Gamification Strategies in a Hybrid Exemplary College CourseSzymon Machajewski
Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
Felege, christopher online education perceptions and recommendations focus ...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
The present paper is an initiative to understand the intricacies of stress and its impact on faculty members
working in education sector in the new normal and the impact of this on the life of the faculty members in
general and to cite suggestions as per the research outcome. This work is mix of secondary and primary source.
For this the responses were collected from the capital region of Odisha. Total 184 responses were collected and
the data has been collected through purposive and snow ball sampling. The responses so received were used
for Chi-square testing and three hypotheses were analyzed, whereas the second phase of analysis was carried
out under perception score method with 5 point scale for professors at all the levels.
It was found that the Organizational stress & COVID-19 stress having a dominant role on the impact of
performance of professors at all levels. COVID-19 stressors have put more impact on Assistant Professors,
Associate Professors and Professors performance than the organizational stressors in this study. Research and
publication seems to be the common stress for professors at all levels. Loss of family members due to pandemic
and reduction of salary are the common contributors of stress under COVID-19.
Giving Back: Exploring Service-Learning in an Online EnvironmentRochell McWhorter
This is the last author's copy. To read the published copy:
http://www.ncolr.org/issues/jiol/v14/n2/3
Service-Learning (SL) as an instructional method is growing in popularity for giving back to the community while connecting the experience to course content. However, little has been published on using SL for online business students. This study highlights an exploratory mixed-methods, multiple case study of an online business leadership and ethics course utilizing SL as a pedagogical teaching tool with 81 students. Results from the study noted that hours completed exceeded those assigned and students identified outcomes for themselves, their university, and nonprofit organizations where they served. The outcomes of this study mirrored those identified by students in traditional face-to-face courses underscoring the value of SL projects in online courses in higher education.
Turning up critical thinking in discussion boardseLearning Papers
This paper adopts a constructivist view of learning. It seeks to explore the mechanisms behind knowledge construction and higher-order thinking in discussion board usage amongst a less traditional, increasingly growing student population of work-based, distance learners.
Authors: Susan Wilkinson, Amy Barlow
Open Education Bridging the Gap Inequality of Higher Education opportunityIJRESJOURNAL
ABSTRACT: E-learning system through a variety of applications can encourage the realization of the ideals of education to provide equality of opportunity to all society. The essence of open education is to eliminate the limitations to be able to gain access to higher education for the community at large. Success story of online tutorial services of Universitas Terbuka (UT/Open University) is a proof that can demonstrate more efficient delivery of educational achievement. Perceived satisfaction of students to the online tutorial services became evident that the optimal use of technology to bridge the establishment of an optimal learning process so that students can obtain a quality education is not inferior to conventional universities. This condition will be able to change the paradigm of society that the opportunity to obtain higher education which was originally impossible becomes possible, which is easy, comfortable, flexible and affordable.
Administrative Support of Faculty Preparation and Interactivity in Online Tea...William Kritsonis
Administrative Support of Faculty Preparation and Interactivity in Online Teaching: Factors in Student Success by Dr. Jon E. Travis and Grace Rutherford - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
This document discusses a study that examined faculty involvement in blended instruction and their attitudes towards it at universities. The study surveyed coordinators and faculty at extensive doctoral research universities. It found that the most common blended method was supplementary online materials for face-to-face classes. Faculty were actively involved in designing online content and had positive attitudes towards blended instruction. Universities provided support like online help desks but faced challenges from high faculty workloads and lack of motivation to adopt blended models.
Gamification Strategies in a Hybrid Exemplary College CourseSzymon Machajewski
Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
Felege, christopher online education perceptions and recommendations focus ...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
The present paper is an initiative to understand the intricacies of stress and its impact on faculty members
working in education sector in the new normal and the impact of this on the life of the faculty members in
general and to cite suggestions as per the research outcome. This work is mix of secondary and primary source.
For this the responses were collected from the capital region of Odisha. Total 184 responses were collected and
the data has been collected through purposive and snow ball sampling. The responses so received were used
for Chi-square testing and three hypotheses were analyzed, whereas the second phase of analysis was carried
out under perception score method with 5 point scale for professors at all the levels.
It was found that the Organizational stress & COVID-19 stress having a dominant role on the impact of
performance of professors at all levels. COVID-19 stressors have put more impact on Assistant Professors,
Associate Professors and Professors performance than the organizational stressors in this study. Research and
publication seems to be the common stress for professors at all levels. Loss of family members due to pandemic
and reduction of salary are the common contributors of stress under COVID-19.
Giving Back: Exploring Service-Learning in an Online EnvironmentRochell McWhorter
This is the last author's copy. To read the published copy:
http://www.ncolr.org/issues/jiol/v14/n2/3
Service-Learning (SL) as an instructional method is growing in popularity for giving back to the community while connecting the experience to course content. However, little has been published on using SL for online business students. This study highlights an exploratory mixed-methods, multiple case study of an online business leadership and ethics course utilizing SL as a pedagogical teaching tool with 81 students. Results from the study noted that hours completed exceeded those assigned and students identified outcomes for themselves, their university, and nonprofit organizations where they served. The outcomes of this study mirrored those identified by students in traditional face-to-face courses underscoring the value of SL projects in online courses in higher education.
Turning up critical thinking in discussion boardseLearning Papers
This paper adopts a constructivist view of learning. It seeks to explore the mechanisms behind knowledge construction and higher-order thinking in discussion board usage amongst a less traditional, increasingly growing student population of work-based, distance learners.
Authors: Susan Wilkinson, Amy Barlow
Open Education Bridging the Gap Inequality of Higher Education opportunityIJRESJOURNAL
ABSTRACT: E-learning system through a variety of applications can encourage the realization of the ideals of education to provide equality of opportunity to all society. The essence of open education is to eliminate the limitations to be able to gain access to higher education for the community at large. Success story of online tutorial services of Universitas Terbuka (UT/Open University) is a proof that can demonstrate more efficient delivery of educational achievement. Perceived satisfaction of students to the online tutorial services became evident that the optimal use of technology to bridge the establishment of an optimal learning process so that students can obtain a quality education is not inferior to conventional universities. This condition will be able to change the paradigm of society that the opportunity to obtain higher education which was originally impossible becomes possible, which is easy, comfortable, flexible and affordable.
Administrative Support of Faculty Preparation and Interactivity in Online Tea...William Kritsonis
Administrative Support of Faculty Preparation and Interactivity in Online Teaching: Factors in Student Success by Dr. Jon E. Travis and Grace Rutherford - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
This document discusses a study that examined faculty involvement in blended instruction and their attitudes towards it at universities. The study surveyed coordinators and faculty at extensive doctoral research universities. It found that the most common blended method was supplementary online materials for face-to-face classes. Faculty were actively involved in designing online content and had positive attitudes towards blended instruction. Universities provided support like online help desks but faced challenges from high faculty workloads and lack of motivation to adopt blended models.
This document summarizes a study examining factors affecting adoption and usage of the Blackboard learning management system (LMS) amongst academics at Durban University of Technology (DUT) in South Africa. A survey and interviews with academics revealed that lack of LMS experience, low computer skills, and age (particularly for those 41-50 years old) were associated with lower Blackboard usage. Upgrading the system and improving technical support response times were suggested to increase adoption. The study applied the technology acceptance model to identify personal, technological, and organizational factors influencing LMS use, finding that support from management and training positively impacted acceptance while system complexity hindered it.
The paper examines student engagement in blended learning environments in higher business education in Australia. It presents findings from a student survey on engagement in both face-to-face and online components. The survey focused on student engagement from an online perspective based on six key dimensions, and findings are presented across various themes related to student perceptions. The paper provides valuable insights for blended learning design and practice.
An assessment of the factors influencing the retention of students with disab...iosrjce
This study evaluated the factors influencing the retention of students with disabilities studying
through open and distance learning in Zimbabwe. The study examined the issues related to the provision of
services and explored the implementation of inclusive education towards students with disabilities. Students
with disabilities have participated sparingly through the open and distance education mode of delivery in
Zimbabwe at the Zimbabwe Open University (ZOU). The study employed the qualitative research methodology
and used the case study research design. Primary data were generated through in-depth interviews.
Respondents to the study were selected using the purposive sampling technique from the ZOU Bulawayo and
Matabeleland Regional Centres. The study revealed that retention of students with disabilities was influenced by
several factors; more significantly was the perceived unaffordability of fees considering the economic
environment facing the students. Respondents also indicated that materials and facilities utilised at the
institution were not deliberately designed with specific consideration of the needs of students with disabilities.
The study concluded that distance education has the potential to improve the lives of disabled persons when
adequately funded. The study recommended that the University should re-design its physical facilities in a
manner that suits students with special needs. The use of information technologies was also forwarded as a
more cost effective alternative to educate students with disabilities under the harsh economic environment faced
by Zimbabwean institutions.
Disability- higher education, libraries, teaching and learning bibliography m...ALISS
This document contains abstracts from several sources related to disabilities in higher education, libraries, teaching and learning. The abstracts discuss topics such as:
- Government considerations in the UK to remove the need for assessments for students with dyslexia to receive financial support.
- Experiences of disabled students in Norwegian higher education and barriers they face.
- Inclusion of students with disabilities in South African universities and policies to support their needs.
- Effects of faculty training programs on inclusion of disabled students.
- Tools and guidelines to improve accessibility of online information for disabled users.
- Support services and accommodations preferred by college students with autism spectrum disorder.
- Assessment of quantity, quality and readability of online
This research proposal examines different models of online education to determine the most effective for educating students. It analyzes the behaviorism, constructivism, and blended learning models. The blended learning model incorporates different delivery methods like online courses and knowledge management. It has three sub-models: skill-driven focuses on instructor-student interaction; behavior-driven blends traditional and technology-enabled events; and competency-driven has students learn from experts. The study aims to evaluate online education quality by surveying student feedback to conclude it provides convenient, accessible education regardless of status. The methodology involves an online survey of students enrolled in online programs.
This document discusses a study on the implications of e-learning in Malaysian tertiary education. It begins with an introduction and background to e-learning and its increasing role in education. The study used questionnaires distributed to 50 students and interviews with lecturers and IT professionals at Universiti Kebangsaan Malaysia to understand perceptions of e-learning and challenges to adoption. Key findings indicated that students have positive views of e-learning and Internet access, but infrastructure, changing teaching culture, and lack of skills were challenges faced. The study concludes that e-learning acceptance requires collective effort from students, lecturers, and management with appropriate technology and support.
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
This article examines how sociological imagination of the individuals living in southeastern Turkey is constructed through Movie, The Bliss. Traditional and modern forms of life are symbolically constructed in this movie. The framework of “honor killing,” “masculinity in southeastern Turkey," “cultural deficiency,” and “othering” will be analyzed to explicate how stereotypical southeastern characters are reproduced. Content analysis technique is applied to interpret apparent and latent contents, contexts, aspects and so forth. Developed categories are revisited through Ibn Khaldun's Typology, cultural deficiency theory, Tonnies’ theory, Durkheim’s view on society, and Goffman’s framing process.
William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982)
Enhancement of Student Preparation for Global Serviceinventionjournals
University students are expected to acquire proficiency in skills used in the profession and to serve globally as they graduate. Efficacy of this has been supported in studies in which skill mastery was enhanced through provision of experiential assignments. Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience. Problem-based learning provides active, hands-on learning that is centered on real-world problems or issues. A qualitative study was conducted by the researchers with five online courses in graduate counselor education and a total of 536 students over a 2.5 year period to assess student application of course concepts in a realworld environment with cultural diversity. Student projects focused on identification of needs and individual work to serve those needs, such as volunteering with a cultural group other than their own and development of websites to address collective population issues of need. This paper shares reflections and benefits found in student projects with these courses. Results of the study supported efficacy of Service Learning and ProblemBased Learning to enhance student mastery of course content and preparation for global service after degree completion.
It is well evidenced that students with visual impairments have basic learning experiences because they do not able to observe other objects and visuals and their educational needs of the visually impaired students may vary from person to person. This study focused on investigating the challenges facing visually impaired students who are in open and distance learning model using prior empirical literature review. Findings using contents analysis have indicated that university social view, inadequate resources and unfriendly university environment are the main challenges affecting their academic progress. The study have recommended that the university should ensure that learning environments for people with physical disabilities to have specific considerations in design and implementation to ensure their appropriateness and accessibility.
In the last few decades the way information is being shared has been changed a lot, freely sharing of information and pervasiveness of the internet have created various new opportunities for teaching and learning (Martin. F, 2012). There is a growing concern that such technology provide a convergence between on and off-campus teaching and learning however this convergence takes some strong consideration of the limitation among the off campus learners
This article will attempt to convince the reader that a blended learning approach, where an online course is supplemented by one or more classroom sessions along with several other potential delivery methods, has the greatest potential for a strong learning outcome and student satisfaction. The artic|e's contents are largely based on this author’s experience teaching a hybrid class at California State University, the research he did for his doctoral dissertation, along with an article he wrote for the Wilberforce University Faculty Journal.
This document summarizes a study that investigated instructors' and learners' attitudes toward e-learning. Surveys were administered to 37 instructors and 105 learners at a university to collect data on their technology experience and attitudes toward e-learning. The surveys included questions about experience with technologies and Likert scale responses to statements about e-learning attitudes. Results from both groups were analyzed independently and compared to examine relationships between experience and attitudes. The study aimed to provide insight into factors that influence perspectives on e-learning.
This document discusses facilitation of transformative learning in international service-learning (ISL). It makes 3 key points:
1) ISL aims to provide transformative, experiential learning opportunities through community engagement abroad. Effective facilitation requires guiding student reflection to develop intercultural understanding and perspective transformation.
2) Building strong, equitable partnerships between institutions, students, and community partners is essential for ISL. Relationships should progress from exploitative to transactional to transformational.
3) Reflection is the primary mechanism for generating meaningful learning in ISL. It allows students to integrate experiences, critically examine power dynamics, and develop their "moral imagination" through understanding different lived realities. Facilit
A Meta-Analysis Of Approaches To Engage Social Work Students OnlineSarah Morrow
This document summarizes a meta-analysis that explored best practices for engaging social work students in online and hybrid courses. The meta-analysis found that using both asynchronous and synchronous methods is most effective for engagement. Specific approaches found to engage students include using webinars, video feeds, discussion boards, wikis, blogs, gaming, and group projects. Webinars were found to be an especially effective synchronous tool for engagement as they allow for interaction, feedback and participation. The meta-analysis concluded that online educators need to understand and integrate both asynchronous and synchronous methods and be creative in their approaches to effectively engage students in distance learning formats.
This article summarizes a study on collaboration in university programs that involve students participating in real-world experiences. Interviews were conducted with students, partner organizations, and instructors involved in a learning through participation (LTP) program. The study initially aimed to explore online technologies used to support collaboration. However, emerging themes from the data shifted the focus to the nature of collaboration in LTP. Key findings include that LTP involves new collaborative roles for all parties that are not always explicitly addressed. Challenges to collaboration include time constraints and communication issues. While online tools were used, face-to-face interaction was still seen as important to collaboration in LTP.
Applying The Self-Determination Theory (SDT) To Explain Student Engagement In...Rick Vogel
1) The document discusses how self-determination theory (SDT) can help explain student engagement in online learning during the COVID-19 pandemic. SDT suggests that satisfying students' needs for autonomy, competence, and relatedness leads to greater motivation and well-being.
2) The study investigated how supporting these three psychological needs through digital tools and teacher involvement affected the engagement of over 1,200 middle school students in Hong Kong during 6 weeks of online learning.
3) The results showed that strategies providing autonomy, competence, and relatedness support all predicted higher student engagement in online classes. Relatedness support, in particular, was very important for motivating students in the online environment.
This document provides an overview of a research proposal examining the successful implementation of a blended learning environment. The proposal discusses:
1) The shift to more flexible learning environments that integrate online and face-to-face learning through a learning management system.
2) Research questions that will examine the benefits of blended learning, elements of a thriving blended classroom, pedagogical considerations, and ensuring successful implementation of a new LMS.
3) A review of literature on topics like partnerships between home, school and community; the effectiveness of online versus blended learning; implementing constructivist pedagogy with technology; and critical factors for computer-mediated collaboration and LMS implementation.
The seven principles of online learning: Feedback from faculty and alumni on ...eraser Juan José Calderón
The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Cynthia Janet Tanis,
ABSTRACT
Effective online teaching and learning requires a carefully designed classroom that promotes student engagement with faculty, peers and course content. This research included an investigation of the importance of faculty–student communication and collaboration; student–student communication and collaboration; active learning techniques; prompt feedback; appropriate time for tasks; high performance expectations; and respect for diverse learning styles (preferences) (Chickering and Ehrmann 1996) to faculty in their online teaching and to alumni in their online learning.
The Effect of the Involvement Intensity in Extracurricular Activities and Sof...inventionjournals
There are many graduates of higher education who are academically good, but weak in terms of soft skills; and it is becoming main cause of unemployment among the educated. This study examines the relationship between the intensity of involvement in extracurricular activities with soft skills quality and work readiness of the graduates. The population in this study was college graduates in East Java in 2014. The sample was determined by accidental sampling technique for college graduates in Surabaya, Malang, Jember and Kediri. Data analysis was done by using multiple analysis of variance. The results showed the more intensively involved in extracurricular activities, the better quality of soft skills and work readiness which the graduates have. Suggestion is proposed to universities to develop extracurricular activities that must be followed by all students.
(1) Six secondary pre-service teachers participated in a virtual internship instead of a traditional in-person internship.
(2) The primary reason they chose the virtual internship was convenience - it allowed more flexibility to work other jobs and meet family responsibilities while completing their internship remotely.
(3) They felt the virtual internship prepared them for online teaching careers but some had doubts about their preparation for traditional in-person teaching.
This document summarizes a study examining factors affecting adoption and usage of the Blackboard learning management system (LMS) amongst academics at Durban University of Technology (DUT) in South Africa. A survey and interviews with academics revealed that lack of LMS experience, low computer skills, and age (particularly for those 41-50 years old) were associated with lower Blackboard usage. Upgrading the system and improving technical support response times were suggested to increase adoption. The study applied the technology acceptance model to identify personal, technological, and organizational factors influencing LMS use, finding that support from management and training positively impacted acceptance while system complexity hindered it.
The paper examines student engagement in blended learning environments in higher business education in Australia. It presents findings from a student survey on engagement in both face-to-face and online components. The survey focused on student engagement from an online perspective based on six key dimensions, and findings are presented across various themes related to student perceptions. The paper provides valuable insights for blended learning design and practice.
An assessment of the factors influencing the retention of students with disab...iosrjce
This study evaluated the factors influencing the retention of students with disabilities studying
through open and distance learning in Zimbabwe. The study examined the issues related to the provision of
services and explored the implementation of inclusive education towards students with disabilities. Students
with disabilities have participated sparingly through the open and distance education mode of delivery in
Zimbabwe at the Zimbabwe Open University (ZOU). The study employed the qualitative research methodology
and used the case study research design. Primary data were generated through in-depth interviews.
Respondents to the study were selected using the purposive sampling technique from the ZOU Bulawayo and
Matabeleland Regional Centres. The study revealed that retention of students with disabilities was influenced by
several factors; more significantly was the perceived unaffordability of fees considering the economic
environment facing the students. Respondents also indicated that materials and facilities utilised at the
institution were not deliberately designed with specific consideration of the needs of students with disabilities.
The study concluded that distance education has the potential to improve the lives of disabled persons when
adequately funded. The study recommended that the University should re-design its physical facilities in a
manner that suits students with special needs. The use of information technologies was also forwarded as a
more cost effective alternative to educate students with disabilities under the harsh economic environment faced
by Zimbabwean institutions.
Disability- higher education, libraries, teaching and learning bibliography m...ALISS
This document contains abstracts from several sources related to disabilities in higher education, libraries, teaching and learning. The abstracts discuss topics such as:
- Government considerations in the UK to remove the need for assessments for students with dyslexia to receive financial support.
- Experiences of disabled students in Norwegian higher education and barriers they face.
- Inclusion of students with disabilities in South African universities and policies to support their needs.
- Effects of faculty training programs on inclusion of disabled students.
- Tools and guidelines to improve accessibility of online information for disabled users.
- Support services and accommodations preferred by college students with autism spectrum disorder.
- Assessment of quantity, quality and readability of online
This research proposal examines different models of online education to determine the most effective for educating students. It analyzes the behaviorism, constructivism, and blended learning models. The blended learning model incorporates different delivery methods like online courses and knowledge management. It has three sub-models: skill-driven focuses on instructor-student interaction; behavior-driven blends traditional and technology-enabled events; and competency-driven has students learn from experts. The study aims to evaluate online education quality by surveying student feedback to conclude it provides convenient, accessible education regardless of status. The methodology involves an online survey of students enrolled in online programs.
This document discusses a study on the implications of e-learning in Malaysian tertiary education. It begins with an introduction and background to e-learning and its increasing role in education. The study used questionnaires distributed to 50 students and interviews with lecturers and IT professionals at Universiti Kebangsaan Malaysia to understand perceptions of e-learning and challenges to adoption. Key findings indicated that students have positive views of e-learning and Internet access, but infrastructure, changing teaching culture, and lack of skills were challenges faced. The study concludes that e-learning acceptance requires collective effort from students, lecturers, and management with appropriate technology and support.
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
This article examines how sociological imagination of the individuals living in southeastern Turkey is constructed through Movie, The Bliss. Traditional and modern forms of life are symbolically constructed in this movie. The framework of “honor killing,” “masculinity in southeastern Turkey," “cultural deficiency,” and “othering” will be analyzed to explicate how stereotypical southeastern characters are reproduced. Content analysis technique is applied to interpret apparent and latent contents, contexts, aspects and so forth. Developed categories are revisited through Ibn Khaldun's Typology, cultural deficiency theory, Tonnies’ theory, Durkheim’s view on society, and Goffman’s framing process.
William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982)
Enhancement of Student Preparation for Global Serviceinventionjournals
University students are expected to acquire proficiency in skills used in the profession and to serve globally as they graduate. Efficacy of this has been supported in studies in which skill mastery was enhanced through provision of experiential assignments. Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience. Problem-based learning provides active, hands-on learning that is centered on real-world problems or issues. A qualitative study was conducted by the researchers with five online courses in graduate counselor education and a total of 536 students over a 2.5 year period to assess student application of course concepts in a realworld environment with cultural diversity. Student projects focused on identification of needs and individual work to serve those needs, such as volunteering with a cultural group other than their own and development of websites to address collective population issues of need. This paper shares reflections and benefits found in student projects with these courses. Results of the study supported efficacy of Service Learning and ProblemBased Learning to enhance student mastery of course content and preparation for global service after degree completion.
It is well evidenced that students with visual impairments have basic learning experiences because they do not able to observe other objects and visuals and their educational needs of the visually impaired students may vary from person to person. This study focused on investigating the challenges facing visually impaired students who are in open and distance learning model using prior empirical literature review. Findings using contents analysis have indicated that university social view, inadequate resources and unfriendly university environment are the main challenges affecting their academic progress. The study have recommended that the university should ensure that learning environments for people with physical disabilities to have specific considerations in design and implementation to ensure their appropriateness and accessibility.
In the last few decades the way information is being shared has been changed a lot, freely sharing of information and pervasiveness of the internet have created various new opportunities for teaching and learning (Martin. F, 2012). There is a growing concern that such technology provide a convergence between on and off-campus teaching and learning however this convergence takes some strong consideration of the limitation among the off campus learners
This article will attempt to convince the reader that a blended learning approach, where an online course is supplemented by one or more classroom sessions along with several other potential delivery methods, has the greatest potential for a strong learning outcome and student satisfaction. The artic|e's contents are largely based on this author’s experience teaching a hybrid class at California State University, the research he did for his doctoral dissertation, along with an article he wrote for the Wilberforce University Faculty Journal.
This document summarizes a study that investigated instructors' and learners' attitudes toward e-learning. Surveys were administered to 37 instructors and 105 learners at a university to collect data on their technology experience and attitudes toward e-learning. The surveys included questions about experience with technologies and Likert scale responses to statements about e-learning attitudes. Results from both groups were analyzed independently and compared to examine relationships between experience and attitudes. The study aimed to provide insight into factors that influence perspectives on e-learning.
This document discusses facilitation of transformative learning in international service-learning (ISL). It makes 3 key points:
1) ISL aims to provide transformative, experiential learning opportunities through community engagement abroad. Effective facilitation requires guiding student reflection to develop intercultural understanding and perspective transformation.
2) Building strong, equitable partnerships between institutions, students, and community partners is essential for ISL. Relationships should progress from exploitative to transactional to transformational.
3) Reflection is the primary mechanism for generating meaningful learning in ISL. It allows students to integrate experiences, critically examine power dynamics, and develop their "moral imagination" through understanding different lived realities. Facilit
A Meta-Analysis Of Approaches To Engage Social Work Students OnlineSarah Morrow
This document summarizes a meta-analysis that explored best practices for engaging social work students in online and hybrid courses. The meta-analysis found that using both asynchronous and synchronous methods is most effective for engagement. Specific approaches found to engage students include using webinars, video feeds, discussion boards, wikis, blogs, gaming, and group projects. Webinars were found to be an especially effective synchronous tool for engagement as they allow for interaction, feedback and participation. The meta-analysis concluded that online educators need to understand and integrate both asynchronous and synchronous methods and be creative in their approaches to effectively engage students in distance learning formats.
This article summarizes a study on collaboration in university programs that involve students participating in real-world experiences. Interviews were conducted with students, partner organizations, and instructors involved in a learning through participation (LTP) program. The study initially aimed to explore online technologies used to support collaboration. However, emerging themes from the data shifted the focus to the nature of collaboration in LTP. Key findings include that LTP involves new collaborative roles for all parties that are not always explicitly addressed. Challenges to collaboration include time constraints and communication issues. While online tools were used, face-to-face interaction was still seen as important to collaboration in LTP.
Applying The Self-Determination Theory (SDT) To Explain Student Engagement In...Rick Vogel
1) The document discusses how self-determination theory (SDT) can help explain student engagement in online learning during the COVID-19 pandemic. SDT suggests that satisfying students' needs for autonomy, competence, and relatedness leads to greater motivation and well-being.
2) The study investigated how supporting these three psychological needs through digital tools and teacher involvement affected the engagement of over 1,200 middle school students in Hong Kong during 6 weeks of online learning.
3) The results showed that strategies providing autonomy, competence, and relatedness support all predicted higher student engagement in online classes. Relatedness support, in particular, was very important for motivating students in the online environment.
This document provides an overview of a research proposal examining the successful implementation of a blended learning environment. The proposal discusses:
1) The shift to more flexible learning environments that integrate online and face-to-face learning through a learning management system.
2) Research questions that will examine the benefits of blended learning, elements of a thriving blended classroom, pedagogical considerations, and ensuring successful implementation of a new LMS.
3) A review of literature on topics like partnerships between home, school and community; the effectiveness of online versus blended learning; implementing constructivist pedagogy with technology; and critical factors for computer-mediated collaboration and LMS implementation.
The seven principles of online learning: Feedback from faculty and alumni on ...eraser Juan José Calderón
The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Cynthia Janet Tanis,
ABSTRACT
Effective online teaching and learning requires a carefully designed classroom that promotes student engagement with faculty, peers and course content. This research included an investigation of the importance of faculty–student communication and collaboration; student–student communication and collaboration; active learning techniques; prompt feedback; appropriate time for tasks; high performance expectations; and respect for diverse learning styles (preferences) (Chickering and Ehrmann 1996) to faculty in their online teaching and to alumni in their online learning.
The Effect of the Involvement Intensity in Extracurricular Activities and Sof...inventionjournals
There are many graduates of higher education who are academically good, but weak in terms of soft skills; and it is becoming main cause of unemployment among the educated. This study examines the relationship between the intensity of involvement in extracurricular activities with soft skills quality and work readiness of the graduates. The population in this study was college graduates in East Java in 2014. The sample was determined by accidental sampling technique for college graduates in Surabaya, Malang, Jember and Kediri. Data analysis was done by using multiple analysis of variance. The results showed the more intensively involved in extracurricular activities, the better quality of soft skills and work readiness which the graduates have. Suggestion is proposed to universities to develop extracurricular activities that must be followed by all students.
(1) Six secondary pre-service teachers participated in a virtual internship instead of a traditional in-person internship.
(2) The primary reason they chose the virtual internship was convenience - it allowed more flexibility to work other jobs and meet family responsibilities while completing their internship remotely.
(3) They felt the virtual internship prepared them for online teaching careers but some had doubts about their preparation for traditional in-person teaching.
What is blended learning? Hear from the experts at Reading Horizons and learn how blended learning is permanently changing the structure of education. Visit www.readinghorizons.com or follow Reading Horizons on social media to learn more about blended learning.
Assessment 3: Essay
Length: 1500 words
Weighting: 45%
This last assessment builds on the annotated bibliography completed as Assessment 1 and your Assessment 2 essay plan. Use the feedback from your Assessment 2 to write an essay developing an argument for or against your chosen topic. The essay choices are as already presented:
1. Educational institutions should incorporate mobile technology for the benefit of students.
1. Using social media enhances adolescent well-being.
1. Mobile technology will continue to transform health care in positive ways.
You need to:
· Take a position and argue your case with supporting evidence. You may support or argue against the topic. Include a counterargument either in a separate paragraph or within your supporting point(s).
· Remember to include at least six sources of evidence to support your argument.
· Be sure to include a reference list on a separate page, using APA referencing.
· Go through the marking criteria carefully to ensure you have addressed all the marking criteria for your essay.
Marking criteria – see over the page
Davison, C. B. Lazaros, E. J. (2015). Adopting mobile technology in the higher education classroom. Journal of Technology Studies, 41:1, 30-39. Retrieved from https://www.ebsco.com
This 2015 article looks at the discoveries from a study of an Indiana research and teaching university, focusing on the student’s practices with mobile technologies. The findings were based on, and cross examined with a previous similar study of British students that was undertaken 9 years prior. Key ideas demonstrated are the technological influence of mLearning in the tertiary education environment, carried out with intentions of providing infrastructure integration techniques and insight to educators, by identifying characteristics and patterns within the mobile technology utilization of the student body. The study touches on student perceptions of mobile learning, the most popular method of communicating and the benefits. A limitation to this study include lack of personal interviews with students to provide concurrent opinions of findings presented, and an uncertain means of accumulating data by use of an anonymous online poll. A further limitation includes lack of an in-depth explanation to the conclusion that laptops are the most preferred tool amongst the participants. The piece itself has been published in the peer-reviewed Journal of Technology Studies, which is owned by an international honor society of technology professions. In particular this article will be helpful in providing a comparison between the study a decade previously, to monitor what the sequences of mLearning in the classroom has demonstrated, and to collate with new evidence between this article and now.
Henderson, M. Selwyn, N. Aston, R. (2015). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42:8, 1567-1579, DOI: 10.1080/030 ...
An Analysis on the Attitudes of Academic Staff towards Distance Educationinventionjournals
This document analyzes the attitudes of academic staff at Namık Kemal University towards distance education. A survey was administered to 283 of the university's 955 academic staff. The survey found that staff had moderate attitudes towards the positive aspects of distance education, weak attitudes towards the negatives, and high attitudes towards the advantages. Attitudes varied by academic title but not by age or gender. The findings provide insights for establishing a Distance Education Center at the university and increasing awareness of distance education among staff.
Attitudes of nursing and midwifery school's student toward blended learning a...Alexander Decker
The document summarizes a study that investigated nursing and midwifery students' attitudes toward blended learning at Mazandaran University of Medical Sciences in Iran. A survey was administered to 134 randomly selected students and found that the majority had positive attitudes toward blended learning. Results showed no significant relationships between demographic factors like age and gender and students' attitudes. The study recommends further research to design and implement blended learning approaches in nursing and midwifery education at the university.
Manal Hasan Hasan Ebrahim Alkandari
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: In many learning places, online learning has become the new normal with the major aim of averting the
Covid-19 pandemic effects. Besides, the e-learning benefits can help mitigate the effects of conventionalism and
deferment in education institutions and foster the development of student's critical thinking skills as would be
anticipated in traditional residential practices if exploited effectively. Even though research myriads have proved
that it is a student-and-action-based model that has the potential to accomplish optimal education and learning
outcomes when applied successfully, online learning more often than not has been criticized for being unable to
engage learners amply. Understandably, in residential systems, teaching learners to develop critical thinking skills
has been challenging because it needs the physical presence of students and faculty to participate in the analyses
and syntheses of complex concepts for applications, clarity and better assimilations. To successfully apply the same
in an e-learning setting will need augmented knowledge in the subject matters as well as knowledge in the elearning dynamics, including applications of germane instructional strategies, contexts and influential theories.
Keywords: online learning, Covid-19 pandemic effects, e-learning benefits, education institutions.
ARE WE EFFECTIVELY TEACHING TODAY’S COLLEGE STUDENT?ijejournal
Evidence suggests that twenty first century college students have less aptitude and less interest in academic
learning than their predecessors. This poses a challenge to faculty who are charged with passing
knowledge to the next generation of teachers, scientists, managers and others whose field necessitates a
degree from a college or university. The authors examine this assertion by taking a closer look at how
faculty provide intellectual stimuli to their students, how technology helps or hinders learning, and the
complex relationship between faculty and students. Three broad themes are explored: helping students
understand the higher education experience, keeping students engaged in and out of class, and
continuously assessing for improvement in students’ relationships with those charged with educating them.
Specific recommendations, grounded in research, are made for each area explored. The authors conclude
that making changes in how faculty approach the experiences students have, will significantly improve the
quality of those experiences.
A Life-Changing Experience Second Life As A Transformative Learning SpaceSharon Collins
This document summarizes four research studies conducted at the University of New England in Australia on the use of the virtual world Second Life as a transformative learning space. The studies found that learning in Second Life lessened feelings of isolation for distance education students and fostered a greater sense of belonging to a learning community. Students engaged more with the content and each other when learning together in Second Life, even when located in different geographic locations. The document concludes that virtual world learning spaces have the potential to provide globally shared learning experiences that enhance student engagement over traditional online learning formats.
HOW ONLINE LEARNING, DURING COVID-19, HAS AFFECTED COMPASSION IN TEACHING AND...IJCI JOURNAL
Goetz [1] defines compassion as ‘the ability to notice physical or social distress in others and take action to address it’, with active listening, empathy, desire to help, inclusivity, understanding emotions, promoting silence, and creating a safe space being the main components of compassion in a teaching environment [2]. To understand the importance of compassion in teaching for student success, this study focusses on how an increased use of online teaching has negatively affected compassionate teaching and how that relates to student satisfaction. The present study uses a self-developed survey measure, in which, 44 undergraduate psychology students from each year group anonymously rate the use of the compassionate components. The results showed a significant correlation between hours of face-to-face teaching and compassionate scores and compassionate and enjoyment scores. Future research should consider how implementing compassion pedagogy in online learning affects enjoyment scores.
Students’ Perceptions of the Effectiveness of Technology Use by ProfessorsCathy Yang
This report is about Students’ Perceptions of the Effectiveness of Technology Use by Professors. It is based on the result of a survey conduct at SUNY potsdam in 2013.
Similar to High impact practices a path to experiential learning in the online environment revised (20)
This document discusses three main ethical issues relating to geospatial surveillance: 1) concerns over individual constitutional rights and privacy beyond just awareness and consent, 2) how geospatial technologies contribute to an erosion of privacy in modern society, and 3) strained relationships between government and private industry due to restricted access and control over geospatial data. While codes of ethics and laws aim to address these issues, the solutions are complex given the tensions between individual privacy and public safety as well as between open data access and data protection. Continued discussion is needed on ethics surrounding new surveillance capabilities.
This document outlines a lesson plan for using ArcGIS Story Maps to teach English literature. Students will take a formative assessment on Story Maps and then create their own Story Map enhancing a previous report on a work of literature. The Story Map must include 5 pages combining text, images, 2 maps with 3 locations each, 2 videos, and citations. It will be assessed based on a rubric. The lesson is designed to help students visualize literature geographically, historically, politically and culturally through an online Story Map.
This self-paced online course has 5 modules to help faculty develop high-quality distance learning. It covers technical and pedagogical foundations for online course development and facilitation. The course objectives are for participants to identify tools and features for student needs, apply principles of andragogy and Bloom's taxonomy, discriminate between aligned/misaligned assessments, objectives, and strategies, identify accessible content strategies, and recognize best practices for facilitating learning communities and feedback. Assessments include quizzes, developing a course plan, and discussions. Engagements involve matching features to needs, practicing content addition, tutorials, and accessibility simulations. Explorations include videos, lists, and resources on topics like templates, principles, alignment,
Developed this support document as a supplemental document to a presentation for Western University's Healthcare Career Ladder program administrators.
This document may be helpful for others interested in developing badging for community programs.
This certificate of completion was granted to Tamara Mitchell for successfully completing a course on Applying the QM Rubric (APPQMR) on June 7, 2016. The course was facilitated by Rachel Gonzalez through the quality matters program website at www.qmprogram.org.
The document contains examples of design portfolios from Tamara Mitchell. It provides analyses of different designs in terms of effort/reward, theme, use of picture verbs and concrete nouns, audience, and visual context. For each category, there are examples labeled as good and bad. The analyses focus on visual design principles and how well the designs communicate their intended messages.
This document describes the design process for an educational poster about developing digital writing skills. It summarizes 6 iterations of the poster design, highlighting the key visual, textual, and design choices made in each iteration. The goal was to convey the message that writing is critical for careers and opportunities through experimenting with images, colors, typography, and layout. The final design pairs an image of a globe with a laptop to connect tools for writing with global opportunities and emphasizes taking action through strong verbs and nouns.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Walmart Business+ and Spark Good for Nonprofits.pdf
High impact practices a path to experiential learning in the online environment revised
1. Running head: EXPERIENTIAL LEARNING 1
High Impact Practices a Path to Experiential Learning in the Online Environment
Tamara Mitchell
Western Oregon University
2. EXPERIENTIAL LEARNING 2
High Impact Practices a Path to Experiential Learning in the Online Environment
In a survey conducted June 8 – 18, 2017 by PEW Research Group, 58% of political
leaders indicated that higher education is essential, but ineffective in the United States
(Fingerhut, 2017). While many colleges and universities feel that they are educating students for
career-based opportunities, only 42% of Americans reported that higher education is essential for
career achievement and progression (Fingerhut, 2017). As confidence in higher education falls
and perceptions of the widening gap between workforce skills and degree skills increases, it is
surprising that online education has grown in the last decade. The Babson Study of Distance
Education notes, “Multi-year trend shows growth in online enrollments continues to outpace
overall higher ed enrollments” (Pacheko, 2017). As a result, many higher education institutions
decreasing funding to campus-based programs and are redirecting budgets to online programs
that are flourishing (Fingerhut, 2017). Unfortunately, only 29% of higher education faculty feel
online education is effective (Pacheko, 2017). Building online curriculum with intentional,
targeted experiential learning activities is an important part of educating students for their current
campus and future career roles and may assist with improving negative perceptions of higher
education.
As the focus on online education sharpens, the need for colleges and university to
develop hands-on, collaborative, and reflective experiential learning opportunities on the
curricular level is needed. High-Impact Educational Practices acknowledges experiential learning
as essential for transitioning students into campus and career roles (Kuh, 2008). Additionally,
interacting in complex experiential learning environments causes learners to fulfill more than one
role and, as a result, fosters deeper cognition (Soria & Weiner, 2013). While some theorists posit
that experiential learning is limited in online courses, others argue that online courses provide the
3. EXPERIENTIAL LEARNING 3
flexibility needed for experiential learning to flourish. In fact, researchers recognize that even
though the value of experiential learning is widely understood in the academic community, few
faculty integrate experiential learning opportunities for students into their online curriculum
(Strickland, et. al., 2013). With the expansion of online programs throughout the last decade and
the introduction of High-Impact Educational Practices in 2008, the need for educators to connect
experiential learning to online environments is growing. Experiential learning is more needed
than ever to replicate the complexity inherent in real world environments (Kuh, 2008). Since
students with career goals and well-established peer relationships are more likely to make
positive persistence decisions, a broader application of experiential learning in online courses
may be linked to an improvement in student retention and completion rates. Although educators
facilitating learning experiences online encounter students who feel disconnected from campus
and career resources (Kuh, 2008), building active, culturally-sensitive explorations into online
curriculum may bolster student development (Chen, et al., 2013). Certainly, there is curricular
value in expanding experiential learning opportunities for online college students. Studies
acknowledge limitations inherent in the online environment but focus on the many benefits of
faculty-designed explorations which are practical, social, and personal (Strickland, et al., 2013).
Curriculum-supported, active learning integrates students into an online community which
prepares students for future roles.
Experiential learning refers to learning by doing, and is a well-recognized method for
preparing students for campus and career roles (Strickland, Adamson, Mcinally, Tiittanen, &
Metcalfe, 2013). While experiential learning for on campus students traditionally includes
learning inside and outside the classroom, technology-enhanced experiential learning approaches
4. EXPERIENTIAL LEARNING 4
are lacking for online students who rarely have the advantage of campus involvement
(Stricklandet al., 2013).
This paper will examine three critical areas in which introducing experiential learning
into online courses will benefit students. First, experiential learning activates social relationships
which results in students more easily engaging in current and future roles. Second, online courses
enable students to transcend physical boundaries that often prevent them from becoming global
citizens. Third, technologies available in online environments enable students to enhance critical
thinking skills.
Establishing & Enhancing Roles
As the learning community develops, the application of knowledge to relevant contexts
drives students to establish their academic and professional roles in the group. Technology-
supported educational environments rely on a collaborative construction of knowledge between
students. As a result, the online environment is useful for collective learning among
professionals as well as students (Strickland et al., 2013). The social impact of experiential
learning indicates a positive correlation for students engaging in hands-on, collaborative,
reflective practices online.
Current research is expanding on the value of experiential learning in online courses. For
example, Hou’s research investigates the value of establishing an online community of practice
for students. In fact, the researcher emphasized the value of experiential learning in the process
of constructing and reinforcing multidimensional roles for students and teachers online (Hou,
H.2015). This study has larger implications of the importance of reflective practice in
establishing student identity in the online environment outweighs the limitation.
5. EXPERIENTIAL LEARNING 5
Another social benefit is that educators are becoming aware of their responsibility to help
students develop into their respective social roles. Accentuating student roles in a community of
practice recognizes students as capable contributors who are still forming professional identities
(Alvarez, Taylor, & Rauseo, 2015). One implicit message of this approach is that educators are
responsible for establishing the contextualized factors which enable students to transition into
professional roles (Strickland et al., 2013). Alvarez, Taylor and Rauseo are one example. The
researchers designed a structured sales simulation to evaluate student skills against industry
needs. Along with instruction the team incorporated other experiential learning practices such as
exploratory sales exercises and reflection. Students in Alvarez et. al.’s study improved
significantly over their control group counterparts. The larger implication of this study is that
learning objectives and workplace skills can dovetail to improve the student experience (Alvarez,
et al., 2015).
Technology provides role-based solutions to higher education’s connection to the
workforce. For example, applications for this type of technology have benefitted medical
professionals. As a response to the growing shortage of professionals in healthcare careers, 105
first year nursing students participated in a randomized control trial evaluating the usefulness of
integrating workforce coping strategies into campus curriculum (Chen, Yang, Wang, & Zhang,
2012). The research of Yu Chen, Xueling Yang, Liyuan Wang, and Xiaoyuan Zhang (2012)
examines the value of career-relevant training and questions whether this training would help
students to develop soft skills useful for coping with high-burnout careers. This study is relevant
because it indicates that career-relevant explorations and training within an academic program
support the students in their future roles. Hou would agree that role-based training should extend
beyond technical to soft skills (Hou, 2015). Adding soft skills training to degree programs may
6. EXPERIENTIAL LEARNING 6
be a successful method of ensuring students are well-prepared for their future career field after
graduation (Chen et al., 2012).
Global and Community Citizenship
Learners develop a sense of global citizenship as product of exploring international
contexts. As global citizens, students recognize the value of different cultural contexts and
engage in an active exploration of either their own culture, another culture, or both (Strickland et
al., 2013). Communities that regard cultural contexts are more likely to have participants who
view the community as caring, valuable for professional support, and reflective of their
multidimensional roles (Hou, 2015). While some academics view global citizenship as a result of
experiential learning, others see global citizenship as an obligation of experiential learning.
Global citizenship is a required learning outcome of High-Impact Educational Practices (Kuh,
2008). In contrast, Strickland & et al. (2014) view global interactions as a natural result of
bridging the gap between the classroom and the workplace. Web 2.0 technology is a useful tool
for raising student awareness of the global citizenship through asynchronous interactions
between university students in different countries (Strickland & et al, 2014). Cultural
exploration is best achieved by fostering relationships between students of other countries (Hou,
2015). Consider that the online course provides a distinct advantage for students who would like
to engage with other cultures. In addition, the learning management system may be used as an
alternative working environment for students from other countries who cannot afford
international internships and apprenticeships (2014).
Forming a sense of community in the online classroom leads to higher retention
of students. For example, Soria & Weiner incorporated a service learning component into their
courses in order to encourage students to strengthen working relationships by collaboratively
7. EXPERIENTIAL LEARNING 7
producing texts. Participating students were assigned projects for non-profit agencies to create
brochures handouts, newsletters, and forms. Student outcomes were mostly positive and included
improved retention, anticipation of audience needs, increased technical skills and soft-skills, and
deeper engagement in a community of practice (Soria & Weiner, 2013). Soria and Weiner’s
research is important because it proves interacting in complex environments causes learners to
fulfill more than one role which fosters deeper cognition, higher levels of satisfaction, and
increased community connection (Soria & Weiner, 2013). Soria and Weiner’s findings align with
Strickland & et al. to emphasize the need for future professionals to adapt career-based skills to
global community contexts (2014).
Enhanced Critical Thinking
Incorporating experiential learning practices into the online course positively impacts critical
thinking skills. Wei, Peng, and Chou (2015) suggest that students who learn through choice and
exploration are more likely to persist, strengthen critical thinking skills, and report high levels of
satisfaction and engagement in the course. In fact the researchers found a positive correlation
between student perceptions of interactivity and actual student engagement and performance in
the course (Wei & et al., 2015). Introducing real-world, active learning structures into the online
course is not only an attempt to replicate a real-world environment online, it is a method of
fostering students’ choice and academic exploration at the curricular level. In other words,
designing choice and exploration into courses activates the affective domain and improves
motivation (Kuh, 2008).
Simulations are another method of experiential learning which have proven to be scalable
sustainable tools for augmenting student learning (Beckem & Watkins, 2014). Immersive
learning environments present a complexity and unpredictability which allows students to
8. EXPERIENTIAL LEARNING 8
challenge their conceptual understanding, but may also lead to frustrations when students cannot
solve ambiguous problems (Jamaludin, Chee & Ho, 2009). However, coping with ambiguity is
an important skill for students transitioning into the workforce (Beckem & Watkins, 2014). One
study of 98 participants in a learning simulation pilot program evaluated the skills students need
to be successful in academic and career environments (Beckem & Watkins, 2014). Quantitative
and qualitative feedback was collected through an exit survey (Beckem & Watkins, 2014).
Beckem and Watkins(2014) recognized that simulations increase student engagement and deeper
learning among students participating in the study. Certainly, simulations can be broadly applied
to simulate learning in career and campus-based contexts within the academic course. Consider
that such an approach would leverage the natural strengths of online learning. Still, setbacks can
occur.
In experiential learning development, critical thinking skills are fostered only when founded
on solid theory and professional practice. For example, students have been studied for the past
decade or so as they participated in Second Life, a virtual world. (Jamaludin et al., 2009).
Student interactions were recorded within the simulation and data was analyzed using an adapted
framework of Weinberger and Fisher’s model of argumentative knowledge construction
(Jamaludin et al., 2009). Unfortunately, the lack of structure or clear performance objectives
yielded little or no change in student performance (Jamaludin et al., 2009). Beckem and Watkins
would further clarify that simulations should include scaffolded instruction (2014). For example,
Jamaludin and his colleagues developed a course structure in which students were required to
participate in Second Life in order to improve communication techniques. Unfortunately,
students were not given instruction on proven strategies for constructing arguments. Unlike Soria
and Weiner’s social learning intervention, Jamaludin et al.’s virtual world intervention did not
9. EXPERIENTIAL LEARNING 9
include a richer, more instructive application of proven curriculum (Soria & Weiner, 2013)
(Jamaludin et al., 2009). One implication of this comparison reaffirms the importance of
experiential learning as an intentional, guided, exploratory process. Beckem and Watkins agree
that higher levels of critical thinking are best achieved when instruction relevant to the
experiential learning context is given prior to or in coordination with a learning simulation
(2014). Also, alignment between simulation design and real-world contexts must be achieved for
the simulation to be effective (Beckem and Watkins, 2014).
Analyzing Benefits and Recognizing Drawbacks
Confirming viewpoints illustrate unique research contributions and the need for a further
exploration of incorporating experiential learning into online curriculum. Although researchers
increasingly view experiential learning in curriculum as essential (Beckem & Watkins, 2012), a
clear framework for incorporating experiential learning into online courses has yet to be
established for students transitioning into academic and career roles. Meanwhile, Strickland et al.
documents that career fields are becoming more diverse and require higher levels of cultural
competencies. Alvarez et al. suggest that emphasizing academic objectives and curriculum
through activities that encourage students to establish a professional identity and build industry-
relevant skills is increasingly regarded as a best practice (2015). Beckem & Watkins’ research
reaffirms that immersive learning environments can be constructed to contribute to workforce
readiness and help students develop industry-relevant critical thinking skills (2012). Wei et al.,
Strickland et al., and Hou acknowledge that reinforcing shared cultural values contributes
positively to the online professional community of practice and prepares students for
professional roles in a global economy (Wei et al., 2015) (Strickland et al., 2013) (Hou, 2015).
10. EXPERIENTIAL LEARNING 10
Still, opposing perspectives suggest potential gaps in the research as well as a measured
application of experiential learning in the online environment. Jamaludin et al. indicate that
ambiguity inherent in simulations may prove frustrating for students who have not mastered
foundational concepts, and provide evidence of best practices for developing engaging
experiential learning explorations for students online (2009). Strickland acknowledges that real
world internships are the best alternative, but experiential learning with an international audience
in the online context may be an acceptable alternative for those who cannot afford international
internships (Strickland et al., 2013). Although all studies focused on developing student
competencies through experiential learning, none of the researchers incorporated industry
perspectives or studies into the research. Also, none of the researchers incorporated career theory
into frameworks for either analyzing data collected or determining which data to collect. Alvarez
et al. notes a lack of alignment between current education and industry expectations for student
performance and critical thinking (2015).
Improving the Gap
Still, career-related research gaps exist for most majors that do not require internship or
experiential learning as part of study in the form of an internship, clinical study, or research.
Future research is needed to evaluate how experiential learning design for online environments
can align with High Impact Educational Practices (Kuh, 2008) and industry expectations. Little
is known about the perceived and actual alignment between online students, faculty, and
employer expectations of experiential learning (Alvarez et al., 2015). There is still much to learn
about using experiential learning to align course learning objectives with industry needs.
Conclusion
11. EXPERIENTIAL LEARNING 11
Course-based experiential learning activities reinforce the campus culture and provide
students with an opportunity to explore content in the context of academic and career goals.
First, there is a relationship between campus roles, culture, and the student educational
experience. Shared group values can be incorporated into online curriculum to enrich the
learning experience and produce positive student evaluations (Hou, 2015). Second, student
global competencies are enhanced when shared values are explored in a career-focused curricular
experience online (Strickland et al., 2013). Since students in academia and career contexts
interact with increasingly diverse cultures and fulfill roles related to a larger global context,
experiential learning is more needed than ever to replicate the complexity inherent in these
contexts (Hou, H.2015). Similarly, complexity in work-related context is increasing, and barriers
to success in career fields are becoming clearer (Strickland et al., 2013). Finally introducing
students into complex learning environments that require the experiential learning practices of
exploration and reflection improves critical thinking. Adapting curriculum to apply career-
related skills is an emerging best practice in higher education (Chen, Yang, Wang, & Zhang,
2013). As online enrollment continues to grow, the need for implementing experiential learning
into the online environment will become increasingly important for educational institutions.
12. EXPERIENTIAL LEARNING 12
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