Online and Hybrid Classes in Early Childhood Education
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The document discusses challenges and strategies for teaching online and hybrid early childhood education courses. It addresses issues like technical competence, preparation time constraints, discourse patterns, engagement, emotion, and flexibility. Suggested strategies include readiness quizzes, clear expectations, small collaborative groups, encouragement, and accessible technical support. The top lessons are to provide institutional support for quality training, limit class sizes, and ensure technical support for students and faculty.
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This study compared teaching strategies and student learning outcomes between on-campus and distance courses at a Midwest university. Interviews with history professors revealed common challenges for distance students like time management, attendance, and information overload. A survey of 84 on-campus students found most felt online course platforms had little effect on their success. However, the study was limited by not surveying distance students directly.
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Fac nursing2011
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Tips For Online Teaching And Learning
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Social Presence, Learner Supports, and Assessment in Online Classes
This document discusses strategies for social presence, learner supports, collaboration, and assessment in online classes. It notes that over 6.7 million students took at least one online course in fall 2011. To establish social presence, the document recommends that instructors frequently engage and encourage learners through welcome emails, weekly messages, online office hours, and timely feedback. It also suggests using discussion boards and online meetings to build community. To support learners, the document provides examples of introducing learners to each other, sharing general course information and resources, and facilitating discussion boards. It concludes by presenting types of online assessments like tests, quizzes, projects, and rubrics to evaluate learners' understanding.
Socrative in the Classroom
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- Improving learning outcomes
- Enhancing process of course preparation
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Blended Course Design
Blended course design requires analyzing current courses, considering learner and technology factors, and redesigning content delivery and assessments. Key elements include learning objectives, content delivery both online and face-to-face, interactions and collaboration, and support for learners and faculty. Effective blended design balances familiar and new technologies, focuses on pedagogy over technology, and allows time for reflection and feedback throughout the iterative design process.
Gender final presentation
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Blended by Design: Day 2
This document provides guidance on designing blended courses through modular content organization, learning objectives, instructional strategies, and community building. Key points include:
- Courses should be redesigned into manageable modules with clear learning objectives and a mix of online and classroom activities.
- A variety of instructional techniques can be used within modules, including active learning, assessments, and strategies to encourage interaction and engagement.
- Community building is important and can be facilitated through online discussions and in-class group activities and assignments.
- Effective team-based assignments incorporate accountability, linked tasks, and idea exchange through group roles and peer feedback.
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