Download or read book The Impact of Teaching Presence in Intensive Online Courses on Perceived Learning and Sense of Community written by Elizabeth Laves and published by . This book was released on 2010 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods concurrent triangulation design study was predicated upon two models that advocated a connection between teaching presence and perceived learning: the Community of Inquiry Model of Online Learning developed by Garrison, Anderson, and Archer (2000); and the Online Interaction Learning Model by Benbunan-Fich, Hiltz, and Harasim (2005). The objective was to learn how teaching presence impacted students' perceptions of learning and sense of community in intensive online distance education courses developed and taught by instructors at a regional comprehensive university. In the quantitative phase online surveys collected relevant data from participating students (n = 397) and selected instructional faculty (n = 32) during the second week of a three-week Winter Term. Student information included: demographics such as age, gender, employment status, and distance from campus; perceptions of teaching presence; sense of community; perceived learning; course length; and course type. The students claimed having positive relationships between teaching presence, perceived learning, and sense of community. The instructors showed similar positive relationships with no significant differences when the student and instructor data were compared. The qualitative phase consisted of interviews with 12 instructors who had completed the online survey and replied to all of the open-response questions. The two phases were integrated using a matrix generation, and the analysis allowed for conclusions regarding teaching presence, perceived learning, and sense of community. The findings were equivocal with regard to satisfaction with course length and the relative importance of the teaching presence components. A model was provided depicting relationships between and among teaching presence components, perceived learning, and sense of community in intensive online courses. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Download or read book Student Teacher Interaction in Online Learning Environments written by Wright, Robert D. and published by IGI Global. This book was released on 2014-09-30 with total page 474 pages. Available in PDF, EPUB and Kindle. Book excerpt: As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. Student-Teacher Interaction in Online Learning Environments provides successful strategies and procedures for developing policies to bring about an awareness of the practices that enhance online learning. This reference book provides building blocks to help improve the outcome of online coursework and discusses social presence to help improve performance, interaction, and a sense of community for all participants in an online arena. This book is of essential use to online educators, administrators, researchers, and students.
Download or read book Innovation in Pedagogy and Technology Symposium written by University of Nebraska and published by Lulu.com. This book was released on 2018-12 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: University of Nebraska Information Technology Services (NU ITS) and University of Nebraska Online (NU Online) present an education and technology symposium each spring. The Innovation in Pedagogy and Technology Symposium provides University of Nebraska (NU) faculty and staff the opportunity to learn from nationally recognized experts, share their experiences and learn from the initiatives of colleagues from across the system. Technology has forever changed the landscape of higher education and continues to do so?often at a rapid pace. At the University of Nebraska, we strive to embrace technology to enhance both teaching and learning, to provide key support systems and meet institutional goals.
Download or read book Handbook of Research on K 12 Blended and Virtual Learning Through the i Flex Classroom Model written by Avgerinou, Maria D. and published by IGI Global. This book was released on 2021-03-05 with total page 710 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching models that focus on blended and virtual learning have become important during the past year and have become integral for the continuance of learning. The i²Flex classroom model, a variation of blended learning, allows non-interactive teaching activities to take place without teachers’ direct involvement, freeing up time for more meaningful teacher-student and student-student interactions. There is evidence that i²Flex leads to increased student engagement and motivation as well as better exploitation of teachers’ and classroom time leading to the development of higher order cognitive skills as well as study skills for students' future needs related to citizenship, college, and careers. The Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model focuses not only on how to design, deliver, and evaluate courses, but also on how to assess teacher performance in a blended i2Flex way at the K12 level. The book will discuss the implementation of the i²Flex (isquareFlex), a non-traditional learning methodology, which integrates internet-based delivery of content and instruction with faculty-guided, student-independent learning in combination with face-to-face classroom instruction aiming at developing higher order cognitive skills within a flexible learning design framework. While highlighting new methods for improving the classroom and learning experience in addition to preparing students for higher education and careers, this publication is an essential reference source for pre-service and in-service teachers, researchers, administrators, educational technology developers, and students interested in how the i2Flex model was implemented in classrooms and the effects of this learning model.
Download or read book Learning Together Online written by Starr Roxanne Hiltz and published by Routledge. This book was released on 2004-09-22 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book addresses the past and future of research on the effectiveness of "asynchronous learning networks" courses in which students and teachers learn together online via the Internet. An integrated theoretical framework called "Online Interaction Lea
Download or read book Models for Improving and Optimizing Online and Blended Learning in Higher Education written by Keengwe, Jared and published by IGI Global. This book was released on 2014-07-31 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book examines the benefits and costs associated with the utilization of technology-mediated instructional environments, recognizing that instructional technology could offer alternative means of communication for understanding"--Provided by publisher.
Download or read book Research Anthology on Developing Critical Thinking Skills in Students written by Management Association, Information Resources and published by IGI Global. This book was released on 2020-10-02 with total page 1537 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learning strategies for critical thinking are a vital part of today’s curriculum as students have few additional opportunities to learn these skills outside of school environments. Therefore, it is essential that educators be given practical strategies for improving their critical thinking skills as well as methods to effectively provide critical thinking skills to their students. The Research Anthology on Developing Critical Thinking Skills in Students is a vital reference source that helps to shift and advance the debate on how critical thinking should be taught and offers insights into the significance of critical thinking and its effective integration as a cornerstone of the educational system. Highlighting a range of topics such as discourse analysis, skill assessment and measurement, and critical analysis techniques, this multi-volume book is ideally designed for teachers/instructors, instructional designers, curriculum developers, education professionals, administrators, policymakers, researchers, and academicians.
Download or read book Instructor Presence in Online Education written by Jeffrey Barnette and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to research ways and methods that faculty establish instructor presence in an online learning environment in higher education, and how those methods impact students in these learning environments. More specifically, this study analyzed instructor presence by seeking answers to the following question: What online instructional practices do students perceive as valuable to their learning? This study took place at a small, Catholic, liberal arts southeastern university. This study focused only on students enrolled in the distance education program that is offered online. Although some of the students in the online program were traditional college-aged, the majority of them were non-traditional students, many of whom work full-time and balance their school responsibilities with work and family obligations. The University's online program attracts a large number of active or former military students, military spouses, and first-generation college students. The primary data source for the study was a survey that focused on indicators of instructor presence. The instructor presence indicators were compiled primarily from instruments designed to measure instructor presence in online courses and many of the indicators were drawn from the social and teaching presence scales of the Community of Inquiry (COI) instrument by Garrison, Anderson, and Archer (2000). Other indicators were developed from the cognitive presence scale and were centered on the types of actions an instructor might take to maintain these conditions. The overall intent was to create a broad, yet inclusive list of the type of actions an instructor would typically take in designing, delivering, and monitoring an online course (Sheridan & Kelly, 2010). Results suggested that students perceived the instructional practice of making course requirements clear as valuable. Students reported that they also perceived the instructional practice of instructors providing timely communication to students' questions/concerns as valuable. Participants also recognized that timely feedback on assignments and projects was valuable to student learning. Students also perceived the instructional practice of creating a course that was easy to navigate as valuable. While some students reported the use of discussion forums to be perceived as valuable, this practice was not reported to be perceived as valuable as the other instructional practices. The same was true for establishing a sense of community in an online course as well as engaging in a real time synchronous chat sessions. This study has both practical and theoretical implications in online course design, distance education delivery, and online pedagogy. Recommendations for the program under study were also provided.
Download or read book Leading the eLearning Transformation of Higher Education written by Gary E. Miller and published by Taylor & Francis. This book was released on 2023-07-03 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: Published in Association with eLearning has entered the mainstream of higher education as an agent of strategic change. This transformation requires eLearning leaders to develop the skills to innovate successfully at a time of heightened competition and rapid technological change.In this environment eLearning leaders must act within their institutions as much more than technology managers and assume the prime role of helping their institutions understand the opportunities that eLearning presents for faculty, for students, and for client organizations in the community. They need to prepare to participate in policy development around these opportunities. They must understand the multiple dimensions of practice in the field—operations, administration, and working within the complex culture of a higher education institution—while also functioning as scholars of the field who can bring the best ideas from other institutions to help shape policy around eLearning.The second edition builds on the success of the first edition and presents both the collective expertise of veterans who have pioneered the field for 20 years, and of a rising generation of eLearning leaders that are transforming online programs at their own institutions, to address these challenges.This edition has been updated and expanded to reflect the increasing complexity of the field with seven new chapters and the revision of eight chapters that appeared in the first edition. New and updated topics include:·The evolving role of the chief online learning officer·Issues of diversity as more women and minorities enter leadership roles in the field·The increasing role of learning analytics and data-based decisions·The potential tensions involved in cohort-based versus individualized instruction·The increasing need for faculty professional development·The affordances of cloud computing, adaptive learning, artificial intelligence, the internet of things, and mobile learning to the field·The open educational resources movement and the implications for institutional policy and practice·The challenges of an increasingly complex competitive environment·AccessibilityThere are few comparable positions in higher education than that of eLearning leaders who work across multiple academic and support units and whose work fundamentally affects the institution as a whole. This volume is written for them.
Download or read book Social Presence and Identity in Online Learning written by Patrick R. Lowenthal and published by Routledge. This book was released on 2020-06-09 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is an investigation into the role which social presence and identity play in online learning environments. Scholars across disciplines have grappled with the questions of what it means for a person to be and to interact online. In the context of online learning, these questions reflect specific concerns related to how well people can learn in a setting limited to mediated interactions and lacking various communication cues. For example, how can a teacher and students come to know each other if they cannot see each other? How can they effectively understand and communicate with each other if they are separated by space and, in many instances, time? These concerns are related to social presence and identity, both of which are complex, multi-faceted, and closely interrelated constructs. The chapters in this book consider how online learning has developed and changed over time in terms of technology, pedagogy, and familiarity. Collectively these chapters show the diverse ways that educational researchers have explored social presence and identity. They also highlight some of the nuanced concerns online educators might have in these areas. This book was originally published as a special issue of Distance Education.
Download or read book The Online Classroom written by Brooke B. Eisenbach and published by IAP. This book was released on 2018-11-01 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: The world of middle level education is rapidly evolving. Increasingly, online learning platforms are complementing or replacing traditional classroom settings. As students exchange classroom interaction for online collaboration, pencils for keyboards, face-to-face conversations for chat room texts, and traditional lessons for digital modules, it becomes apparent that teachers, schools, and administrators must identify ways to keep pace. We must identify ways to meet the needs of middle level learners within this digital context. In this volume, researchers and teachers share a variety of resources centered on the growing world of virtual education and its implications for the middle level learner, educator, and classroom.
Download or read book Impact of Teaching Presence on Learning Outcomes written by Mansoor Ahmad Bhatty and published by . This book was released on 2020 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to conduct a descriptive, exploratory, interview based, qualitative study of how online teachers perceive the role of teaching presence in the courses they design and teach, primarily asynchronous courses.
Download or read book Educational Communities of Inquiry Theoretical Framework Research and Practice written by Akyol, Zehra and published by IGI Global. This book was released on 2012-09-30 with total page 610 pages. Available in PDF, EPUB and Kindle. Book excerpt: Communications technologies have been continuously integrated into learning and training environments which has revealed the need for a clear understanding of the process. The Community of Inquiry (COI) Theoretical Framework has a philosophical foundation which provides planned guidelines and principles to development useful learning environments and guarantees successful educational experiences. Educational Communities of Inquiry: Theoretical Framework, Research, and Practice is an extensive reference that offers theoretical foundations and developments associated with the COl theoretical framework. This collection is a valuable source of ideas, research opportunities, and challenges for scholars and practitioners in the field of education technology.
Download or read book Creating Transformative Online Communities in Higher Education written by Patrick R. Dempsey and published by Routledge. This book was released on 2021-06-28 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt: Creating Transformative Online Communities in Higher Education provides a practical approach for building authentic learning experiences into the design and delivery of online teaching and learning systems. Combining three conceptually related ideas—complexity theory, transformative learning, and the Community of Inquiry—this novel, highly applicable framework enables instructors to create compelling virtual learning experiences for students. As higher education faculty, instructional designers, and graduate students shift from presenting information to creating experiences, the book offers an evidence-based disruption of the current thinking on and practice of course design.
Download or read book Teaching and Learning in a Concept Based Nursing Curriculum written by Ignatavicius and published by Jones & Bartlett Learning. This book was released on 2017-09 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: Resource added for the Nursing-Associate Degree 105431, Practical Nursing 315431, and Nursing Assistant 305431 programs.
Download or read book Online Course Management Concepts Methodologies Tools and Applications written by Management Association, Information Resources and published by IGI Global. This book was released on 2018-03-02 with total page 2280 pages. Available in PDF, EPUB and Kindle. Book excerpt: The rapid growth in online and virtual learning opportunities has created culturally diverse classes and corporate training sessions. Instruction for these learning opportunities must adjust to meet participant needs. Online Course Management: Concepts, Methodologies, Tools, and Applications is a comprehensive reference source for the latest scholarly material on the trends, techniques, and management of online and distance-learning environments and examines the benefits and challenges of these developments. Highlighting a range of pertinent topics, such as blended learning, social presence, and educational online games, this multi-volume book is ideally designed for administrators, developers, instructors, staff, technical support, and students actively involved in teaching in online learning environments.
Download or read book The SAGE Encyclopedia of Online Education written by Steven L. Danver and published by SAGE Publications. This book was released on 2016-09-20 with total page 1399 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online education, both by for-profit institutions and within traditional universities, has seen recent tremendous growth and appeal - but online education has many aspects that are not well understood. The SAGE Encyclopedia of Online Education provides a thorough and engaging reference on all aspects of this field, from the theoretical dimensions of teaching online to the technological aspects of implementing online courses—with a central focus on the effective education of students. Key topics explored through over 350 entries include: · Technology used in the online classroom · Institutions that have contributed to the growth of online education · Pedagogical basis and strategies of online education · Effectiveness and assessment · Different types of online education and best practices · The changing role of online education in the global education system
