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in title, tags, annotations or urlUsing Student Logs -- Lewenson - YouTube - 0 views
Characteristics of the Successful Online Student - 1 views
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Accept critical thinking and decision making as part of the learning process. The learning process requires you to make decisions based on facts as well as experience. Assimilating information and executing the right decisions requires critical thought.
EQM0048.pdf (application/pdf Object) - 0 views
Maslow's Hierarchy - 0 views
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Explanations >Needs > Maslow's HierarchyThe hierarchical effect | The five needs | Three more needs | So what? In 1943 Abraham Maslow, one of the founding fathers of humanist approaches to management, wrote an influential paper that set out five fundamental human needs needs and their hierarchical nature.
My Reflections in ETAP 640 - 0 views
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it would be interesting to see the numbers for 2012,
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this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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Resilience Guide for Parents & Teachers - 0 views
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Building resilience -- the ability to adapt well to adversity, trauma, tragedy, threats, or even significant sources of stress -- can help our children manage stress and feelings of anxiety and uncertainty. However, being resilient does not mean that children won't experience difficulty or distress. Emotional pain and sadness are common when we have suffered major trauma or personal loss, or even when we hear of someone else's loss or trauma.
Managing Impressions Online: Self-Presentation Processes in the Online Dating Environment - 0 views
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complicated way in which "honesty" is enacted online.
EBSCOhost: Teacher's Role in Students-Centered English Intensive Reading Class in Chin... - 0 views
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new students-centered pattern by which students are the main body of the class and the owner of their learning
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the roles of the teacher, instead of as a controller and a dominant, should be played fully as a manager and an organizer
Online Instructional Effort Measured through the Lens of Teaching Presence in the Community of Inquiry Framework: A Re-Examination of measures and approach | Shea | The International Review of Research in Open and Distance Learning - 1 views
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The focus of this paper is teaching presence, which has been defined as “the design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile outcomes” (Garrison et al., 2000).
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Instructor teaching presence is hypothesized to be an indicator of online instructional quality. Empirical research has supported this view with evidence indicating strong correlations between the quality of teaching presence and student satisfaction and learning (Bangert, 2008; Picciano, 2002; Shea, Pickett, & Pelz, 2003)
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First, there is a need to revisit two of the original three teaching presence elements.
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With more than 4 million students enrolled in online courses in the US alone (Allen & Seaman, 2010), it is now time to inquire into the nature of instructional effort in online environments. Reflecting the community of inquiry (CoI) framework (Garrison, Anderson, & Archer, 2000) this paper addresses the following questions: How has instructor teaching presence (Anderson, Rourke, Garrison, & Archer, 2001) traditionally been viewed by researchers? What does productive instructor effort look like in an entire course, not just the main threaded discussion? Results suggest that conventional research approaches, based on quantitative content analysis, fail to account for the majority of teaching presence behaviors and thus may significantly under represent productive online instructional effort.
Differentiating Instruction: Meeting Students Where They Are, Teaching Today, Glencoe Online - 0 views
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Break assignments into smaller, more manageable parts that include structured directions for each part.
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I see this as critical and that is why I have 1 week modules for my course where the students have more opportunity to - iterative opportunities - to practice and receive feedback on our core concept of analysis of works of art. Smaller chunks and tighter feedback loops have made it possible to create many ways for students to succeed, rather than have them struggle for longer periods of time on the same thing over and over again.
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Use a variety of assessment strategies, including performance-based and open-ended assessment. Balance teacher-assigned and student-selected projects. Offer students a choice of projects that reflect a variety of learning styles and interests. Make assessment an ongoing, interactive process.
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Establish stations for inquiry-based, independent learning activities.
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