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Author: Crystal Sims Publisher: ISBN: Category : Languages : en Pages : 216
Book Description
Brief Literature Review - Adult learners are leading the forefront in advancing their knowledge and skills by accessing online professional development. Structuring a learning model that embraces the characteristics of adult learners provides a learning environment that increases the chance for the learner to be successful (Harris, 2003; Kenner & Weinerman, 2011). The Community of Inquiry Framework (CoI) identified three interdependent elements essential to provide an engaging educational experience (Garrison, Anderson, & Archer, 2000). Further understanding and incorporating the elements that contribute towards an engaging educational experience in online professional development courses will help institutions meet the needs of today's adult learners and remain competitive in today's market. Statement of the Problem - Many higher educational institutions are offering non-traditional options that allow adult learners to participate in professional development training that is convenient and flexible. The market is saturated with private and public online training resources that allow professionals to meet their day-to-day responsibilities while maintaining control over when and where they can access training through the convenience of a computer. In order to be competitive, organizations need to offer engaging learning experiences that include the necessary elements to engage adult learners in order to assist them in meeting their educational learning goals. This research examines the experiences of students who have taken an online professional development program and what factors contribute towards creating an engaging educational experience in order to contribute towards the knowledge so that institutions can remain competitive in today's market. Methodology - The study used a combination of methods to conduct research gathering data from students who had completed at least one online professional development course for continuing education in the last three years at a Northern California public university. The study utilized an online survey. A total of 55 students participated in the research. Conclusions and Recommendations - Overall, adult learners in an online professional development course for continuing education had a positive learning experience and would continue taking online courses. The data showed there was overall agreement that the three essential elements of teaching presence, social presence, and cognitive presence necessary to create an engaging educational experience for adult learners were present during their online experiences. Social presence showed the lowest agreement value. The top three most valuable aspects of the online courses perceived by the adult learners in this study were flexibility, structure and convenience. In addition, qualitative analysis showed that adult learners are seeking online learning as a valuable way to grow professionally. Special attention should be given by institutions to create engaging educational experiences in their online courses that increase the professional capabilities and capacities of the intended audience in order to remain competitive in today's market for online courses. Future research is needed to understand whether adult learners in professional development programs find value in having social presence in their online professional development experience and how the learning topic and/or the audience influence which elements would be necessary to meet their professional development goals.
Author: Crystal Sims Publisher: ISBN: Category : Languages : en Pages : 216
Book Description
Brief Literature Review - Adult learners are leading the forefront in advancing their knowledge and skills by accessing online professional development. Structuring a learning model that embraces the characteristics of adult learners provides a learning environment that increases the chance for the learner to be successful (Harris, 2003; Kenner & Weinerman, 2011). The Community of Inquiry Framework (CoI) identified three interdependent elements essential to provide an engaging educational experience (Garrison, Anderson, & Archer, 2000). Further understanding and incorporating the elements that contribute towards an engaging educational experience in online professional development courses will help institutions meet the needs of today's adult learners and remain competitive in today's market. Statement of the Problem - Many higher educational institutions are offering non-traditional options that allow adult learners to participate in professional development training that is convenient and flexible. The market is saturated with private and public online training resources that allow professionals to meet their day-to-day responsibilities while maintaining control over when and where they can access training through the convenience of a computer. In order to be competitive, organizations need to offer engaging learning experiences that include the necessary elements to engage adult learners in order to assist them in meeting their educational learning goals. This research examines the experiences of students who have taken an online professional development program and what factors contribute towards creating an engaging educational experience in order to contribute towards the knowledge so that institutions can remain competitive in today's market. Methodology - The study used a combination of methods to conduct research gathering data from students who had completed at least one online professional development course for continuing education in the last three years at a Northern California public university. The study utilized an online survey. A total of 55 students participated in the research. Conclusions and Recommendations - Overall, adult learners in an online professional development course for continuing education had a positive learning experience and would continue taking online courses. The data showed there was overall agreement that the three essential elements of teaching presence, social presence, and cognitive presence necessary to create an engaging educational experience for adult learners were present during their online experiences. Social presence showed the lowest agreement value. The top three most valuable aspects of the online courses perceived by the adult learners in this study were flexibility, structure and convenience. In addition, qualitative analysis showed that adult learners are seeking online learning as a valuable way to grow professionally. Special attention should be given by institutions to create engaging educational experiences in their online courses that increase the professional capabilities and capacities of the intended audience in order to remain competitive in today's market for online courses. Future research is needed to understand whether adult learners in professional development programs find value in having social presence in their online professional development experience and how the learning topic and/or the audience influence which elements would be necessary to meet their professional development goals.
Author: Badrul Huda Khan Publisher: IGI Global ISBN: 1591406366 Category : Education Languages : en Pages : 424
Book Description
"This book provides readers with a broad understanding of the emerging field of e-learning and also advises readers on the issues that are critical to the success of a meaningful e-learning environment"--Provided by publisher.
Author: Michael Grahame Moore Publisher: Routledge ISBN: 1136635564 Category : Education Languages : en Pages : 754
Book Description
The third edition of this award-winning Handbook continues the mission of its predecessors: to provide a comprehensive compendium of research in all aspects of distance education, arguably the most significant development in education over the past three decades. While the book deals with education that uses technology, the focus is on teaching and learning and how its management can be facilitated through technology. Key features include: Comprehensive coverage that includes all aspects of distance education, including design, instruction, management, policy, and a section on different audiences. Chapter authors frame their topic in terms of empirical research (past and present) and discuss the nature of current practice in terms of that research. Future research needs are discussed in relation to both confirmed practice and recent changes in the field. Section one provides a unique review of the theories that support distance education pedagogy. Section six includes a unique review of distance education as a component of global culture. This book will be of interest to anyone engaged in distance education at any level. It is also appropriate for corporate and government trainers and for administrators and policy makers in all these environments. Recipient of the 2013 IAP Distance Education Book Award
Author: Stephen D. Brookfield Publisher: John Wiley & Sons ISBN: 1119049709 Category : Education Languages : en Pages : 311
Book Description
A practical guide to the essential practice that builds better teachers. Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you… Align your teaching with desired student outcomes See your practice from new perspectives Engage learners via multiple teaching formats Understand and manage classroom power dynamics Model critical thinking for your students Manage the complex rhythms of diverse classrooms This fully revised second edition features a wealth of new material, including new chapters on critical reflection in the context of social media, teaching race and racism, leadership in a critically reflective key, and team teaching as critical reflection. In addition, all chapters have been thoroughly updated and expanded to align with today's classrooms, whether online or face-to-face, in large lecture formats or small groups. In his own personal voice Stephen Brookfield draws from over 45 years of experience to illustrate the clear benefits of critical reflection. Assumptions guide practice and only when we base our actions on accurate assumptions will we achieve the results we want. Educators with the courage to challenge their own assumptions in an effort to improve learning are the invaluable role models our students need. Becoming a Critically Reflective Teacher provides the foundational information and practical tools that help teachers reach their true potential.
Author: Ray Land Publisher: Springer Science & Business Media ISBN: 9460915809 Category : Education Languages : en Pages : 191
Book Description
A sense of disquietude seems ever present when discussing new digital practices. The transformations incurred through these can be profound, troublesome in nature and far-reaching. Moral panics remain readily available. Discussing the manner in which digital culture within education might differ from its ‘analogue’ predecessors incurs the risk of resorting to increasingly roadworn meta¬phors of new frontiers, ‘cyber’ domains, inter-generational conflicts and, inevitably, the futurist utopias and dystopias characterised by Western media throughout the twentieth century. These imaginings now seem to belong to an earlier era of internet thinking. We are freer, over two decades on, to re-evaluate digital difference from new perspectives. Are digital learning environments now orthodox, or do the rapidly emerging technologies hold a new promise and a new arena of difference for pedagogical practice? What are the points of rift, and the points of continuity, between virtual learning spaces and their equivalents in the real? What qualities of difference should concern us now? The writings in this collection from three continents reflect a complex embrace of culture, power and technology. Topics range from social questions of consumption, speed, uncertainty, and risk to individual issues of identity, selfhood and desire. Ethical issues arise, involving equity and authority, as well as structural questions of order and ambiguity. From these themes emerges an engaging agenda for future educational research and practice in higher education over the coming decade. The book will interest teachers, practitioners and managers from all disciplines, as well as educational researchers.
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: 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: Ucar, Hasan Publisher: IGI Global ISBN: 1799876837 Category : Education Languages : en Pages : 333
Book Description
Motivation is an important factor in and for all education levels. However, as learners in online distance education milieus are away from both teachers, other learners, and the learning environments physically, this concept becomes more important for online education. Motivating learners in distance education and keeping their motivation alive throughout the learning process is an issue that should be emphasized and taken care of for teachers and instructional designers. At this point, although there are many approaches, models, and theories regarding enhancing and sustaining motivation and engagement in the education processes, it is seen that there is not enough work and/or effective and efficient strategies that can be applied in online distance learning environments. Motivation, Volition, and Engagement in Online Distance Learning evaluates motivational obstacles in online distance education both theoretically and practically, identifies the strengths and weaknesses of the online education environments regarding motivation, and provides actionable motivational and volitional strategies for online educators. This book offers coverage of topics such as learning theories, motivation research, and synchronous online learning environments, making it a valuable resource for researchers, professionals, decision makers, institutions in all education levels, academicians, pre-service teachers, and most importantly, online educators from various disciplines and learners from all educational landscapes.
Author: Crystal Sims
Author: Crystal Sims
Author: Robert De Mattina
Author: Badrul Huda Khan
Author: Michael Grahame Moore
Author: Stephen D. Brookfield
Author: Ray Land
Author: 
Author: Pedro Isaias
Author: Ucar, Hasan
Author: Diane L. Carver