also found the course to be useful and interactive, where they were challenged to focus and use their creative side for constructing the activities (P13). ...
... Bu teknolojiler eğitim ortamlarında da yerini almaktadır. Ortaya çıkan bu teknolojik gelişmelerin dijital bir toplumda öğrencilerin değişen ihtiyaçlarına göre farklı öğretim yöntemleriyle kullanılması gerekmektedir (Bates, 2019). ...
... Uzaktan eğitimle ilişkili çok çeşitli kavramlar kullanılmaktadır. Çevrimiçi öğrenme, harmanlanmış öğrenme, hibrit öğrenme, ters yüz öğrenme, esnek öğrenme, açık öğrenme ve uzaktan eğitim genellikle birbirinin yerine kullanılan terimlerdir ancak anlamlarında farklılıklar vardır (Bates, 2019). ...
... Harmanlanmış öğrenmede çevrimiçi öğrenme ve yüz yüze öğrenme birlikte kullanılır (Bates, 2019). Çevrimiçi ve yüz yüze sunumu birleştiren hibrit ya da harmanlanmış derste içeriğin %30 ila %79'u çevrimiçi yapılır (Allen ve Seaman, 2013). ...
Article
Full-text available
z Bu araştırmanın amacı COVID-19 pandemi döneminde sekizinci sınıf öğrencilerinin matematik dersi deneyimlerini ortaya koymaktır. Araştırmanın katılımcıları 2020-2021 eğitim-öğretim yılının bahar döneminde öğrenim gören 21 sekizinci sınıf öğrencisidir. Veri toplama aracı, araştırmacılar tarafından geliştirilen görüşme formudur. Formda üç demografik soru yanında altı açık uçlu soru yer almaktadır. Veriler içerik analizi ile analiz edilmiştir. Kodlayıcılar arası görüş birliği %85,7 çıkmıştır. Verilerin analizi sonucunda 6 tema ve 21 kod bulunmuştur. Ortaya çıkan temalar olumlu yönler, problemler, çözüm yöntemi, derse hazırlık, ders işleme süreci ve ders değerlendirmedir. Temaların altında yer alan kodlar ve her bir koda ilişkin frekanslar belirlenmiştir. Araştırmanın sonuçları ortaokul düzeyinde matematik derslerinin uzaktan eğitim şeklinde yürütülmesinde öğretmenlere ve yöneticilere fikir sunacaktır. Abstract The purpose of this research is to reveal the math lesson experiences of eighth grade students during the COVID-19 pandemic period. The participants of the research are 21 eighth grade students studying in the spring semester of the 2020-2021 academic year. The data collection tool is the interview form developed by the researchers. The form includes three demographic questions and six open-ended questions. The data were analyzed by content analysis. The consensus among the coders was 85.7%. As a result of the analysis of the data, 6 themes and 21 codes were found. The emerging themes are positive aspects, problems, problem solving method, lesson preparation, lesson teaching process and lesson evaluation. The codes under the themes and the frequencies for each code were determined. The results of the research will provide ideas to teachers and administrators in the conduct of secondary school math lessons in the form of distance education.
... Although people are on intimate terms with technology in the modern era, the sudden conversion from face-to-face education to distance education have caused adaptation problems for both educators and students. Despite the experienced problems, it was seen by the new acknowledgers that the distance education also has many advantages such as being flexible in terms of time and space, being easy in accessing online services and being cheap in terms of learning materials (Bates, 2015;Guri-Rosenblit, 2005;Hammad et al., 2018;Simonson et al., 2011). ...
... The history of distance education dates back to the 1800's. It first started by using letters as the medium, then in 1920's radios and in 1960's televisions were used to transfer knowledge and skills (Bates, 2015;Moore & Kearsley, 2005). Although it extends back a long time, distance education became widespread through the invention of computers and internet. ...
... The main advantage of the distance education over face-to-face education is the flexibility of time and space. While face-to-face education is limited to people that are present at the time and space in which the course is occurring, distance education is available for those who want to attend the course at different time and space alternatives (Bates, 2015;Guri-Rosenblit, 2005;Hammad et al., 2018). This facility creates opportunities especially to the people who have problems in attending the classes on time due to their jobs (Gökbulut, 2021). ...
Article
Full-text available
Due to the COVID-19 outbreak, which was declared as a pandemic in 2020 by the World Health Organization, many educational institutions around the world started distance education. However, since distance education is an unusual field for the stakeholders of education, this sudden change created a chaos both for institutions in terms of providing the necessary infrastructure and for educators in terms of redesigning instruction techniques and tools. In this article, it is aimed to discuss a distance education course design proposal for basic design course, which is taught generally in the first two semesters within a studio environment at the department of architecture, through a) student opinions that were obtained through an online questionnaire that were conducted at the end of the semester, evaluations made by the authors about b) the process outputs and achievements and c) the tools. The results show that, the distance education course design proposal for the basic design course of the department of architecture, which requires collaboration and interaction between students and instructors, evaluated as being efficient both in terms of the tools and methods used and in terms of creating an online collaborative workspace.
... The Online forum has been widely used in distant and blended courses (Bates, 2019;Gamage et al., 2022). The present study aims at exploring the distinguishing discourse features of online forums, face-to-face oral debates, and academic essays in order to set a continuum determining the position of synchronous online forums compared to oral and written modalities in the academic context of English as a foreign language. ...
... Furthermore, most of the investigations focused on Interaction (Shakarami et al., 2016) and knowledge construction (Duvall et al., 2020;Shukor et al., 2014) rather than both Interaction and form focusing on syntactic complexity and grammatical accuracy, which are major factors in the development of the EFL learner (Pienemann, 1998) and hence the influence of a classroom task. Most of the previous research observed online forums as an asynchronous task though synchronicity is one important feature of oral debates or face-to-face discussions (Bates, 2019). Therefore, it is vital to explore the efficiency of synchronous online forums academically compared to other academic oral and written tasks. ...
... There is always a chance to review and analyze other posts before replying, in addition to the stimulation of a bigger amount of discourse than timed face-to-face discussions (Ward et al., 2010;Wilson et al., 2014). Furthermore, many studies argued that online discussions stimulate higher-order thinking than face-to-face discussions (Bates, 2019;Burgess, 2009;Guan et al., 2006). "Electronic discussion(s) provide a natural framework for teaching critical thinking because it captures the best of both traditional writing assignments as well as in-class discussions" (Greenlaw & DeLoach, 2003, p. 36). ...
Article
Full-text available
Most research that observed online discussions compared them to either written (e.g., Hewing& Coffin, 2007) or oral discourse (e.g., Joiner et al., 2008), never compiling the three modalities and they did not provide comprehensive results regarding both form and interaction. Academic essays and oral debates has been widely consumed in the EAP classroom. However, the effectiveness of synchronous online forums in the EFL academic classroom and their discourse features need to be compared to oral and written academic tasks simultaneously through a comprehensive analysis of both complexity, accuracy and interaction. The present study investigated the use of complex syntax, grammatical accuracy, and interaction in the argumentative discourse of cademic essays, oral debates and synchronous online forums of EFL undergraduate students (N= 54) enrolled in a 12 week module of English for academic purposes. The methodology encompassed qualitative and quantitative methods of analysis. All data were qualitatively transcribed and coded. Then results were quantitatively calculated using ANOVA and post hoc t-tests to find the differences across tasks for each variable. Results revealed a higher impact of academic essays and synchronous online forums on syntactic complexity and grammatical accuracy than oral debates, and a greater influence of online forums and oral debates than academic essays on interactional features. Synchronous online forums revealed the highest impact as a task combining both structure and interaction. Pedagogical implications then highlighted how synchronous online forums can be used in the rhetoric and composition EFL classroom.
... The two theories converge on the concept of collaborative conversations on a medium such as the internet. Collaborative learning interfaces student, teacher and learning material through a technological medium (Bates 2015). The OCL model allows for deep learning, communicative and conversation learning and spaces for knowledge construction. ...
... We are especially interested in emphasis on conversation and discussion forums, as it is in these that students seek connection, warmth, social and emotional validation as anchors in the learning process. Discussion is not to be considered as an optional or additional aspect to the mainstream curriculum, but rather as the fundamental element of learning (Bates 2015). It is through unrestricted discussion that learners develop, question and evaluate their academic knowledge. ...
... Although the role of digital technologies and online tools had seen a rapid increase in the past two decades (e.g., Goodyear, 2002, Bates & Poole, 2003, Bates, 2019, the nearly instantaneous and mandatory switch to online-only education during the Covid-19 pandemic constitutes a different case. According to Hodges et al. (2020), it is important to distinguish online university courses, which are typically planned and developed for several months before the course is delivered, from emergency remote teaching, which is a (temporary) shift to an alternative delivery mode due to crisis circumstances. ...
... According to the PAT framework, we treat Transparency of tasks as a Task factor, and as the most important predictor of problem-free transition in terms of the combination of its effect size and the proportion of students affected. Clear learning objectives are a key part of instructionaland learning design, and are strongly related to desired learning outcomes (Bates, 2019); therefore, teaching transparency needs to be explored in more detail, preferably through content analysis of qualitative data (e.g., see Anderson et al., 2013). Although this factor is conceptually related to institutional communication and organisation, we also see a key role of learning management systems to promote clear and transparent communication of learning tasks and requirements (Nakamura et al., 2017). ...
Article
Full-text available
Restrictions and lockdown measures implemented in response to the Covid-19 pandemic exerted unprecedented pressure on higher education institutions to switch to online-only teaching. This transition was characterised by swift implementation of policy, and the adoption of a wide range of information technologies at extraordinary speed and scale. Our aim was to explore which factors contributed to a successful switch and to what extent. We collected data from university students related to their experience with the deployment of emergency remote teaching. Using a framework of Person, Artefact, and Task factors as indicators, we conducted a hierarchical logistic regression analysis to predict problem-free transition to online-only university education. Transparency of tasks and difficulties with practicals emerged as the most important predictors, among factors related to IT equipment (availability, experience, and attitude), and teachers’ availability to communicate with students. We present an impact�prevalence analysis of the predictors to provide guidance for managerial decision�making and prioritisation for future intervention and research. The findings are used to provide an evaluative reflection of the transition, and to promote improvement and planning. Knowledge generated within the pandemic context is especially valuable for future contingencies, such as natural emergencies and disasters, times of conflict, and other unforeseen events.
... Notwithstanding these positive outcomes, understanding how to support social, teaching, and cognitive presence remains an ongoing challenge (Kozan & Caskurlu, 2018; also see Bates, 2015). Additional empirical insights are needed in relation to the pedagogies and technologies involved (Akyol & Garrison, 2011;Rubin & Fernandes, 2013). ...
... This process required a partial adjustment of the framework itself (eg, teaching style as a main criterion for teaching presence, which has a broader meaning) and, therefore, a compromise in terms of adherence to the original model. This revision is acceptable considering the need of readapting CoI to examine new online environments and technologies (Bates, 2015;Kozan & Caskurlu, 2018). ...
Article
Live streaming platforms like Twitch.tv count millions of viewers and performers, pointing to novel practices and interactions. Instructional applications of this phenomenon are rising with thematic channels and shows aimed at teaching and debating a variety of subjects ranging from art to programming. However, few research publications have specifically explored trends in pedagogical strategies and learning behaviours of viewing audiences. This study responded to this need by analysing computer science shows on Twitch.tv. A total of 40 hours of live streaming were analysed within a Community of Inquiry framework using the concepts of social affordances, computational thinking, and teaching style. Data collected from both expert and novice streamers included streamers' actions, on‐screen activity, and online discussions. Results pointed to specific tactics employed by both performers and viewers for exploring computer science issues and dynamics together, with instances of peer‐tutoring, construed learning, and significant transparency, even when top‐down instruction was staged. Practitioners notes What is already known about this topic Live streaming is a popular media practice all around the world, with Twitch.tv as the leading hosting platform. A rising number of live streaming shows are focusing on education and learning topics, from STEM to art. What this paper adds A first exploration of instructional streaming focused on computer science education. An analysis of best practices in instructional streaming in terms of community building, teaching style, and computational thinking processes. A better understanding of how communities of inquiry can be hosted on Twitch.tv. Implications for practice and/or policy Practitioners can harness this study's results for informing better educational streaming. Educators may refer to this article's highlights for selecting and evaluating educational streaming shows. Policy makers will be able to use this article's insights for monitoring and re‐applying effective computer science activities in other educational environments. What is already known about this topic Live streaming is a popular media practice all around the world, with Twitch.tv as the leading hosting platform. A rising number of live streaming shows are focusing on education and learning topics, from STEM to art. What this paper adds A first exploration of instructional streaming focused on computer science education. An analysis of best practices in instructional streaming in terms of community building, teaching style, and computational thinking processes. A better understanding of how communities of inquiry can be hosted on Twitch.tv. Implications for practice and/or policy Practitioners can harness this study's results for informing better educational streaming. Educators may refer to this article's highlights for selecting and evaluating educational streaming shows. Policy makers will be able to use this article's insights for monitoring and re‐applying effective computer science activities in other educational environments.
... On the other hand, faculty may overestimate the engagement feature of the tool: just adding technology to the course does not make it automatically engaging for students. This emphasized the need to relate the choice and use of media to other factors such as learners' needs and values, pedagogical context, and learning outcomes in addition to the design of multimedia materials (Bates, 2019). ...
... It is essential for faculty members to develop digital literacy skills. Bates (2019) emphasizes that "our students deserve no less than properly trained teachers" to teach students the skills that they need in the 21st century. Also, it is important to prepare learners for being responsible citizens by equipping them with the science skills and competencies needed in the digitalized world (Hazelkorn et al., 2015). ...
Preprint
Full-text available
The faculty of general education science courses at a Canadian post-secondary institution integrated Beyond Labz virtual science labs in their courses. Faculty teaching vocational science related courses tested this resource for future use. This qualitative study was conducted to explore faculty perceptions of the efficacy of the science virtual labs in terms of ease of use, designing hands-on activities, student engagement, and accessibility. The data used was collected via a focus group, surveys, meeting and interviews notes. The study found that learners and faculty may have different perceptions of the importance of virtual labs for the development of various skills especially digital skills and skills necessary to work in a real wet lab. Five themes emerged from the data related to addressing the needs of diverse learners and utilizing multiple affordances of virtual labs. We identified that, although science virtual labs were perceived as a useful tool for teaching and learning science, some barriers were identified by faculty such as the need for developing their digital literacy skills and initial training and institutional support when introducing new tools. We made recommendations for effective science virtual labs curriculum integration including the benefits of forming a community of practice. La faculté des cours de sciences de l'enseignement général d'un établissement postsecondaire canadien a intégré les laboratoires de sciences virtuels Beyond Labz dans ses cours. Les professeurs enseignant des cours liés aux sciences professionnelles ont testé cette ressource pour une l'utilise au future. Cette étude qualitative a été menée pour explorer les perceptions des professeurs sur l'efficacité des laboratoires virtuels de sciences en termes de facilité d'utilisation, de conception d'activités pratiques, d'engagement des étudiants et d'accessibilité. Les données utilisées ont été collectées via un focus group, des enquêtes, des notes de réunions et d'entretiens. L'étude a révélé que les apprenants et les professeurs peuvent avoir des perceptions différentes de l'importance des laboratoires virtuels pour le développement de diverses compétences, en particulier les compétences numériques et les compétences nécessaires pour travailler dans un véritable laboratoire humide. Cinq thèmes ont émergé des données liées à la réponse aux besoins d'apprenants divers et à l'utilisation des multiples possibilités des laboratoires virtuels. Nous avons identifié que, bien que les laboratoires virtuels scientifiques soient perçus comme un outil utile pour l'enseignement et l'apprentissage des sciences, certains obstacles ont été identifiés par les professeurs, tels que la nécessité de développer leurs compétences en littératie numérique et leur formation initiale et un soutien institutionnel lors de l'introduction de nouveaux outils. Nous avons fait des recommandations pour une intégration efficace du programme des laboratoires virtuels scientifiques, y compris les avantages de former une communauté de pratique.
... Öğretim tasarımının analiz basamağı, dersi tasarlarken dikkate alınması gereken tüm değişkenlerin (öğrencilerin özellikleri, öğrencilerin ön bilgileri, mevcut kaynaklar, vb.) belirlenme aşamasıdır (Bates, 2015). Bu basamakta problem durumu ortaya konur, hedef kitlenin hazırbulunuşluk düzeyi göz önünde bulundurulur ve öğrenmedeki olumlu ve olumsuz faktörler dikkate alınır. ...
... (Branch, 2009). Bu basamakta, öğretimin geliştirilmesi gereken kısımlarını tespit etmek için toplanan veri ve geri bildirimler, dersin bir sonraki uygulaması için tasarımın, geliştirmenin ve uygulamanın iyileştirilmesine girdi oluşturur (Bates, 2015). ...
... For several decades, information and communication technologies (ICT) have been transforming educational practices by enabling new approaches to teaching and learning. Technology has been used to support face-to-face and distance learning [2]. Distance learning can occur entirely online (e-learning) or it can be combined in a hybrid model, in which some of the regular classroom time is replaced by online activities and other work activities in campus. ...
... More flexible access to content and instruction at any time, from any place seems suitable for heterogeneous audience. It is the case of higher education students who present socio-economic and cultural diversity [2], some are not full-time students and the possibility of attending courses anywhere at any time, meets their needs to balance academic, personal and professional lives. The recent global pandemic has affected all sectors of our life and caused the biggest education disruption. ...
Conference Paper
The community of inquiry (CoI) framework has been developed to achieve optimal design of online learning environments, to reinforce critical thinking, critical inquiry, and discourse among students and teachers [1]. Social, teaching, and cognitive presences are defined as vital pieces to promote successful educational experiences. In the literature, one can find a large set of papers related to the CoI framework. Some of these support CoI and some try to establish the lack of empirical evidence to support the CoI main plea, which is learners’ deep and meaningful learning outcomes, through strengthening of their cognitive, teaching, and social presences. The present study was conducted in a hybrid course of Mathematics. Students’ responses to the CoI survey were related with learning achievement measures. There were three types of measures: teamwork, individual work, and individual exam’s grades. Results from statistical analysis show that the teamwork grade was associated with the social presence. No other correlations were found between any of the learning achievement measures and the CoI environment.
... Information and communication technologies have provided transformations in several areas in society, especially in recent years. Due to these changes, the education area particularly and globally has provided new relationships between teachers and students [1,2]. These new relationships, together with technological tools, such as videos, interactive quizzes and constant activities, outside the classroom, have placed the student in the central role of learning. ...
... In general, the main nucleus of the active participation of first-year students, with all three groups included, in the MOOC course, consisted of viewing the videos, with the second activity of the main course being the discussion and accessing moments of evaluation. Regarding this last design feature [1], we can add that the generality of the feedback received in the open questions, such as comments, in the final questionnaires, is very promising. We understand that a wide range of assessment activities is perceived by students, especially by the independent and insecure students, as a great promoter of better understood content and, at some point, an indirect source of improvement in students' grades. ...
... There is value in assessing a learner's ability to find and interpret the meaning of information in a rapidly changing world where nurses will have access to the internet. 42 Teaching students to be learners in a digital age is more important for the future than memorizing facts. Critical appraisal of online information is essential for evidenceinformed practice. ...
... 7 Collaborative learning supports a student's ability to find and interpret the meaning of data in a rapidly changing world where information access is everywhere. 42 The use of these active learning strategies in authentic assessment, such as open-book open-web exams, further enhances the retention of academic material. Knowing that resources are available decreases student anxiety and improves confidence. ...
Article
Educators who recognize the value of authentic written exams for promoting student critical thinking may struggle with concerns about cheating. In this article, we explore how educators may use open-web take-home exams to help students develop integrity and evidence-based practice skills. Lang's theory is used to explore why students may cheat. We discuss the importance of caring assessment practices by drawing on critical caring pedagogy and universal design for learning. Throughout the discussion, we illustrate how authentic questions and instruction that is focused on dialogue, collaboration, and resource use may reduce cheating possibilities while improving student learning.
... The two theories converge on the concept of collaborative conversations on a medium such as the internet. Collaborative learning interfaces student, teacher and learning material through a technological medium (Bates 2015). The OCL model allows for deep learning, communicative and conversation learning and spaces for knowledge construction. ...
... We are especially interested in emphasis on conversation and discussion forums, as it is in these that students seek connection, warmth, social and emotional validation as anchors in the learning process. Discussion is not to be considered as an optional or additional aspect to the mainstream curriculum, but rather as the fundamental element of learning (Bates 2015). It is through unrestricted discussion that learners develop, question and evaluate their academic knowledge. ...
... Öğretim tasarımının analiz basamağı, dersi tasarlarken dikkate alınması gereken tüm değişkenlerin (öğrencilerin özellikleri, öğrencilerin ön bilgileri, mevcut kaynaklar, vb.) belirlenme aşamasıdır (Bates, 2015). Bu basamakta problem durumu ortaya konur, hedef kitlenin hazırbulunuşluk düzeyi göz önünde bulundurulur ve öğrenmedeki olumlu ve olumsuz faktörler dikkate alınır. ...
... (Branch, 2009). Bu basamakta, öğretimin geliştirilmesi gereken kısımlarını tespit etmek için toplanan veri ve geri bildirimler, dersin bir sonraki uygulaması için tasarımın, geliştirmenin ve uygulamanın iyileştirilmesine girdi oluşturur (Bates, 2015). ...
... Didaktisch begründete Formate wie solche hinsichtlich der TPV werden, vor allem seit der stärker angestrebten Nutzung digitaler und vernetzungsorientierter Tools in Lehr-Lernarrangements, zunehmend als Designprozesse begriffen (Bates, 2019). In dieser Diskussion wird der Anspruch formuliert, das zumeist komplexe Erfahrungswissen von Expert:innen der Lehrpraxis zu sammeln und basierend auf Beispielen gelingender Praxis die entscheidenden Komponenten zu identifizieren, um beim Design neuer didaktischer Szenarien auf bewährte Handlungsstrukturen zurückgreifen zu können (Kohls & Wedekind 2008, S. 217). ...
Chapter
This article examines trust in science from a systems-theoretical perspective, which assigns trust a complexity-reducing function. Based on a systematic literature review, we propose a systematisation of factors that influence trust in science by its publics. This shows that trust in science depends on three contexts (science, publics, mediation) and their respective contextual factors (e. g. actors, subjective beliefs).
... Teaching and research have become lucrative tools for profit-making. Knowledge has become a commodity which can be sold and bought in the market (Bates, 2015;Bernstein, 2008). The lure for money has promoted greed among academics to the extent that even collaborations are driven the profit motive than ...
Book
The intent behind the Book is to raise and disseminate awareness about upcoming research areas, issues and success stories, Such activity will affect the teaching learning process in a positive manner, as the academia will get acquaint with recent trends in the domain of Engineering, Social Science, Management, Basic Science. This book will provide a common platform, where academia, delegates from industry, and nominees from various Government and Private Universities and Institutions can put their views on Research trends across various fields as well as deliberate upon futuristic approaches along with major bottlenecks. The deliberations will not only encompass all avenues of Engineering, Social Science, Management, Basic Science, but also through a spotlight on the positive and inadvertent impact of modern technologies on society. We are attempting for Most Chapters in Single Book for India Book of Records. We are applying it to ‘Wonder Book of Records’, with 21 Editors and more than 250+ Authors and Co- Authors.
... Design, development, and delivery of quality online courses entails a high level of proficiency of the academic staff in terms of both technology and pedagogy, a commitment to spend adequate time on online course design and delivery on top of their regular workload, as well as overcoming a 'resistance to change' from their conventional practices (Bates, 2019). While the existing guidelines, frameworks, and training and support systems at OUSL help the faculty in overcoming such challenges to some extent, the dynamic nature of emerging learning technologies requires continuous interventions for achieving the expected levels of academic staff engagement. ...
Chapter
Full-text available
The Handbook examines the country and institutional policy for online education and assesses online education strategies in the respective countries. The Handbook includes country case studies of Bangladesh, Brunei, India, Malaysia, Maldives, Pakistan, and Singapore. The Handbook contains institutional cases of Bangladesh Open University, Universiti Brunei Darussalam, Indira Gandhi National University (India); Asia e University (Malaysia); Wawasan Open University (Malaysia); Mainz International College (Maldives); and the Open University of Sri Lanka. The Handbook can also be retrieved from https://www.cemca.org/books#.YfymNfVBxWN The chapters for Brunei specifically, the Country Case Study Report (pp. 31-48) and the Institution Case Study Report (pp. 177-194). Note: Written permission has been sought from and given by the Editors, Dr Manas Ranjan Panigrahi and Dr Phalachandra Bhandigadi to upload this handbook.
... In terms of goals, the online learning system could be considered more effective in achieving learning objectives. It is realised that the learning objectives or learning outcomes can be achieved more effectively and efficiently by utilising current technological advances (Bates, 2019). In this relation, there are three main components included in the online learning system; (a) learning models, (b) instructional and learning strategies, (c) online learning media. ...
Article
Full-text available
Septy's preliminary study (2021) reported how students encounter some problems their online courses independently in order to meet the course objectives during the covid-19 pandemy happening from the first quarter of 2020 that suddenly removed the face-to-face traditional classroom to a purely online learning system, and anticipated some crucial strategies to overcome the problems in the learning activities to develop their understanding as well as competence to meet the objective of online courses. The students seemed to employ crucial ways of self-managed online learning along with the effects of (1) ICT availability in their residential areas, and (2) supporting learning cultures of social characteristics where they reside. To compare, the current study identified how the students' efforts to establish their awareness and to adapt with the learning mode in continuing shocking moments. There are a number of awareness adaptations as the students establish to attain the learning objective, English Proficiency, in relation to the course characteristics. A set of online questionnaires attached to the course semester review and evaluation was used to collect data. Data were collected from the students attending their online and some semi-online English related courses managed by the researcher at the Undergraduate Programs of Bung Hatta University English Education Department and IAIN Batusangkar Counseling Department, semester I of the 2021/2022 academic year (August 2021-Januari 2022). The collected data indicated how the students manage their learning indicating their awareness and adaptation to the learning situation to meet the objectives. Then, this study concluded aspects describing how the students manage their learning awareness to adapt with learning situations. The phenomena of students' learning awareness and adaptation has become of a special interest in the teaching-learning management in this continuing covid-19 pandemic era.
... According to the ADDIE instructional design model (Analysis, Design, Development, Implementation, and Evaluation), the course design process is separate from development and implementation (Bates, 2015). This division can generate discontinuity in the learning unit, because the professionals and teams that participate in one phase do not usually participate in the next. ...
Article
Full-text available
Netnography is a research procedure to analyse people inserted in digital communities applied, in this research, at Virtual University of the State of São Paulo, the first Brazilian public institution that offers only distance education. The aim of this paper is to know what happens in the course Calculus III, of the undergraduate in Physics, with the interaction, assessment and technology, by applying netnography in forums. As a result, assessment is often referred to deal with the differences between what is expressed in the lessons from what is assessed. For interaction, it was verified that only 10% of the students participated in the forums, a cornerstone for the online interaction. Finally, it was seen that the technology can facilitate learning, as long as they are added in an intentional way. It can be seen that the netnography can bring relevant elements to analyse contexts of distance education. 243 Oliveira Open Praxis
... As such, GCoIs seem to host shared creations of meaning where players observe and learn from each other rather than top-down relationships (i.e., active performers and passive observers). At the same time, the social learning theory provides an analytical approach to operationalize CoI (and GCoI), which need to be constantly updated and reframed because of its process-related scope (Akyol & Garrison, 2011;Kozan & Caskurlu, 2018; see also Bates, 2015). ...
Article
Full-text available
Background Online game communities are inhabited by millions of players daily with relevant learning opportunities and dynamics. However, little efforts have been done for exploring their potential. Objectives The goal of this study is to explore if and how social learning processes are occurring in online game communities. Methods n = 480 adult players completed a questionnaire including demographics, game community habits, and the game community of inquiry scale. Results were analysed by referring to social learning theory's processes and factors. Results and Conclusions Online game communities provide relevant instances of social learning, with an emphasis on soft skills and application to off‐game contexts. Moreover, the more a community is inclusive and supporting, the more individuals learn and benefit from it from a cognitive perspective. Major takeaways This study provides a wide overview of the processes through which players observe, filter, and reproduce behaviours from their game communities of reference. Moreover, findings point at which malleable factors should be considered for facilitate this social learning dynamic, which are active participation, community receptiveness, and being aware of the learning process itself.
... Didaktisch begründete Formate wie solche hinsichtlich der TPV werden, vor allem seit der stärker angestrebten Nutzung digitaler und vernetzungsorientierter Tools in Lehr-Lernarrangements, zunehmend als Designprozesse begriffen (Bates, 2019). In dieser Diskussion wird der Anspruch formuliert, das zumeist komplexe Erfahrungswissen von Expert:innen der Lehrpraxis zu sammeln und basierend auf Beispielen gelingender Praxis die entscheidenden Komponenten zu identifizieren, um beim Design neuer didaktischer Szenarien auf bewährte Handlungsstrukturen zurückgreifen zu können (Kohls & Wedekind 2008, S. 217). ...
... The OHE literature, within the broader field of EdTech research, can be characterized as vast and global in character and reach (Bates, 2015;Bozkurt, 2020;Siemens et al., 2015). Previous work in the field has lamented the general inadequacy of the role of theory and theorization practices (Bulfin et al., 2013;Goodyear, 2020;Greenhow & Lewin, 2016). ...
Article
Full-text available
As individuals face the challenge of rapidly changing and increasingly diversified study and work environments, online higher education (OHE) has become a mainstream solution for pre-service teachers and working professionals. Both universities and students have had to navigate connected, collaborative and globally networked learning scenarios. Focus has been placed on how to meet the needs of students who are re-entering university as lifelong learners with varying learning trajectories, professional backgrounds and levels of readiness. Given that connecting university learning to the wider world has been a longstanding challenge in higher education (HE), the motivation of the current study is situated in the well-established problem of integrating formal and informal learning. The purpose of this study, therefore, is to present a model of student learning ecologies in OHE to support connected forms of learning across contexts. The findings present a model which is based on the results from a mixed methods exploratory sequential design, which features data integration through a joint-visual display. The article concludes with a discussion of the implications and value of the model for OHE research and program development, as well as the capacity for transfer to other educational contexts.
... Open. According to Bates (2019), the main characteristic of an open institutions is, the removal of barriers to learning. This means no prior qualifications to study, no discrimination by gender, age or religion, affordability for everyone, and for students with disabilities, a determined effort to provide education in a suitable form that overcomes the disability. ...
Chapter
Institutions are placing increased emphasis on the importance of academic integrity. Suffusing a culture of integrity is complex work. Influencing academic cultures (including the shared norms, values, behaviours and assumptions we hold) requires impact across multiple organization levels, stakeholders, structures and systems. These dimensions can be influenced by working with individual instructors, learners and staff (micro), across departments, faculties, networks and working groups (meso), through to the institution (macro), and disciplinary, national and international levels (mega). Akin to nurturing strong teaching and learning cultures communities and practices, institutions tend to support change at the institutional (vision, policies, structures) and individual levels (targeted programs to develop expertise). Less focus has been placed on how we establish strong networks of support and knowledge-sharing to influence decision-making, action, and change at the meso and mega levels. In this chapter we offer an institutional self-study of academic integrity through a scholarship of teaching and learning (SoTL) lens. Informed by the 4M (micro, meso, macro, mega) framework, we examine how integrity is upheld and enacted at each level. We examine both formal and informal approaches to academic integrity, looking at how a systematic, multi-stakeholder networked approach has helped to establish a culture of integrity at our institution, and make recommendations for others, wishing to do the same.
... Teaching and research have become lucrative tools for profit-making. Knowledge has become a commodity which can be sold and bought in the market (Bates, 2015;Bernstein, 2008). The lure for money has promoted greed among academics to the extent that even collaborations are driven the profit motive than ...
Chapter
Full-text available
An epidemic of the novel coronavirus disease (COVID-19) has been confirmed in Wuhan, China since late December 2019 caused by SARS-CoV-2 transmitted in more than 200 countries around the world. The aim of this study is to evaluate the potential inhibitors of SARS-CoV-2 using natural compounds using computational approaches. Non-structural proteins consisting of Nsp3, Nsp5 (PLpro domain), Nsp12 (RdRp) and Nsp15 (endoribonuclease), while the structural proteins consisting of Spike and nucleocapsid protein (N protein) were prepared in form of wildtype. Flavonoid compounds from therapeutic plants such as Curcumin, Dicumarol and Salvinorin were retrieved and their pharmacokinetics properties including drug likeliness, ADME and toxicity have been evaluated. The protein ligand interaction study was then performed. Dicumarol has the highest affinity but Curcumin is oral drug in human and all are qualified drugs. Salvinorin has strong skin contact and pass across BBB however all are well absorbed in HIA and Caco-2 low permeability. All ligands are known to be non-carcinogenic. Curcumin scored the highest binding energy with Nsp15-NendoU. Therefore, Curcumin denoted as the potential vaccine for SARS-CoV-2 for its effective antiviral activity in blocking the host viral interaction in humans.
... Because of the rapid growth of internet use, online learning has become one of the most rapidly rising areas of educational technology (Bates, 2019). Online learning is also becoming a burgeoning subject of study. ...
... Commentators increasingly suggest that teaching in the digital age requires a paradigm shift, whereby the power to change lies within teachers themselves (Bates 2015) and the role of ITE is significant in achieving this. Research has recognised that the potential of digital technologies cannot be reached if teachers do not have the right skills to deploy them (Van Der Vlies 2020). ...
Article
Full-text available
The expectation for teachers to integrate technology within their classroom practice is growing. However, few studies examine the influences on pre-service teachers' technology integration knowledge and practice, and the role of field experience in shaping these. Narratives from semi-structured pre-COVID interviews with 35 pre-service primary school teachers in one teacher education programme in Ireland, some of whom used a digital camera, were analysed using an inductive thematic approach. Opportunities for pre-service teachers to develop their knowledge and practice were shaped by their interaction with the primary school context, the people within it and the digital resources provided, the Zone of Proximal Development (ZPD). While the initial teacher education programme provided opportunities and digital resources to support the primary teachers' learning, the Zone of Promoted Action, these were ultimately shaped by the ZPD. The results have implications for professional development programmes striving to support teachers in developing innovative practice in a post-COVID era.
... Authors are actively developing new online learning models [2], offering new pedagogical techniques oriented at the new digital generation of students and the new needs of the digital society [3]. ...
... According to Bates [17] and Hayes [18], a MOOC (Massive Online Open Course) can be defined as a product for teaching: ...
Chapter
Full-text available
Since its fifth framework programme (1998–2002), the European Union has promoted gender equality and equal opportunities in the higher education sector and science and technological development. In its current framework programme for research and innovation, Horizon Europe (2021–2027), the EU requires scientists to systematically integrate the concepts of sex, gender and intersectionality into their research paths and to promote equality, diversity and inclusion (EDI) in their working environments. However, for historical reasons, following the EU requirements is challenging, particularly for scientists in STEM disciplines. The University of Genoa is planning a MOOC suited to a large research institution audience to address this problem. The MOOC’s targets are researchers, scholars, administrative personnel and students interested in advancing EDI practices in the scientific fields. It enables them to understand the basic principles underlying the gender mainstreaming adopted by the EU and integrate methods and strategies related to sex, gender and intersectionality to progress towards an EDI-sensitive institution. Supported by a learner-centred instructional strategy, this chapter explores the choices related to EDI-sensitive methods and strategies adopted to develop and implement an online education path. Theoretical and practical implications are also discussed.
... With this in mind, the course looked very much like "old wine in new bottles" (Bates 2015), face-to face communication was held as a ZOOM conference (the choice of both the instructors and the students) supplemented by doing written assignments in Google Classroom. Zoom was chosen due to its wide functionality and user-friendly interface. ...
Article
The article focuses on the experience of online language learning in the time of the COVID-19 pandemic at Sechenov University (Moscow, Russia). Due to the differences in accepted professional communication practices in medical sphere in Russia and abroad there is a need of commenting, propagation and constant focusing on the part of the instructor. The aim of this research was to obtain a clear and a detailed picture of medical students’ attitude towards the change in the mode of delivery in teaching languages for medical purposes, which occurred during the lockdown and triggered a sudden shift in the roles. We analyzed the technologies used, the alterations to the academic content, modes of delivery, and the student’s attitude towards ESP/EMP employing mainly a quantitative methodology of gathering and analyzing data. The survey of the students showed that, though there is a strong preference in favor of technology use and more independent learning, they fully understand the role of the instructor in the process.
Article
Full-text available
Technology innovations have the potential to significantly strengthen the ability of higher education institutions to deliver on their core educational mission with greater quality, efficiency, and effectiveness. Not surprisingly, managing technological changes is among the chief concerns for institutional leaders, and yet there is a dearth of research that provides concrete frameworks for managing this type of change in a higher education context. Using Guerra-López and Hicks’s Learning and Development Strategic Alignment (LDSA) framework, this qualitative study used a directed content analysis approach to develop a contextualized framework for planning and managing technology change in higher education institutions. The findings suggest that there is a meaningful fit between specific change management strategies found in the learning management systems (LMS) transition research literature and the LDSA framework. The various strategies were synthesized and grouped around LDSA dimensions and core functions, resulting in a technological change management framework contextualized for higher education.
Book
Digital Teaching for Linguistics re-imagines the teaching of linguistics in a digital environment. It provides both an introduction to digital pedagogy and a discussion of technologically driven teaching practices that could be applied to any field of study.
Chapter
A theoretical framework is the bedrock of research, and this chapter concentrates on theoretical aspects of sensitive social work research. The chapter begins by defining the paradigm in the context of research, which leads to an exploration of the building blocks of the research paradigm. That means briefly discussing concepts such as ontology, epistemology and axiology, as well as research methodology and methods. Positivism, interpretivism, constructionism, postmodernism, feminism, critical research and pragmatism are also explained in the context of sensitive social work research. This chapter also highlights the distinctive characteristics of quantitative, qualitative and mixed methods research, and discusses research strategies for sensitive social work research. The survey, narrative approaches, ethnography, phenomenology, participatory action research, arts-based approaches and case study research strategies are finally explored.
Article
The article reveals the urgency of the problem of forming personal and professional image of young teachers in the context of additional education; the essence of the key concepts of the study is revealed, the structural components of the personal and professional image of a young teacher are highlighted: cognitive, value, cultural and competitive-oriented. Acmeological, activity-creative and convergent methodological approaches are determined. The necessity of organizational and pedagogical support of the formation of the personal and professional image of young teachers in the conditions of additional professional education is indicated. Organizational and pedagogical support has several directions: psychological and pedagogical, methodological and technological, socially adaptive.
Chapter
The World Economic Forum's 2018 report indicated that students will need to be prepared for a rapidly changing, technology-filled world in which their future jobs likely do not yet exist. Recent education reform initiatives have focused on preparing the workforce for 21st century jobs by improving STEM literacy and acknowledging the importance of teacher preparation. Unfortunately, many teachers, designers, and technologists have not been trained in the same ways as they are expected to prepare students, and training opportunities are often delivered in traditional, business-as-usual formats. To better prepare individuals to prepare students, reimagining traditional educational delivery and modalities, while integrating STEM, making, and play to encourage the development and practice of 21st century skills may prepare those adult learners build toward the future. This chapter will discuss administrative and curricular changes we made geared toward meeting our adult audiences' needs in a teacher education program following their learning preferences.
Book
Full-text available
Kumpulan tulisan tentang tantangan pendidikan di masa pandemi covid dilihat dari berbagai macam sudut pandang sangat menarik serta memberikan pengalaman - pengalaman tersendiri
Chapter
This chapter considers the online discussion forum in music education. It begins with an overview of factors leading to faculty frustration with online discussions before considering how discussions fit within the context of several prominent learning theories, including Connectivism and Collaborativism, which specifically address the online platform. Particular challenges are explored and include post lengths, quality, language/style, group size, heated discussion, and faculty involvement in the ongoing conversation. The chapter concludes by offering a “toolbox” of best practice ideas in online discussion. Through use of examples, the section seeks to help faculty move beyond the tried and tired format of one post and two responses.
Chapter
This chapter highlights aspects of open digital distance education universities (ODDUs) that pose particular challenges for academic integrity promotion and academic misconduct prevention. It also provides insight into how these important issues might be addressed. This topic is especially relevant in light of the global shift to online instruction, in part, as a response to the COVID-19 pandemic. Using the 4M Model as a framework, this chapter describes how the macro and micro levels of the university need to work together to promote academic integrity. We provide evidence from the literature that demonstrates that academic integrity issues and solutions are more similar than different between ODDUs and traditional, campus-based institutions of higher learning. Although the context of this book is Canada, much of our discussion applies globally because academic integrity and the move to online education is a growing, global phenomenon.
Book
Full-text available
Güvenlik ve Gizlilik kavramları gelişen teknoloji ile birlikte günümüz dünyasında önemini arttırmıştır. Güvenlik kavramı, geçmiş zamanlarda fiziki tehditler ve bu tehditlere karşı alınabilecek önlemler ile sınırlı iken günümüzde özellikle internet ve diğer teknolojiler ile sanal dünyayı da kapsayacak şekilde anlamını ve etkisini genişletmiştir. Teknolojinin insan ve toplumların hayatına ve her anına tesir ettiği düşünüldüğünde güvenlik ve mahremiyetin kritik ve olası zararlarının daha yaygın ve etkili olacağı görülebilir. Günümüz teknolojilerinin ortaya çıkardığı güvenlik ve gizlilik tehditleri bu anlamda kişileri, işletmeleri, kurumları ve hatta devletleri direk olarak etkilemektedir. Bu derece önemli olan bu iki olgunun çok farklı alanlarda uygulamaları ve etkileri bulunmaktadır. Bu kitap ile Bilgisayar sistemlerinde güvenlik ve gizlilik ile ilgili çok geniş kapsamlı bir çalışma ortaya koyulmuştur. Güvenlik ve gizliliğin; şifreleme, rastgele sayı üreteçleri, sızma testleri, kötücül yazılımlar, DDos saldırıları ve makine öğrenmesi gibi teknik ve mühendislik temellerinden, büyük veri, nesnelerin interneti, mobil bankacılık, bulut bilişim, mobil cihazlar, eğitim alanı, uzaktan eğitim, akıllı ev uygulamaları, kurumsal yapılar ve çevrimiçi sosyal ağlar gibi çeşitli alanlarındaki durumu ve uygulamalarına kadar geniş bir yelpazede siz okurlarımıza sunulmuştur. Farklı alanlarda geniş bir bilgiyi düzenli ve anlaşılır bir şekilde sunan bu kitap, ilgilenenlere yol gösterici bir kaynak kitap olacaktır.
Article
Full-text available
‘Pedagogy first’ has become a mantra for educators, supported by the metaphor of the ‘pedagogical horse’ driving the ‘technological cart’. Yet putting technology first or last separates it from pedagogy, making us susceptible to technological or pedagogical determinism (i.e. where technology is seen either as the driving force of change or as a set of neutral tools). In this paper, I present a model of entangled pedagogy that encapsulates the mutual shaping of technology, teaching methods, purposes, values and context. Entangled pedagogy is collective, and agency is negotiated between teachers, students and other stakeholders. Outcomes are contingent on complex relations and cannot be determined in advance. I then outline an aspirational view of how teachers, students and others can collaborate whilst embracing uncertainty, imperfection, openness and honesty, and developing pedagogical knowledge that is collective, responsive and ethical. Finally, I discuss implications for evaluation and research, arguing that we must look beyond isolated ideas of technologies or teaching methods, to the situated, entangled combinations of diverse elements involved in educational activity.
Article
The existing forms, methods and tools for conducting the exam in a distance format, their potential and risks are analyzed in the article. Attention is drawn to the fact that the methods and tools used for remote monitoring have drawbacks, such as significant costs in organizing proctoring and difficulties in assessing one of the key competencies of a student, namely, the willingness to use systematized theoretical and practical knowledge to formulate and solve research problems. The authors see the solution to the problem in the application of the activity-based and competence-based approaches to the certification, offer methodological recommendations for conducting the exam remotely. Based on the developed methodological recommendations, tasks are formulated in accordance with the upper levels of Bloom's taxonomy, which makes it possible to increase the objectivity of the assessment, since the test will concern the ability to apply theoretical knowledge in practice. Possible options for practice-oriented examination questions for disciplines of natural science and social-humanitarian orientation for an online exam are presented. As a result of discussing the prospects for conducting a remote exam in accordance with the proposed methodological recommendations, it was revealed that the majority of the interviewed teachers and students are interested in the transition to a new format of the exam.
Conference Paper
Full-text available
This paper aims to study the means by which text production in second language (L2) can take place after the cyber revolution. The study of Spanish, official language of the Southern Common Market (Mercosur), is a foreign language for L2 students in Brazil. Previous research has found that textual productions break down linguistic and cultural barriers, suggesting that traditional methodologies be reconfigured. Therefore, a 20- hour Spanish course based on discussions via a Whatsapp® group was developed for undergraduate students at the Federal University of São Paulo, in São José dos Campos, Brazil. Comparing the activities used, including traditional face-to-face classroom sessions as well as asynchronous Whatsapp conversations, it was observed that the Whatsapp activity encouraged the students to use more organic and cohesive written argumentation in their study of a second language, Spanish.
Article
Full-text available
Design education has traditionally been deemed a face-to-face endeavor causing online learning to be disregarded as a viable teaching option. Nonetheless, the recent impact of COVID-19 pressured design schools to rapidly migrate online, impelling many educators to utilize this unfamiliar and largely dismissed methodology. The impending problems exposed with this sudden shift point to a significant gap in research. Accordingly, this study proposes a set of guidelines targeting design knowledge-building, based on an in-depth look at student experience during an online design course. Data were collected through a 63-item course efficiency survey (n = 59) and a series of semi-structured focus group interviews (n = 16) with the enrolled students. The following overarching themes emerged through iterative thematic analysis of the interview data: (1) flexibility and handling stress, (2) managing self-pacing issues (3) formal conversation platform, (4) content variety and access options. The themes were interpreted in relation to the survey findings and the broader research on learning. The proposed guidelines emphasize initially clear goals and objectives, pacing flexibility with progress guidance, content and communication variety, sense of presence and peer exposure, and individualized feedback. It is expected that the guidelines will be helpful in building, conducting, and evaluating future online design knowledge-building experiences.
Article
Background: Animal African trypanosomosis (AAT) is a veterinary disease caused by trypanosomes transmitted cyclically by tsetse flies. AAT causes huge agricultural losses in sub-Saharan Africa. Both tsetse flies and trypanosomosis (T&T) are endemic in the study area inhabited by smallholder livestock farmers at the livestock-wildlife interface around Arabuko-Sokoke Forest Reserve (ASFR) in Kilifi County on the Kenyan coast. We assessed farmers’ knowledge, perceptions and control practices towards T&T. Methods: A cross-sectional study was conducted during November and December 2017 to collect data from 404 randomly selected cattle-rearing households using a structured questionnaire. Descriptive statistics were used to determine farmers’ knowledge, perceptions, and control practices towards T&T. Demographic factors associated with knowledge of T&T were assessed using a logistic regression model. Results: Participants consisted of 53% female, 77% married, 30% elderly (>55 years), and the majority (81%) had attained primary education or below. Most small-scale farmers (98%) knew the tsetse fly by its local name, and 76% could describe the morphology of the adult tsetse fly by size in comparison to the housefly’s ( Musca domestica ). Only 16% of the farmers knew tsetse flies as vectors of livestock diseases. Higher chances of adequate knowledge on T&T were associated with the participants’ (i) age of 15–24 years (aOR 2.88 (95% CI 1.10–7.52), (ii) level of education including secondary (aOR 2.46 (95% CI 1.43–4.24)) and tertiary (aOR 3.80 (95% CI 1.54–9.37)), and (iii) employment status: self-employed farmers (aOR 6.54 (95% CI 4.36–9.80)). Conclusions: Our findings suggest that small-scale farmers around ASFR have limited knowledge of T&T. It is envisaged that efforts geared towards training of the farmers would bridge this knowledge gap and sharpen the perceptions and disease control tactics to contribute to the prevention and control of T&T.
Chapter
This empirical paper is a collaboration of two university educators from the USA and Poland who undertook to share their experiences of transitioning in-person classes to an online emergency environment. Some economic and humanitarian causes underlying the process have been discussed. The authors have presented a brief review of the topic and case studies related to Emergency Remote Teaching (ERT), as contrasted with online education specially designed for virtual delivery (Kagawa (2005) or Hodges, Moore, Lockee, Trust, and Bond (2020)). Strategies and consequences of introducing ERT in a university course, such as content adjustment, repurposing, and personalization, have been discussed along with the difficulties, inclusive of the growing gap between the underprivileged and privileged members of society (McKenzie 2021). Advantages of synchronous and asynchronous modes in specific educational situations have also been identified. Additionally, it has been pointed out that in ERT student assessment needs to be rethought and made inclusive utilizing student feedback (Bates 2019). Based on the evidence examined, the authors have recommended solutions to facilitate an ERT transition, with particular emphasis on creating an online community, providing university students with regular personalized feedback and non-grade-based assessment. The authors explained why it is essential that ERT should be trauma-sensitive and focused on developing strong student-student and student-instructor connections. It has been stressed that learning is fundamentally a social activity, which should be carefully considered in teaching practice during a sudden transition online. The authors believe such an approach may result in heightened student perseverance, increased engagement, active collaboration, and help students grow as human beings.
Chapter
In this study, I investigate the potential of technology-enhanced tasks to support oral communication in the heterogeneous young learners’ English as a foreign language (EFL) classroom. It has been established that technology holds potential for the development of learners’ oral communication skills in foreign language learning. However, most studies have mainly focused on adolescent or adult learners so far. Here I present a classroom-based research project carried out with 3rd graders in a German primary school. Together with two other projects, it is part of a qualitative study for a PhD dissertation that examines possibilities to employ technology-enhanced tasks to support primary school pupils in speaking English. Interviews with in-service and pre-service teachers were conducted to shed light on how they see the potential of technology-enhanced tasks to promote oral communication in a heterogeneous EFL primary classroom. First preliminary findings are presented in this paper.
Conference Paper
Full-text available
Esta investigación pretende analizar la utilidad de una app para favorecer la creación de relatos digitales en primeras edades ligada a su capacidad inmersiva. Se llevó a cabo una intervención con alumnado de Educación Infantil (N=93) de tres escuelas rurales de Asturias (España). Para ello, se seleccionó la app Imagistory, que permite elaborar un relato digital apoyado en una secuencia de ilustraciones. Tras obtener los permisos correspondientes, el alumnado manipuló la aplicación individualmente durante 10 minutos. Esta comunicación se centra en determinar la potencialidad inmersiva de la app seleccionada, inferida a partir de: 1) el grado de autonomía y motivación del alumnado antes, durante y después de la tarea de creación de sus relatos; 2) su reacción afectivo-emocional, atendiendo a la empatía hacia los personajes, la verbalización de sus emociones y pensamientos, la curiosidad y/o inseguridad manifestadas, el disfrute, la inmersión en el relato, la relación de la historia con sus vivencias, etc. Se constata que, si bien más de la mitad necesitó estímulos para iniciar la narración, la mayoría mostró autonomía para crear su relato con el apoyo de la app. Asimismo, la mayor parte manifestó bastante o mucho interés tanto durante la actividad narrativa como en el visionado. Respecto a la reacción afectivo-emocional, casi todos manifiestan curiosidad y disfrute, y más de la mitad se sumergen en la ficción. Sin embargo, se obtienen resultados más bajos en la empatía hacia los personajes y en la verbalización de sus emociones. En conclusión, la actividad narrativa con este tipo de app despierta el interés por la invención de historias, favoreciéndose así las habilidades lingüístico-narrativas, dada su capacidad inmersiva.
ResearchGate has not been able to resolve any references for this publication.