Skip to main content

Home/ ETAP640/ Contents contributed and discussions participated by Irene Watts-Politza

Contents contributed and discussions participated by Irene Watts-Politza

Simple Middle Filter: All | Bookmarks | Topics
4More

Reflections on Online Teaching - Diane Hamilton - 3 views

dianehamilton.edublogs.org
shared by Irene Watts-Politza on 27 May 12 - No Cached
    • Irene Watts-Politza
      Irene Watts-Politza on 17 Aug 12
       
      This is often how I felt. I attribute it to first-time online learning curve. Do you think you will be more comfortable in the role of instructor in discussion forum? I do.
    • Irene Watts-Politza
      Irene Watts-Politza on 17 Aug 12
       
      Shea proposes "learner presence" ... http://www.slideshare.net/alexandrapickett/learning-presencecs2 Can you propose and research Course Presence?
1More

Can e-Learning Replace Classroom Learning? - 0 views

scholar.google.com/scholar_url e-Learning vs. classroom etap640 Module 6
shared by Irene Watts-Politza on 13 Aug 12 - No Cached
  • Irene Watts-Politza on 13 Aug 12
     
    Results of study done at Arizona State U using Virtual Mentor program as a learner-centered approach to online study among a segment of freshmen and sophomore classes. 2004 results reportage.
1More

ETAP640amp2012: Student-Centered Learning Requires a Happy Medium - 2 views

ualbany.mrooms.net/...discuss.php e-Learning etap640 Module 8 student-centered learning
shared by Irene Watts-Politza on 12 Aug 12 - No Cached
  • Irene Watts-Politza on 13 Aug 12
     
    This observation answers the question, "How do educators satisfy local, state, and national requirements while still implementing a student-centered approach to learning?"
1More

English Language Learners: A Policy Research Brief - 0 views

www.ncte.org/...ELLResearchBrief.pdf Language Public Education
shared by Irene Watts-Politza on 20 Jul 12 - No Cached
  • Irene Watts-Politza on 20 Jul 12
     
    A variety of lenses from which to view teaching and learning with EL students. Good set of implications for instruction.
25More

ScienceDirect.com - Computers & Education - Learning presence: Towards a theory of self... - 1 views

www.sciencedirect.com.libproxy.albany.edu/...S0360131510002095 CoI Shea 'learning presence
shared by Irene Watts-Politza on 18 Jul 12 - No Cached
  • Given the electronic, social, and “self-directed” nature of online learning, it seems imperative that we examine learner self- and co-regulation in online environments especially as they relate to desired outcomes such as higher levels of cognitive presence as described in the CoI framework.
    • Irene Watts-Politza
      Irene Watts-Politza on 18 Jul 12
       
      Is this an aspect of assessment that is adequately addressed?
  • We suggest that this constellation of behaviors and traits may be seen as elements of a larger construct “learning presence” (Shea, 2010).
  • self-efficacy can be viewed as a subjective judgment of one’s level of competence in executing certain behaviors or achieving certain outcomes in the future. Self-efficacy has been identified as the best predictor of college GPA and among the best predictors of college persistence through meta-analytic research (Robbins et al., 2004). Further, commenting on the state of the art in self-regulated learning research Winne suggested that self-regulation is contingent on positive self-efficacy beliefs, arguing that “learners must subscribe to a system of epistemological and motivational beliefs that classifies failure as an occasion to be informed, a condition that is controllable, and a stimulus to spend effort to achieve better” (Winne, 2005). This contrast of failure attribution as trait (e.g., “I’m just not good at math”) versus failure as occasion to be informed (“I can control, adapt, and learn from this”) is a classic view of maladaptive and adaptive self-efficacy beliefs.
  • ...18 more annotations...
  • In the current study we therefore examine the relationship between CoI constructs and elements of self efficacy in order to begin to investigate the larger theme of collaborative online learner regulation and learning presence.
  • Thus, self-efficacy is “concerned not with what one has but with belief in what one can do with whatever resources one can muster” (Bandura, 2007, p. 6).
  • Bandura has noted that slightly elevated efficacy can have a bigger impact on subsequent performance. Overestimating one’s capabilities to produce a behavior and outcome may boost performance and give rise to motivation to persist in face of obstacles and seatback, while the opposite is true for underestimating one’s capabilities, which may suppress productive goals, persistence and effort (Bandura, 2007). Thus there is an important connection between self-efficacy, effort, and subsequent performance.
    • Irene Watts-Politza
      Irene Watts-Politza on 19 Jul 12
       
      This has implications for course attrition rates.
  • Positive psychological and emotional states in the aftermath of successful execution of certain academic behaviors naturally lead to sense of competence and subsequently results in enhanced sense of efficacy.
    • Irene Watts-Politza
      Irene Watts-Politza on 19 Jul 12
       
      This is the "feeling of satsfaction" Lisa Martin referred to in her Module 3 posts on social presence.
  • We suggest here that elements within the CoI framework may serve as mechanisms for supporting self-efficacy. Specifically we conjecture that effective teaching presence and positive social presence should serve as sources of social persuasion and positive affect supportive of self-efficacy.
  • (Bandura, 1997). These and other studies have suggested that self-efficacy has a substantial role in predicting student engagement, motivation and performance ( [Bong, 2004], [Caraway et al., 2003], [Chemers et al., 2001], [Choi, 2005], [Smith et al., 2001] and [Vrugt et al., 2002]).
  • The participants in the study were a random sample of 3165 students from 42 two- and four-year institutions in New York State.
    • Irene Watts-Politza
      Irene Watts-Politza on 19 Jul 12
       
      SLN? See how many things you can learn with one really great data set?
  • Gaining knowledge about the reasons for learning and achievement of online students has attracted a great deal of attention among both researchers and practitioners. Understanding the factors that have an influence on the success of online education has significant implications for designing productive online communities.
  • Reviewing studies that investigated elements of online learner self-regulation
  • This ongoing project to document all instances of teaching, social, and cognitive presence in complete online courses also resulted in identification of learner discourse that did not fit within the model, i.e. could not be reliably coded as indicators of teaching, social, or cognitive presence ( [Shea, 2010] and [Shea et al., 2010]).
  • Additional work on the CoI model (Shea, Vickers, & Hayes, 2010) suggested that past research methods may have resulted in a systematic under representation of the instructional effort involved in online education.
  • These exceptions represent interesting data for refining and enhancing the model as they suggest that learners are attempting to accomplish goals that are not accounted for within the CoI framework.
  • In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) suggesting that the model may be enhanced through a fuller articulation of the roles of online learners. We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-year institutions in which we examine the relationship between learner self-efficacy measures and their ratings of the quality of their learning in virtual environments. We conclude that a positive relationship exists between elements of the CoI framework and between elements of a nascent theoretical construct that we label “learning presence”. We suggest that learning presence represents elements such as self-efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner self-regulation.
  • the CoI framework attempts to articulate the social, technological, and pedagogical processes that engender collaborative knowledge construction. It therefore represents an effort to resolve the greatest challenge to the quality of online education
  • Learner discussions also included efforts to divide up tasks, manage time, and set goals in order to successfully complete group projects. As such they appeared to be indicators of online learner self and co-regulation, which can be viewed as the degree to which students in collaborative online educational environments are metacognitively, motivationally, and behaviorally active participants in the learning process (Winters & Azevedo, 2005).
  • the authors concluded that all the studies converged on advantageous outcomes for providing support for “metacognitive” learning strategies including self-reflection, self-explanation, and self-monitoring.
  • successfully orchestrating a dialogue demands fairly sophisticated skills. Conversational contributions need to be simultaneously parsed according to their disciplinary value, their location within the chain of collective argumentation, their relevance to the instructional goals, and their role as indicators of the student’s ongoing understanding. The outcome of this complex appraisal is a sense of the amount and quality of the guidance that specific contributions and the conversation as a whole require to support learning.” (Larreamendy-Joerns & Leinhardt, p. 591)
  • Zhao et al. also concluded that studies in which instructor interaction with students was medium to high resulted in better learning outcomes for online students relative to classroom learners.
1More

MERLOT Teacher Education Portal: Beyond MERLOT - 0 views

teachereducation.merlot.org/beyond.html Module 4 Assignment EED406 teacher prep
shared by Irene Watts-Politza on 18 Jul 12 - Cached
  • Irene Watts-Politza on 18 Jul 12
     
    List of professional associations that offer membership to educators. This list will be used as an EED406 Module 4, "Novice Teacher" resource for candidates to consult in preparation for interviews or for membership.
1 - 20 of 116 Next › Last »
Showing 20▼ items per page