Jay Andrew Cohen’s scientific contributions

Purpose The intent of this paper is in readdressing Kolb’s work on learning styles and its relevance to the learning design process in online learning. Design/methodology/approach Not a research paper – viewpoint. No research has been conducted as such. Findings This paper introduces a number of learning design interventions aligned to Kolb’s learning styles inventory (LSI). Practical implications This paper is designed to assist practitioners (Learning Designers) design learning environments in consideration of Kolb’s LSI. Originality/value This is a viewpoint paper that revisits Kolb’s LSI.

Purpose A substantial amount of the heavy lifting associated with getting face-to-face courses online as part of the emergency remote teaching response to the global COVID-19 pandemic has fallen, at times rather awkwardly at the feet of teachers and trainers. Teachers and trainers have had to become both learning designers, and online tutors overnight. In many instances what we have seen as part of this pivoting to online learning is the perpetuation of existing classroom based pedagogical approaches. This has, in most instances equated to the delivery of live lectures via video-conferencing software (such as Zoom and Skype), or previously recorded classroom-based lectures being reused. Design/methodology/approach This paper explores the affordances of synchronous and asynchronous lecture video use in online learning based on the view that whilst pre-recorded videos are customary and can add added value to the online learning environment, they should be used based pedagogical pertinence, rather than through convenience or simply to save time. Findings The pedagogical nuances of online learning and student engagement must be broadly considered, so that the formation of conditions in which learning is most likely is at the forefront. Originality/value This is a viewpoint paper. Much of the paper is based on the views of the author – supported by references/research.

Purpose As online learning becomes more ubiquitous and particularly in consideration of the current need to move classroom based teaching online given Covid-19, it seems opportune to address the pedagogical differences between online and face-to-face teaching, so that online delivery moves beyond the paradigms of its face-to-face counterpart, such as the lecture. 10; 10;This paper explores the need for a fit for purpose pedagogical approach for online learning, as opposed to one in which a classroom based pedagogy is applied, often rather clumsily to an online learning environment. Design/methodology/approach The engagement of students in an online learning environment is closely associated with student success. The argument is that students who are actively engaged are more likely to learn and to achieve greater success. Student engagement is facilitated through the design and arrangement of the learning material, and by the presence, attitude and the facilitation of learning by the online teacher or trainer. Findings Rather than presenting any research findings this paper simply explores concepts relating to online learning design and online teaching. Practical implications The practical implication of this paper are better alignment between teaching/training interventions and learning design. Originality/value This paper is a viewpoint paper and is original. This paper has not been submitted elsewhere. 10; 10;This paper would be a valuable resource for those new to online learning or those looking to establish a fit for purpose approach to online learning.