Group items tagged studies; - Emory College Strategies for Online Teaching

Policies, Procedures and Guidelines | SUNY Empire State College - 1 views

www.esc.edu/policies

online teaching online learning course design student engagement pedagogy technology active learning Online

shared by anonymous on 25 Jul 15 - No Cached

anonymous on 25 Jul 15

Learning Contract Study and Undergraduate Students Policy Empire State College is committed to the principles that: effective learning derives from purposes and needs important to the individual learning occurs in varied ways and places styles of learning may differ significantly from person to person and from one setting to another.

<div class="cArrow"> </div><div class="cContentInner">Learning Contract Study and Undergraduate Students Policy Empire State College is committed to the principles that: effective learning derives from purposes and needs important to the individual learning occurs in varied ways and places styles of learning may differ significantly from person to person and from one setting to another.</div>

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Tutor Messaging and Its Effectiveness in Encouraging Student Participation on Computer ... - 0 views

www.ijede.ca/...599

student engagement online teaching active learning

shared by sheilatefft on 28 Jul 15 - No Cached

sheilatefft on 28 Jul 15

This study focuses on the presence of the teacher in the virtual classroom and how the instructor interacts with the students. Can an instructor's behavior encourage more student activity? Certainly, but it has to be more than the occasional "well done," the authors say. Students want more teacher presence, specifically more frequent responses, more acknowledgement of individuals' contribution, and more suggestions and guidance related to a specific response. So the bottom line is try to respond to individual students rather than a group and customize your comments as much as possible. You will have more engaged students.

<div class="cArrow"> </div><div class="cContentInner">This study focuses on the presence of the teacher in the virtual classroom and how the instructor interacts with the students. Can an instructor's behavior encourage more student activity? Certainly, but it has to be more than the occasional "well done," the authors say. Students want more teacher presence, specifically more frequent responses, more acknowledgement of individuals' contribution, and more suggestions and guidance related to a specific response. So the bottom line is try to respond to individual students rather than a group and customize your comments as much as possible. You will have more engaged students.</div>

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Student-led facilitation strategies in online discussions - 0 views

www.public.iastate.edu/...0facilitation%20strategies.pdf

student engagement online learning active learning pedagogy

shared by sheilatefft on 31 Jul 15 - No Cached

sheilatefft on 31 Jul 15

An interesting idea: student collaboration to lead and facilitate online discussions. This study says the student leaders elicited meaningful dialogue, high levels of participation and quality conversation.

<div class="cArrow"> </div><div class="cContentInner">An interesting idea: student collaboration to lead and facilitate online discussions. This study says the student leaders elicited meaningful dialogue, high levels of participation and quality conversation.</div>

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Reconceptualizing the community of inquiry framework: An exploratory analysis. - 2 views

ac.els-cdn.com.proxy.library.emory.edu/...2.0-S1096751614000232-main.pdf

Community of Inquiry online learning online teaching student engagement active learning

shared by Kristy Martyn on 23 Jul 14 - No Cached

Leah Chuchran liked it

Kristy Martyn on 23 Jul 14

Reconceptualization of the CoI framework that proposes learning presence as an additional construct in the framework. Reflects the unique contributions of students and teachers and embeds the social dimension as part of each presence (i.e., Social-Learning Presence, Social-Teaching Presence, and Socio-Cognitive Presence).

<div class="cArrow"> </div><div class="cContentInner">Reconceptualization of the CoI framework that proposes learning presence as an additional construct in the framework. Reflects the unique contributions of students and teachers and embeds the social dimension as part of each presence (i.e., Social-Learning Presence, Social-Teaching Presence, and Socio-Cognitive Presence).</div>

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Leah Chuchran on 24 Jul 14

Kristy, thank you so much for locating and sharing this article and study. It's an important find. I really like the fact that it is hosted within our library system and that the authors are suggesting that the model may need some revisions - there is still much to learn and develop in the digital learning environments. Bookmarked!

<div class="cArrow"> </div><div class="cContentInner">Kristy, thank you so much for locating and sharing this article and study. It's an important find. I really like the fact that it is hosted within our library system and that the authors are suggesting that the model may need some revisions - there is still much to learn and develop in the digital learning environments. Bookmarked!</div>

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Where Has the Time Gone? Faculty Activities and Time Commitments in the Online Classroom, - 1 views

www.thejeo.com/...MandernachHudsonWise.pdf

online teaching workload management faculty workload

shared by sheilatefft on 09 Jul 15 - No Cached

sheilatefft on 09 Jul 15

This study of 80 faculty breaks out how they spend their time while teaching online.

<div class="cArrow"> </div><div class="cContentInner">This study of 80 faculty breaks out how they spend their time while teaching online.</div>

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Teaching Online - A Time Comparison - 1 views

www.westga.edu/...cavanaugh81.htm

online teaching student engagement online learning

shared by Rati Jani on 08 Jul 15 - No Cached

Rati Jani on 08 Jul 15

In brief, the study shows that yes online teaching is time consuming but NOT because of the technology involved but because it is a great time investment to interact with all students. Again brings me back to my point that YES online teaching helps to 'individualize/personalize' the student learning process. Therefore, requires greater inputs and personalize mentoring than a traditional classroom engagement.

<div class="cArrow"> </div><div class="cContentInner">In brief, the study shows that yes online teaching is time consuming but NOT because of the technology involved but because it is a great time investment to interact with all students. Again brings me back to my point that YES online teaching helps to 'individualize/personalize' the student learning process. Therefore, requires greater inputs and personalize mentoring than a traditional classroom engagement.</div>

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learning goals - http://teaching.berkeley.edu/designing-your-course - 3 views

Judy, I think you are great company in this course! You have made feel less overwhelmed and given some great links and encouragement! Thanks, Elizabeth

online learning online teaching course design

started by anonymous on 12 Jul 15 1 follow-up, last by edownes on 12 Jul 15

Use Case Introduction - 2 views

voicethread.psu.edu/use-case-introduction

online learning course design pedagogy student engagement

shared by jwfoste on 01 Mar 15 - No Cached

jwfoste on 01 Mar 15

The following list contains brief use cases of faculty and instructors throughout Penn State using VoiceThread in unique ways for teaching and learning. These use cases describe the basic designs utilized by the instructor, reported outcomes as well as possible future uses for VoiceThread.

<div class="cArrow"> </div><div class="cContentInner">The following list contains brief use cases of faculty and instructors throughout Penn State using VoiceThread in unique ways for teaching and learning. These use cases describe the basic designs utilized by the instructor, reported outcomes as well as possible future uses for VoiceThread.</div>

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Lynn Bertrand on 13 Jul 15

Among the many case studies included here I found the article by Matt Meyer "Using VoiceThread for Weekly Peer Topic Discussions" the most helpful. The article details how small 'discussion groups' of 6-7 students per group were provided with an initial prompt and some framing statements. Individuals were required to respond to the prompt according to specific requirements, such as "include one personal story," "include 2 questions to the other group members to respond to," and "must comment in that particular VoiceThread discussion 3 different times during the assignment for the week. This is very similar to what I envision doing in my course.

<div class="cArrow"> </div><div class="cContentInner">Among the many case studies included here I found the article by Matt Meyer "Using VoiceThread for Weekly Peer Topic Discussions" the most helpful. The article details how small 'discussion groups' of 6-7 students per group were provided with an initial prompt and some framing statements. Individuals were required to respond to the prompt according to specific requirements, such as "include one personal story," "include 2 questions to the other group members to respond to," and "must comment in that particular VoiceThread discussion 3 different times during the assignment for the week. This is very similar to what I envision doing in my course.</div>

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VLE and PLE - 0 views

Terms!!! The whole "learning environment" revolution is moving so rapidly it is daunting! Once again, in following your threads posted below, i wandered off and felt the need for basic study of ter...

online learning online teaching course design technology

started by anonymous on 12 Jul 15 no follow-up yet

Ask Andrew Wolf - 4 views

askandrewwolf.com

online teaching online learning course design student engagement

shared by ginnysecor on 03 Aug 15 - No Cached

ginnysecor on 03 Aug 15

Providing faculty resources and support to teach successfully online

<div class="cArrow"> </div><div class="cContentInner">Providing faculty resources and support to teach successfully online</div>

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Dan Reynolds on 04 Aug 15

The "flipped classroom" stuff here is provocative. I'm going to think about how to give it a try in media studies courses, even those at the grad level. I do wonder to what degree the extraordinary testing results are a result of the sheer novelty of the flipped classroom (and to what degree the scores would go back to normal as the novelty wore off).

<div class="cArrow"> </div><div class="cContentInner">The "flipped classroom" stuff here is provocative. I'm going to think about how to give it a try in media studies courses, even those at the grad level. I do wonder to what degree the extraordinary testing results are a result of the sheer novelty of the flipped classroom (and to what degree the scores would go back to normal as the novelty wore off).</div>

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Brent Glenn on 05 Aug 15

I consider my classroom, in general, flipped. My general rule of thumb is that the more I talk the less they learn, so I really push the application process.

<div class="cArrow"> </div><div class="cContentInner">I consider my classroom, in general, flipped. My general rule of thumb is that the more I talk the less they learn, so I really push the application process.</div>

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bjbaker on 06 Aug 15

This is a great example of using these techniques. I see lots of application of this info in my future teaching. Thanks for sharing.

<div class="cArrow"> </div><div class="cContentInner">This is a great example of using these techniques. I see lots of application of this info in my future teaching. Thanks for sharing.</div>

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Teacher perspectives on online collaborative learning: Factors perceived as facilitatin... - 0 views

www.uwplatt.edu/...vative-educator-group-work.pdf

online teaching course design student engagement active learning

shared by sheilatefft on 07 Aug 15 - No Cached

sheilatefft on 07 Aug 15

This study sets out criteria--pluses and pitfalls--to judge the effectiveness of online collaborative learning. And its conclusion summarizes with good advice: don't be afraid to overhaul and seek new methods if you find the collaboration isn't working.

<div class="cArrow"> </div><div class="cContentInner">This study sets out criteria--pluses and pitfalls--to judge the effectiveness of online collaborative learning. And its conclusion summarizes with good advice: don't be afraid to overhaul and seek new methods if you find the collaboration isn't working.</div>

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Course Assessment Practices and Student Learning Strategies in Online Courses - 0 views

www.bucks.edu/...Assessment_design_sloan.pdf

online teaching online learning formative assessment summative assessment assessment learning strategies critical thinking

shared by Christine Ristaino on 07 Aug 15 - No Cached

Christine Ristaino on 07 Aug 15

The theoretical difference between formative and summative assessment strategies is explored in this paper as well as the fact that on-line assessment is a new field of study with very little written about it.

<div class="cArrow"> </div><div class="cContentInner">The theoretical difference between formative and summative assessment strategies is explored in this paper as well as the fact that on-line assessment is a new field of study with very little written about it.</div>

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The Centrailty of the Syllabus for Time Management (and the joys of having a right side... - 1 views

https://www2.uwstout.edu/content/profdev/teachingonline/before.html http://cw.routledge.com/textbooks/9780415997263/pdf/Teaching_Online_Ch_5.pdf These two articles address the significance of th...

course design faculty workload student engagement

started by David Jenkins on 04 Jul 14 no follow-up yet

Measuring up Online: The Relationship between Social Presence and Student Learning Sati... - 2 views

Abstract: The study examined students' perceptions of social presence in online and face-to-face course environments. Data from surveys of 112 undergraduate students (80 in online, 32 in face-to-fa...

http:__eric.ed.gov_?id=EJ854921

started by Adrianne Pinkney on 09 Feb 15 no follow-up yet

Heutagogy: An alternative practice based learning approach. - PubMed - NCBI - 2 views

www.ncbi.nlm.nih.gov/...20554249

pedagogy online learning online teaching course design student engagement

shared by cabraha on 24 Jul 15 - No Cached

cabraha on 24 Jul 15

Nurse Educ Pract. 2010 Nov;10(6):322-6. doi: 10.1016/j.nepr.2010.05.001. This article describes use of the heutagogical approach to nursing education - a practice based (and competency driven) program of study.

<div class="cArrow"> </div><div class="cContentInner">Nurse Educ Pract. 2010 Nov;10(6):322-6. doi: 10.1016/j.nepr.2010.05.001. This article describes use of the heutagogical approach to nursing education - a practice based (and competency driven) program of study.</div>

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