9_Cite 2011

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This study examined students' and teachers' attitudes towards using a wiki for collaborative writing in a primary Mandarin Chinese class. Questionnaires and interviews were conducted with 59 students and their teacher. Results showed that students found the wiki motivated them to write and improved group interaction and audience awareness. Both students and the teacher felt the wiki was easy to use and beneficial, though the teacher took more of a facilitator role. The study provides support for using wikis in collaborative writing pedagogy in Chinese language classes.

Education Technology

STUDENTS AND TEACHER’S ATTITUDES AND PERCEPTIONS TOWARD WIKI-BASED COLLABORATIVE PROCESS WRITING PEDAGOGY IN A PRIMARY FIVE CHINESE CLASSROOM XUANXI LI SAMUEL KAI WAH CHU MATSUKO WOO

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Recent research conducted by the OER Research Hub indicates that nearly 60% of community college faculty choose OER and open textbooks based on the reputation of the institution or recommendations from trusted colleagues. Join us on Wed, February 5, at 11:00 am (PT), 2:00 pm (ET) to hear about three high-quality open textbook publishing initiatives, one through the State University of New York (SUNY), another through OpenStax College at Rice University, and finally one at the University of Minnesota. Our featured speakers will share their experiences with publishing open textbooks for use by both faculty and students and share their open textbook adoption strategies. Cyril Oberlander, Director of Library Services at SUNY Geneseo heads up the SUNY Open Textbook initiative which publishes high-quality, cost-effective course resources by engaging faculty as authors and peer-reviewers, and libraries as a publishing service and infrastructure. They have released three open textbooks this last fall in their planned series of fifteen open textbooks in various disciplines. David Harris, Editor-in-chief OpenStax College at Rice University’s Connexions project. OpenStax College is a nonprofit organization committed to improving student access to quality learning materials. Their free textbooks are developed and peer-reviewed by educators to ensure they are readable, accurate, and meet the scope and sequence requirements of college courses. Their first six books released over the last two years are focused on general education courses and are gaining adoptions. David Ernst, Chief Information Officer, College of Education and Human Development, at University of Minnesota. Dr. Ernst spent the last two years identifying barriers to the adoption of open textbooks and finding ways to help institutions and faculty overcome those barriers. He created the Open Textbook Library in April, 2012, as a single source for faculty to find open textbooks.

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Researchers demonstrated a relationship between learning presence and social engagement; however, research in this area is limited. For example, no distinctions are made as to what role faculty, students, or technology might play in facilitating social engagement. In general, researchers revealed that students' ability to self-regulate leads to more focused attention, time on-task, and in turn, these skills could lead to better learning. Given the need for more theoretical work in the area, as well as the potential practical benefits from the use of these pedagogical strategies, we sought to compare the difference between high versus low-collaboration groups on assignments, as well as courses in general. Differences in groups were measured using student grades, peer evaluation, pre and post test, and the community of inquiry framework. In addition, learning presence and social network analysis were used to assess a high-collaboration assignment. In the current study, the researchers explored how collaborative technologies, specifically Google Docs and Google Hangouts, may be used to impact the level of learning presence (forethought and planning, performance, and reflection) students demonstrate while participating in a small group project. Participants were graduate education students in two randomly assigned sections of the same online course. The course content focused on basic educational psychology for students seeking initial teaching certification. The experimental section utilized a high-collaboration project (e.g., small group, Google Hangouts and Docs) to enhance understanding of course content while the comparison, control section employed a low-collaboration project (e.g., partner activity, Word documents) to enhance understanding of course content. Participants completed the Community of Inquiry (CoI) Survey at the end of the term which measured their perceived level of teaching, social, and cognitive presence during the course. Quantitative content analysis was used to explore occurrences of learning presence in the high-collaboration group. *Finally, we employed social network analysis (SNA) as a method of inquiry to analyze student interaction data with the high-collaboration group. SNA is used to explain relationships depicted by information flow and its influence from participants' interactions. Scholars have used SNA in the online learning context to understand individual and group dimensions of interactions. *Social Network Analysis (SNA) will not be addressed in this presentation but will be included in the manuscript.

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Online students' ability to self-regulate led to focused attention and time on-task. Given a need for more theoretical work in this area, as well as the potential practical benefits, we sought to compare differences between high versus low-collaboration teams in an online assignment to determine if higher levels of student-to-student collaboration lead to higher levels of semantic writing. Specifically, we explored how the use of collaboration technologies such as Google Docs and Google Hangouts impacted the level of ideas generated while participating in a group project. It was found that in terms of total generated semantic themes, low collaboration groups developed significantly more than their high collaboration counterparts in both online discussions and post course meta-reflective blog writings. Learning presence was the only significant predictor of unique theme generation on the individually generated meta-reflection blog post.

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Adult Learning Theories Chart Part 1: Theories of Instructional Design Chart Standard and learning objective: Theory #1 (Type the theory you choose in the box) Theory #2 (Type the theory you choose in the box) Description of the Theory Key Concepts of the Theory What is the role of the instructor? What is the role of the student? CONTENT: WHAT (What do you want students to know through the learning objective?) Traditional Setting: Distance-Learning Environment: Traditional Setting: Distance-Learning Environment: CRITERIA: HOW (How the students will demonstrate their knowledge use the particular theory) Traditional Setting: Distance-Learning Environment: Traditional Setting: Distance-Learning Environment: A recommendation for incorporating technology (Technology recommendation based on the learning theory) Traditional Setting: Distance-Learning Environment: Traditional Setting: Distance-Learning Environment: Part 2: Reflection © 2017. Grand Canyon University. All Rights Reserved. ISSN 1479-4403 107 ©ACPIL Reference this paper as: Khan A et al, “Active Learning: Engaging Students To Maximize Learning In An Online Course” The Electronic Journal of e-Learning Volume 15 Issue 2 2017, (pp107-115) available online at www.ejel.org Active Learning: Engaging Students To Maximize Learning In An Online Course Arshia Khan1, Ona Egbue2, Brooke Palkie3 and Janna Madden4 1Associate Professor, Computer Science Department, University of Minnesota Duluth 2Assistant Professor, Mechanical and Industrial Engineering, University of Minnesota Duluth 3Associate Professor, Health Information management, College of St. Scholastica 4Student, Computer Science Department, University of Minnesota Duluth [email protected] Abstract: Student engagement is key to successful teaching and learning, irrespective of the content and format of the content delivery mechanism. However, engaging students presents a particular challenge in online learning environments. Unlike face-to-face courses, online courses present a unique challenge as the only social presence between the faculty and the student is via the Internet. In a recent poll conducted by the authors, 100% of the respondents considered student engagement a challenge regardless of the number of years they have been teaching online. This paper explores various strategies that can be incorporated into the design of online learning courses to foster a high level of student engagement based on multiple pedagogies. In addition, the role of collaborative student engagement tools for the design and delivery of online courses is discussed as well as the role these tools play in creating an atmosphere where students actively participate in learning activities and are contributors to lively discussions. Perspectives on various mechanisms of student engagement that are founded in classic active learning pedagogies and enhanced with new technologies are pres ...

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1. STUDENTS AND TEACHER’S ATTITUDES AND PERCEPTIONS TOWARD WIKI-BASED COLLABORATIVE PROCESS WRITING PEDAGOGY IN A PRIMARY FIVE CHINESE CLASSROOM XUANXI LI SAMUEL KAI WAH CHU MATSUKO WOO

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9_Cite 2011

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