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Author: Publisher: ISBN: Category : COVID-19 Pandemic, 2020- Languages : en Pages : 324
Book Description
From the current literature, almost all the studies exploring student perceptions towards online learning during COVID-19 have been from outside the discipline of education (Abbasi, 2020; Armstrong-Mensah et al., 2020; Fidalgo, 2020; Miller 2020; Shahrvini et al., 2021) or have explored faculty perceptions towards online learning, and not students (Cutri, 2020; Kidd & Murray, 2020; Obrien et al., 2020). The research questions for this research are, what are the perceptions, attitudes, and overall learning experiences of the Bachelor of Education students towards online learning? What is the student preference, online, or in-person instruction? What potential changes (if any) should be made to online learning in the future to enhance the student learning experience? The sample for this study was Bachelor of Education students at a Nipissing University in the province of Ontario with a sample size of 166 participants. A mixed methods convergent research design was used to synthesize both the quantitative and qualitative data. The results from this study reveal most students prefer learning in person (62%), few students value group work online (18%), most students have difficulty communicating with their instructor (72%), and student learning format preference influences their perceptions towards online learning. The attitudes, perceptions, learning preferences, and recommendations students have towards online learning can potentially enhance and guide the use of online learning in the Bachelor of Education program going forward.
Author: Publisher: ISBN: Category : COVID-19 Pandemic, 2020- Languages : en Pages : 324
Book Description
From the current literature, almost all the studies exploring student perceptions towards online learning during COVID-19 have been from outside the discipline of education (Abbasi, 2020; Armstrong-Mensah et al., 2020; Fidalgo, 2020; Miller 2020; Shahrvini et al., 2021) or have explored faculty perceptions towards online learning, and not students (Cutri, 2020; Kidd & Murray, 2020; Obrien et al., 2020). The research questions for this research are, what are the perceptions, attitudes, and overall learning experiences of the Bachelor of Education students towards online learning? What is the student preference, online, or in-person instruction? What potential changes (if any) should be made to online learning in the future to enhance the student learning experience? The sample for this study was Bachelor of Education students at a Nipissing University in the province of Ontario with a sample size of 166 participants. A mixed methods convergent research design was used to synthesize both the quantitative and qualitative data. The results from this study reveal most students prefer learning in person (62%), few students value group work online (18%), most students have difficulty communicating with their instructor (72%), and student learning format preference influences their perceptions towards online learning. The attitudes, perceptions, learning preferences, and recommendations students have towards online learning can potentially enhance and guide the use of online learning in the Bachelor of Education program going forward.
Author: Tim Swanwick Publisher: John Wiley & Sons ISBN: 1119373824 Category : Medical Languages : en Pages : 43
Book Description
Created in partnership with the Association for the Study of Medical Education (ASME), this completely revised and updated new edition of Understanding Medical Education synthesizes the latest knowledge, evidence and best practice across the continuum of medical education. Written and edited by an international team, this latest edition continues to cover a wide range of subject matter within five broad areas – Foundations, Teaching and Learning, Assessment and Selection, Research and Evaluation, and Faculty and Learners – as well as featuring a wealth of new material, including new chapters on the science of learning, knowledge synthesis, and learner support and well-being. The third edition of Understanding Medical Education: Provides a comprehensive and authoritative resource summarizing the theoretical and academic bases to modern medical education practice Meets the needs of all newcomers to medical education whether undergraduate or postgraduate, including those studying at certificate, diploma or masters level Offers a global perspective on medical education from leading experts from across the world Providing practical guidance and exploring medical education in all its diversity, Understanding Medical Education continues to be an essential resource for both established educators and all those new to the field.
Author: J.P. Keeves Publisher: Springer Science & Business Media ISBN: 9401733686 Category : Education Languages : en Pages : 1405
Book Description
The aim of the Handbook is to present readily accessible, but scholarly sources of information about educational research in the Asia-Pacific region. The scale and scope of the Handbook is such that the articles included in it provide substantive contributions to knowledge and understanding of education in the Asia region. In so doing, the articles present the problems and issues facing education in the region and the findings of research conducted within the region that contribute to the resolution of these problems and issues. Moreover, since new problems and issues are constantly arising, the articles in the Handbook also indicate the likely directions of future developments. The different articles within the Handbook seek to conceptualize the problems in each specific content area under review, provide an integration of the research conducted within that area, the theoretical basis of the research the practical implications of the research and the contribution of the research towards the resolution of the problems identified. Thus, the articles do not involve the reporting of newly conducted research, but rather require a synthesis of the research undertaken in a particular area, with reference to the research methods employed and the theoretical frameworks on which the research is based. In general, the articles do not advocate a single point of view, but rather, present alternative points of view and comment on the debate and disagreements associated with the conduct and findings of the research. Furthermore, it should be noted, that the Handbook is not concerned with research methodology, and only considers the methods employed in inquiry in so far as the particular methods of research contribute to the effective investigation of problems and issues that have arisen in the conduct and provision of education at different levels within the region.
Author: Roy Y. Chan Publisher: Routledge ISBN: 1000426815 Category : Education Languages : en Pages : 234
Book Description
This timely volume documents the immediate, global impacts of the coronavirus pandemic (COVID-19) on teaching and learning in higher education. Focusing on student and faculty experiences of online and distance education, the text provides reflections on novel initiatives, unexpected challenges, and lessons learned. Responding to the urgent need to better understand online teaching and learning during the COVID-19 pandemic, this book investigates how the use of information and communication technologies (ICT) impacted students, faculty, and staff experiences during the COVID-19 lockdown. Chapters initially look at the challenges faced by universities and educators in their attempts to overcome the practical difficulties involved in developing effective online programming and pedagogy. The text then builds on these insights to highlight student experiences and consider issues of social connection and inequality. Finally, the volume looks forward to asking what lessons COVID-19 can offer for the future development of online and distance learning in higher education. This engaging volume will benefit researchers, academics, and educators with an interest in online teaching and eLearning, curriculum design, and more, specifically those involved with the digitalization of higher education. The text will also support further discussion and reflection around pedagogical transformation, international teaching and learning, and educational policy more broadly.
Author: Pedro Isaias Publisher: Springer Nature ISBN: 3030481905 Category : Education Languages : en Pages : 224
Book Description
This book is to explores a variety of facets of online learning environments to understand how learning occurs and succeeds in digital contexts and what teaching strategies and technologies are most suited to this format. Business, health, government and education are some of the core sectors of society which have been experiencing deep transformations due to a generalized digitalization. While these changes are not novel, the swift progress of technology and the rising complexity of digital environments place a focus on the need for further research and novel strategies. In the context of education, the promise of increased flexibility and broader access to educational resources is impelling much of higher education’s course offerings to online environments. The 21st century learner requires an education that can be pursued anytime and anywhere and that is more aligned with the demands of a digital society. Online education not only assists students to success-fully integrate a workforce that is increasingly digital, but it helps them to become more comfortable with the use of technology in general and, hence, more prepared to be prolific digital citizens. The variety of settings portrayed in this volume attest to the unlimited opportunities afforded by online learning and serve as valuable evidence of its benefit for students’ educational experience. Moreover, these research efforts assist a more comprehensive reflection about the delivery of higher education in the context of online settings.
Author: Jeanene Lyn Ames Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
This research will explore first-generation college students' (FGCS) experiences during the COVID-19 pandemic. FGCS come from a home where neither parent nor legal guardian has a college degree, yet, in contrast, continuing-generation students--who will be referred here as CGCS--are college students who have at least one parent or legal guardian who has earned a college degree (Mehta et al., 2011). FGCS students graduate--persist--at a substantially lower rate than CGCS (Chen & Carroll, 2005; Ishitani, 2003; Ishitani, 2006; Mehta et al., 2011; Warburton et al., 2001). Studies have shown that FGCS work longer hours and have more financial responsibilities (Inman & Mayes, 1999; Mehta et al., 2011; Nunez & Cuccaro-Almin, 1998), and for the most part, feel ill-equipped to enroll in college (Mehta, 2011; Rodriguez, 2003). Notably, FGCS are disadvantaged in several ways, according to pre-COVID-19 research as they are less likely to seek academic support from staff, for example, and they tend to underutilize other services (Beattie & Thiele, 2016; Hicks & Wood, 2016; Mates et al., 2021). Moreover, FGCS are also more likely to connect with relationships at home, and they tend to have fewer developed college networks, which is perhaps unsurprising (Mates et al., 2021; Stuart et al., 2011). Thus, when schools and institutions shifted to the online setting across the nation in March 2020 because of the pandemic, students from lower-income communities, including FGCS, may have found it especially difficult to participate in educational activities or complete their assignments because of inconsistent internet or a lack of access to equipment (Case et al., 2021). In response, many campuses provided computers--either laptops or Chromebooks--and many also addressed other concerns like internet--by distributing hotspots--or facilitating participation in Zoom classes--by making headsets and webcams available (Hart et al., 2021). In addition to institutional support, distance education teams prepared and delivered faculty professional development that focused on humanizing online instruction. Humanizing instruction acknowledges that participation and success are social structures influenced by students' background and experiences within the instructional setting (Pacansky-Brock, 2019). A method of humanizing online instruction is integrating the Community of Inquiry Framework. This research study will utilize Garrison, Anderson, and Archer's Community of Inquiry (CoI) Framework which has three interrelated essential components--teaching presence, social presence, and cognitive presence--with the purpose of promoting online communication in higher education (Garrison et al., 2000; Garrison et al., 2001). Through a sequential mixed-methods design, this study attempted to learn directly from FGCS if their perceptions of online instruction changed during the pandemic as it pertains to how online courses were designed and the relationships they developed with instructions and their peers. Keywords: First-Generation College Student, Online Instruction, Perception, Community of Inquiry, Interactions, Relationships, COVID-19.
Author: Karpava, Sviatlana Publisher: IGI Global ISBN: 166844447X Category : Education Languages : en Pages : 586
Book Description
In recent years, the traditional way of teaching has been substituted by online teaching. Teachers have had to think about efficient and effective teaching methods and activities in online delivery that can keep students interested and engaged. It is important to examine teacher cognition and its relevance to classroom management and teaching practice as the role of technology in teaching and learning cannot be overestimated. The Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education examines the cognitions of teachers and students, their attitudes and perceptions regarding online teaching, and their personal experiences and challenges regarding the use of online platforms and digital tools. This book discusses the implementation of digital technologies in primary, secondary, and tertiary education that facilitates the learning and teaching process and creates a student-centered environment. Covering topics such as digital literacy, student engagement, and pedagogy, this reference work is an essential resource for practitioners, scholars, administrators, policymakers, researchers, academicians, instructors, and students.
Author: Rita-Marie Conrad Publisher: John Wiley & Sons ISBN: 1118059824 Category : Education Languages : en Pages : 166
Book Description
Engaging the Online Learner This updated edition includes an innovative framework the Phases of Engagement that helps learners become more involved as knowledge generators and cofacilitators of a course. The book also provides specific ideas for tested activities (collected from experienced online instructors across the nation) that can go a long way to improving online learning. Engaging the Online Learner offers the tools and information needed to: Convert classroom activities to an online environment Assess the learning that occurs as a result of collaborative activities Phase in activities that promote engagement among online learners Build peer interaction through peer partnerships and team activities Create authentic activities and implement games and simulations Praise for Engaging the Online Learner "The Phases of Engagement framework provides a road map for creating community at each phase of an online course. This book is an invaluable guide to innovative practices for online learning." Judith V. Boettcher, coauthor of The Online Teaching Survival Guide "Engagement is the heart of online learning. The authors have developed an encyclopedia of tried-and-true learner engagement activities that are authentic and ready to use." Donald P. Ely, professor emeritus, instructional design, development and evaluation in the School of Education, Syracuse University
Author: Zane L. Berge Publisher: ISBN: 9780807745724 Category : Education Languages : en Pages : 246
Book Description
This important volume features contributions by top virtual school practitioners and experts in the field who talk about what virtual schools can do to plan for success. If you are interested in the details of launching virtual learning options for your school, district, region, or state, you likely have more questions than answers. Where do I begin? What kind of personnel will I need? What providers and resources are available to me? How do I hire and train teachers? What are the costs involved? This authoritative volume will answer these questions and many more. Providing an overview of virtual schooling and e-learning, along with detailed case studies and issues chapters, this essential volume provides practical guidance and a brief plan for success roadmap for local schools interested in starting a virtual learning program.
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Author: Tim Swanwick
Author: J.P. Keeves
Author: Roy Y. Chan
Author: Pedro Isaias
Author: Francisco José García Peñalvo
Author: Jeanene Lyn Ames
Author: Karpava, Sviatlana
Author: Rita-Marie Conrad
Author: Zane L. Berge