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Presented at the International Society for the Scholarship of Teaching & Learning (ISSoTL) 2019
Faculty and students investigated the impact of social media on asynchronous and synchronous engagement in an online interprofessional PhD. The instructional design intentionally integrates the Scholarship of Technology Enhanced Learning (SoTEL) and Community of Inquiry (COI) framework. We evaluated community, teaching, and learning through course analytics; analysis of Social Presence in a SoTL-COI survey; and self-reported student perceptions. Partnering breaks down barriers between teachers and students. Results provide insights into teaching and learning within the virtual community. We present the instructional design framing the SoTEL inquiry, findings on asynchronous and synchronous engagement, and future directions.
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I’ve been using Piazza in my courses for the last year, and have found it to be a useful tool in strengthening the relationships not only between students and myself, but also in cultivating rapport in student-to-student interactions. My presentation discusses the Piazza platform, highlighting a few of the experiences I’ve had with it over the last 12 months.
There are many challenges to develop an online community of teachers. This paper describes the support needs of pre-service and early career teachers, and some design principles for creating online networks that meet them.
It includes a critique of existing online communities, including commercial sites (like Facebook) and government sites (like Scootle).
Leveraging Technology in Collaborative Work - FoundationsStephen Judd
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In this webinar we will highlight published research about technology-facilitated collaboration and discuss its benefits, challenges, and factors that contribute to success. This foundational webinar will set the stage for subsequent webinars that will address specific tools and techniques that can be used to foster the success of collaborative work using technology.
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SoTEL from the Start: Examining the Impact of Social Media on Community, Teac...Anita Zijdemans Boudreau
Presented at the International Society for the Scholarship of Teaching & Learning (ISSoTL) 2019
Faculty and students investigated the impact of social media on asynchronous and synchronous engagement in an online interprofessional PhD. The instructional design intentionally integrates the Scholarship of Technology Enhanced Learning (SoTEL) and Community of Inquiry (COI) framework. We evaluated community, teaching, and learning through course analytics; analysis of Social Presence in a SoTL-COI survey; and self-reported student perceptions. Partnering breaks down barriers between teachers and students. Results provide insights into teaching and learning within the virtual community. We present the instructional design framing the SoTEL inquiry, findings on asynchronous and synchronous engagement, and future directions.
U Waterloo - Designing and Supporting Online Groupwork - Ignite2013D2L Barry
Presenters: Dina Meunier, Melanie Misanchuk, and Tonya Noel - all of the University of Waterloo. Presented at the Desire2Learn Ignite Ontario event on Sept. 25, 2013.
Presentation at the M-25 LT group at the University of Westminster. Personal Learning Environments, how can it be implemented with students that are not digital natives nor digitally literate in academic settings
Community Building 2.0: Using Piazza to Encourage Student Rapport Outside the...Rebekah Bennetch
Community can provide a powerful context for learning, whether it’s found in a physical or virtual environment (Bickford and Wright 2006). When it comes to building an online community in our classrooms, is Blackboard our only option? Piazza offers a better, more engaging choice. Piazza is a Web 2.0 social learning platform that helps students interact with their instructor and peers in a casual online format. Piazza’s creator, Pooja Sankar, started the service in 2011 out of the need for a “virtual place, a virtual piazza where people could come together and get unstuck.”The website functions as a type of online study hall, where students (and instructors) can post questions and share resources.
I’ve been using Piazza in my courses for the last year, and have found it to be a useful tool in strengthening the relationships not only between students and myself, but also in cultivating rapport in student-to-student interactions. My presentation discusses the Piazza platform, highlighting a few of the experiences I’ve had with it over the last 12 months.
There are many challenges to develop an online community of teachers. This paper describes the support needs of pre-service and early career teachers, and some design principles for creating online networks that meet them.
It includes a critique of existing online communities, including commercial sites (like Facebook) and government sites (like Scootle).
Leveraging Technology in Collaborative Work - FoundationsStephen Judd
Modern knowledge work, such as that done by Extension professionals, often calls for collaborative efforts to address complex issues from a variety of angles. Using technology to facilitate collaboration can allow teams to span geographical boundaries, work at different times, easily share information, foster frequent interaction, expand the team’s expertise, and reduce costs. However, collaboration within virtual spaces is different than traditional face-to-face work and requires consideration of a variety of factors: comfort with and access to the technology, leadership and coordination of the team, scheduling across time zones and institutions, etc.
In this webinar we will highlight published research about technology-facilitated collaboration and discuss its benefits, challenges, and factors that contribute to success. This foundational webinar will set the stage for subsequent webinars that will address specific tools and techniques that can be used to foster the success of collaborative work using technology.
This presentation introduces a study investigating the effectiveness of information communication technologies (ICTs) on teachers’ global awareness. This project connects two groups of teachers (New York and Taipei) through ICTs.
Computers & Education 55 (2010) 1721–1731
Contents lists available at ScienceDirect
Computers & Education
journal homepage: www.elsevier.com/locate/compedu
Learning presence: Towards a theory of self-efficacy, self-regulation, and the
development of a communities of inquiry in online and blended learning
environments
Peter Shea a,*, Temi Bidjerano b
a University at Albany, State University of New York, Albany, NY 12222, United States
b Furman University, Greenville, SC 29613, United States
a r t i c l e i n f o
Article history:
Received 13 April 2010
Received in revised form
20 July 2010
Accepted 21 July 2010
Keywords:
Online learning
Community of inquiry framework
Learning presence
Teaching presence
Social presence
Cognitive presence
Self-efficacy
* Corresponding author.
E-mail addresses: [email protected] (P. Sh
0360-1315/$ – see front matter � 2010 Elsevier Ltd. A
doi:10.1016/j.compedu.2010.07.017
a b s t r a c t
In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000)
suggesting that the model may be enhanced through a fuller articulation of the roles of online learners.
We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-
year institutions in which we examine the relationship between learner self-efficacy measures and their
ratings of the quality of their learning in virtual environments. We conclude that a positive relationship
exists between elements of the CoI framework and between elements of a nascent theoretical construct
that we label “learning presence”. We suggest that learning presence represents elements such as self-
efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner
self-regulation. We suggest that this focused analysis on the active roles of online learners may contribute
to a more thorough account of knowledge construction in technology-mediated environments
expanding the descriptive and explanatory power of the Community of Inquiry framework. Learning
presence: Towards a Theory of Self-efficacy, Self-regulation, and the Development of a Communities of
Inquiry in Online and Blended Learning Environments.
� 2010 Elsevier Ltd. All rights reserved.
1. Introduction
Online education continues to grow and is playing and increasingly significant role in US higher education. Recent research indicates that
more 4 million higher education learners, i.e. 25% of all college students, are enrolled in at least one online course (Allen & Seaman, 2010)
This represents an increase of more than 100% from just four years ago. In addition to this rapid growth, research is beginning to emerge
indicating that online education has transcended the “no significant difference” phenomena. For more than a decade the accepted wisdom
has been that online education and its predecessor, “distance learning” resulted in no significant difference relative to learning outcomes
achieved through classroom ins.
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Three-dimensional (3D) virtual worlds have been used for more than a decade in higher education for teaching
and learning. Since the 1980s, academics began using virtual worlds as an exciting and innovative new
technology to provide their students with new learning experiences that were difficult to provide any other way.
But since that time, virtual worlds have failed to maintain their popularity as learning spaces; many builds
falling into disuse and many disappearing altogether. The aim of this article is not only to determine why virtual
worlds have not become a mainstream teaching tool, but to ascertain why they have even failed to maintain their
popularity. In order to do this, the research team surveyed over 200 academics about the barriers and enablers to
the use and perceived affordances of virtual worlds in teaching and learning. These responses are examined in
relation to academics’ past, present and future use, experience and knowledge of virtual world environments.
This presentation will assist in preparing a novice online EFL teacher for not only the complexities, problems, responsibilities and challenges encountered but also the tremendous rewards that can be gained from the e-moderation process. The role played by the e-moderator in creating and teaching an online course in English as a Foreign language will be explored. In particular, the e-moderators beliefs and perceptions as well as the challenges encountered throughout the process. Furthermore, It will detail the relevant theories of online learning and show how they are represented through various models, creating a framework to assist the e-moderation process.
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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