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E-moderating: The key to teaching and learning online
Abstract
Incl. bibl., index, URL adresses
... Unsuitable posts and spam should not be allowed to disrupt the conversation among members. The aim is to keep a high ratio of relevant messages in the online community, which is also known as the signal/noise ratio (Collins and Berge 1997;Salmon 2000). Other than managing the ebb and flow of the conversation and content and keeping peace in the community, they keep the group focused and "on-topic" as well as manage the frequently asked questions (FAQs) by directing people to the section, answering questions or updating regularly. ...
... They also manage membership by adding, removing or suspending members in the community. Moderators also manage content by allowing their publication, removing undesirable ones that breach community guidelines, or archiving old content that is no longer relevant (Collins and Berge 1997;Salmon 2000). ...
... Moderation techniques may vary in different online communities because of their diverse purposes. For example, scholarly discussion communities (Collins and Berge 1997) are likely to have moderators who focus on ensuring that the conversation stays on track, while moderators in distance education communities would direct discussions that support learning goals and scholarly topics (Salmon 2000). On the other hand, online communities that discuss controversial political and religious issues are likely to engage in heated debates whereby moderators have to actively arbitrate. ...
"By examining the political discourse and social interactions that occur within six different political communities in Malaysia, this volume sheds light on how theories of political communication and social media play out on a granular level. Malaysia, with its interesting amalgam of democratic politics and intractable racial and religious divides, is ripe for a study of how online communication within different political and social groups actually works. With chapters on Malay, Islamic, Chinese, Indian, and Christian online communities, along with those of Sabah and Sarawak, this volume will be of interest to anyone seeking a deeper understanding of how political interaction and digital discourse function on the ground in this important country in Southeast Asia."
-- Janet Steele, Professor of Media and Public Affairs and International Affairs, George Washington University
... Several interaction analysis models have been employed for analysing online interactions in a qualitative manner (Henri, 1992;Newman, et al., 1995;Zhu, 1996;Gunawardena, et al., 1997;Fahy, et al., 1999;2000;Rourke, et al.;Anderson, & Archer, 2001). One of the first frameworks of analysis is Henri's (1992) content analysis model, which focuses on three aspects: (a) what is said on the subject, (b) how it is said, and, (c) processes and strategies. ...
... When analysing interaction we partly followed previous research methods. Having consulted the relevant literature, we concentrated on the online interactions and after several thorough readings, communication in the given pedagogical scenario served as a basis for developing our own analytical categories. 1 When identifying the phases, we used Salmon's (2000) five-stage model as a point of reference, which by describing the online learning and teaching process demonstrates primarily the steps of online community formation. Salmon's model specifies the following five stages: (1) access and motivation (2) online socialising; (3) information exchange; (4) knowledge construction; (5) development (providing links outside). ...
... The type of communication characteristic of Phase 5 can hardly be separated from the interactional mechanisms experienced in Phase 4, which is why Salmon (2000) in his model does not separate these two. On the basis of our sample we still thought it important to emphasise that in this phase contributions become a little longer: they more often contain reactions to previous posts even though the main topic of the interactions is still the detailed clarification of tasks, deadlines, duty allocation or the description of an initial solution. ...
The main focus of the study was to investigate group-mechanisms and collaborative small-group learning. Participants (n=20) were pre-service English teacher trainees of a methodology seminar. Group mechanisms and collaborative activities were analysed and made visible with the help of online discussions that evolved in the discussion forums of the course management system (CMS) Moodle. Quantitative data on student participation, online activity and frequency of messages were gained from the log files of the CMS. Through the qualitative content analysis of forum discussions, nine stages of collaborative discourse were identified in the presented pedagogical scenario. Methods for integrating the identified stages in the design process of blended learning in teacher training courses are suggested and best practices for similar courses are offered. However, due to the limited number of participants, further investigation of the relevance of the identified stages on a larger set of sample is needed.
... In this context, the changing roles of online teachers have drawn great research attention as "online learning, by nature, changes the way teaching responsibilities are performed" (Baran, Correia, & Thompson, 2011, p. 426). In the literature, there have been multiple teacher roles conceptualized to characterize what teachers should do in an online teaching context, including an instructional designer who develops learning resources and activities in close collaboration with other experts, a pedagogical facilitator who manages courses and guide students' participation, a social member who interacts with students not only at the cognitive level but also at the affective level and a technical expert who deals with technical issues that students face (Anderson, Rourke, Garrison, & Archer, 2001;Berge & Collins, 2000;Guasch, Alvarez, & Espasa, 2010;Salmon, 2004). ...
... Although each researcher prioritizes different roles and competencies of online teachers according to the context where their research and teaching is situated, there is a shared agreement and emphasis on the fundamental change to the teacher-student relationship (Baran, Correia, & Thompson, 2011). Teachers' power and control over students' learning as a sole instructor voice, which is often equated with "teaching responsibilities", move now to the role of student support and another set of rhetorical claims signifying online learning as being "active" and "student-centred" are generated (Salmon, 2004;Smith, 2005). Having considered these multiple roles of the online teacher together with the shifted responsibilities for learning, the long-standing questions about "good teaching" and what makes an "effective teacher" tend to be challenging to address. ...
There is a lot of rhetoric related to current internet based distance education as accessible, flexible, just-in-time, cost-effective, innovative and interactive. In particular, discussion about the value of interaction for successful online learning experiences, which is grounded in social constructivist learning theories, has been ongoing for recent decades. The burgeoning popularity of online learning such as a MOOCs phenomenon and the rapid proliferation of its new name “e-learning” have pushed aside the older connotation of distance learning as an inferior form of learning compared to face-to-face instruction. With the advent of web technologies and the growing public interest in the Internet, a simultaneous claim from internet-based research that such environments are inherently interactive has reinforced the rhetoric about the “interactive nature of online learning”. As a result, literature suggests researchers have single-mindedly focussed on developing more effective interactive online learning with neither empirical examination of the claims nor careful investigation of distance educational contexts where their designs would be implemented in. In this context, the changing roles of online teachers have drawn great research attention and so have been conceptualized and theorised. This Foucauldian critical discourse analysis project looks closely into the rhetorical discourse and their influences on instructors’ perspectives and behaviours at open universities to address the gap in our current understanding about distance education. Two foci of this study are i) instructors’ language use: how instructors at open universities talk about their perspectives and experiences of online learning and ii) instructors’ subjects: how each instructor is described and characterized by other members at the universities and why. We conducted semi-structured interviews with 17 instructors in two open universities, one in North America and the other in Asia-Pacific region. Our findings show the powerful impact of the rhetorical discourse on instructors’ perspectives and their subjects, which has increased the potential danger of the institutional abuse of power against or the marginalization of a particular group of instructors. The ultimate aim of this study is not to refute social constructivist assumptions but to provide a different framework to broaden our understanding of the nature of online learning beyond the current set of assumptions.
... The model stages are clear and consist of clear and understandable steps, and the model has therefore been applied to the construction of online programs (Hughes, Ventura & Dando, 2004;Lisewski & Joyce, 2003). Its primary purpose is to provide a model for e-facilitators to support student participation and online learning, employing the pedagogical theory of Constructivism (Salmon, 2003). E-tivities are defined as "frameworks for active and participatory online learning by individuals and groups" (Salmon, 2013, p. 5) and are used in online learning to create a clear, structured environment for students to participate and interact with the content, their classmates and the e-moderator. ...
... The 5-stage model (Salmon, 2013) is a strategic approach to structuring course content and interaction around the basis of a natural gradual progress that an apprentice is likely to make in online learning. The model provides the lesson planner with the ability to organise the content and structure of the lesson, by integrating appropriate e-learning courses, to meet the individual online pedagogical needs of the learner (Salmon, 2003(Salmon, , 2013. ...
This is an edited e-book derived from the Critical ARts for Sustainable Societies (CARE/SS) Erasmus + funded project. It has 3 parts and 14 chapters with different authors. Part I introduces the CARE/SS project and its theoretical background, along with a state-of-the-art review of different models of distance learning (DL) and blended learning (BL) in higher education institutions. Part II presents research on academics’ views, attitudes and experiences in the 5 partner countries (individual reports and summary). Part III identifies relevant research in the arts disciplines and proposes a transformative pedagogical framework for DL or BL, specifically in the arts education disciplines.
All research outputs of the CARE/SS project are open access on the project's website: https://care-ss.frederick.ac.cy/
... According to [10] real-time feedback and assessments offered by e-learning platforms enable students to monitor their progress and quickly modify their learning approaches. [23] and other authors highlight how e-learning is environmentally sustainable because it uses less paper and other physical resources and has a smaller carbon footprint due to transportation. The COVID-19 pandemic also propelled e-learning to the top of the educational food chain globally by forcing the widespread closure of physical learning facilities. ...
... Fig. 6 Three-field plot of Journal, author, and abstract keyword. [21][22][23][24][25][26][27][28][29][30] ...
In response to the enhancing utilization of technologies and the present state of the field, this study aims to explore the E-learning revolution in Higher Educational institutes in India. Through a systematic review using bibliometric methods, data mining, and analytics, a total of 293 publications were examined. The study reveals a consistent growth in research on E-learning, particularly in recent years, with the USA, China, and India in this field. The primary contributors to this research area are Education and Information Technology, followed by an International review of research in open and distance. This study employs the Scopus database to identify trends in publications, influential papers, key themes, and keywords. It also explores futuristic themes and target concepts. The average citation value over three years stands at 6.768. Issues In Information Systems, T and D and Developments In Marketing Science: Proceedings Of The Academy Of Marketing Science. Research has shown that it is effective in increasing the effectiveness of e-learning in educational settings, especially in the areas of organizational behavior, corporate professionals, training and development, and finance, among others. It makes significant contributions to topics like financial crises, sustainability, COVID-19 issues, team challenges, organizational conflicts, and digital transformation. The study recognizes its limitations and explores possible directions for future investigation.The findings also highlight crucial research gaps, underscoring the need for further investigations. This knowledge can inform the development of strategic approaches to tackle challenges and leverage opportunities related to E-learning in higher educational institutes. Ultimately, the study aims to provide insights for strategies that support the advancement of E-Learning
... The goal of an empathetic approach to AOD monitoring is to maintain learner motivation to revisit AOD forums and consider peer feedback. Effective AOD monitoring can support newcomers to online learning (Salmon, 2003) by alleviating anxiety, exemplifying optimal AOD engagement, and increasing the likelihood of future participation (Salmon, 2003;Woods & Bliss, 2016). Besides offering constructive feedback on AOD content, empathetic AOD monitoring includes just-in-time encouragement and feedback on participation, promoting continued participation and reinforcing the value of empathy-driven AOD facilitation. ...
... The goal of an empathetic approach to AOD monitoring is to maintain learner motivation to revisit AOD forums and consider peer feedback. Effective AOD monitoring can support newcomers to online learning (Salmon, 2003) by alleviating anxiety, exemplifying optimal AOD engagement, and increasing the likelihood of future participation (Salmon, 2003;Woods & Bliss, 2016). Besides offering constructive feedback on AOD content, empathetic AOD monitoring includes just-in-time encouragement and feedback on participation, promoting continued participation and reinforcing the value of empathy-driven AOD facilitation. ...
Asynchronous online discussions (AODs) are a primary way instructors design for interactions among students in online environments. However, many common challenges associated with AODs (e.g., self-doubt, poorly constructed question prompts, superficial posting) prevent students from benefitting fully from the experience. Furthermore, how instructional designers address these challenges has implications for how AODs are designed, facilitated, monitored, and evaluated. This chapter explores using an empathy-driven approach to overcome AOD challenges. Adopting an empathy-driven approach offers instructional designers opportunities to mitigate challenges with designing, facilitating, monitoring, and evaluating AODs in order to create a meaningful learning opportunity that fosters inclusivity, motivation, and engagement while reducing ambiguity. Specific strategies are shared for improving AODs by using an empathy-based approach.
... Several studies have confirmed that learning is a social endeavor, with interaction and teamwork as key components (see, e.g., [19]). However, supervised and encouraged online communication is required [20]. AI in education can enhance collaborative learning by encouraging adaptive group formation based on educational models, promoting virtual engagement, and summarizing discussions that a tutor may use [12]. ...
This paper reviews the theoretical background and potential applications of Large Language Models (LLMs) in educational processes and academic research. Utilizing a novel digital ethnographic approach, we engaged in iterative research with OpenAI’s ChatGPT-4 and Google’s Gemini Ultra—two advanced commercial LLMs. The methodology treated LLMs as research participants, emphasizing the AI-guided perspectives and their envisioned roles in educational settings. Our findings identified the potential LLM roles in educational and research processes and we discussed the AI challenges, which included potential biases in decision-making and AI as a potential source of discrimination and conflict of interest. In addition to practical implications, we used the qualitative research results to advise on the relevant topics for future research.
... Secondly in terms of guidance and support, the timely interventions of the tutors, providing feedback, encouraging reflection and stimulating debate helping to focus the discourse, engendering critical thinking and meta-cognition. Moreover, teaching presence from the participants was encouraged by the strategy adopted by the tutors of recognising the stages of development of the group, intervening more at the start and gradually backing-off as mutual support emerged (Salmon, 2000;Hlapanis & Dimitracopoulou, 2007). ...
Whereas a reasonable body of research now exists on the use of networked learning and learning communities in higher education, especially in post-graduate studies, less is known about their use in other sectors of education, such as continuous vocational education and training. This research focuses on an example of the use of online learning communities for teachers' professional development - eTwinning Learning Events. It looks at how the online community supports the development of teachers' competence and practice in online collaboration, how social aspects contribute to this discourse and the impact of facilitation, guidance and orchestration. Action research was used to follow and influence the development of a Learning Event (LE) entitled 'Exploiting Web 2.0: eTwinning and Collaboration' first held in April 2010. Applying the Community of Inquiry (CoI) framework (Garrison, Anderson, & Archer, 2000) we examined the interrelated dimensions of cognitive presence, social presence and teaching presence. The analysis suggested that skills were developed in the use of the web 2.0 tools, however there was less impact on teaching competence and practice, social interaction was important but seen as second place to the cognitive activities and the burgeoning community failed to fully develop. The event was rerun in the autumn and an analysis of the data collected through a participant questionnaire, interviews and the coding of the messages in the discussion forums suggested that the changes applied had had a positive impact on the learning, the social interaction and the contribution of the tutors. Cognitive presence had been reinforced through practical experience and a final reflection activity, with evidence of critical thinking emerging in the participants' discourse. A Staff room for informal knowledge sharing had engendered a good social presence and a community had emerged that thrived for as long as it served the purpose of learning. The teaching presence had been ensured through additional tutoring at key points, to provide feedback and encourage reflection, and the gradual emergence of mutual support from peers. The results of the research will contribute to our understanding of how the cognitive, social and teaching aspects of an online learning community are interrelated and combine to offer a valuable learning experience in support of professional development.
... Moderator one was responsible for Modules 1, 3 and 5; moderator two was responsible for Module 2; and moderator three for Module 4. Each moderator had a different level of experience in facilitating online discussion forums, so at the onset of the course a discussion was held concerning their responsibilities as moderators: reviewing the roles and competencies of an online moderator from Anderson et. al. (2001), Salmon (2003) as well as Rovai (2007 (2001) Salmon (2003) Rovai (2007) Instructional design and organisation is concerned with thinking through the process, structure, evaluation and interaction components of the course. ...
The aim of this research is to examine the interactivity between participants in a Virtual Learning Professional Development (VLPD) course to see how moderating facilitation and strategies, particularly scripting, affect the interactivity and quality of the postings in three different modules which were coded using the Community of Inquiry Framework (Garrison, Anderson & Archer (2000). There were over 500 postings submitted in the investigated discussion forums, and there was a marked increase in the postings of the forums throughout the duration of the course. Upon analysis of the discussion forums Akyol & Garrison’s (2011) metacognition assessment was also considered. The VLPD introduced the instructors to learning about Web 2.0 technologies and the pedagogy of using IT in the classroom by using the technology. The participants were foreign language instructors at tertiary level who teach English, Spanish, French, Italian, Turkish and Russian as a foreign language. The need for such a course is based on the idea that teaching is a life-long learning profession in which further education/training is essential to offer best practices in language teaching today. Moreover, it affords motivation and opportunities of career development for the educator. The course was a bottom-up approach with instructors designing, facilitating and voluntarily participating in the program. The VLPD had the intention of (1) introducing the use of technology in foreign language learning by using technology, (2) offering current professional journal articles as well as set tasks that would increase instructors pedagogical knowledge of the hows and whys in applying web 2.0 technologies in their teaching, (3) allowing the foreign language instructors to share and collaborate on professional knowledge and the co-construction of knowledge, and (4) enhancing professional growth and qualifications in a technology enhanced learning environment in a theoretical framework of social constructivism free from time and place constraints. This investigation of three similar discussion forums in three different modules does confirm that scripting as role assignment is effective in leading participants to achieve cognitive presence as determined through the Community of Inquiry Framework.
... These learning environments focus on discussion, knowledge sharing and knowledge building (see Scardamalia, Bereiter and Lamon, 1994) . In addition, general purpose asynchronous threaded forums have also been successfully used to support classroom discourse (Jones et al, 2000;Collison, Elbaum, Haavind and Salmon, 2000). These forums connect and enable students to share ideas/resources, give and receive feedback and work together to build knowledge. ...
Networked learning is becoming more and more about connectivity of learners or professionals and connectivity to resources available online and sometimes freely. Researchers are making use of these by designing online environments where this notion of connectivity and vast resources available to learners can be exploited. Many online discussion tools are available for use in educational settings. This paper discusses means of comparing the quality of interaction in these tools. We focus on the use of an online discussion tool called InterLoc (http://www.interloc.org.uk/). InterLoc is based on research by McAlister (2004) who designed a tool for online peer discussion that guides students' dialogue towards more academic interactions and facilitates extended argument. A significant feature of the design of the tool is managed synchronous dialogue e.g. the use of sentence openers, and the facility to reply to earlier contributions. The design features of InterLoc ensure that it provides a collaborative argumentation environment for learners in higher education. We also demonstrate that it is possible to structure argumentation using InterLoc in different settings, both academic and work-place. One of our case studies was carried out with postgraduate distance learning students studying science communication and the participants were asked to consider the idea that everyone's DNA should be kept on a data base to help fight crime. The second case study was in a health and social care setting and the participants were family-support workers of a London based charity, supporting families and individuals offering practical, emotional and financial help. They were asked to consider the case of a severely obese child whom social services are considering taking into care as the parents are unable to control his eating. The participants discussed what would be the best for the child. We used two methods of comparing the quality of interaction in these sessions: We analysed the transcripts of discussion sessions using content analysis and frequency of sentence openers and compared these analyses with those using Toulmin's Argumentation Pattern (TAP). By comparing the results of these two analyses, we explored the possibility of using these measures as an indicator of the quality of the discussion taking place. Our findings have confirmed the potential of the InterLoc sentence opener analyses for future work.
... This demonstrates the need for clear explanation to prospective students about the demands of the course, the time commitment, the level of technology required and the need for them to ensure they have sufficient self determination to engage fully with an online programme. Salmon (2011) discusses the skills tutors need to guide students through the online learning process. The most important factors therefor, in creating an NLC are the engagement and commitment of the tutors and students, alongside the reliability of the technology. ...
As distance and blended learning becomes more popular with both students and Higher Education Institutes (HEI), methods of developing student engagement and experience are becoming increasingly more important. This investigation examines a case study of three programmes delivered at one HEI. The programmes were part of a pilot project employing an online classroom to develop synchronous communication. This study examined the development of a Networked Learning Community using both synchronous and asynchronous communication. The findings highlighted a variety of issues such as the importance of tutor experience of online teaching, positive experiences using the online classroom which develops social capital, enhances students’ self motivation and the importance of preparing students to engage with online programmes before they begin. Distance learning is growing rapidly, increasing the need for effective communication strategies (Allen & Seaman, 2011; Durrington et al 2006). As there is little or no face-to-face interaction, it is important for online instructors to establish their presence in the course to ensure students feel there is a familiar presence with whom they can relate to. There are a variety of ways to accomplish this, through communicating with students on a regular basis, sharing course content, and building a sense of community within the class (Palloff & Pratt, 2003). Using web 2.0 tools can enhance instructor presence through a wide array of collaborative learning experiences (Solomon & Schrum, 2010), one way of addressing this issue is to use an online classroom. There are a many on line classrooms available to Higher Education Institutes (HEI) and there is a lot of evidence to support their use in blended/distance programmes (MacDonald, 2008). Studying the current module has developed my interest in methods of communication and student engagement in order to develop a Networked Learning Community (NLC). Improving student engagement in an online programme is an on-going issue that many researchers are trying to find the answer to. This paper investigates the findings from a project using an online classroom involving fifteen programmes which have used synchronous communication to support the online students' experience. The findings highlight the importance of tutors understanding the different needs of online students and how traditional pedagogy must be adapted to meet these needs in an online environment. Use of a combination of synchronous and asynchronous approaches was found to have the most success, however tutor presence was the essential element in ensuring student satisfaction and achievement.
... (Stephenson, 2001). There is a similar opinion, which concludes that attitudes have a significant and an essential direct influence on meaning and the goals to adopt e-learning, whereas attached to perceived helpfulness, benefits outcomes, ease of usage and the security of the system (Salmon, 2011). This section will discuss the common descriptions of e-learning and demonstrate the process of Diffusion of Innovation Model for Rogers Model (1995). ...
Education at all levels is usually forward-looking; it is important for the learner to keep pace with the dynamic and fast-changing environment. Student-centered approaches to education have begun to gain traction in our day and age. Pakistan is no exception in this regard.
In this study, the researchers tried to find out students’ perceptions about e-learning and f2f learning at university level. Proper statistical techniques were used for collecting, standardizing and analyzing the data. Quantitative research approach was adopted. The population was comprised of all the university students studying in the Punjab, Pakistan. Multistage sampling technique was used to select a sample from the population. A total of 150 students were included in the study as sample.
In order to determine the students’ perceptions about e-learning and f2f learning, the researchers developed the tool. The data was analyzed using the Statistical Package for Social Sciences (SPSS) software.
Results concluded that students have positive perceptions about f2f learning as compared to e-learning. It was determined that a significant difference does not exist in overall male and female students’ perceptions. Additionally, no significant difference exists on the basis of locale.
It is recommended that qualitative approach should also be used for better understanding of the phenomenon. It is also recommended by the researchers to conduct additional research with a bigger sample size. Future studies may be able to support or reject the results of this study.
... In an online environment, constructivist standards can be supported by making interactive online activities that encourages investigation, reflection, and collaborative learning (Salmon, 2000). ...
This paper investigates the importance of in-person learning to students’ full perception of the teaching materials. The study hypothesized that in-person learning will facilitate perception of the content more than online learning. Moreover, it will ensure better interaction between the instructors and their students. Hence, the researcher distributed a survey among 65 female students to prove or disprove her hypothesis. The researcher analyzed the students data using Google surveys analytics. The findings of the students’ survey analysis indicate that 52.6% of the students prefer in-person learning over online learning, and 41% of the students agree that some teaching activities could fit only in in-person learning. Accordingly, the researcher recommended that: firstly, institutes should encourage in-person learning over online learning because it ensures more quality of learning. Secondly, teachers should create a more natural environment by exploiting all teaching strategies that could fit only in in-person learning. Finally, students should make use of face-to-face interaction and develop better communication opportunities with their instructors and their peers by creating study groups for instance. And by sharing in the classroom discussions and seminars.
Keywords: in-person learning, online learning, students’ perception
... The same can be said of university teachers as mentors. Several studies have identified the needs for new online teaching skills (Salmon, 2004;McPherson & Nunes, 2004), but acquiring the necessary new skills might not come naturally to all teachers and learners (Comas-Quinn, 2011). To achieve a successful transition from traditional teaching and learning settings to VLEs, teachers need initial, as well as continuous support. ...
This paper aims to explore and describe important steps in creating beneficial conditions for networked learning in a project in organisations. In the inception phase of the project, four important steps were identified: creating a common virtual space, the handshake, the initial support and the mentorship. It is concluded that all the four described steps are important for a successful establishment of a networked community of practice.
... The observed trend in our study reflects this progression as participants became comfortable, shared personal information, and engaged in longer and more informative contributions as the discussion advanced. Our findings also support Gilly Salmon's (2011) Five-Stage Model for e-learning, which outlines the stages learners typically progress through in an online environment: access and motivation, online socialization, information exchange, knowledge construction, and development. Specifically, the et al. ...
The onset of the pandemic catalyzed a paradigm shift in educational methodologies, bringing various forms, such as hybrid, distance, and fully online models, into focus. The following study explores the affective domain in online learning, focusing on how emotions, facial expressions, and body language influence engagement and support community building in fully online learning environments. This research explores the role of emotional intelligence in Fully Online Learning Communities (FOLC) and examines the impact of positive and negative emotions on interpersonal engagement and participation. Findings indicate positive emotions to be closely linked to increased engagement and active participation. The study also highlights the importance of exploring body language in digital learning environments and addresses challenges posed by technological barriers in fully online learning spaces. Emotional intelligence is pivotal in online learning and community building, emphasizing the need to understand how to create emotionally supportive digital learning environments. Outcomes indicate a need for future research to focus on understanding the role of cultural dimensions in supporting learner agency and community building in the fully online learning context.
... Most LMSs have a built-in discussion forum that the educator typically manages, whereas weblogs are often managed by the students individually. Research on this technology, in general, focuses primarily on how the technology can be used to train writing, critical thinking, reflection, and argumentation, social constructivist online teaching and peer learning, "scaffolding" (Arend, 2009;Dalsgaard & Paulsen, 2009;MacKnight, 2000;Salmon, 2000;Szabo & Schwartz, 2011), and how students can be activated in their learning processes (Balaji & Chakrabarti, 2010;Dennen, 2005). The included studies show that it is essential that the educator outlines the code of conduct as well as provides short, precise instructions. ...
There is a widespread agenda of improving teaching and learning in higher education by engaging students with educational technology. Based on a large-scale literature review, the article presents 61 specific, research-based recommendations for realising the engagement potential of eight types of educational technologies in higher education. These recommendations can be used, for example, by educators to incorporate specific, available educational technologies into their teaching or as an educational development method to enhance particular forms of student engagement. Based on the evidence, the article points out that some educational technologies have a more documented and sometimes also broader potential to engage the students behaviourally, affectively, and/or cognitively than others and that this likely is related to the extent the technology supports structure, active learning, communication, interaction, and activities on the higher levels on the learning taxonomies.
... Learning situations and activities/assessment that are relevant, realistic and authentic and give a sense of the 'real world' are valued by students and assist their learning. This learning theory is compatible with the 5-Stage Model of E-Learning (Salmon, 2000) using a Community of Inquiry approach to online learning proposed by Garrison (2003) which was used by the UniSA OUA Course Developers to design and develop the websites for the online Engineering Associate Degree units/courses and consequently formed the basis for the BELT lecturers' face-to-face teaching that aimed to blend the online materials, from the OUA courses and other sources. ...
This paper outlines a pilot project to encourage Blending and Flipping of classes at UniSA by the implementation of a formal Community of Practice (COP) of scholars and peers in Science and Engineering. The project COP staff worked with academic staff to assist teachers to use online resources and active learning strategies to engage students and promote deep learning, engagement and problem solving whilst making greater use of all facets of learning technology.
... They are expected to collaborate actively with one another, provide creative solutions to problems, and display willingness to learn and try new tools (Doucet et al., 2020). Salmon (2011) also revealed the need for faculty to possess characteristics such as empathy, creativity, confidence, and flexibility. They should be willing to "try new ways of thinking and acting" which requires "intellectual courage" (Redmond, 2015). ...
The global pandemic posed considerable challenges to education, necessitating educators to adopt various teaching methods, particularly those conducted through online platforms. To do this effectively, teachers needed readiness, skills, and dedication. A study was undertaken with 119 higher education teachers from different fields in a state institution, using both surveys and interviews to collect data. The findings revealed that these instructors were prepared for online teaching as they had the necessary devices, such as cell phones and laptops, access to wireless internet, and moderate internet speed, though it sometimes became slow when multiple devices were connected. The faculty exhibited proficient technological skills, making them competent in using technology. Despite difficulties, they displayed a positive attitude and efficient time management. The study suggests that teachers' readiness to adopt e-learning as an alternative to traditional classroom teaching could be a powerful solution to the significant challenges posed by the pandemic. Teachers' ability to adapt and embrace online teaching, supported by their technological proficiency and positive mindset, is seen as a potential remedy to the educational obstacles during the pandemic. Their preparedness to navigate this shift may offer a way to overcome the difficulties encountered in the education sector during these unprecedented times.
... The result of her study was developed to help others who need information about the online learning environment and how to use the institution's online learning system. One of the findings is the so-called five-stage model (Salmon, 2000). The model provides a framework for a structured programming of online learning. ...
The handbook explores the foundational steps required to establish trust in e-coaching in higher education. With the growing prevalence of digital platforms in higher education, the handbook emphasises the importance of building a trustworthy relationship between users and digital coaches to enhance learning outcomes. The handbook covers various coaching methodologies, theoretical perspectives, and practical strategies for implementing e-coaching in higher education. Key components of the e-coaching framework include fostering trust, dialogue, ownership, and co-creation, all of which are crucial for effective digital coaching. The handbook also examines tools and techniques that support e-coaching, providing a comprehensive overview of digital collaboration tools, presentation applications, and assessment strategies. Through this framework, the handbook aims to guide educators and institutions in successfully integrating digital coaches into their teaching practices, ultimately promoting a more interactive and supportive learning environment.
... In the actual situation where online learning is the main focus, has face-to-face teaching become a "chicken rib"? These issues fundamentally point to the provision and withdrawal of dynamic scaffolds for blended learning, and require operational interpretation for the practicality, applicability, and acceptance of entrepreneurship basic education courses [9] . ...
... With the above context and considerations in mind, internal learning and teaching development funding was sought and obtai -design two postgraduate subjects during a team-based, two-day intensive workshop. Our aim was to achieve more active and interactive learning for postgraduate registered nurses, by building the (Salmon, 2011;Salmon, 2013;Salmon, Jones & Armellini, 2008;Salmon & Wright, 2014). ...
This study contributes to the literature on curriculum design for nursing education. Three fully online, postgraduate nursing subjects in a regional Australian university were re-designed using Salmon's Carpe Diem team-based, two-day intensive workshop process. An exploratory descriptive mixed methods design was used to evaluate both the process undertaken and the deliverables produced in this project. Workshop participants unanimously reported strongly positive experiences during the workshop itself, and both the teaching staff and the students enjoyed a positive, enthusiastic and engaged teaching and learning experience when the redesigned subjects were deployed. Student statistics regarding access to the subject website, and student performance in the subject, were both markedly improved when compared to prior offerings of the subjects. The Carpe Diem process was demonstrated to be fit for our purpose and context.
... We developed different concepts for offering the education program in a blended or e-learning format. As an example, the content of module B-artificial nutrition via a PEG-was structured according to the four phases of the model of Salomon [31], transferred into the learning management system (OpenOlat [32]) and tested in a qualitative approach. The e-learning format should address both professional and voluntary representatives. ...
Legal representatives take a major role in healthcare decisions with and for people with dementia, but only a minority has a qualification in this field. The aim was to evaluate the efficacy of the PRODECIDE education program for legal representatives. In a prospective randomized controlled trial, legal representatives (volunteers and professionals, representing at least one person with dementia) were allocated (1:1 computer-generated block randomization) to the intervention (PRODECIDE education program) and control (standard care) groups. The primary outcome measure was knowledge, operationalized as the understanding of decision-making processes and in setting realistic expectations. Only data entry and analyses were blinded. A process evaluation in a mixed methods design was performed. We enrolled 218 legal representatives, and 216 were included in the primary analysis (intervention n = 109, control n = 107). The percentage of correct answers in the knowledge test post intervention was 69.0% in the intervention and 43.4% in the control group (difference 25.6%; CI 95%, 21.3 to 29.8; p < 0.001). In the comparison of professional and voluntary representatives, professionals had 13.6% (CI 95%, 8.0 to 19.2; p < 0.001) more correct answers. The PRODECIDE education program can improve the knowledge of legal representatives, an important prerequisite for evidence-based, informed decision-making.
... Since human one-on-one tutoring is impractical at large-scale distance learning institutions that conduct modules with thousands of students, intelligent tutoring technologies hold great promise. But supervised and encouraged online communication is required (Salmon, 2008;Williamson, Eynon, 2020). By enabling online group interactions, supporting adaptive group formation based on learner models, or summarizing discussions that a human tutor can use to direct students toward the course's goals, artificial intelligence in education can support collaborative learning. ...
Purpose: The article presents a bibliometric analysis of studies in the artificial intelligence field, with the principal source of scientific articles selected being the academic platform Scopus. Design/methodology/approach: The content of 3365 open access research articles has been taken into consideration from 2019 and 2024 years. The search documents related to "artifical intelligence" "in" "education" issue in title, abstract and keywords. The analysis was performed using the VosWiever program. Findings: The study showed that AI assesses students' skills and requirements using machine learning, and then utilizes the findings of that analysis to develop and disseminate personalized or tailored information that improves learning via increased retention and uptake. AI improves learning for students by providing them with possibilities for experiential or hands-on learning, particularly when paired with other technologies like virtual reality, 3-D, gaming, and simulation. Research limitations/implications: The first limitation of the study is a result of the papers and reviews that were selected that deal with artificial intelligence. Since a broad variety of scientific fields are included in the field of artificial intelligence, findings may vary if publications from other domains are completely taken into account. Consequently, one should use extreme caution when extrapolating the study's conclusions to the vast domain of artificial intelligence. Another limitation is the research timeline (2019-2024); future results may vary since we anticipate that new topics, concepts, and techniques will emerge in the expanding field of artificial intelligence, which will significantly change the outcomes of our study. Finally, since the study's data came from Scopus, it's possible that this research is impacted by some of Scopus's restrictions. Practical implications: The manuscript can be a guide for universities on what students need for AI as well as how to improve the didactic process. Originality/value: Manuscript fills the gap in the analysis of what is the main role of AI in the education area from the student life-cycle and university effectiveness. The real power that AI brings to education is connecting our learning intelligently to make us smarter in the way we understand ourselves, the world and how we teach and learn. For the first time we will be able to extend, develop and measure the complexity of human intelligence-an intellect that is more sophisticated than any AI. This will revolutionise the way we think about human intelligence. Luckin, Holmes, 2016
... With the increased adoption of ICT in education, a number of courses are being taught in an online or blended environment. As a result, more teachers are in need of PD for online teaching (Salmon, 2011). While many general TPD models exist (e.g., Consuegra & Engels, 2016), surprisingly few target online and blended learning. ...
... The underlying principle of scaffolding teaching is that as students progress in their learning, they become increasingly independent, enabling them to take responsibility for their own learning or assignments. However, it's important to note that scaffolding teaching varies depending on the context, students' abilities, and the cognitive objectives to be attained (Salmon, 2011). Students require guidance from scaffolding teaching to enhance the quality of their argumentation. ...
This study aimed to assess the impact of scaffolding instruction on the argumentation skills of 10th-grade students regarding green chemistry. Conducted in May 2023 at a public high school in Jakarta, Indonesia, the study employed a quasi-experimental design involving 72 students from two intact classes. These classes were divided into experimental and control groups. Students in the experimental group were instructed using scaffold learning with the MHC-C operator, while those in the control group followed conventional methods. The evaluation utilized scientific concept and argumentation assessments to gauge students’ argumentation skills and the quality of their arguments. Independent and paired t-tests were employed to analyze differences and improvements in posttest scores between the two groups. The results of the t-test [t = 2.06; p = 0.043] revealed a disparity in posttest scores, with the experimental group demonstrating higher scores. Consequently, the data analysis suggests that the implementation of scaffolding instruction is more effective than conventional learning in enhancing students’ argumentation skills regarding green chemistry.
... An alternative approach to SPL was the use of a structured design model. One such model used was Peer-enhanced e-Placement (PEEP) developed by Dr Lisa Taylor, Professor of Occupational Therapy at the School of Health Sciences, University of East Anglia and underpinned by the Five Stages of Learning model (Salmon, 2011). ...
... According to Salmon (2004Salmon ( , 2022, there are five stages in e-learning or online learning; these include access and motivation, online socialization, information exchange, knowledge construction, and development. ...
... Similarly, Hodges et al. (2020) stated that the main factors in distance learning caused by a health emergency appear to be ongoing planning and design of online courses, on-the-spot modifications to in-person courses, and familiarity with new technologies for teaching and learning (Sepulveda-Escobar and Morrison, 2020). Salmon (2000) developed a five-stage model detailing the tasks that e-moderators have to walk their students through to improve the quality of the online teaching experience: access and motivation, online socialization, information exchange, knowledge construction, Frontiers in Education 03 frontiersin.org and development. ...
The present study explores the experiences of Emirati female preservice teachers who are completing their internship teaching practice virtually due to the COVID-19 pandemic. This qualitative study focuses on virtual classroom management. Participants were preservice teachers (n = 18) completing their undergraduate degrees in Early Childhood Education at a federal university in the United Arab Emirates (UAE). Data collected from interviews resulted in four themes related to classroom management: challenges, opportunities, performance factors, and suggestions for improvement. The findings revealed that the preservice teachers considered virtual learning an opportunity. However, the main challenge was that the preservice teachers had no prior training in online classroom management and had to create their own strategies. Training on the technology used for virtual learning is important for both teachers and students to achieve satisfactory learning experiences.
... Similarly, Hodges et al. (2020) stated that the main factors in distance learning caused by a health emergency appear to be ongoing planning and design of online courses, on-the-spot modifications to in-person courses, and familiarity with new technologies for teaching and learning (Sepulveda-Escobar and Morrison, 2020). Salmon (2000) developed a five-stage model detailing the tasks that e-moderators have to walk their students through to improve the quality of the online teaching experience: access and motivation, online socialization, information exchange, knowledge construction, Frontiers in Education 03 frontiersin.org and development. ...
This is the ebook of the Research Topic "Innovations in Teaching and Learning: International Approaches in Developing Teacher Education and Curriculum for The Future" - Frontiers in Psychology.
... They support collaborative learning by allowing students to share ideas, ask questions, and explore diverse perspectives outside of the classroom (Hew & Cheung, 2014). Salmon (2000) emphasized the use of learning management systems (LMS) for facilitating online group projects and collaborative activities. LMS platforms, such as Moodle or Blackboard, offer features for creating group spaces, sharing resources, and coordinating project tasks. ...
Collaborative learning has been recognized as a valuable pedagogical approach that fosters active student engagement, critical thinking, and knowledge construction. With the advent of online platforms, educators have increasingly leveraged digital tools to facilitate collaborative learning experiences. This research paper presents a comparative analysis of different online platforms used for implementing collaborative learning approaches. Through a comprehensive review of the literature, this paper explores the features, functionalities, strengths, and limitations of various tools, including learning management systems (LMS), social media platforms, and specialized collaboration tools. Additionally, it examines the effectiveness of these tools in promoting student interaction, communication, and collaboration, as well as their impact on learning outcomes. By synthesizing empirical evidence and practical insights, this paper offers recommendations for educators and institutions seeking to optimize the implementation of collaborative learning through online platforms. Introduction Effective learning strategies are crucial in the modern era due to several factors. The digital age has led to information overload, making it essential for individuals to filter, process, and retain relevant information. Rapid technological advancements require individuals to adapt efficiently and leverage new technologies for learning purposes. Globalization emphasizes the importance of cultural diversity and cross-cultural communication skills. In today's world, teachers face challenges like different ways students learn, focusing on students, thinking deeply, and teachers' attitudes. These challenges can make it hard for teachers to use new teaching ideas in their classes. But there are many reasons why teachers should use good teaching ideas. Using new and effective ideas is important because it makes learning more fun, helps students work together, and makes lessons more interesting and personal. These ideas also make students curious about what they're learning, get them involved in class, make them think hard, and keep them on track. One of innovative approach is collaborative learning, where students work together in teams and share ideas. This helps them think better and make good decisions together. Collaborative learning enhances the effectiveness of learning strategies by fostering collaboration, communication, cultural diversity, problem-solving, adaptability, and well-being among learners. Collaborative learning, characterized by student interaction, cooperation, and shared knowledge construction, has become increasingly prevalent in educational settings. With the rise of online platforms, educators have access to a wide range of digital tools to facilitate collaborative learning experiences. This research paper aims to conduct a comparative analysis of different online platforms used for implementing collaborative learning approaches. By examining the features, functionalities, strengths, and limitations of various tools, this paper seeks to provide insights into their effectiveness in promoting student collaboration, communication, and learning outcomes. Through empirical evidence and practical examples, this paper aims to inform educators and institutions about best practices for integrating collaborative learning into online environments.
The aim of this paper is to clarify and challenge contemporary views of motivation and engagement as they appear within the networked learning literature and to suggest an approach which takes into account the insights of the prevailing individualist-cognitivist and socio-cultural views whilst accommodating better to seemingly well-known everyday cases. This approach supplies a more adequate instrument for analysing networked learning activities in that it highlights the complex interplay of the socially negotiated and the self-directedly chosen in the determination of a person's motivation and engagement. I identify two different metaphors of context - as 'container' and as 'rope' - drawn on by the individualist approach and the socio-culturalist approach, respectively, and argue that we need both metaphors to analyse motivation and engagement in networked learning activities. Drawing on the concept of primary contexts, I argue for a practice-grounded intermediary position which makes it possible to investigate empirically how different practices take on the significance of 'rope' or 'container' to a person at different points in his/her life. The phenomena of motivation and engagement are characterised as a complex set of states and processes, anchored in the individual, but partly co-constituted through positioning and negotiation in social space. I illustrate how complexly these phenomena relate to practices regarded as 'ropes'/'containers'. Distinguishing between a level of discrimination between practices and a level of concrete actions, I pinpoint important questions to investigate when analysing networked learning. By way of concluding, I briefly consider some implications for the design of networked learning.
This introductory chapter commences with stories of the authors’ first experiences with Asynchronous Online Discussion (AOD), revisiting the roots of our interest in this teaching and learning approach. We explore what happens when discussion is effective and engaging, in contrast to when it simply does not work. We foreground the goals of this book, explaining our intent to support teaching and learning through online discussion in tertiary education. Links to open, distance, and digital learning are acknowledged, along with dialogic education. The distinctiveness of discussion in online contexts is outlined, with the unique affordances of AOD. Finally, the structure of the book is introduced to orientate the reader to the chapters ahead.
The increasing popularity of online learning and its associated technology in higher education, particularly due to the COVID-19 pandemic, has garnered significant attention worldwide. This study focuses on investigating and developing the construct of social presence and its relationship with satisfaction in computerized learning environments. The study explores various dimensions of social presence, including social respect, social sharing, open communication, and social navigation, and their impact on satisfaction in online learning. The findings demonstrate that social presence plays a significant role in influencing satisfaction, and a statistically significant correlation exists among the observed variables. The implications of these results are important for higher education institutions, instructional designers, instructors, and learners. This study also provides valuable theoretical foundations for further discussions on social presence and satisfaction in online learning. To effectively meet learners' expectations and enhance social presence and satisfaction, higher education institutions offering online programs should understand their learners' needs. Instructors can contribute to learners' engagement and success by strategically incorporating instructional course designs, arranging materials, and generating clear learning activities that enhance social presence. By providing a high level of social presence in online learning environments, instructors can promote student satisfaction and facilitate effective comprehension of learning materials.
The development of an effective and usable Instructional Design based on the principles of Aesthetic Visual Design (AVD), along with the incorporation of Gamification (GMF), is essential for students’ motivation, engagement, learning, and comprehension. The majority of online course developers do not fully utilize the world of Visual Design because they do not realize the significant role played by AVD courses in making essential content/information reachable and understandable to learners. Therefore, a study was conducted on academicians who delivered online education, and students who undertook online education in undergraduate and post-graduate degree programs at public & private universities in a variety of courses with the goal to examine the complex interactions between constructs (i.e. AVD, ID, and GMF) and their impact on e-learning usability through mixed-method approach. The analysis of the study revealed that academicians found the influence of game mechanics the most important followed by game dynamics, game elements, and motivation whereas students valued game elements the most important followed by motivation, game dynamics, and game mechanics. As the analysis among academicians and students revealed variation, it requires further validation with different samples.
The potential for online discussions and the supportive communities of learners which develop within them to support the collaborative construction of knowledge is often described but not always realised in practice. The reasons for this are not well explained in the literature. To better understand the interplay between social and cognitive aspects of knowledge construction, online interaction three postgraduate online courses in health professional education was studied using a linguistically-based discourse analytical approach. Findings show attention to interpersonal relationships within this public and persistent medium is evident in areas such as asking questions, providing information, citing sources and argumentation and has the potential to disrupt knowledge construction. Other factors such as the ambiguous spoken-written nature of these discussions also play a role, raising the possibility that these tensions may be inherent.
Bu çalışma yüz yüze eğitim ve uzaktan eğitimin birleştirilmesi anlamına gelen hibrit öğrenme modeli ile ilgili uluslararası düzeyde yapılmış ve yayınlanmış araştırmaları meta sentez yöntemi ile derinlemesine incelemeyi amaçlamaktadır. Bu meta sentez çalışmasında, çalışma alanı hibrit öğrenme modeli olarak belirlenmiştir. Daha sonra, içerik analizi yapılacak olan makalelerin araştırmaya dâhil olma ölçütleri belirlenmiştir. İncelenen makalelerin belirlenen ölçütleri yerine getirip getirmediğine araştırmacılar tarafından karar verilmiştir. Bunun sonucunda hibrit öğrenme modeli ile ilgili 2020-2022 yılları arasında “Scopus”, “Google Scholar”, “Ebscho” ve “ERIC” veri tabanlarında yayınlanmış 46 makale çalışmaya dâhil edilmiştir. Makaleler çalışmanın yayınlandığı veri tabanı, gerçekleştiği ülke ve tarih, yöntemi, amaçları ve sonuçları açısından incelenmiştir. Hibrit öğrenme modeli hakkında yazılmış makalelerin sonuçları etkileşim, motivasyon, 21. yy. becerileri, pedagojik fırsatlar, ihtiyaçlar, olumsuz yanlar ve öneriler başlıkları altında incelenmiştir. İçerik analizi sonuçlarına göre, hibrit öğrenme modelinin öğrencilere sunulan etkileşim fırsatlarını arttırdığı ve öğrencileri motive ettiği ortaya çıkmıştır. Özellikle bağımsız çalışma becerileri ve öz düzenleme olmak üzere, 21. yy. becerilerine olumlu etkileri olduğu ortaya çıkmıştır. Ayrıca öğrencilerin akademik çıktılarında başarılarının artması, sağladığı esneklik ve materyallere kolay erişim hibrit öğrenme modelinin sunduğu pedagojik fırsatlar başlığında öne çıkmaktadır. Bununla birlikte, hibrit öğrenme modelinin öğrenciler arasındaki sosyal etkileşimi azaltması ve teknolojide meydana gelen aksaklıklar yüzünden stres seviyesinin artması ise hibrit öğrenme modelinin olumsuz yanları olarak ortaya çıkmıştır. Ayrıca, hibrit öğrenme modeline yönelik eğitim kurumları, öğrenci ve öğretmenlerin bazı ihtiyaçları olduğu ortaya çıkmıştır. Son olarak hibrit öğrenme modelinin olumsuz yanlarının ve ihtiyaçlarının giderilmesine yönelik makalelerde yer alan öneriler bir tema altında toplanmıştır.
This paper examines the importance of social interaction and engagement in the context of e-learning, particularly focusing on the challenges of isolation and the significance of building communities within online educational environments. With the increasing popularity of e-learning platforms and the widespread adoption of remote learning, it is crucial to address the potential negative impact of isolation on learners and explore effective strategies to foster social connections and engagement. The paper begins by highlighting the advantages and opportunities of e-learning, such as flexibility, accessibility, and personalized learning experiences. However, it also recognizes the inherent limitations of online education, including the lack of face-to-face interactions and the potential for learners to feel isolated and disconnected from their peers and instructors. To overcome these challenges, the paper explores various approaches to promote social interaction and engagement in e-learning. It discusses the importance of creating collaborative learning environments, incorporating interactive technologies, and implementing effective communication channels. Additionally, the paper emphasizes the significance of establishing online communities and support systems that foster a sense of belonging and connection among learners. Furthermore, the paper delves into the role of instructors and educational institutions in facilitating social interaction and engagement in e-learning. It emphasizes the need for pedagogical strategies that encourage active participation, peer collaboration, and meaningful discussions. The paper also addresses the importance of instructor presence and guidance in online courses to enhance student motivation and promote a sense of community.
Arsimi nga largësia ka lindur si nevojë njerëzore, për të gjetur rrugë dhe mënyra që të shkëmbehen informacione në largësi të mëdha. Njerëzit gjithnjë kanë kërkuar të komunikojnë nga largësia dhe kanë gjetur mënyra të ndryshme. Sigurisht, ky komunikim nga largësia ka evoluimin e tij qysh nga koha e hershme e deri më sot. Arsimi nga largësia me ndihmën e teknologjive e ka fillimin e tij po në atë shekull në të cilën u bënë shpikjet themelore të elektricitetit edhe në teorinë e fushës elektromagnetike. Në shekullin XX kërkesat në rritje për komunikim çuan në teknologji të reja, shërbime të reja dhe me kosto gjithnjë e më të ulët. Vetëm në dy shekujt e fundit janë zhvilluar shumë mjete për komunikim nga largësi të mëdha. Tashmë komunikimi (e me këtë edhe arsimi) nga largësi ka marrë një përmbajtje të re edhe në fushën e arsimit.
The COVID-19 pandemic has forced a shift to online teaching and learning in schools and universities across the globe, requiring teachers to adapt to the new conditions in a very short time. The willingness to continue digitalization is significant in interpreting instructors’ post-acceptance behavior as an essential cognitive decision. Faculty satisfaction with teaching online play an integral part in building and sustaining faculty commitment to providing students with supportive informative learning experiences in online courses. To elucidate interindividual differences in online crisis teaching, faculty members’ attitudes towards distance education were examined and their associations with underlying motivations as well as engagement and student learning. This study also provides insight into the perceptions about disruptions in identity experienced by faculty who have moved from face-to-face to online teaching. Understanding how faculty members experienced the change in identity, including their perception of adjustment and efficacy in the online classroom, provides a base of knowledge from which understanding of the transitional process can be built. Through questionnaires given to Greek science teachers, the willingness to engage in educational processes despite the existence of practical, personal, and institutional constraints is examined. The statistical analysis of the results through SPSS revealed that the majority of participants were comfortable to change their teaching methods and willing to meet the challenges of a rapid transition to an online teaching format, while a small but significant percentage perceived an identity disruption during the transition from face-to-face to online teaching. Additionally, the use of educational tools and thoughts about future directions regarding distance education were found to be statistically significant factors for predicting faculty attitudes. Taken together, these findings point to the relevance of faculty goals and attitudes for successful online teaching and learning. When considered that studies on online crisis teaching are mostly carried out in higher education, the results of this study will have significant contributions to the literature in the context of middle school education.
In this chapter, the perspectives and experiences of Electrical Engineering educators and students about the integration of e-pedagogy into Electrical Engineering curricula are explored at a South African University of Technology. The aim of this chapter is to understand the challenges and opportunities associated with designing and implementing effective e-pedagogy programmes and to identify best practices for supporting improved student learning outcomes. The findings show that e-pedagogy can play a critical role in enhancing student engagement, motivation, and technical skills. However, it is also revealed that the effective design and implementation of e-pedagogy programmes can be challenging and requires careful consideration of the needs and context of both students and instructors. The findings in this chapter highlight the need for universities to work closely with both students and instructors to design e-pedagogy programmes that meet the needs of all stakeholders. This can be achieved through the use of technology and digital devices that support collaboration and provide students with greater access to education, while also enhancing the assessment and evaluation of student learning outcomes. In this chapter, valuable insights are provided into the challenges and opportunities associated with e-pedagogy in Electrical Engineering education and recommendations made for universities and educators seeking to design effective e-pedagogy programmes that support improved student learning outcomes.
The article outlines the personality of a student as the single channel through which knowledge flows within the cognitive theory of “learning”. This sustainable process is the means of mediating the thought activity of an individual in a higher school. The study estimates personal qualities of a student through the capacity for self-organization, self-regulation, self-development, and realization of the self in the process of cognitive development. The aim is to show how the degree of these capabilities’ influences achieving the fourth goal, “Quality Education”, from the Sustainable Development Goals adopted by the United Nations is determined. Participants were second year students (n = 120) of Naberezhnochelninsky Institute, the branch of Kazan Federal University. They were assigned to Experimental Groups following the “participation” pattern and Control Groups following the standard teaching methodology. The methodological structure presented is an important step towards putting “smart education” into practice. Attempts are made to show that subjective attitude on the part of the students is an indispensable condition for contribution to self-development as a multidimensional system having a complex structure. With respect to it, a multi-level system of estimation, considered in development with stability and variability (statics and dynamics) being joined dialectically (progress line and regression line), is designed. The obtained data provide evidence of the necessity for changing the basis of educational processes towards formation of subject’s capabilities while studying academic disciplines. This methodology provides for developing a selective approach to every student.
Literature on blending multiple coding methods to obtain a more nuanced understanding of the complexities of thinking remains limited. This article explores asynchronous transcripts from an action research study to determine whether or how multiple content analysis instruments can effectively assess the development of higher order thinking. The intervention design was based on ecological constructivism. The mediation provided drew upon sociocultural theory. The study included 16 Japanese high school students engaged in English-based online synchronous and asynchronous activities, supported by in-person, face-to-face sessions conducted in Japanese. Qualitative data were collected from asynchronous forums, a post-survey, and my observation notes. Participants' forum interactions were transformed into quantitative data using three content analysis instruments: the Interaction Analysis Model (IAM), the Cognitive Dimension of Revised Bloom's Taxonomy, and Krathwohl's Affective Domain. These were selected based on the definition of higher order thinking adopted in this study. It was concluded that it takes time to analyze data with multiple models. Researchers need to be trained to use each model properly. Nevertheless, this study indicated that the use of multiple content analysis models can facilitate the development of higher order thinking in online discussion forums by complementing each other and highlighting different aspects of thinking.
Advancement of Technology is the main reason for the revolution in the way of learning. E-learning is the use of electronic devices in learning including teaching and training. It refers to the utilization of modern tools such as computer digital technology, internet, electronic media, social media, etc. nowadays the internet is very essential in digitalization and has become a utility which is available at workplaces, home public places, banks, etc. With the paucity of time at the hands of the managers to go for structured courses, the internet is becoming a popular media to deliver courses. The aim of this paper is to focus on the need of understanding e-learning in the banking sector, current practices and how it will reflect in the employee's performance and improving bank services.
The article analyzes the features of distance education at schools and the challenges of organizing the educational process in a new context. Authors generalize advantages and disadvantages of blended learning based on the results of a sociological survey of heads of educational institutions in Ukraine. The readiness of education leaders and teachers to enhance distance education and knowledge management is an essential component of successful implementation of modern educational technologies. It involves having the necessary knowledge, skills, and competencies, as well as a willingness to adapt to new requirements and changes in the field of education. The level of readiness of teachers for knowledge management and educational activities in a distance format has been determined, as well as the factors influencing it. It is emphasized that in teachers’ activity of distance learning, teachers interact with various participants of the educational process. This interaction acquires new forms and new purposes in terms of distance education. It can be productive if the support of the educational environment and the teachers’ readiness to work in the new realities are determined as a systematic process.
Technology has become an integral part of teaching and learning in higher education, and has spurred the evolution of online higher education. This has occurred alongside face-to-face interactions in class. Online higher education sessions were mostly treated as add-ons to the regular mode of brick-and-mortar lecture room instruction traditionally provided by universities. The on-set of the Covid-19 pandemic and subsequent restrictions prevented face-to-face interactions and altered most existing teaching and learning arrangements. Universities had to find ways to continue teaching and learning online or shut down, forcing most to adopt online education. The purpose of this study was to investigate the experiences and perceptions of students and academic staff about this shift, through Covid-19 and post-Covid-19. Methods involved a cross-sectional design and in-depth interviews with students and academic staff. Findings show that most learning occurred asynchronously, mobile phones were the preferred devices used by students, and reliable internet access was a major challenge. Students and staff want online education to continue post-Covid-19, but with the challenges addressed. These include guaranteed internet access, better compatibility of learning management systems with mobile devices, and real-time interactions among instructors and peers. To curtail cheating in online examinations, higher education managers could consider introducing learning management systems with embedded camera applications to monitor class sessions and protect the integrity of online examinations.
This is an age of high-technology revolution for the foreseeable future, not only will it be necessary for everyone to be computer literatebutit will also be necessary for all to be occupied with computer skills. Of course, it is probably true to say that the growth of online learning and usage of e-services in higher education is increasing rapidly in the last decade. In addition, the impact of digitalization in the field of education, where through computer networks such as Internet has posed new challenges in higher education and online Library Support Services. The objective of this study is to provide overview of e-learning and e-services in higher education with special reference to online Library Support Services. Besides, present study also gives limpidity about e-learning tools and with the help of those tools it is required, for both the teacher and librarian, to re-evaluate their teaching methodology, services and resources.
Transformative learning as explained by Mezirow in the field of adult education has been criticized as a process that is overly dependent on critical reflection, such that it minimizes the role of feelings and overlooks transformation through the unconscious development of thoughts and actions. This paper further substantiates these concerns by exploring the emotional nature of rationality and unconscious ways of knowing (implicit memory) from the field of neurobiology and psychology and offers a physiological explanation of the interdependent relationship of emotion and reason and the role of implicit memory in transformative learning theory. Recent research not only provides support that emotions can affect the processes of reason, but more importantly, emotions have been found to be indispensable for rationality to occur. Furthermore, brain research brings to light new insights about a form of long-term memory that has long been overlooked, that of implicit memory, which receives, stores, and recovers outside the conscious awareness of the individual. From implicit memory emerges habits, attitudes and preferences inaccessible to conscious recollection but these are nonetheless shapes by former events, influence our present behaviour, and are an essential part of who we are. Finally, based on these new insights for fostering transformative learning is discussed, revealing the need to include practices inclusive of 'other ways of knowing,' and more specifically, from the study of emotional literacy and multiple intelligences.
This study examined the effect of a technology-enriched classroom on student development of higher-order thinking skills and student attitudes toward computers. A sample of 80 sixth-grade and 86 fifth-grade students was tested using the Ross Test of Higher Cognitive Processes and surveyed using the Computer Attitude Questionnaire. The creation of a technology-enriched classroom environment appears to have had a positive effect on student acquisition of higher-order thinking skills. This study identified several implications related to classroom design to enhance the development of higher-order thinking skills. Teachers reported that the technology-enriched classroom differed from the traditional classroom in several significant ways.