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Author: Michelle A. Hale Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 103
Book Description
The purpose of this study was to compare the psychosocial learning environments of fully online courses with blended courses. The goal was to explore the differences between the development of the three presences in the Community of Inquiry (CoI) theoretical framework (social, teaching, and cognitive) in the two delivery formats. The CoI framework consists of teaching, social, and cognitive presence, as well as the confluence of the three. The framework places an emphasis on collaboration and critical thinking. As such, it presents a well-defined model for measuring psychosocial learning environments, particularly in online and blended educational settings (Garrison & Anderson, 2003; Garrison & Vaughan, 2008). While online learning is any form of learning and/or teaching that takes place via computer network, blended learning is a course that combines face-to-face instruction with a significant amount of online instruction. Online learning may take place synchronously or asynchronously, and typically has no face-to-face meetings. The inclusion of online learning in a blended course significantly reduces the time spent in classroom instruction (Bielawski & Metcalf, 2003; Lim, Morris, & Kupritz, 2007; Osguthorpe & Graham, 2003; Thorne, 2003). The development of a positive psychosocial education environment was considered from a quantitative perspective, within the Community of Inquiry theoretical framework. Undergraduate courses offered in the College of Education at a southeastern United States research university were the context of the study. In order to quantitatively consider research specific to the CoI framework, data were gathered via an online anonymous survey using the Community of Inquiry survey instrument. The findings revealed that there was no significant difference in the development of a community of inquiry as a whole, or in the development of teaching presence or cognitive presence with regard to the two delivery formats. Conversely, there was a statistical significance in the development of social presence between the two. The students in the blended courses felt the development of social presence more successfully than the students in the fully online courses. Specifically, the difference in the affective expression subscale within social presence was especially significant between the two delivery methods.
Author: Michelle A. Hale Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 103
Book Description
The purpose of this study was to compare the psychosocial learning environments of fully online courses with blended courses. The goal was to explore the differences between the development of the three presences in the Community of Inquiry (CoI) theoretical framework (social, teaching, and cognitive) in the two delivery formats. The CoI framework consists of teaching, social, and cognitive presence, as well as the confluence of the three. The framework places an emphasis on collaboration and critical thinking. As such, it presents a well-defined model for measuring psychosocial learning environments, particularly in online and blended educational settings (Garrison & Anderson, 2003; Garrison & Vaughan, 2008). While online learning is any form of learning and/or teaching that takes place via computer network, blended learning is a course that combines face-to-face instruction with a significant amount of online instruction. Online learning may take place synchronously or asynchronously, and typically has no face-to-face meetings. The inclusion of online learning in a blended course significantly reduces the time spent in classroom instruction (Bielawski & Metcalf, 2003; Lim, Morris, & Kupritz, 2007; Osguthorpe & Graham, 2003; Thorne, 2003). The development of a positive psychosocial education environment was considered from a quantitative perspective, within the Community of Inquiry theoretical framework. Undergraduate courses offered in the College of Education at a southeastern United States research university were the context of the study. In order to quantitatively consider research specific to the CoI framework, data were gathered via an online anonymous survey using the Community of Inquiry survey instrument. The findings revealed that there was no significant difference in the development of a community of inquiry as a whole, or in the development of teaching presence or cognitive presence with regard to the two delivery formats. Conversely, there was a statistical significance in the development of social presence between the two. The students in the blended courses felt the development of social presence more successfully than the students in the fully online courses. Specifically, the difference in the affective expression subscale within social presence was especially significant between the two delivery methods.
Author: Matt G Bower Publisher: ISBN: 9781743616857 Category : Languages : en Pages : 192
Book Description
Blended synchronous learning - where remote students participate in face-to-face classes by means of rich-media synchronous technologies such as video conferencing, web conferencing and virtual worlds - is an emerging phenomenon in education. More and more teachers are attempting to teach in this challenging mode, but without any systematic research evidence to help guide their blended synchronous learning practices. The Blended Synchronous Learning Handbook is a definitive resource that addresses this issue. It includes a Blended Synchronous Learning Design Framework that offers pedagogical, technological and logistical recommendations for teachers attempting to design and implement blended synchronous learning lessons. It also includes a Rich-Media Synchronous Technology Capabilities Framework to support the selection of technologies for different types of learning activities, as well as a review of relevant literature, a summary of the Blended Synchronous Learning Scoping Study, detailed reports of seven blended synchronous learning case studies, and an in-depth cross case analysis to underpin the recommendations that are drawn.
Author: Kathryn Fishman-Weaver Publisher: Solution Tree Press ISBN: 1954631200 Category : Education Languages : en Pages : 202
Book Description
Reimagine your school community. This practical guidebook will help you shift your mindset of online and blended learning from “backup plan” to unprecedented opportunity for rich connections and high-level learning. New and veteran teachers alike will gain insight on how to build in-person and online relationships with students and coworkers to achieve a learning community that supports social-emotional learning, equitable and inclusive instruction, and academic success. Educators of hybrid learning environments will: Understand why relationship-building is fundamental to student success and gain best practices for establishing this foundation Discover new blended, online, and in-person strategies for strengthening connections with your diverse students Gain strategies for offering instruction that is affirming, representative of our diverse world, and rooted in equity Be empowered to think critically about and to change systems currently in place that limit students’ ability to connect and thrive Choose strategies that fit your teaching style from the myriad of vibrant experiences contributed by educators around the world Contents: Preface: Our Journeys to Blended Education Introduction: People-Centered Approaches to Teaching Part I: Reimagining the Online Classroom Chapter 1: Reimagining School as a Global Community Project Chapter 2: Cultivating Strengths-Based Approaches for Inclusion, Support, and Counseling Chapter 3: Fostering Relationships Through Connection-Based Feedback Part II: Inclusive Practices: Diversity and Equity in the Online Classroom Chapter 4: Centering Student Stories Chapter 5: Honoring Multilingual and Multicultural Learners Chapter 6: Accelerating Opportunities for Gifted and Talented Students Epilogue Appendix Glossary References and Resources Index
Author: D'Agustino, Steven Publisher: IGI Global ISBN: 1466699965 Category : Education Languages : en Pages : 381
Book Description
Educators are finding that communication and interaction are at the core of a successful web-based classroom. This interactivity fosters community, which contributes to effective and meaningful learning. Positive online communities and the communication therein encourage students to interact with others’ views which not only grows one’s empathy, but is an integral part of constructivist learning theories. Because of this, the most important role of an educator in an online class is one that ensures student interactivity and engagement. Creating Teacher Immediacy in Online Learning Environments addresses the most effective models and strategies for nurturing teacher immediacy in web-based and virtual learning environments. A number of innovative methods for building an authentic, personalized online learning experience are outlined and discussed at length within this publication, providing solutions for pre-service as well as in-service educators. This book is a valuable compilation of research for course designers, faculty, students of education, administration, software designers, and higher education researchers.
Author: Charles D. Dziuban Publisher: Routledge ISBN: 1317804988 Category : Education Languages : en Pages : 241
Book Description
Conducting Research in Online and Blended Learning Environments examines various perspectives, issues, and methods for conducting research in online and blended learning environments. The book provides in-depth examinations of the perspectives and issues that anyone considering research in online or blended learning will find insightful as they plan their own inquiries. Grounded in educational research theory, this is invaluable to both the serious researcher as well as the occasional evaluator. Conducting Research in Online and Blended Learning Environments provides comprehensive, useful information on research paradigms, methodologies, and methods that should be considered in designing and conducting studies in this area. Examples of the most respected research in the field enhance each chapter’s presentation.
Author: Selma Koc Publisher: IAP ISBN: 164802680X Category : Education Languages : en Pages : 217
Book Description
As the demand for online learning grows, designing and managing large classes in online and blended learning environments can be challenging for faculty. This book aims to provide practical assistance to higher education faculty who teach large online or blended classes. The authors who contributed to the book include higher education faculty, instructional designers, facilitators in providing faculty development and researchers with years of experience and understanding as well as interest in improving the effectiveness of large online classes. They share their experiences in designing and delivering active, engaging, collaborative teaching and learning by using innovative technology tools and instructional strategies. We hope that this book adds to the relevant literature by continuing conversations started before the COVID-19 pandemic but brought to the fore by it. Moving forward, it is our intent to provide readers with examples of how instructors around the world adapted to the new reality of teaching online since early 2020. Distilling what has worked and why from areas that require further analysis would benefit us all by identifying strategies, structures, support services, and policies that could augment online education, with a particular focus on large virtual classes.
Author: Norman D. Vaughan Publisher: Athabasca University Press ISBN: 1927356474 Category : Education Languages : en Pages : 154
Book Description
Teaching in Blended Leaning Environments provides a coherent framework in which to explore the transformative concept of blended learning. Blended learning can be defined as the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies. A direct result of the transformative innovation of virtual communication and online learning communities, blended learning environments have created new ways for teachers and students to engage, interact, and collaborate. The authors argue that this new learning environment necessitates significant role adjustments for instructors and generates a need to understand the aspects of teaching presence required of deep and meaningful learning outcomes. Built upon the theoretical framework of the Community of Inquiry – the premise that higher education is both a collaborative and individually constructivist learning experience – the authors present seven principles that provide a valuable set of tools for harnessing the opportunities for teaching and learning available through technology. Focusing on teaching practices related to the design, facilitation, direction and assessment of blended learning experiences, Teaching in Blended Learning Environments addresses the growing demand for improved teaching in higher education.
Author: Aimee L. Whiteside Publisher: Taylor & Francis ISBN: 1000981169 Category : Education Languages : en Pages : 276
Book Description
Published in Association with 2020 AECT Division of Distance Learning Book AwardSocial presence continues to emerge as a key factor for successful online and blended learning experiences. It is commonly described as the degree to which online participants feel connected to one another. Understanding social presence—with its critical connections to community-building, retention, and learning outcomes—allows faculty and instructional designers to better support and engage students. This volume, Social Presence in Online Learning, addresses the evolution of social presence with three distinct perspectives, outlines the relevant research, and focuses on practical strategies that can immediately impact the teaching and learning experience. These strategies include creating connections to build community, applying content to authentic situations, integrating a careful mix of tools and media, leveraging reflective and interactive opportunities, providing early and continuous feedback, designing with assessment in mind, and encouraging change in small increments. Because student satisfaction and motivation plays a key role in retention rates and because increased social presence often leads to enriched learning experiences, it is advantageous to mindfully integrate social presence into learning environments.Social Presence in Online Learning brings together eminent scholars in the field to distinguish among three different perspectives of social presence and to address how these viewpoints immediately inform practice. This important volume: • Provides an overview of the evolution of social presence, key findings from social presence research, and practical strategies that can improve the online and blended learning experience• Differentiates three distinct perspectives on social presence and explains the ideas and models that inform these perspectives• Explores specific ways in which social presence relates to course satisfaction, retention, and outcomes• Offers practical implications and ready-to-use techniques that are applicable to multiple disciplines• Introduces current research on social presence by prominent researchers in the field with direct inferences to the practice of online and blended learning • Looks at future directions for social presenceSocial Presence in Online Learning is appropriate for practitioners, researchers and academics involved in any level of online learning program design, course design, instruction, support, and leadership as well as for graduate students studying educational technology, technology-enhanced learning, and online and blended learning. It brings together multiple perspectives on social presence from the most influential scholars in the field to help shape the future of online and blended learning.
Author: Rosemary M. Lehman Publisher: John Wiley & Sons ISBN: 0470564903 Category : Education Languages : en Pages : 160
Book Description
Creating a Sense of Presence in Online Teaching This important new resource shows how a strong sense of online presence contributes to greater student satisfaction and retention. The authors explore the psychological and social aspects of online presence from both the instructor and student perspective and provide an instructional design framework for developing effective online learning. Based on solid research and extensive experience, the book is filled with suggested methods, illustrative case scenarios, and effective activities for creating, maintaining, and evaluating presence throughout an online course. "The authors have taken the mystery out of the critical concept of presence by providing the theory that supports its importance and simple techniques to make it happen. Instructors who read this book will be able to develop effective online learning communities and achieve desired learning outcomes." —Rena M. Palloff and Keith Pratt, program directors and faculty, Teaching in the Virtual Classroom Program, Fielding Graduate University "Lehman and Conceição blend hands-on experience, research, and a collection of practical tips to provide every online instructor with strategies for 'being there.' If you want to bring the real you into your online classes and take your online teaching to the next level, this is the book to read." —Chip Donohue, director of distance learning, Erikson Institute "This book provides a practical and interactive model to help readers reflect on why and how they can guide online and blended learning activities, characterized by a personal 'sense of presence.'" — Alan B. Knox, professor, School of Education, University of Wisconsin-Madison
Author: Yiming Cao Publisher: Frontiers Media SA ISBN: 2832546900 Category : Science Languages : en Pages : 408
Book Description
There is no doubt that the onset of a new decade has brought high expectations of academic progress for scholars, especially for researchers in mathematics education. The International Group for the Psychology of Mathematics Education was born in 1976, which focused on the international exchange of knowledge in the psychology of mathematics education, the promotion of interdisciplinary research with psychologists, mathematicians and mathematics teachers, and the development of the psychological aspects of teaching and learning mathematics and its implications.
Author: Michelle A. Hale
Author: Michelle A. Hale
Author: Matt G Bower
Author: Kathryn Fishman-Weaver
Author: D'Agustino, Steven
Author: Charles D. Dziuban
Author: Selma Koc
Author: Norman D. Vaughan
Author: Aimee L. Whiteside
Author: Rosemary M. Lehman
Author: Yiming Cao