E-Learning in the 21st Century: A Framework for Research and Practice
... Social Interaction: Social interaction refers to how learners interact with one another in online learning environments. This can include discussions, debates, and peer feedback (Garrison & Anderson, 2003). Social interaction is important for building a sense of community and promoting collaboration and coconstruction of knowledge. ...
... Cognitive Interaction: Cognitive interaction refers to how learners interact with the learning content in online learning environments. This can include activities such as reading, reflecting, and problem-solving (Garrison & Anderson, 2003). Cognitive interaction is important for promoting deep learning and critical thinking. ...
... Teaching Interaction: Teaching interaction refers to how instructors interact with learners in online learning environments. This can include providing feedback, facilitating discussions, and guiding learners through the learning process (Garrison & Anderson, 2003). Teaching interaction is important for promoting effective instruction and supporting learners in their learning journey. ...
eLearning has become a widespread and integral part of modern education and training. A key aspect of effective eLearning is interactivity, which can enhance engagement, learning, and knowledge retention. This paper provides a comprehensive review of the research literature on the levels of interactivity in eLearning environments. The review examines different taxonomies and frameworks proposed to categorize and assess the various levels of interactivity, from low-level interactions such as clicking and scrolling, to more advanced interactive features like simulations, virtual reality, and collaborative learning tools. The paper also discusses the pedagogical benefits of increasing interactivity, as well as the design and implementation considerations for achieving optimal levels of interactivity in eLearning. Finally, the review identifies gaps in the current research and suggests future directions for studying the impact of interactivity on eLearning outcomes.
... Research has made significant developments since Keegan's (1980) ground-breaking work on the main characteristics of DE and the subsequent production of the aspects of this type of education (Garrison, 2003). In effect, the use of DE in higher education institutions has become quite usual over the last decades (Allen & Seaman, 2017) and proved an absolute necessity during and after the COVID-19 pandemic disruption, expanding, thus, worldwide investigations (Alghamdi et al., 2021;Dvořáková et al., 2021;Osman, 2020) on the various areas related to it; namely its theoretical framework, implementation strategies (Tseng & Walsh, 2016;Watts, 2016), critical terms glossaries, induced perceptions and concerns with learners (Dobbs et al., 2009;Iflahen & Benkhallouq, 2022;Mahlangu, 2018), and issues of accessibility, equity and inclusion (Perraton, 2012). ...
... Subsequently, socialization and interpersonal interaction weaken in DE settings. Consistent with the findings from the present study, the literature highlights the challenge of maintaining socialization and interpersonal relationships in distance learning settings (Garrison, 2003). The lack of direct interaction can hinder the development of a learning community, which is crucial for student motivation and engagement. ...
The COVID-19 pandemic has significantly disrupted higher education, forcing universities to rapidly adopt technological and digital solutions to maintain their pedagogical roles creating challenges in sustaining adequate contact between academics and students. This study evaluates the capacity of Cadi Ayyad University (UCA) to deliver quality distance education (DE) during the spring 2020 lockdown, focusing on the impact of educational shifts on students, teachers, and administrative staff to develop scalable and shareable practices for future crises. A tripartite methodology included a comparative analysis of UCA's DE systems before and during the lockdown, quantitative surveys of students, faculty, and administrative staff, and synchronous remote interviews with key stakeholders. SPSS-based statistical analysis revealed significant challenges, such as insufficient stakeholder socialization, increased stress, insecurity, and higher dropout rates. The reliance on PDF resources as a cost-saving strategy highlighted the need for continuous faculty training in active learning and improved access to digital platforms. The findings emphasize the urgent need to address these challenges to enhance DE effectiveness at UCA and ensure the future quality of education during crises.
... In a study conducted by Concannon et al. (2005), most students found the e-learning module, which was implemented within their course, a beneficial support to the learning process and expressed their satisfaction with the improvements they obtained from it. An abundance of e-learning advantages can be seen in its application in the higher education system, ranging from the fact that e-learning systems are affordable and time-saving, offering constant access to different activities, materials, and interactive resources of students' interest, to the fact that they incite interaction between students and their teachers and can indeed improve the learning process (Garrison, 2011). ...
The paper presents the Business English course at the University of Zadar, focusing on teachers' observations regarding the suitability of the course materials and possible improvements. Recent literature considers the customization and alignment of such materials with content area topics to be highly beneficial. Consequently, the aim of this paper is to explore and propose an alternative approach to course material development for a Business English course that aligns more closely with specific business content areas and provides current, relevant topics reflecting recent developments in the field. The methodology incorporates teachers' classroom experiences, highlighting the need for up-to-date materials in Business English as a prominent teaching issue. The coursebook is reassessed , and relevant literature on authentic material development is examined. Finally, an exemplary Business English lesson is designed for first-year Management students, utilizing authentic materials and supplemented with interactive tasks in an e-course. During this process, advice is sought from the content area teacher to ensure coordination between lesson content and topic relevance. This type of customized course material is expected to positively impact students' motivation and enhance their classroom participation by bringing real-world business situations into the classroom.
Keywords: course material development; Business English; authentic materials; e-course; content area teacher.
... (20,21,22) Nevertheless, resource limitations, insufficient training for educators, and less relevant pedagogical models often become major barriers to effective learning processes. (23,24) Studies have shown that conventional teaching methods, which focus on one-way instruction, are inadequate to meet the diverse needs of computer engineering students. (25,26) The development of Android-based instructional media has emerged as a viable solution to address these challenges. ...
This study aims to develop an Android-based digital learning media to enhance student engagement and understanding in the Analysis and System Design course at Universitas Negeri Padang (UNP). The development of this media was carried out using the Multimedia Development Life Cycle (MDLC) method, which includes the stages of concept, design, material collection, assembly, testing, and distribution. Validation was conducted by experts in pedagogy, design, and technology to ensure the quality of the media, with the validation results showing an average Aiken V value of 0.84, categorized as valid. Additionally, Black Box Testing was performed to ensure that the application's features, such as navigation, content delivery, and task submission, functioned properly. The results of the study indicate that this Android-based learning media is effective in supporting learning, providing flexible access, and increasing student interaction and engagement with the material in the Analysis and System Design course. This media has proven to be a useful tool for improving learning outcomes by presenting multimedia content that can be accessed through Android devices. Future research is expected to develop the compatibility of this media on other platforms and assess its impact on student learning performance.
... Significant obstacles include insufficient class time to facilitate substantial discussions for all presentations (Holland, 2014). Garrison (2017) and Lowenthal et al., (2017) have demonstrated that online presentations frequently lack the immediacy and rich interaction of traditional classroom settings, despite the fact that they offer flexibility and accessibility. Additionally, students may encounter difficulties in virtual environments due to the absence of real-time audience engagement and non-verbal signals, which are essential for effective communication and learning (Bailenson, 2021). ...
The objective of this study is to analyze the preferences and experiences of students with regards to in-class oral presentations as opposed to online oral presentations in English class. The participants for this study were 61 students selected purposively, with a concentration on students in their fourth semester at the Faculty of Health Sciences. The data were collected using a questionnaire and a semi-structured interview. The results show that students have a strong preference for online presentations, both in terms of general satisfaction and ease of preparation, indicating the perceived advantages of the online format over traditional in class presentations. The majority of students believe that online presentations improve their communication skills. The findings have important implications for educators and institutions seeking to improve the effectiveness of oral presentation methods.
... Teaching presence encompasses designing, facilitating, and directing cognitive and social presences aimed at achieving personally meaningful and educationally worthwhile learning outcomes (Zhang, 2020). CoI has been used by several researchers who investigated blended learning (Garrison, 2017;Zhang, 2020). Wang, Han and Yang (2015) developed the Complex Adaptive Blended Learning System which provides a systematic and holistic view of blended learning by having a deeper understanding of the dynamic and adaptive nature of blended learning through the interactions of the six subsystems: learner, the teacher, the technology, the content, the learning support, and the institution. ...
Chemistry laboratory activities cultivate scientific inquiry that enable students to experience and discover scientific processes and occurrences. Likewise, research examining the synergy of online and face-to-face modalities in the context of post-pandemic education is still in its formative years. Drawing from this premise, this study aimed to analyse the insights and experiences of senior high school students in chemistry laboratory classes in a blended learning environment. This research utilized a case study approach that involved fifteen (15) Grade 12 STEM students. Data sources included responses to survey questionnaire and semi-structured interviews which elicited students’ insights and experiences on chemistry classes in blended learning setting. Thematic analysis revealed several themes such as social interaction, affective domain, lesson understanding, and course design and resources that encapsulated the benefits, challenges, and suggestions for improvement of a blended learning environment. Particularly, designing chemistry laboratory classes in a blended learning set-up should capitalize on the learners’ context, hence, a framework illustrating the considerations in redesigning chemistry classes is also crafted based on student’s experiences and recommendations. These findings shed light on the redesigning of both the online and face-to-face components of blended learning into a seamless learning environment that optimizes science learning amid the transition in the educational landscape.
... The future will increasingly emphasize diverse learning capacities, innovation, and the ability to navigate complex and dynamic environments. These skills are developed through both traditional forms of education and new, emerging methods that leverage technology and personalized learning approaches (Garrison & Anderson, 2003). ...
The article examines the labour market needs of Generation Y and the significance of alternative learning methods. It highlights the impact of non-formal and informal education in developing workplace skills and abilities. Through a survey of Generation Y employees in Romania, the study evaluates the importance of new learning contexts for personal development, well-being, and continuous learning motivation. The research focuses on qualitative data analysis to explore the alternative learning experiences and needs of Generation Y in the labour market. Additionally, the article emphasizes the positive role of European youth programs in helping young people acquire valuable skills for the workforce.
... Therefore, in order to emphasize the mediating role of social presence in collaboration and critical discourse, the definition of social presence has been revised as the ability of participants to identify with the group or course of study, communicate purposefully in a trusting environment, and develop personal and affective relationships progressively by way of projecting their individual personalities (Garrison, 2009). The new definition suggests that social presence should be developed naturally and progressively through the purposeful and collaborative inquiry process (Garrison, 2011). ...
This study investigates the use of ICT hardware and software applications in the teaching and learning of Technology and Vocational Education courses in a public university in Nigeria. Increasing trend of virtual learning facilitated by cutting-edge ICT tools and the the impact of the COVID-19 pandemic on the educational sector in Nigeria, underscore the importance of assessing their utilization in Technology and Vocational Education (TVE) to better prepare graduates for the global labor market. Descriptive survey research design was adopted for carrying out this study. Four research questions and two hypotheses guided the study. Simple random sampling was used to select 265 respondents that consist of 240 students and 25 lecturers. Data collected were analysed by SPSS Version 25 using mean and standard deviation for the research questions. The null hypotheses were tested at 0.05 level of significance using t-test statistic. The findings of the study revealed that: Hard drives are under-utilized in storing students’ data, projectors are not used for presentation/delivery of lectures, computers are not used to assess students’ response/performance, utilization are correspondingly low.
... Learning Management Systems) (Moorhouse et al., 2023). Teachers can employ video conferencing tools like Zoom (Kohnke & Moorhouse, 2020), Microsoft Teams (Cassandra et al., 2024b), and Google Meet to facilitate real-time interaction or synchronous meetings, allowing students to engage in face-to-face conversations, participate in group discussions, and receive instant feedback (Garrison & Anderson, 2003). Teachers can also utilize 'breakout rooms', a feature available on platforms like Zoom, to facilitate tasks in smaller groups (Cheung, 2021). ...
... Theoretically, cognitive presence is related to any aspect in a learning environment that empowers students to construct meaning and understanding. It has been highlighted as an important aspect for promoting educational experience and learning success in virtual learning environments (Garrison and Anderson, 2003; and for a discussion, e.g., Sadaf et al., 2021). The present observations additionally align with findings from online teaching that compared the relevance of teacher presence for social presence and cognitive presence by determining the learners' perceptions thereof (for an overview and discussion see, e.g., Annand, 2011). ...
Introduction
Building upon previous research, this study aims to provide answers to the questions of how the presence of a humanoid artificial pedagogical agent as teacher and instructor and visual self-other representation of the learners through avatars influence the immediate cognitive performance and learning experience in online learning among adult learners.
Methods
Several outcome measures were investigated to evaluate if effects are the same or different for the different experimental conditions and if learning with the pedagogical agent and visual self-other representation is modulated by the learner’s previous experiences with and preferences for online learning. Teacher presence and self-other presence of the learners were experimentally manipulated. A humanoid artificial agent, visible on all of the slides of the online course material and instructing the material represented the teacher. The avatars of the learners (self-avatar and peer avatars) were kept of minimal functionality but self-avatars were preselected or could be self-selected by the learners. The learner’s cognitive learning performance, the learner’s attention to the pedagogical agent, their sense of teacher presence and of self- and other-presence, their satisfaction with the course as well as the learner’s previous learning experiences were measured by cognitive testing, self-report, and linguistic analysis as major performance indicators and a positive learning experience. The analysis comprised 133 university students and results were additionally compared for two subsamples.
Results
Learning performance, learning satisfaction, and the attention paid to the teacher were positively related. In addition, positive evaluations of the cognitive presence elicited by the teacher were found. Self- or other-presence of avatars did not significantly influence the learner’s performance beyond teacher presence but the learner’s perception of it and their motivation to study online.
Discussion
The study and its results extend the previous literature that focused on the effects of pedagogical agents in online teaching or on virtual representations of the learner’s self and classmates in online learning. Despite limitations, the results of this study provide insights into combining teaching with artificial pedagogical agents and visual avatars for self-other representation during online teaching and the observations can serve as catalyst for future research.
... This action can reduce students' learning spirit, and students lose trust in teachers. In the online learning environment, discipline in teaching is the core factor in building an effective learning environment [32]. Teachers' failure to comply with time directly affects students' learning motivation [33]. ...
Although online teaching has become widespread, few studies have specifically examined teachers' cultural behavior within this context in Vietnam. To investigate teachers' cultural behavior, this article draws on theories of social behavior, interaction, media richness, and models of online communication. A quantitative survey using a structured questionnaire was conducted with 321 teachers and 602 high school students from multiple schools across three provinces/cities representing Vietnam's three regions (Hanoi in the North, Nghe An in the Central region, and Ho Chi Minh City in the South). The survey results indicate that some teachers still lack communication skills and exhibit inappropriate behaviors in the online environment. There are notable differences between teacher and student evaluations, and factors such as gender and teaching experience are found to influence teacher behavior. Based on these findings, the paper proposes strategies to enhance communication skills and cultural behavior in online teaching.
... In the digital age, educators have to move away from being mere instructors to becoming facilitators of learning (Garrison, 2017). They have to guide students in the process of discovery, exploration, and active engagement with the learning material rather than being the only source of information. ...
When it comes to learning, what comes to our mind is memorizing long answers, diagrams, and tons of formulae that make no sense to us. Unfortunately, that is how we have grown up and how we perceive learning. But, now changing times have led to a paradigm shift in the education system. In simple words, the traditional education system is switching to the new know-how, replacing the age-old tools and techniques of learning that have been transpired for centuries. We now live in a time where several technologies, including artificial intelligence (AI), virtual reality (VR), augmented reality (AR), and countless more, are readily available to both students and the general public. We can leverage these technologies by personalizing learning and
redefinition the experience of learning.
... Media digital tidak hanya mencakup platform komunikasi seperti video konferensi dan email, tetapi juga berbagai sumber daya pendidikan seperti modul interaktif, video edukasi, dan aplikasi pembelajaran. Penggunaan media pembelajaran digital memungkinkan terciptanya pengalaman belajar yang lebih interaktif, yang dapat disesuaikan dengan kebutuhan individu siswa (Garrison, 2016). ...
... The academy must invest in professional development programs for our educators and provide comprehensive tutorials and resources for students. By fostering a culture of continuous learning and adaptability, we can overcome these operational hurdles and maintain our position as a leader in online education [4], [12]. ...
Santa María Academy has successfully integrated advanced technology into its educational framework to enhance the learning experience of its students, preparing them for future careers in law enforcement and the military. The academy's innovative approach includes personalized coaching, interactive resources, and smart tools that cater to individual student needs. By leveraging artificial intelligence and real-time performance monitoring, Santa María Academy has significantly improved student outcomes, motivation, and engagement. This case study explores the key elements of their success, including the implementation of personalized learning plans, interactive podcasts, a smart syllabus, and a real-time performance dashboard. The academy's model serves as a benchmark for educational institutions aiming to merge traditional values with cutting-edge technology to produce well-rounded and highly skilled graduates.
... The concept of CP is structured within the context of the Community of Inquiry (CoI) framework (Garrison et al., 1999), which is based on Dewey's theory of educational philosophy and social constructivism (Dewey, 1933;Garrison, 2017). CoI has been widely applied to various disciplines and fields of study to explore learners' engagement within virtual discussion platforms (Garrison & Anderson, 2011;Hu et al., 2020). The CoI framework proposes the crucial elements of analyzing the dynamic and social interactions within online learning environments and defines three presences: cognitive, social, and teaching. ...
... Amid the global COVID-19 pandemic, Basic and Higher Educational institutions were called upon to implement Online teaching and E-learning practices. E-learning is a new education model that may incorporate ecosystems of networked communities and varieties of learning resources (Garrison, 2011). Elearning emerged from two broad terms which are; (a) information technology and (b) education and training. ...
E-Learning has become the new normal in Higher Educational Institutions across South Africa. Hence, intergration of the new learning pedagogies has initiated a shift of the norms on professional development. This paper seeks to unpack the strategies used by lecturers in the face of adversities experienced during the E-learning space pre & post Covid-19. There are strategies advised by teacher autonomy which need to be explored. It might have been better if teacher autonomy was merely being against pressures exerted on the individual teachers. But, it is a means for teachers to advance their personal and professional capability to adapt to the rapidly changing conditions and situations in learning spaces. This paper seeks to unravel an unacquainted new path on the drive of lecturers in their professional development that has not been evident in their training. In socio-politically transforming societies such as South Africa, the absence of adequate structures to implement a range of changing policies, may leave lecturers in despair when trying to access development opportunities. This paper adopts analytic theory and semi-structured interviews to give light to the constructivist views of lecturers who have developed methods during the times of adversity. Purposive sampling of 6 lecturers and 10 students will help the generation of data for this study because even though lectures had to adjust to new methods but students were in the receiving end of all the pressure. This study argues for implementation of best practices for the successful professional development of academics in line with E-learning. The University of Limpopo will be the centre of data generation with ethical considerations requested as well as literature visited. Collected data will be thematically analysed in order to sieve and arrange the necessary information for this study. The newly shared practices will form part of the resolutions to the professional development of academic staff.
... Setting evaluation parameters for online and blended learning is going beyond the traditional system of student evaluation. In many circumstances, blended learning has been adequately protected against such concerns (Garrison, 2011;Graham, 2006;Garrison & Kanuka, 2004;Singh, 2003). ...
The study arises from a context in which many informal and formal experimental studies report the best practices of the use of instructional strategies in the flipped classroom learning in
different fields of studies. But none of the studies dedicated to reporting on the above represent the needs of the cohort of blended technology teachers. The success of flipped learning is based on the proper amalgamation of the elements included in the instructional framework, which has usually proved to be true. The premise underlying this study is that adopting of elements of
instructional framework shaping the effectiveness of instructional strategies in flipped learning of technology teachers. It could be fundamental to selecting of the implementation models
needed to facilitate the effective implementation of instructional strategies in flipped classroom learning technology teachers. This study stems out from the afore-said significant need to better
understand the effectiveness of instructional strategies in flipped learning of technology teachers.
Underpinning the study is an instructional framework consisting of ideas found in selecting of instructional strategies mainly in constructivist theory and predominant theories of learning. The review of relevant literature enabled the identification of two instructional strategies (Self-Directed Learning – SDL and Self-Regulated Learning) and subsequent two implementation models (Staged Self-Directed Learning Model – SSDL and COPES Topology) in flipped classroom learning. Thus, a non-randomized, quasi-experimental pre-test and post-test design with mixed-method research methodology was employed in the study context. It was privileged to study the major study question with two extreme cases found in the population – what is the most effective instructional strategy for technology teachers in flipped classroom learning? The effectiveness of the two selected instructional strategies was statistically tested in the first phase and the statistical power of the two implementation models was decided via two scales measured with the data derived from five rating Likert-scale questionnaires in the second phase.
The study added new insights into the instructional framework, proposed five norms for instructional activity selection in blended professional courses, proposed a new framework for blended learning and postulated two didactical procedures for self-paced learning. The interesting major finding of the study is that SDL is the statistically efficient instructional strategy, compared to SRL, in determining cognitive achievements of pre-service and in-service technology teachers in flipped classroom learning. The two implementation models have an adequate predictive power of the variability of dependent variables.
... Teknologi dapat menyediakan akses ke berbagai sumber belajar dan alat yang mendukung pembelajaran interaktif. Penggunaan teknologi yang tepat dapat meningkatkan keterlibatan dan motivasi siswa (Garrison, 2021). Namun, penting bagi guru untuk memastikan bahwa teknologi digunakan sebagai alat pendukung dan bukan sebagai pengganti interaksi manusia. ...
Puji syukur kepada Allah subhanahu wa’taala atas rahmat dan
Semoga buku ini dapat menjadi referensi yang bermanfaat
bagi mahasiswa, dosen, dan para profesional di bidang Psikologi
Pendidikan, serta siapa saja yang tertarik mempelajari Psikologi
Pendidikan. Terima kasih kepada semua pihak yang telah
berkontribusi dalam penyusunan buku ini, Harapan terbesar buku ini
dapat memberikan manfaat dan kontribusi positif dalam
perkembangan ilmu pengetahuan.
Selamat membaca dan semoga bermanfaat.
Padang, Oktober 2024
Penulis
karunia-Nya sehingga buku “Psikologi Pendidikan", dapat
terselesaikan dengan baik. Buku ini merupakan Pengertian Psikologi
Pendidikan, Arti Penting, Tujuan Dan Kegunaan Psikologi Pendidikan,
Aktivitas Kejiwaan, Analisis Jurnal Psikologi Pendidikan, Sifat Khas
Individu, Konsep Lupa Dan Transfer Dalam Belajar, Teori Belajar Dan
Faktor Pendorong, Penghambat Dalam Belajar Dan Masalah Belajar,
Pendekatan Psikologi Pembelajaran.
... The adaptation of traditional methods like 'pilpul' into online forums demonstrates how digital tools can enhance traditional learning practices, aligning with Garrison (2011) concept of the transformative potential of blended learning. ...
This qualitative case study examines the cultural adaptation of digital learning tools in Israeli higher education. We explored three questions: (1) How do lecturers experience and implement digital learning tools? (2) What unique challenges and opportunities arise in this cultural context? (3) What strategies do educators employ for culturally sensitive adaptation? Through semi-structured interviews with 15 lecturers, we identified four key themes: balancing traditional and digital pedagogies, cultivating cultural resonance, addressing integration challenges, and developing innovative strategies. These findings informed the Cultural-Adaptation Digital Learning Integration (CADLI) Framework, which extends existing models by centralizing cultural dimensions. Our study reveals that effective cultural adaptation involves 'cultural-technological co-evolution', fundamentally reimagining educational practices. This research contributes valuable insights for policymakers and practitioners navigating technological advancement and cultural preservation in higher education.
... • Collaborative Learning TEL facilitates collaboration through digital tools that support group work and peer interaction. Platforms like discussion forums and shared documents enable students to engage in collaborative projects, fostering essential skills such as communication and teamwork (Garrison & Anderson, 2003). ...
The integration of technology in higher education has transformed pedagogical practices, facilitating a shift from traditional teaching methods to more dynamic, interactive, and personalized learning experiences. This paper explores the innovations in pedagogical practices driven by technology-enhanced learning (TEL). It examines the impact of TEL on student engagement, learning outcomes, and teaching methodologies, while also addressing challenges and future directions for implementation in higher education.
... Furthermore, much of this literature focuses on cognition and the impact of presence in relation to the impact of educational experiences. Several authors in Community of Inquiry arenas have dedicated research to defining presence, presencerelated factors, and types of presence in online learning (e.g., Garrison et al., 2001;Garrison, 2011;Gunawardena, 2017;Lowenthal & Dunlap, 2014;Richardson & Swan, 2003). In the current study, the focus is on the most prominent types of presence that form online learner's educational experience, including cognitive presence, social presence, teaching presence Garrison et al., 2001), and learning presence (Shea & Bidjerano, 2010;. ...
Prior research on the Community of Inquiry (CoI) framework has a limited amount of work which uses structural techniques to confirm the factorial structure of the CoI. The current study investigates the structural relationships among the three elements of the CoI framework (cognitive presence, teaching presence, and social presence), but extends the prior literature by testing the inclusion of a learning presence factor as well as a unifying higher-order online educational presence factor. Using a hierarchical confirmatory factor analysis (CFA) with data collected from an online survey of 709 students enrolled in online courses across the U.S, we investigated (a) the relationships between online educational experience as a higher-order factor and the three original CoI elements as lower-order factors and (b) conducted a hierarchical model to investigate the relationships and model fit indices with the additional learning presence CoI element. The results of the models suggested adequate fit for a model with a higher-order construct, supporting a model which provides a more comprehensive picture of the CoI constructs. Furthermore, while the higher order online learner’s educational experience most strongly influenced the teaching presence subfactor, it also displayed significant impacts on the other factors. Finally, the addition of a learning presence construct did not decrease model fit and added theoretical depth to the CoI model. The data support the use of a multi-level revised CoI model in future research to better understand online educational success, and suggests that practitioners should develop approaches to enhancing learning presence in online educational settings.
... Organizing the course and being friendly and approachable can help create a supportive and inclusive learning environment. In this sense, continuous and timely communication and feedback, social presence, and the use of supplementary multimedia aids in lieu of words can help to achieve the above goals (Garrison, 2011). ...
This study investigates the effectiveness, potential, and challenges of utilizing the Zoom platform for online English language instruction, as perceived by EFL university students and their instructors. The research employed a mixed methods approach, integrating quantitative data from 67 student participants and qualitative insights from seven teachers. An ARCS (attention, relevance, confidence, and satisfaction) model questionnaire was used to assess students’ perceptions, while teachers’ perspectives were obtained through semi-structured interviews. The survey results were analyzed using SPSS v 24.0, and the interview data were thematically scrutinized. The findings indicated that Zoom effectively met students’ learning needs, captured their attention, and provided relevant content. However, sustaining long-term engagement and fostering students’ confidence were the remarkable challenges. From the teachers’ perspective, Zoom’s features, such as breakout rooms and interactive whiteboards, enhanced the learning experience. Notably, discrepancies emerged between student and teacher perceptions, particularly regarding technical difficulties, the absence of non-verbal cues, and attention retention issues. To address these challenges, the study recommends prioritizing technical support, providing orientation sessions, refining engagement approaches, and adopting blended learning to maximize the potential of Zoom. Overall, this study emphasizes the importance of addressing technical and engagement barriers to enhance the effectiveness of online platforms used for English language teaching (ELT).
... Teaching using networked technologies is theoretically taken to object networked learning, or specifically learning mediated by ICT promoting connections between the learner and the tutor, the learner and other learners, and the learning community and its resources (Goodyear et al., 2010). Garrison & Anderson (2003) note that in the formal learning context where the main actors are the students, teachers, and resources there are consequently six possible 'interactive dyads' or modes of interactions. One may like to think that most empowering is the situation wherein all modes are effectively functioning in two-way mode for learning. ...
At a given Maltese Higher Education complex there is increasing drive to encourage teaching academics to incorporate networked technologies in their teaching therefore expanding face-to-face campus-based education to blended and online provision. This paper reports on research findings of an explorative study investigating variation in academics' accounts of their experiences using networked technologies for teaching in this local context. Twenty-seven participating academics were purposively chosen from different faculties, institutes, centres and colleges. The sample was also balanced in terms of tenure, ranking, gender and age. Phenomenographic analysis of interview transcript data led to a configuration made up of 5 hierarchically inclusive categories describing the act of using networked technologies for teaching as: (i) Accumulating subject content for passing on to students for learning; (ii) Motivating and accommodating students to understand subject content in learning; (iii) Building a positive teacher-student rapport in extending students' learning; (iv) Modelling behaviour inspiring students to exploratory learning; (v) Fostering a community of learners participating and convening in dialogic learning. These categories of description are also configured as structurally threaded by three critical themes of expanding awareness including perceived affordances of networked technologies for teaching, human roles in teaching, and teaching pedagogic strategy. This phenomenographic description suggests a watershed between the third and fourth categories going from the incorporation of networked technologies in teaching activity for their auxiliary capacity for learning - teaching as transmission (of subject knowledge, of understanding, of empathy), to the incorporation of networked technologies as a seamless facet of teaching activity - teaching as participation (in exploratory learning, in dialogic learning). This description of variation in teachers' accounts of their experiencing using networked technologies for teaching confirms previous research but also adds new detail and insight. Besides, the resultant configuration projected as an emergent progression of expanding awareness is reckoned a means for positively inspiring network enhanced development of teaching practices. The thinking about variation in teachers' experiences as promoted by this research is potentially a means to encourage and facilitate the professional development of teaching academics steering away from pressure for change. Potentially it evokes a constructive outward view in the attempt to support best practices in HE teaching.
... The use of technology within this framework is employed to support the teachers and learners to co-develop their ideas, build a shared level of skills and knowledge, and reach a consensus. To achieve the above outcomes, three different e-presence relationships need to be nurtured and sustained: social presence, teaching presence, and cognitive presence [36][37][38]. ...
Teaching physical education (PE) involves adopting contemporary instructional models and teaching methods. Especially at an undergraduate level, the teachers’ participation in professional communities can support their self-efficacy in adopting context-specific instructional models, leading to an improvement in student learning. The aim of the present study was to examine the effects of preservice PE teachers’ participation in a professional development (PD) program designed according to the principles of the community of inquiry (CoI) on their self-efficacy in teaching physical education using instructional models. Twenty-three preservice PE teachers (male = 11, female = 12) at the University of Athens, Greece, participated during the 2022–2023 spring semester in a PD program specifically designed according to the CoI principles to support them in the use of PE curriculum models in a secondary school practicum. A pre-post convergent mixed methodology was used, with quantitative (Ohio State Teacher Efficacy Scale, OSTES) and qualitative (semi-structured interviews) data evaluating the changes in the participants’ self-efficacy in the use of instructional models. Results showed that even though the program was evaluated as effective in terms of supporting the participants’ knowledge and skills on the use of the models, there were no statistically significant changes in their OSTES self-efficacy indices. Given the complexity of PE teaching and the latent structure of the self-efficacy trait, a longer duration of similar PD programs is suggested.
This study includes interviews with 70 undergraduate students enrolled in online or hybrid first-year composition (FYC) classes at one of four universities in the United States and analyzes students’ perceptions of digital peer review. Arguing that the Community of Inquiry (CoI) Framework is a logical heuristic for examining writing studies research, this study finds that synchronicity might be more significant than modality with respect to the ways that peer review is able to achieve social, teaching, and cognitive presence. Overall, this study suggests that synchronicity is a common thread woven throughout each of the CoI presences as a potential way of alleviating negative evaluations of and achieving a learning community through peer review. Data further suggest that hybrid and online students conceptualize relationships as creating a sense of community that is work-based rather than friendship-based, that students might not be aware of or able to foresee ways that peer review applies to other writing contexts or classes, and that instructors could better prepare students for peer review in classrooms and beyond.
The advent of technology has transformed the English Language Teaching (ELT) landscape, revolutionizing the way teachers and students interact in the classroom. This study investigates the impact of technology on ELT classroom dynamics, focusing on teacher-student interaction. A mixed-methods approach was employed, combining surveys, observations, and interviews with teachers and students. The findings reveal that technology has both positive and negative effects on teacher-student interaction, influencing factors such as communication, engagement, and feedback. The study concludes that technology can enhance ELT classroom dynamics when used judiciously, but its over-reliance can hinder effective teacher-student interaction. Keywords: Technology, ELT (English Language Teaching), Classroom Dynamics, Teacher-Student Interaction, Digital Learning
Background
During last ten years, we have developed a digital library with educational materials in Physical medicine and rehabilitation.
Objectives
The objective of current article is the preparation of an electronic library with educational materials in the area of physical medicine, physical therapy and rehabilitation, and the comparative evaluation of the impact of this repository on the quality of education of students and trainees in the field.
Methodology
The electronic library includes e-books on different topics, elements of the specialty “Physical and rehabilitation medicine (PRM)” or Physiatry – with theoretical data, practical issues and case reports with videos of real patients. From the field of basic physiatry we included: books on kinesiological and pathokinesiological analysis, functional evaluation; physiotherapy (active exercises, soft-tissue techniques), ergotherapy (activities), balneotherapy (mineral baths and peloids, underwater gymnastics), manual therapy (tractions, mobilizations, manipulations), preformed physical factors (electric currents, magnetic field, ultrasound, light, laser, etc). In special physiatry we prepared manuals on: neurological and neurosurgical rehabilitation, orthopedic and traumatologic rehabilitation, rheumatologic rehabilitation, cardiac and cardiosurgical rehabilitation, etc. The digital library has been applied to educate 1,186 learners (graduate and post-graduate studies): students in Bachelor’s degree (Physiotherapy, Nursing, Midwifery, Medical assistants) and in Master’s degree (Physiotherapy, Medical rehabilitation and balneology), medical doctors—residents in Physical and Rehabilitation medicine (PRM), participants in long-life learning courses (physiatrists, physiotherapists and nurses). At the end of every educational course, we collected data from the practical and theoretical exams (investigation period—from April 2020 to October 2024). Additionally, we evaluated learners’ opinion using anonymous questionnaires on the usefulness of the electronic library.
Results
Comparative analysis of the results revealed significant improvement in theoretical knowledge and practical skills of students and trainees, as evidenced by online assessments, and face-to-face theoretical and practical exams. The majority of learners consider the electronic repository useful.
Conclusion and recommendations
The authors consider this electronic library (with books, manuals, video-presentations and case studies) a valuable resource in both graduate and post-graduate education within the rehabilitation field. We recommend the application of electronic repositories in the process of education of the students and trainees.
The adoption of online learning has significantly transformed educational practices, sparking extensive debate about its effectiveness, challenges, potential. Central to these discussions are the roles of educators and students, innovative strategies for maintaining engagement, and the integration of technology to meet diverse learning needs. Teachers, as key figures in online education, play a crucial role in determining the success of these digital environments. This article examines the thesaurus of the lemma "teacher" within academic texts on online learning and compares it with dictionaries and the article's literature overview to provide a comprehensive understanding of how the role of the teacher is framed. The thesaurus analysis reveals that words like "student" and "learner" reflect the student-centered nature of online education, while "instructor" is a more formal synonym. Words such as "parent," "participant," and "user" point to the broader ecosystem, including various stakeholders and digital platforms. Additionally, "course," "school," and "education" emphasize the structural aspects of learning, and "support" underscores the teacher's role in providing guidance. This highlights the teacher's evolving role as an educator, mentor, and collaborator in online education. The literature overview primarily focuses on the teacher's responsibilities in managing classrooms, designing lessons, and assessing student performance, along with challenges like adapting to technology and maintaining student engagement. In contrast, the corpus offers a more comprehensive perspective, highlighting the interconnected roles of stakeholders, the importance of technological tools, and strategies for fostering engagement. While both perspectives recognize the teacher's significance, the corpus provides a broader view of online learning, considering environmental factors, learner characteristics, and instructional models. By comparing these two perspectives, the study emphasizes how online education is shaped not only by teachers' roles but also by the broader educational ecosystem, technological advancements, and learner engagement strategies.
Мотивація істотно впливає на будь-яку діяльність людини і сприяє ефективності її виконання. В освітній діяльності людей, після закінчення вишу, на яку щорічно йде величезна кількість коштів як з державного бюджету, так і з бюджетів підприємств різних форм власності, питання мотивації особливо актуальне. Проте часто буває так, що, вкладаючи велику кількість грошових і тимчасових ресурсів, ніхто не замислюється над ефективністю і доцільністю цих вкладень.
In the wake of network technology and with the flourishing development of online learning, online presence is beginning to be conceptualized as a pivotal determinant affecting students’ cognitive and learning behaviors in the online landscapes. However, how online presence influences students’ technology-enhanced language learning experience through a multivariate relationship is critical to developing multidimensional approaches to understand students’ online learning beyond the classroom. This study surveyed 330 undergraduate students of college English course in a comprehensive research university in Eastern China concerning online presence, learning aspiration, perceived authenticity and learning engagement which are associated with their technology-enhanced language learning experience. Structural equation modeling analyses of the survey responses indicated the significant association between online presence, learning aspiration, perceived authenticity and learning engagement. Specifically, research results supported the major hypothesis of online presence’s influence on learning aspiration and learning engagement, and this effect was found to be mediated by perceived authenticity and learning engagement. In addition, this study found that perceived authenticity significantly influenced learning engagement, and that learning engagement significantly influenced learning aspiration as well. This research extended our understanding of the main effects of online presence and would help inform teacher educators and network administrators for curriculum and technological development purposes.
This paper explores the crucial role of leadership in enhancing online teaching methods through innovative approaches. As online education becomes increasingly important, particularly following the COVID-19 pandemic, effective leadership is vital for addressing both the potential and challenges of digital learning environments. This study emphasizes the integration of advanced technologies such as AI and adaptive learning systems and the importance of inclusive educational strategies. The research also highlights leadership models that foster strategic planning, technological innovation, and inclusivity to improve online education outcomes. Practical recommendations for fostering student engagement, maintaining academic integrity, and addressing the digital divide are discussed. These findings provide a framework for educational leaders to successfully navigate the complexities of online education and to implement technologies that enhance learning experiences for diverse student populations.
This research paper examines quality assurance in online and distance learning programs in India, focusing on essential elements like clear learning outcomes, interactive course content, and student support services. It delves into the challenges unique to the Indian context, such as technological infrastructure, instructor preparedness, and student engagement. The study evaluates the effectiveness of various quality assurance tools, including course evaluations, self-assessments, and external reviews, while also highlighting the critical role of regulatory frameworks. Additionally, the paper underscores the importance of stakeholder satisfaction, emphasizing that the success and sustainability of online education depend on meeting the needs of students, faculty, and administrators. By offering insights and recommendations, the research aims to guide policymakers and educators in improving the quality of online and distance education in India.
This chapter examines the relationship between online Project-Based Learning (PBL) and social capital development, tracing the historical roots of PBL from learning by doing and experiential learning to modern implementations supported by digital platforms. It highlights how PBL, grounded in student-centered, real-world projects, fosters deep learning and critical thinking. As PBL has evolved, the integration of AI technology offers new tools to enhance learning but also introduces ethical challenges that must be carefully managed. The chapter emphasizes that building social capital – through trust, collaboration, and community engagement – is essential for the success of online PBL. It discusses strategies for overcoming the challenges of diverse student backgrounds and real-world complexities, focusing on the importance of ethical AI use and inclusive practices. Ultimately, this chapter underscores the potential of online PBL to not only enhance academic outcomes but also contribute to stronger, more resilient communities through the development of social capital.
Schulpraktische Studienelemente sind zugleich wissenschafts- und praxisorientiert und gelten als wichtiger Bestandteil der Professionalitätsentwicklung angehender Lehrkräfte. Im Zuge aktueller Diskurse zu Art, Umfang, Inhalten und Zielen von Praxisbezügen wird Kohärenz in der Lehrkräftebildung zunehmend fokussiert. In den Blick geraten u.a. Fragen nach den Zusammenhängen und den Abstimmungen zwischen den Phasen, insbesondere der ersten und zweiten. Die Beiträge im Sammelband nehmen die Professionalisierungsdebatte der Lehrkräftebildung im Allgemeinen und besonders die (phasenübergreifende) Professionalisierung im Praxissemester auf. Hierbei werden zentrale Praktiken und Anlässe an den je unterschiedlichen Lernorten anhand exemplarischer Erfahrungen illustriert. Ziel ist es, die Akteure der einzelnen Phasen über die Potenziale Schulpraktischer Studienelemente ins Gespräch zu bringen und (auch) gemeinsam Ansätze und Ideen zu den Fragen zu entwickeln: Inwieweit können sowohl die jeweils spezifischen Aufgaben der drei Phasen deutlich gemacht als auch gleichzeitig die klassische Trennung zwischen den Phasen aufgeweicht werden? Wie kann es den Beteiligten gelingen, (Aus-)Bildungsaspekte der unterschiedlichen Phasen zunehmend besser aufeinander zu beziehen? (DIPF/Orig.)
Cet article examine les conditions menant à l’émergence de communautés virtuelles d’apprentissage dans le cadre de dispositifs de télécollaboration en français langue étrangère et bilingue (français-anglais), en s’intéressant en particulier à une phase moins étudiée dans la recherche, notamment la prise de contact qui se déroule en mode asynchrone sur un réseau social et sur un mur collaboratif (Padlet). Afin de mieux comprendre les caractéristiques de ces échanges, nous examinons la pertinence des notions de communautés de pratique et de communautés virtuelles d’apprentissage adoptées dans le domaine des formations à distance, la dynamique de leur émergence, ainsi que les environnements numériques exploités pour les différents modes d’interaction. Nous présentons ensuite le contexte d’études empiriques menées depuis 2017, le corpus d’étude et la méthodologie qui se fonde sur l’analyse des comportements discursifs en ligne. Les résultats montrent que les spécificités des communautés virtuelles d’apprentissage dans le cadre de télécollaborations en langues sont liées principalement à leurs limites spatio-temporelles, aux appartenances institutionnelles des groupes qui interagissent et à leur navigation entre les langues et les environnements numériques variés.
The rapid changes in a world driven more and more by information technology dictate that educators prepare, as best they can, students to live in the unknown and uncertain future, doing as yet nonexistent jobs. Teachers need to actively involve learners in the educational process by shifting the focus from knowledge recall to competencies and skills for lifelong learning. The implementation of blended learning transforms learning environments, supports sustainable motivation and encourages the mastering of skills. It is believed that through blended learning a teacher ensures not only the success and satisfaction of learners, but also motivates them to become responsible global citizens who are collaborative, flexible, entrepreneurial, adaptable and agile. Accordingly, the present paper discusses blended learning and its application in teaching English for specific purposes.
Introduction: The advent of internet and innovative technologies has rendered learning solution for universities currently navigating an environment of passionate change. Universally, the COVID-19 lockdown has impacted every facet of life, and education is no exception. Understanding faculty perceptions on e-learning technologies is essential for the successful growth of academic programs. Objective: This study aims to investigate college faculty members current status and future expectations regarding e-learning. Method: It is an empirical research study encompassing faculty teaching higher education in arts, sciences, humanities, engineering, and health sciences. The purposive sampling, with a sample size of 389 is adopted for the study. The primary data is collected through questionnaire. Descriptive Statistics and Regression, aided by IBM SPSS Statistics 22, are employed for analysis and interpretation. Results: The study reveals a moderate awareness level towards E-Learning.
The advent of the internet and innovative technologies has rendered learning solutions for universities currently navigating an environment of passionate change. Universally, the COVID-19 lockdown has impacted every facet of life, and education is no exception. Understanding students' perceptions of e-learning technologies is essential for the successful growth of academic programs. This study aims to investigate college students' current status and future expectations regarding e-learning. It is an empirical research study encompassing students pursuing higher education in arts, sciences, humanities, engineering, and health sciences. The purposive sampling, with a sample size of 497 is adopted for the study. Primary data are collected through a questionnaire. Cross-tabulation and Chi-square tests, aided by IBM SPSS Statistics 22, are employed for analysis and interpretation. The study reveals a low awareness level towards e-learning.
This study investigates the timing of replies to mobile phone text messages focusing especially on the timing of replies from the perspective of the “recipient” of the message. In a previous study, the authors evaluated the timing of replies and the emotional strategies associated with such timing from the perspective of the “sender” and found they employed an emotional strategy whereby they “waited” before responding to mobile text messages in order to continue positive communication. In the present study, they examine if the same strategy is as effective from the perspective of recipients of the messages. Specifically, study participants were asked by questionnaire to rate what emotions they would feel and to what degree when the other party waited before replying to the mobile text messages the participants had sent, where the message sent had conveyed one of four emotions: happiness, sadness, anger, or guilt. These four emotional scenarios are the same as used in the previous study to allow for comparative analysis of the two studies. Additionally, participants in the present study were asked to provide freeform responses for scenarios where they felt it was desirable to wait before replying themselves. The results show differences between the emotional strategic intent of senders for waiting before replying, as determined in the previous study, and how this is perceived by the recipients. The results suggest that there are gaps in perception between senders and recipients regarding the intentional manipulation of reply timing (especially waiting before replying). One suggested gap is that senders that intentionally manipulate the timing of replies for negative or hostile emotions, such as sadness, anger, or guilt, run the risk of making the recipient feel the opposite of the sender's intended outcome.
The problem in this study is the lack of student understanding in the online learning process through the e-learning platform in the Research Methodology course and the absence of an evaluation of the effectiveness of using the e-learning platform in the learning process. The purpose of this study is to determine the evaluation of the e-learning platform in the Research Methodology course using the CIPP evaluation model which includes Context, Input, Process, and Product. Overall, the results of this study indicate that the e-learning platform has a positive impact on Research Methodology learning. Although all aspects are in the good category, the percentage value of each aspect is still close to the lower limit of the category, so there is still room for further improvement to increase the effectiveness of learning as a whole.
Integration of digital techniques like learning management systems and artificial intelligence has revolutionized teaching methodologies. Blended learning models, combining face-to-face instruction with online components, foster dynamic learning experiences and democratize access to resources, promoting flexibility and inclusivity. In Kenya, digital adoption in higher education has surged, enhancing accessibility and efficiency in instructional and administrative processes. Digital tools facilitate active learning, collaboration and personalized learning, transforming traditional instructional methods and promoting student engagement and motivation. The flipped classroom model supported by digital technologies, encourages active learning and critical thinking. Effective tutor training is crucial for integrating digitization, focusing on developing digital competencies and pedagogical skills. Although challenges persist, the digital era offers opportunities for enhancing teaching and learning, making education more accessible.
Open and Distance E-Learning (ODEL) is transforming higher education in East and South Africa by addressing barriers to access and inclusivity. Accelerated by the COVID-19 pandemic, ODEL supports educational continuity and lifelong learning. Evolving from 19th-century correspondence courses, ODEL now leverages internet access, Learning Management Systems (LMS), mobile technology, and artificial intelligence, aligning with the UN Sustainable Development Goals (SDGs). Key challenges include the digital divide, cultural and language barriers, and resource limitations. Strategies include leveraging mobile technology, low-cost solutions, and policy enhancements. Future AI and virtual reality advancements promise further improvements, fostering a more equitable educational landscape.
This study aims to clarify the relationship between task types and foreign language learners’ social presence (sp) in text-based scmc learning modes. The participants in this study comprised 38 high-intermediate level English as a foreign language (efl) learners from different disciplines of a university in Taiwan. They were divided into two groups (text-chat without webcam, text-chat with webcam). The task types selected for this study included jigsaw tasks (jts) and decisionmaking tasks (dmts). The empirical data for this study were collected from students’ sp surveys, interview transcripts, learning journals, and online discussion records. The findings of this study suggest that the task types could affect efl learners’ sp development in scmc. The dmts in this study enhanced learners’ sp development better. In addition, the learners’ image provided by the webcam seemed to enhance learners’ sp perception. The learners perceived the highest sp in the dmt-webcam condition, and the lowest sp in the jt-nonwebcam condition. However, the learners did not recognize the advantage of the webcam image. Therefore, it is highly recommended that learners be trained to adapt to learning environments in order to enhance sp before the start of learning
The recent development of blended learning has facilitated a new direction for the reform of intercultural communication teaching in English in Chinese universities. This study designs a blended learning for the Intercultural Communication course in English based on the Community of Inquiry (CoI) framework (Garrison et al., Internet and Higher Education 2:87–105, 2000), and applies it on 58 English majors over three weeks in two universities in the northwest of China, with the aim of demonstrating how the CoI framework could be adopted to blended learning design for intercultural communication teaching in English and exploring whether it can achieve effective application results in the Intercultural Communication course in English. The research data were collected from online comments, reflective journals, teaching notes, in-depth interviews and satisfaction surveys. The data were qualitatively analysed using thematic analysis (Braun and Clarke, Qualitative Research in Psychology 3:77–101, 2006), and quantitatively analysed using descriptive statistics. The results of this study indicate that by adopting the blended learning design for the Intercultural Communication course in English based on the CoI framework, students’ intercultural communication competence is enhanced in terms of intercultural knowledge, intercultural attitude, intercultural skills and intercultural awareness, and students’ English proficiency is improved mainly through the stimulation of learning enthusiasm and the changes in their learning habits. The overall teaching process is satisfying in the aspects of teaching content, teaching methods and intercultural context.
This study examines the role of epistemological beliefs in moderating the relationship between critical and creative thinking among science teachers. It aims to explore how advancements in understanding knowledge influence these cognitive skills. The primary focus is on the extent to which epistemological beliefs impact critical and creative thinking, highlighting the need for a deeper grasp of knowledge to foster these skills. A mixed-methods approach is used, combining qualitative and quantitative data within a pragmatic framework to provide a comprehensive view. The sample includes science teachers from Selçuklu, Meram, and Karatay districts in Konya, Türkiye. Quantitative data were gathered using the Epistemological Beliefs Scale, the Critical Thinking Scale, and the Creative Thinking Scale. Results show that epistemological beliefs significantly influence critical and creative thinking, suggesting that these skills are closely tied to epistemological development. Qualitative findings support this, indicating that a solid epistemological foundation is essential for both types of thinking. Additionally, the study finds that authoritarian teaching methods suppress critical thinking, while student-centered strategies enhance it. To promote critical and creative thinking, science teachers should develop their epistemological beliefs and create an environment that encourages open discussion and diverse perspectives. Keywords: critical and creative thinking, epistemological development, mixed-methods research, science education
Estudos recentes destacam a relevância das estratégias de autorregulação da aprendizagem (ARA) no contexto educacional da última década, especialmente na formação de docentes do Ensino Superior. A justificativa para esta pesquisa reside na importância de capacitar professores, que são os principais agentes na promoção de aprendizagens significativas. O objetivo deste estudo foi realizar uma revisão integrativa de literatura entre 2004 e 2024, com foco em identificar programas de formação continuada que capacitem docentes a implementar estratégias de autorregulação em sala de aula. A metodologia adotada envolveu a análise de artigos científicos, buscando avaliar o impacto dessas formações no desenvolvimento da competência autorregulatória dos professores e, por consequência, nos alunos. Os resultados indicam um impacto positivo, embora se observe uma lacuna na literatura, com poucos estudos abordando o tema, tanto em nível nacional quanto internacional. A conclusão reforça a necessidade de mais pesquisas e investimentos em formações que capacitem os docentes a aplicar eficazmente as estratégias de autorregulação no ensino.
Interest is a supreme factor which propels the process of learning, directs both academic and professional enhancement and finally an indispensable component of academic success. To provide a fruitful learning experience and keep the learners self-motivated and deeply involved throughout the learning process, the entire education system should focus on the interests of the students. The primary drive of the interest is the ‘need’ of the students. Hence, it is quintessential to do a need analysis of the learners for the effective instructional design. Through a descriptive survey study, the English needs of professional education (Engineering, Law and Teacher Education) students were studied and categorized under five dimensions viz. Aural oral skills-related needs, Reading and writing skills-related needs, Academic-related needs, Employment-related needs and Social-related needs. Based on their needs, a detailed description of instructional techniques was also suggested in this chapter. Attributes of such techniques are skill oriented learning, efficient integration of technology, informal learning, gamification and utility based instruction.
In networked learning practice the emphasis on human relations for learning beyond engagement with learning materials using information and communication technologies is a significant shift from the prevalent classroom-based lecture which students are used to. In networked learning teachers are assumed to take a less prominent position permitting students to experience learning through active participation in cooperative and collaborative activities with others. This paper proposes a constitutive description for considering human players for learning in the formal networked learning environment hence departing from previous depictions of contrasting views reported in the research literature. Different ways teachers and students are perceived to contribute to networked learning experiencing are understood in distinction and in relation to each other. This portrayal is the research outcome of a phenomenographic investigation which led to a configuration comprised of three qualitatively different ways how students account for the teacher and other students contributing to their learning in a formal networked learning environment. The hierarchically inclusive categories describing this variation have the student perceiving other students as separately persevering with their own studies and the teacher as director of all learning; to the perception of other students as direct contributors through their visible activity and interactivity and the teacher as organiser and guide for students’ learning; to the perception of other students as co-creators for learning and the teacher as convenor coming close to being co-actor. The structural threads drawing these categories together into a single coherent whole are the academic role or active responsibility for learning teachers and other students are perceived to assume which across the structuring continuum are in a relationship of pairwise alignment.These findings project different perceptions as all legitimate and suggest that in deepening awareness teachers and learners gravitate towards becoming teachers and learners for each other. Moreover in this writing is emphasised the constitutive and open nature of phenomenographic description projecting fluidity for thinking about students' perceptions of human others as contributors to NL experiencing. All this emphasises that networked learning provision needs to incorporate a directed effort to accommodate diversity in how students perceive and hence relate to human others for learning when in the formal networked learning setting, building in support to encourage students embracing different perceptions to experiment different learning and teaching roles as networked learning participants.
Global discourse on digital learning, online education, and e-learning involves scholars and committees worldwide. The gradual integration of technology in education faced a sudden acceleration due to the COVID pandemic, causing diverse responses from teachers and students. While some appreciate the swift transition to remote learning, others express dissatisfaction. Higher education institutions feel a significant impact from digitalization, digital natives, operating costs, and micro/nano degrees. Pandemic-induced changes affect administrative procedures and teaching methods. Digital technologies provide formalized learning environments, enabling students to use various tools. This study aims to comprehend digital learning's impact on higher education students, acknowledging the intricate interplay of convenience, global openness, operational changes, and emerging pedagogical strategies. Achieving balance is crucial for institutions to leverage digitalization's benefits while addressing challenges like technological inequality and potential erosion of traditional teaching methods.
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