Dissertations / Theses on the topic 'Theological Online Teaching and Learning'
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Baltrip, Ryan. "Identifying Standards of Quality in Christian Online Theological Education." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5905.
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Changes in computer and communication technology have sparked an educational revolution. For over 20 years, higher education, as a whole, has been adapting to the changing educational landscape. Christian theological education, which is not immune to changing educational realities, has also been adapting to decentralized educational tendencies and experiencing rapid growth in distance and online learning. Christian theological education appears to be a decade or so behind higher education in its contemporary adaptation to online learning,. Questions that higher education began asking over a decade ago about online learning are now part of the contemporary conversation within Christian online theological education. One of those questions asks, “What are standards of quality for Christian online theological education?”
The purpose of this study was to identify standards of quality in Christian online theological education as well as issues related to implementing these standards of quality. This study was originally planned as an explanatory, sequential mixed methods study. Due to circumstances encountered during the administration of the originally planned study, this study’s approach had to be adapted to the descriptive survey research method. This study was conducted among an expert sample of distance learning professionals from within Association of Theological Schools (ATS) accredited schools.
As indicated by distance learning professionals at ATS-accredited schools, this study: (a) identified 24 standards of quality for Christian online theological education, (b) discovered insights on how well these leaders perceive they are implementing quality standards, and (c) identified areas of both success and challenge when trying to implement quality standards in Christian theological education. These research findings led to two conclusions and produced seven key themes for Christian online theological education. The implications of these findings and suggestions for future research were discussed in order to help Christian theological education not only survive the educational revolution it is immersed in, but to thrive within it.
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Tran, Nghi. "Transformative Learning in Online Theological Education: A Case Study of an Online Program at a Theological Seminary." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc68056/.
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Using Mezirow's (1991) transformative learning theory as a framework, this qualitative case study investigated conditions conducive to transformative learning experiences among theological students in an online program at a seminary. Learning Activities Survey developed by King in 1998, a Community of Inquiry framework proposed by Garrison, Anderson, and Archer in 2000, and semi-structured interviews were employed. Emails were sent to 85 students (81 current In-Ministry M.Div. students and four recent graduates), and 38 (44.7%) took the online survey. A typical participant in this survey was a married White male in his 30s. Of the 38 survey respondents, 30 (78.9%) indicated having experienced transformation during their study. Among those 30, class assignment (66.7%) and a person (60.6%) were two factors that influenced them the most in their transformative learning experiences. Data collected from the online survey and two online courses shed light on the semi-structured interviews conducted with 11 students. A qualitative analysis software ATLAS ti. and Strauss and Corbin's grounded theory were utilized to analyze the data. This resulted in a proposed integrative learning condition model which proposed two conditions conducive to transformation, being in-ministry and using integrative learning strategy. These two conditions were significantly influenced by physical presence. A surprising result was that physical presence does not indicate a three- or four-year stay on campus at a traditional seminary, but is a by-product of a blended, online program which gives students more opportunities to develop quality relationships both during their on-campus intensives and in their local ministries. This study provides empirical evidence supporting the idea of online theological education using a blended model which promotes integrative learning strategy and learners being in-ministry.
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Inamorato, dos Santos Andreia. "The discourses of teaching and learning online." Thesis, Open University, 2010. http://oro.open.ac.uk/56474/.
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This research investigates the discourses of e-learning and the way in which these discourses underpin the practices in the field. Having reviewed the relevant literature and looked at the teaching practices in two case studies, I propose that the collaborative learning discourse is very significant in e-learning, but that the didactic and institutional discourses, although not as immediately evident, are equally important in shaping the practices of online teaching and learning. The intertextual nature of all texts, in particular the different voices found in the language of the tasks in the case studies, reveal that the practice associated with online teaching and learning draw on texts and voices from three discourses, collaborative learning, didactic and institutional. Drawing on a Foucauldian perspective of discourse, the investigation of how the discourses operate at the level of practice makes it possible to look at the teaching and learning practices in the field of educational technology from a discursive perspective. In so doing, the historical and contextual perspectives embedded in the teaching and learning practices are taken into account, the aim being to understand the complexity and range of elements that help construct these practices. Finally, the contributions of the study to the field are indentified, and some suggestions are made regarding the possible direction of future research.
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Walton, Roger L. "The teaching and learning of theological reflection : case studies of practice." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/1746/.
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Velasquez, Andrea. "Technology-Mediated Caring in Online Teaching and Learning." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3355.
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As online K-12 education becomes more prevalent, there arises a need to examine caring as it is experienced in technology-mediated contexts. The first article in this dissertation examines the definition of the term "caring pedagogies" and synthesizes relevant research helpful to understanding its application in a variety of contexts, including the technology-mediated context. The literature review is organized in the following categories: understanding caring pedagogy (defining and measuring), developing caring characteristics in individuals, developing caring communities, and developing caring in unique contexts. This article concludes that more research related to care is necessary in contexts other than the early childhood education context. The technology-mediated context would greatly benefit from such research. The second article in this dissertation investigates the experience of two teachers and four students in the Open High School of Utah and how they engaged in technology-mediated caring. Findings indicated that teachers care for students in this context by gaining a deep understanding of the student through shared perspective, continuous dialogue, and vigilant observation. Based on this understanding, teachers execute caring actions with the purpose of structuring the learning environment, attending to students' individual academic needs, and attending to students' well-being. Students completed the caring relationship by reacting to teachers' caring actions and acknowledging the care they received. The third article in this dissertation investigates technology choices conducive to creating and nurturing caring relationships in technology-mediated contexts. This article is based on the experience of the two teachers and four students in the Open High School of Utah. This study provides guidelines to help educators make technology choices that are effective in knowing the student, executing acts in the student's best interest, and receiving student reactions. Although research related to information and communication technologies has produced various useful frameworks for online education related to presence and immediacy, investigating technology-mediated caring has the potential to greatly enrich this scholarly discourse.
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Bernard, Julia M. "Teaching Practitioners in Online Learner Formats." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/939.
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Practitioner pedagogy can be difficult to manage online. We are teaching professionals to practice without face to face contact. In some cases, technology is available to interact with our students, but it is not the only way of broadening their skills. Teaching family life education and human services using electronic learning formats must incorporate interaction with the student's community. Strategies for engaging students and making them competent professionals will be addressed. Objectives
By the end of the presentation attendees will: 1. outline at least three necessary components of a skills based online class. 2. evaluate and discuss barriers to online learning of skills. 3. describe three ways to incorporate practitioner skills into their online course.
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Ray, Abby A. (Abby Adams). "Theological Distance Learning through Trinity College and Theological Seminary: Programs, Problems, Perceptions, and Prospects." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc279339/.
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An international survey was conducted to assess theological higher education via distance learning as perceived by graduates of Trinity College and Theological Seminary's (Trinity) doctoral programs. The purpose of the study was to determine student-perceived strengths and weaknesses of Trinity's doctoral-level distance education theology programs. Also, the future of distance-learning mediated programs of theological higher education was speculated. A random sample of 400 doctoral recipients was selected from the population of 802 doctoral recipients who graduated from Trinity between the years of 1969 and March 1998. A mailed questionnaire was used to collect data. A total of 203 (50.0%) were returned. Frequency counts, percentage distributions, and chi-square tests of goodness-of-fit were employed to analyze the data. A profile of the modal type of student who would participate in theological distance education at the doctoral level was developed from the demographic variables queried. Responses to questions regarding respondents' educational experiences and coursework were solicited as well. Respondents identified five primary strengths of Trinity's distance education doctoral programs as: the convenience of the program; the immediate application of course content to personal and professional endeavors; the quality of education provided; the Biblical groundedness of the curricula, the materials, and the faculty; and the required reading and research. The three predominant weaknesses of Trinity's distance education doctoral programs as identified by program graduates include: the lack of interaction between students and faculty; the lack of regional accreditation; and course repetitiveness meaning that some courses offered repeated content from prior studies at a lower educational level. It was concluded that the future of theological higher education via distance learning is promising. Trinity has emerged as a dominant distance learning institution as a result of its continued exploration and advancements. However, Trinity and other similar distance education institutions must continually and consistently evaluate their programs and their students' expectations in an effort to transition theological distance education into the 21 st century.
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Ziemsen, Eva. "Developing a learning model for teaching film production online." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63862.
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Through my roles as a film professor, filmmaker and PhD student, I have acquired a strong motivation to develop a learning model for the teaching of film production online. My initial interest for conducting research in this area began a few years ago when I taught a screenwriting workshop in Bhutan. On my return to Canada, I wished there was a way for me to continue teaching my students in Bhutan in the domain of film production. Further research has led me to discover that machinima, a virtual mode of recording animation, could be the solution to teaching almost all aspects of filmmaking, entirely online. Machinima is already very popular amongst educators, both face-to-face and as an online mode of delivery, however, its legitimacy as a cinematic art form has given rise to a controversial debate. My goal was to employ the research method of a/r/tography (standing for artist, researcher, and teacher), to create a complex artistic and academic work to demonstrate that machinima is a valid method of filmmaking and is an immersive mode of teaching film production in the online context. The Art entailed creating a short hybrid film using machinima and live action, entitled, Romeo & Juliette2016. The Research included a literature review that situated my work in the theory that underpins machinima as an art form and in the context of online learning. The Teacher component included a documentary in which I exhibited my film to select ‘critics’, in film, media and film education, and invited them to respond. The documentary was intended to produce discourse around the notion of machinima as an art form and as a teaching tool. Finally, in conclusion, I wrote a response chapter to this interaction and to the project as a whole. This study is highly relevant in the current landscape of media and 21st century education as virtual reality applications are taking hold in the professional filmmaking process and as a teaching tool, and machinima is part of this revolution. Supplementary materials available at: http://hdl.handle.net/2429/63862Graduate and Postdoctoral Studies
Graduate
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Cameron, Nancy G. "Best Practices for Online Teaching: Building a Learning Community." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7043.
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Oraifige, Amal Yousef Nour. "An online intelligent system for teaching engineering design technologies." Thesis, University of Derby, 2010. http://hdl.handle.net/10545/232633.
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Moore, Michele Schmidt. "Written communication in an online learning environment." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4581.
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Thesis (Ph.D.)--George Mason University, 2009.Vita: p. 203. Thesis director: Priscilla Norton. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Oct. 11, 2009). Includes bibliographical references (p. 198-202). Also issued in print.
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Dolloph, Frances M. "Online higher education faculty perceptions, learning, and changes in teaching /." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5296.
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Thesis (Ed. D.)--West Virginia University, 2007.Title from document title page. Document formatted into pages; contains vi, 152 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 110-122).
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Kelley, Tracy M. "Kun8seeh : an online approach to teaching & learning conversational Wôpanaô̂t8âôk." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/129118.
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Thesis: S.M., Massachusetts Institute of Technology, Department of Linguistics and Philosophy, September, 2020Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references.
Kun8seeh is aWôpanaô̂t8âôk teaching and learning website. The primary objective for the website is to increase language access to all Wôpanâak language learners through the use online learning materials that accompany audio and visual material. Kun8seeh provides more opportunities for students to engage in language learning based on a student's availability, geographical location, and learning style. Currently, most community language access requires a student to live in close proximity to reservation lands and requires that they attend a class in person. Most classes offered meet once a week for 1-2 hours, depending on the availability of the instructor, thus making immersion environments sparse and increases in speaking fluency a great challenge. Kun8seeh is the first online learning opportunity in the Wôpanâak community with lesson plans, games, and books that students can see, hear, and access from any device that can access the internet.
by Tracy M. Kelley.
S.M.
S.M. Massachusetts Institute of Technology, Department of Linguistics and Philosophy
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Watters, Georgia George. "The Experiences of Military Parents Homeschooling Using Online Teaching Resources." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/529.
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U.S. military members and their families relocate from one duty station to another on average once every 3 years. Children in military families change schools often, introducing potential problems such as struggling to make new friends, having trouble adjusting to new teaching styles, and losing academic credits due to the transition from one school to the next. Homeschooling that incorporates online resources can provide instructional continuity, social interaction opportunities, and submission of required periodic assessments. The primary purpose of this phenomenological study was to examine the experiences of military parents involved in homeschooling their children using online resources. The research questions were designed to explore these experiences and to create recommendations for other military families. A conceptual framework based on a constructivist learning approach and change theory informed this study. Data were collected from 9 parents with many years of experience homeschooling. The parents were interviewed via phone, e-mail, and Skype. Data were analyzed using open coding, axial coding, and hierarchical coding. Parent participants chose homeschooling due to dissatisfaction with available schools, family location, and flexibility. Online resources were described as making it easier and more engaging for students to learn and as simplifying the parents' instructional and management tasks. These alternative methods replaced or augmented traditional educational methods. Parent participants encouraged other parents to reach out and seek help early in the process. This study promotes positive social change by providing resources for alternative ways children can be educated while one or more military parent is serving and defending the United States of America.
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Robertson, Erika J. "The effects of learning styles on group development in an online learning environment /." Electronic version (PDF), 2005. http://dl.uncw.edu/etd/2005/robertsone/erikarobertson.pdf.
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Seaton-Sykes, Philippa, and n/a. "Teaching and Learning in Internet Environments in Australian Nursing Education." Griffith University. School of Nursing, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040218.122119.
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Since the introduction of the Internet, there has been an increase in the adoption of this technology for educational purposes. This development and widespread availability of Internet technologies, alterations in the needs of clinical practice and the characteristics of students, have all inspired changes in nursing education (Mallow & Gilje, 1999). In response, nursing education has embraced the opportunity this communication medium offers to the diverse groups of students in nursing. These students may be studying at a distance, or due to other constraints such as time or professional commitments, studying in flexible ways where students may or may not be in the classroom. In other instances, Internet technologies are being used with the aim of enriching learning in nursing. However, despite widespread development and implementation of these innovations, the effects on nursing education have not been extensively researched (Cheek, Gilham & Mills, 1998; Gillham, 2002; Mallow & Gilje, 1999) and little is known about how the Internet contributes to teaching and learning, what learning outcomes are, or what support is required by teachers and students (Billings, 2000). At this time of rapid development of Internet-based and Internet-supported courses in the Australian nursing education system, there is a need to ensure such courses are educationally effective, clinically relevant, and that resources are appropriately assigned. This exploratory study aimed to contribute to effective discipline-specific use of internet learning environments through increased understanding of students and academics experiences of teaching practices and learning processes. There were two phases to this mixed-method study, a survey of course coordinators, and secondly, interviews with eleven students and sixteen academics. The survey of diverse schools of nursing across Australia provided foundational information about the ways the Internet was integrated into nursing education, and the preparation and supports that were offered to students for Internet-based or Internet-supported learning. Guided by a constructivist theoretical framework, and analysed thematically, the key findings of this study were drawn from the academics and students experiences in a variety of nursing courses in universities located across Australia. The Internet was employed in these courses in a variety of ways. At the time of data collection for both the survey and the interviews, more courses were Internet-supported than Internet-based. A variety of Internet information and communication features were used in courses. The survey findings provided both a context for the interview findings, and a degree of confirmation of these findings. The context reported was diverse, consistent with an emergent educational environment that has few precedents to guide its implementation. The academics experiences revealed that teaching in online environments was vastly different to face-to-face teaching and required different practices of teaching and learning that took into consideration the separation of teachers from learners, and learners from each other. While often enthusiastic about the new environment, many teachers needed specific preparation, support, and adequate resources to teach in this new environment. Similarly, students experienced a dislocation from the learning environments to which they were accustomed. Significant shifts were apparent in the students constructions of both individual and collaborative learning that were contingent upon the separation of teachers and learners, and the necessity of communicating in a written medium. Both teachers and learners revealed how, consequent upon their dislocation, they were relocating to a new interpretation of time, place and relationships in Internet learning environments, and were reconstructing teaching and learning. The reconstructions of learning included ways of relating that built learning communities predicated on a shift in focus from teaching to learning. These included both a shift in individual students learning, and a constructed understanding that arose variously from shaping a fundamental comprehension or challenging thinking, to expand comprehension in the group. Through new understandings and practices, the participants were beginning to construct a place for students and teachers to realise the possibilities for enriched learning that online communities can provide. The findings of this study are discussed in terms of the possibilities for teaching and learning in nursing education, and recommendations are made.
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Orcutt, Janice Marie. "Teaching Presence and Intellectual Climate in a Structured Online Learning Environment." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/975.
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Teaching presence and its implications for the intellectual climate of an online classroom cannot be fully understood unless explored from the perspective of the instructors who experience it. Framed in the theoretical perspective of the Community of Inquiry (CoI) model, this collective case study investigated the actions, intentions and perceptions of instructors with the intent of developing an in-depth understanding of the phenomenon of teaching presence as it was established in a structured online learning environment.
The experiences of selected successful instructors in this specific online context were explored to gain insight on how pedagogical choices influenced the establishment of an intellectual climate appropriate to the courses taught. Using semi-structured interviews as the main source of data, the study utilized the Interpretative Phenomenological Analysis (IPA) method as an analytical tool to address concerns of rigor in the qualitative interpretation of experiential data.
It was the goal of this study to gain an understanding of how teaching presence is established and the decision processes employed in doing so in order to make a contribution to the body of knowledge from a practical pedagogical perspective. Findings of the study provided insight into the following: Practices in Establishing Teaching Presence. Intentions of Instructors. Influence on Intellectual Climate. Nature of Teaching Presence.
Overall, the collective case revealed that an active interest and passion for teaching and an understanding of relevance to the student encouraged student engagement, and inspired intellectual curiosity and a shared responsibility for the learning process. The findings show that the common goal of learning shared by instructor and student had its foundations in the creation of authentic relationships between instructor and students that extend beyond stated learning objectives and expected outcomes.
The results of this study contribute to knowledge related to the nature of teaching presence and its role in setting an academic climate, addressing the overarching question of the study about how instructors establish teaching presence and inspire intellectual curiosity within the courses they teach. In addition, the experiences of the selected instructors helped provide a vocabulary with which to describe the shared pedagogies of instructors and served to catalog commonalities in actions and intent associated with setting an intellectual climate that met the requirements of academic rigor appropriate to the courses they taught.
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Wu, Hao, and 吴颢. "SNS use in teaching and learning in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198865.
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Social Network Sites (SNSs) are increasingly influencing the academic and industry researchers intrigued by their affordances and settings. Although SNS has been claimed that it occupied too much of peoples’ daily lives by many researchers and scientists, the fact also demonstrates the growing use of SNS in education area, which proved that SNS has its unique pedagogical significance and potential to foster students’ learning experience. Used and promoted in many countries around the world, SNS is now not only serving as a social network environment (SNE) for people to communicate, but also a platform for academic information exchange and sharing in various contexts. This study aimed at exploring the differences between western and Chinese localised SNS, evaluating the practicability of SNS use in China’s education, and identifying certain problems in the implementation. Referenced by the literature on SNS experiment in teaching, cultural influence and pedagogy value, Chinese SNS would be analysed from comprehensive perspectives.
This study combined two parts, one was the comparison study for four selected SNSs from China and foreign countries, the other was the research experiment conducted with a class of 17 students enrolling in an English educational institution in Chinese mainland, where the students took a spoken English course which lasted for one and a half month. The selected SNSs used in the experiment were implemented to facilitate the teaching and support designed learning process that requires students to explore the use of SNS and motivate them to interact more with peers and teacher off-class while completing the course objectives.
Date collection and analysis conducted mixed methods in this research, the data of this research were collected by different levels of participants’ interviews, observations, recordings and questionnaires that covers the perceptions for research topic, everyday use of SNSs, taken-forgranted interactions and communication among teacher and students in the learning and teaching process.
This research not only justify the practicability of SNS use in China’s education, it also revealed various functions that SNSs could provide in China’s education. In terms of functionality, it could serves as a platform for (a) facilitating presentation and demonstration, (b) developing personal learning record and portfolios, (c) distributing and sharing resources, (d) promoting student-teacher offline interaction, (e) enabling free comment and feedbacks.
Theoretical research would be conducted and practical implementation would also be introduced. Through the experiment, the research would make the best of SNSs in education, which further discuss the special characteristics of Chinese localised SNSs and broaden the understanding of using SNS in education. Pedagogical principles are also discussed.published_or_final_version
Education
Master
Master of Education
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Dewstow, Ross Albert. "Using the Internet to Enhance Teaching at The University of Waikato." The University of Waikato, 2006. http://hdl.handle.net/10289/2241.
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The University of Waikato brought the Internet to New Zealand, was one of the first Universities in New Zealand to graduate students who had completed a bachelor's degree online, and recently won an award for innovative use of video software in an online classroom. The video software was created by a company that had its beginnings within the University. However, the use of the Internet for teaching and learning in the University has reached a plateau in the last few years, as measured by the daily page views of the online platform (Moodie, 2004), the number of courses taught online and staff teaching online remaining fairly constant. This thesis sets out to investigate why the use of online teaching at the University has not increased to a point where a majority of staff are using online teaching to at least supplement their classroom teaching. Previous research into online teaching and learning focused heavily on technology barriers and lack of access to computers and the Internet. It is the position of the researcher that this lack of access is no longer a valid reason for academics not to use online environments for teaching and learning in a tertiary environment. This study hypothesized that enhancing their teaching using online technologies may be related to the culture of different subjects, disciplines and Schools of study. Accordingly three groups of lecturers from different Schools within the University were invited to participate in focus group interviews. Questions asked were related to their approach to teaching in their subject areas, the culture of their Schools and the University, as well as their reflections on teaching online. The study found that there was a strong relationship between the use of online technologies and subject areas as well as the culture that exists within the School of study. The influence of University management on the use of online technologies was also highlighted. But more surprising was the relationship between trained teachers in the University, and their uptake and use of online technologies. To take advantage of the changing student population, with their greater awareness and use of computing and new technologies, the University of Waikato, and indeed many other similar institutions, are now at a technological and educational crossroad. Decisions need to be made by senior management regarding the importance of the Internet and emerging media technologies in shaping the teaching and learning environment of tomorrow's University.
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Townsend, Linda Marie. "Online Teaching and Learning: Student-Student and Teacher-Student Discourse for Student Learning in Asynchronous Discussions of High School Courses." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26149.
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The purpose of this study was to examine the occurrence of student discourse in asynchronous computer-mediated communication and its relation to student learning. From in-depth investigation of teacher design, facilitation and direction for asynchronous discussion, implications for high school online instruction guidelines and the need for evaluation standards of online courses and teacher instructional practice are made.
Examining student discourse provides information related to the social construction of knowledge. Teacher presence and its relation to higher levels of student discourse provides information for best practices in online teaching. This information can be used to determine specific standards and guidelines for evaluation of online instruction which can contribute to quality online high school courses.
The context of this study was two high school online AP English courses. The multiple case study approach analyzed student discourse within asynchronous discussion forums and the relation to student learning outcomes. Observation of teacher facilitation and course documents were examined in relation to levels of student discourse and student learning outcomes. Triangulation of data sources included discourse analysis, interviews with teachers, and archival documents. Results from comparing and contrasting multiple cases are presented as basis for implications to guide course design, facilitation and evaluation.Ph. D.
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Fischer, Julie A. "Teaching in the 21st century incorporating online learning techniques into curriculum delivery /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007fischerj.pdf.
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Dunn, Katana. "Learning Robotics Online: Teaching a blended robotics course for secondary school students." Thesis, University of Canterbury. School of Teacher Education, 2015. http://hdl.handle.net/10092/10281.
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This thesis explores the use of an online robotics course, in the context of Technology Education, for senior secondary school students in an urban New Zealand (NZ) school. The reasons for using an online course are discussed through investigating the need for quality resources to assist schools in providing students with appropriate learning experiences, and knowledge to enable them to make informed choices with respect to technology careers. There is a shortage of students pursuing technology careers and that in turn influences the NZ economy (Baron & McLaren, 2006).
The purpose of the study was to examine how an online robotics course can be used for teaching robotics and engaging students in a blended environment. The author planned, implemented, monitored and reviewed an online course in robotics through an action research approach using formative evaluation methods to determine the effectiveness of the individual action research cycles. After reflection at the end of each AR cycle, the online course was modified and updated to improve student engagement. Qualitative methods were used to analyse online discussions, classroom observations and discussions, and one to one interviews with the participants.
Research findings identified four themes that influenced student engagement with the online robotics course: access to the online course, the students’ background knowledge and skills, the students’ interaction with the online course and the students’ conation or internal motivation. The research findings are discussed in terms of areas that need to be addressed when using an online course to teach robotics. These areas are the course design, student considerations and course implementation. Course design, or how the course is structured, includes opportunities for students to develop their thinking skills, experiences and activities for learning, and opportunities for conversation and interaction. Course design must also accommodate student considerations. Student considerations focus on the needs of the learners and their readiness to ensure successful engagement in the online course in terms of their background knowledge and skills in electronics and Web 2.0 tools, their conation and their key competencies. Course implementation includes the factors that need to be taken into account in the execution of the online course such as reliable access to the online course, the students’ interactions with the online course, and the learning culture of the school and classroom, and the role of the teacher.
The thesis justifies the rational for using an online robotics course and describes how an online robotics course can address and advance student learning outcomes, how online tools can be used for assessment purposes, the aspects of course design that are successful for teaching robotics and online learning experiences that provide positive outcomes for students. Recommendations for teaching practice in terms of school-wide programmes to develop and support students’ digital literacy and key competencies, and teacher professional development in Technology Education and online robotics courses are provided. Suggestions for future research are given in terms of student conation, the development of critical thinking skills through forums and how teachers’ philosophies can be aligned to Technology Education and the intent of the NZ Curriculum.
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Yip, Wai-man Florence, and 葉慧敏. "Online vocabulary games as a tool for teaching and learning English vocabulary." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29597511.
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Скарлупіна, Юлія Анатоліївна, Юлия Анатольевна Скарлупина, and Yuliia Anatoliivna Skarlupina. "Free online resources in foreign languages teaching." Thesis, Марусич, 2017. http://essuir.sumdu.edu.ua/handle/123456789/52099.
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Позитивний вплив використання веб додатків на мотивацію студентів і підвищення їх лінгвістичних компетенцій важко переоцінити. Власне, не лише технології, а гейміфікація навчального процесу, яка базується на даних технологіях, сприяє його оптимізації. Крім того, такі підходи до організації навчального процесу, як змішане і перевернене навчання, надають викладачу можливість запровадження проблемно-орієнтованого навчання, основним принципом якого є підсилення процесу вивчення іноземної мови досвідом студентів в інших сферах діяльності, що, в свою чергу, сприяє покращенню міждисциплінарних зв'язків.Позитивное влияние использования веб приложений на мотивацию студентов и повышение их лингвистических компетенций сложно переоценить. Собственно говоря, не только сами технологии, сколько геймификация учебного процесса, базирующаяся на данных технологиях , способствует его оптимизации. Кроме того, такие подходы к организации учебного процесса, как смешанное и перевёрнутое обучение, дают преподавателю возможность внедрения проблемно-ориентированного обучения, основным принципом которого является поддержка изучения иностранного языка опытом студентов в других сферах деятельности,что, в свою очередь, способствует усилению междисциплинарных связей.
The positive impact of using web applications on students’ motivation and enhancement of their linguistic competence can hardly be overestimated. The thing is that not only a technologies as they are, but gamification, based on these technologies, is being integrated in education, and teaching foreign languages is not an exception. Such approaches blended or flipped learning let the teacher the opportunity to implement problem-based learning, the basic principle of which is the fact, that the language learning is strengthened by the students’ experience in the other fields, that is to improve the interdisciplinary connections.
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Smith, Patrick Steven. "Learning to Adapt: Online Social Science Instruction in Higher Education." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1089.
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Online learning is a rapidly growing phenomenon in post-secondary education. Institutions of higher learning have embraced online learning for its perceived merits, but without the consideration of how instructors deal with this different learning medium. Little is known of the extent to which different disciplines are suited to the online medium; this is pertinent to disciplines that rely on spontaneous in-person discussion. Furthermore, as colleges continue to invest heavily in online learning, instructors who only possess face-to-face teaching experience may begin teaching online. This poses a pedagogical challenge for instructors who are unfamiliar with the medium. This qualitative, in-depth interview study with ten social science instructors elucidates the process of transition from face-to-face teaching to online teaching. Through grounded analysis, a few key themes emerged. Respondents explain that teaching in the online classroom is qualitatively different from teaching in-person. The asynchronisity of the online classroom - which means students do not "meet", discuss, or learn at the same time - is a subtle yet significant difference between the two mediums. The asynchronous classroom means instructors relinquish control of when and where students will engage in study and discussion, and this requires students to have especially high self-regulatory skills. Respondents also explained that their online courses were several times larger than their in-person ones, with some courses allowing over twice as many students as an in-person course. Consequently, instructors must find new ways to approach teaching in the online medium. This pitfall of relying on old, obsolete methods in the online medium can be avoided if instructors are provided with the peer and pedagogical support of their professional peers, and access to teaching assistants to manage the greater time commitment of teaching online. In order to have a positive experience, online teachers must be willing to take on an intellectual challenge that may defy how they perceive themselves and their role in higher education. If instructors are open to a new intellectual challenge and possess the proper resources, they will become committed to teaching online and perceive the advantages of the medium to outweigh the disadvantages.
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Loe, David R. "Teacher Transformation and Critical Collegiality in Online Learning Environments." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271295100.
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Wilson, Hope Marshall. "Teaching Language and Culture Through Online Ethnographic Explorations." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1573901116368513.
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Markus, Marcia. "Politeness in Interaction : An analysis of politeness strategies in online learning and teaching." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-16446.
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Teaching and learning online has become widespread but for some teachers there are a number of challenges involved. This study looks at politeness strategies used in teacher-student and student-student interaction, to what extent they are used and what effects these politeness strategies have on the communication as a whole.
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Wunder, Iris. "The influence of cultural background on teaching and learning in synchronous online sessions." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/87359/.
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Distance-education technology has moved towards multimedia-oriented systems which allow an effective synergy of synchronous and asynchronous interaction. Virtual classrooms have become more and more popular, providing a multi-media context for synchronous teaching and learning at universities world-wide. This dissertation investigates the impact of cultural background on teaching and learning in synchronous virtual classrooms from the perspective of teachers at universities. Nineteen interviews were carried out via Skype with 17 teachers from five different countries. A phenomenological approach was used for the data analysis to find the “essence” of the experience of using a virtual classroom for synchronous online conferencing. Three themes emerged from the data analysis: Culture and its effects, Technology, and Pedagogy. Within these themes, the participants explained their views of the various aspects that define culture, explained their own cultural backgrounds and reported their experiences of stereotyping, gender-related issues, using a webcam and recording in their virtual classroom teaching. Furthermore, the effects of technology in relation to teaching in multi-cultural virtual classes were addressed. Finally, the pedagogical impact of teaching in a virtual classroom with students from diverse cultural backgrounds was analysed. The results show that there were two layers of cultural impact arising from the teachers´ and the students´ cultural background. The first one was the obvious existence of different cultures and what the teachers experienced consciously. This included awareness of adjusted didactics when teaching in a virtual classroom with diverse students. However, there was a second level, which revealed that the teachers were showing behaviours related to the theories of white ignorance (Mills, 2007), double-consciousness (Du Bois, 1994) and even panopticism (Foucault, 1977) without being aware of it. Thus, the desired concept of multiculturalism (Richeson & Nussbaum, 2004) in virtual classroom teaching was not exercised. However, it was concluded that a virtual classroom can be used as a safe environment for students and teachers from diverse cultural backgrounds if the teachers are aware of their own presence (Garrison, Anderson & Archer, 2000), their cultural background and which effects their belonging to a “dominant” culture will have on their own behaviour and that of their students. If managed carefully, the virtual classroom offers a mixture of tools that can be used appropriately for creating interactivity and constructing knowledge with diverse participants; e.g., text chat can be used as a discussion tool for students who are too shy to speak into a microphone. Future studies are recommended to investigate the perception of students from various cultural backgrounds, as the research presented in this thesis focused solely on teachers´ experiences.
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Muck, Kátia Eliane. "Contributions of peer-review activity for the teaching-learning process in online education." reponame:Repositório Institucional da UFSC, 2016. https://repositorio.ufsc.br/xmlui/handle/123456789/182057.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2016.Made available in DSpace on 2017-12-12T03:21:19Z (GMT). No. of bitstreams: 1 349324.pdf: 15092548 bytes, checksum: 6458fea65bd9629406e0a3000b65eb4c (MD5) Previous issue date: 2016
Abstract : This dissertation focuses on developing further understanding of peer-review activity in e-learning contexts by 1) evaluating intervention outcomes, 2) providing an overview of learners? views, 3) postulating a philosophical justification for collaborative learning technologies, and 4) providing pedagogical implications for teacher professional learning and second language academic literacy. It investigates an online peer-review activity among students from two different online learning settings: 1) a Masters program using the Scholar platform, and 2) a MOOC employing the Coursera LMS. Both courses were offered by the University of Illinois at Urbana-Champaign. This study has 43 participants: 12 took the Coursera course and 31 took the Scholar course. They all performed an online activity of writing a case study guided by rubrics, blind peer reviewing around three cases studies of their peers employing a review criteria and providing numeric and descriptive feedback, revising their own case study based on the feedback, and rewriting it. Data were collected from the feedback, and from surveys. Data from the feedback (100 reviews ? 74 on Scholar and 26 on Coursera) was analyzed quantitatively and qualitatively. The former measured reviewers? reliability considering intraclass correlations for consistency and agreement and the latter was classified into categories that emerged from the data. Results show that the Medians for reliability for both groups are similar to Median found in the literature for expert raters. The Scholar participants provided more descriptive feedback than those working in Coursera. In addition, the former group provided more qualitative feedback than Coursera participants. Data from the surveys were organized to expose the demographics and to reveal students? views concerning their learning experience on the activity of peer reviewing. Participants reported having a positive view of the experience of receiving and providing feedback. Moreover, they recognized the helpfulness of the rubrics to write their case study and to provide feedback to their peers. Also, students perceived that the peer-review activity fostered the development of skills, metacognition, and high-level cognition. The conclusion is that learning environments such as Scholar can foster learning opportunities by providing multiple sources of feedback. They also benefit professors by supporting complex managerial procedures of the activity. Finally, environments such as these promote a shift both on the flow of knowledge and on students? and professors? roles by attributing to all participants of the teaching-learning process the responsibility of the co-construction of knowledge.
Esta tese objetiva apresentar uma maior compreensão sobre a atividade de revisão por pares em contextos de aprendizagem online buscando: 1) avaliar os resultados da intervenção, 2) fornecer uma visão geral das apreciações dos alunos, 3) postular uma justificação filosófica para as tecnologias de aprendizagem colaborativa, e 4) fornecer implicações pedagógicas para a formação profissional de professor e desenvolvimento de habilidades acadêmicas em segunda língua. Este estudo investiga uma atividade online de revisão por pares entre alunos de dois programas diferentes: 1) um programa de mestrado usando a plataforma Scholar, e 2) um MOOC empregando o Coursera como LMS. Ambos foram oferecidos pela University of Illinois at Urbana-Champaign. A investigação conta com 43 participantes: 12 do curso Coursera e 31 do curso Scholar. Todos realizaram uma atividade online que consistia em: escrever um trabalho guiado orientações escritas; realizar revisão cega por pares de cerca de três trabalhos de seus colegas utilizando critérios de revisão e oferecendo feedback numérico e descritivo; revisando seu próprio trabalho com base no feedback, e reescrevê-lo. Os dados foram coletados a partir do feedback e através de questionários. Os dados do feedback (100 comentários - 74 no Scholar e 26 no Coursera) foram analisados quantitativamente e qualitativamente. A análise quantitativa mediu a confiabilidade e a concordância entre revisores com o coeficiente de correlação intraclasse e a análise qualitativa foi realizada classificando os dados em categorias que emergiram dos dados. Os resultados mostram que as medianas para a confiabilidade dos dois grupos são semelhantes à mediana encontrada na literatura para avaliadores profissionais. Para o feedback descritivo, os participantes do Scholar forneceram mais feedback descritivo que os alunos do Coursera. Além disso, participantes do forneceram mais quantidade de feedback de boa qualidade que participantes do Coursera. Os dados dos questionários foram organizadas para expor os dados pessoais dos participantes e para revelar a percepção dos mesmo quanto à suas experiência de aprendizagem sobre a atividade de revisão por pares. Os participantes relataram ter uma visão positiva da experiência de receber e fornecer feedback. Além disso, eles reconhecem a utilidade das instruções ao escreverem seu trabalho e para fornecer feedback aos seus pares. Além disso, os alunos perceberam que a atividade de revisão por pares fomentou o desenvolvimento de habilidades, metacognição e cognição de alto nível. A conclusão é que os ambientes de aprendizagem, tais como Scholar pode fomentar oportunidades de aprendizagem, proporcionando múltiplas fontes de feedback. Tais ambientes também beneficiam professores por cuidarem de todos os procedimentos gerenciais da atividade. Por último, tais atividades promovem uma mudança tanto no fluxo de conhecimentos quanto nos papéis desempenhados por alunos e professores, atribuindo a todos os participantes do processo de ensino-aprendizagem a responsabilidade da coconstrução do conhecimento.
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Watts, Tyler D. "COMPLEXITY LEADERSHIP: THE ROLE OF TEACHING AND LEARNING CENTER LEADERS IN ONLINE LEARNING AT SMALL, PRIVATE COLLEGES." UKnowledge, 2019. https://uknowledge.uky.edu/edsc_etds/52.
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As online learning continues to grow and became an integral component of many higher education institutions (Allen & Seaman, 2017), the role of leadership in guiding those online learning initiatives differs from institution to institution. At small, private colleges and universities, where online learning is seeing greater enrollment and growth (Clinefelter & Magda, 2013), teaching and learning centers (TLC) often have involvement in guiding and shaping online learning initiatives. This study investigated the role of TLC leaders in leading online learning initiatives. The value of this study is an examination of leadership during a period of transformation and change that requires TLC leaders to manage administrative directives, work with a diverse faculty base, and balance these sometimes competing interests.
This research study sought to explore the perceptions and lived experiences of TLC leaders in online learning leadership within small, private higher education institutions. Utilizing complexity leadership theory as a framework for exploring the various leadership functions of TLC leaders, the study employed a transcendental phenomenological methodology (Moustakas, 1994). Participants included seven TLC leaders or other TLC staff who were involved in online learning initiatives at their institutions. Data was collected through a series of three semi-structured interview sessions based on the qualitative interview design of Seidman (2005). Analysis of the data generated themes centered around the three leadership functions of complexity leadership theory: administrative, adaptive, and enabling leadership.
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Keramidas, Cathy Galyon, and Michael Mayton. "Who's Ready to Learn Online?" Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/517.
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Online coursework is common in Special Education Programs that train teachers for rural areas. Does every student have the potential to learn well online? This session will discuss a study where half of the students were face-to-face and the other half were online. The two sections will be compared.
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Garland, Diana K. "Learning style characteristics of the online student : a study of learning styles, learner engagement and gender /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074403.
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Borup, Jered A. "Types, Subjects, and Purposes of K-12 Online Learning Interaction." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3711.
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Although K-12 online learning has experienced exceptional growth, research in the area has lagged behind. This dissertation addressed this gap in the literature using a multiple article dissertation format. The first article used survey data from two online English courses at the Open High School of Utah (OHSU) to examine students' reported interactions with content, peers, and instructors. The large majority of students viewed all investigated types of interaction as educational and motivational. Students perceived learner--instructor and learner--content interactions to have significantly higher educational value than learner--learner interactions, and viewed learner--instructor interaction to be significantly more motivational than learner--content interaction. Furthermore, nine significant correlations were found between the time students spent on human interaction and course outcomes. The second article examined learner-parent and parent-instructor interactions within the same context. Similar to the first article, survey data was used to measure parents' and students' perceived quantity and quality of parental interactions with students and teachers. It was found that generally students and parents viewed parent--instructor and learner--parent interactions as motivational. Students viewed learner--parent interaction as significantly more motivational than did their parents. The quantity of reported parental interactions tended to negatively correlate with course outcomes. These negative correlations may be the result of parents' tendency to increase interaction levels following poor student performance and may not reflect the actual impact of parental interactions on individual student learning. When discussing the results in the second article, the claim was made that future research should look beyond the quantity of interactions and develop a theoretical framework that identifies and categorizes the roles of individuals in improving student outcomes. The third article of this dissertation presents such a framework that can help guide K-12 online research and design. The Adolescent Community of Engagement (ACE) framework consists of four main constructs that make up a K-12 online learning community. The first three (student engagement, teacher engagement, and peer engagement) build on previously established online frameworks that originally emerged from higher education contexts. In addition, the ACE framework recognizes the role of parents in their child's learning and introduces a fourth construct, parent engagement, which builds on two previously established face-to-face frameworks.
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Sizemore, Mary L. "Personalized Online Learning Labs and Face-to-Face Teaching in First-Year College English Courses." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984240/.
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The purpose of this two-phase, explanatory mixed methods study was to understand the benefits of teaching grammar from three different learning methods: face-to-face, online personalized learning lab and a blended learning method. The study obtained quantitative results from a pre and post-tests, a general survey and writing assignment rubrics from three English 1301 classes and then follow-up interviews with focus groups from each class to explore those results in more depth. In the first phase, quantitative research questions addressed the relationship of grammar teaching methods and grammar acquisition with students at a two-year technical and academic college. In the second phase, used focus groups to perform qualitative interviews to better explore the quantitative results.
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Matthé, Frederic, Dorothea Kitschke, Marlen Schumann, and Doreen Markert. "eTEACHiNG kompass : Anregungen für online-unterstützte Lehre." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2010/4116/.
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Der "eTEACHiNG-kompass" beinhaltet Informationen zu verschiedenen Funktionen der E-Learning-Plattform "Moodle" und weiteren digitalen Lehr-Lern-Medien. Durch Anregungen sowie konkrete Nutzungs- und Handlungsvorschläge will er deren methodisch reflektierten Einsatz in der Lehre unterstützen.
Inhalt
Nr. 1 Lernräume einrichten. Kursgestaltung in Moodle
Nr. 2 Materialien online bereitstellen. Die Moodle-Funktion "Arbeitsmaterialien" kreativ nutzen
Nr. 3 Kommunizieren, organisieren und kooperieren. Foren in Moodle verwenden
Nr. 4 Lernende begleiten, Veranstaltungen evaluieren. Die Feedback-Funktion in Moodle
Nr. 5 Inhalte online-unterstützt vermitteln. Mit der Moodle-Funktion "Lektion" arbeiten
Nr. 6 Unterstützen und überprüfen. Mit der Moodle-Funktion "Test" arbeiten
Nr. 7 Online-Glossare. Wissensspeicher im Internet
Nr. 8 Kooperatives und kollaboratives Lernen im Netz Arbeiten mit Wikis.
Nr. 9 Der Lernbegleiter. Lernen in Worte fassen
Nr. 10 Web Based Training. Aufbereiten von Lehrinhalten für die Online-Vermittlung
Nr. 11 Podcasting. Einsatzmöglichkeiten in der Hochschullehre
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Brunsell, Oskar. "Teaching and Learning English Online : A Study of the Effects of Transitioning to Online Education in an Upper Secondary School in Sweden." Thesis, Högskolan i Gävle, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35903.
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This study investigates how teachers and students in a Swedish upper secondary school experience the sudden transition to teaching and learning English as a second language online. Students and teachers have answered questions in online questionnaires and the answers were analyzed and compared to previous research and secondary literature. The results indicate that both students and teachers prefer the physical context compared to the online context. Communication and natural interactions are expressed to be the worst consequences for both the teachers and students. This study aims to provide a deeper understanding of the effects on both teachers and students the transition to an online context due to Covid-19 have had and how similar events can be conducted better
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Mitchell, Lorianne D. "Online vs. On-Ground Learning: A Comparative Study of 2 Formats of Teaching OB." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8314.
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Gudkova, N. "Strategies for effective computer-supported collaborative learning." Thesis, Наукова платформа Open Science Laboratory, 2020. https://er.knutd.edu.ua/handle/123456789/15511.
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In social constructionist pedagogical approaches, learning is defined as an interactive, discursive and situated activity. This rests on the idea that knowledge is co-constructed through social interaction. Students are seen as active learners and teachers as facilitators. In both off- and online settings, collaborative learning refers to two or more learners working together and striving to solve a common task or achieve a shared learning objective using predominantly peer-directed interactions. Computer-supported collaborative learning has the potential to improve learners’ cognitive, affective and social learning outcomes.
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Bawa, Papia. "Game On| Massively Multiplayer Online Games (MMOG) as Tools to Augment Teaching and Learning." Thesis, Purdue University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10681049.
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The study investigated the use of Massively Multiplayer Online Games (MMOG) in English and Business classrooms in Higher Education from the context of learners’ performance outcomes, as well as stakeholders’ (learners, administrators, and faculty) perceptions pertaining to their experiences when using an MMOG based curriculum. The findings strongly suggest that MMOGs helped enhance learner performances in statistically significant ways, and provided valuable insights into elements of interest and concerns of stakeholders about MMOG usage in classrooms. Based on these insights, I designed a practitioners’ guide to assist future scholars interested in this curricular approach. This guide provides innovative tips on show how faculty, administrators and institutions may imbibe this cutting-edge technology in easy and affordable ways within classrooms, while dealing with several concerns such stakeholders may have regarding the use of such games. Given the rise in popularity of game based technology and the existing literature on the value of game based education, coupled with a paucity of studies examining applicability and implementation issues in the context of using MMOGs, I hope that this submission will be a valuable contribution to the literature.
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Kandlbinder, Peter. "Reconstructing educational technology: A critical analysis of online teaching and learning in the university." Faculty of Education and Social Work. School of Policy and Practice, 2005. http://hdl.handle.net/2123/1605.
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Doctor of Philosophy(PhD)This thesis argues that it is only through understanding the multiple facets of technology that we are able to determine whether any particular manifestation of technology is educational. The reconstruction of educational technology in this thesis begins by building an understanding of the concept of experiential technology from the work of Heidegger, Dewey and Popper. This provides the conceptual architecture required to research the influence of educational technology in universities, which is interpreted in light of the wider theory of modernisation of society developed by Jürgen Habermas. The critical theory of technology formulated by Feenberg provides the methodological basis for reconstructing an understanding of technology and its impact on student learning. A reconstructive analysis requires a number of situational critiques, which in this thesis review the advice given to academic staff about the use of educational technology. It is through a synthesis of these critiques that this thesis examines whether higher education is undergoing a process of colonisation that has reduced its potential to discuss the values of university teaching and learning. Online learning is taken as a case example that has been embraced by academics for dealing with increasing student numbers and the increasing importance of work-based learning. By shifting from the theory of technology to the practice of the Australian Technology University, this thesis demonstrates that one approach to coping with change in the higher education context is to incorporate business values, have increasingly flexible curricula and focus on workplace skills. This thesis concludes that universities could go a lot further to incorporate the values of higher education into educational technology. In the case of the online learner this would support those distinctive characteristics that encourage a deep approach to learning. Following arguments put forward by Feenberg, it is argued that it is through student participation in technical design that we have the greatest chance of influencing technology’s development to emphasize the values of higher education. As long as academics continue to control the technological decision-making, the delivery and management of information is likely to remain the most common use of online technology. The legitimacy of the academic’s decision to use technology in their teaching increases where there is only a narrow gap between the values of the participants and the reality of their practice. Thus, to be morally just and provide students with the developmental opportunities that will serve them in their later professional and citizenship roles, the online classroom needs to ensure that it provides an autonomy-supporting environment.
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Kandlbinder, Peter. "Reconstructing educational technology a critical analysis of online teaching and learning in the university /." Connect to full text, 2004. http://hdl.handle.net/2123/1605.
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Thesis (Ph. D.)--University of Sydney, 2005.Title from title screen (viewed 23 March 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Policy and Practice, Faculty of Education and Social Work. Degree awarded 2005; thesis submitted 2004. Includes bibliographical references. Also issued in print.
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Lewis, Tracie Olds. "The Preparation of Faculty to Teach Online: A Qualitative Approach." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26750.
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This study used a qualitative approach to explore how faculty were prepared to teach online at institutions of higher education. Six participants, including experienced (with three or more years of experience teaching online) and non-experienced (with less than two years of experience teaching online), were purposely selected to participate. The participants were interviewed concerning their preparation experiences, the preparation activities that were most beneficial to them, and the areas in which they wanted further development for teaching online. Data from the interviews were coded and analyzed. Findings revealed that although institutions were providing activities that faculty members found to be beneficial, workshops and one-to-one assistance, activities that incorporated both technical and pedagogical strategies were still necessary. This study provides information that can be used to assist faculty when preparing to teach online and to assist institutions in redesigning and developing faculty development activities for preparing faculty to teach online.Ph. D.
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McMurtry, Kim. "Effective Teaching Practices in Online Higher Education." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/372.
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In the context of continuing growth in online higher education in the United States, students are struggling to succeed, as evidenced by lower course outcomes and lower retention rates in online courses in comparison with face-to-face courses. The problem identified for investigation is how university instructors can ensure that effective teaching and learning is happening in their online courses. The research questions were: What are the best practices of effective online teaching in higher education according to current research? How do exemplary online instructors enact teaching presence in higher education? What are the best practices of effective online teaching in higher education?
The purpose of this descriptive case study was to understand and describe the teaching practices of exemplary online faculty, and “exemplary” was defined as recognized with a national award for effective online teaching form a non-profit organization within the last five years. A purposeful sampling strategy identified four exemplary online instructors, who taught in different disciplines at different institutions in the United States. Data collection included a pre-interview written reflection, a semi-structured telephone interview, examination of a course syllabus and other course materials, and observation of a course. Data analysis included repeated close reading and coding of all data collected and then reducing the codes to a manageable number of themes.
Two key themes emerged in the findings: human connection and organized structure. Exemplary online instructors seek to connect with students so students know and feel the care, support, and respect of the instructor. Exemplary online instructors also maintain a clearly structured environment that is logically organized, delivered in small chunks, and sufficiently repetitive to keep each student focused on the content.
These results contribute to the body of knowledge by allowing online faculty to learn from the best online faculty. First-time online faculty as well as online faculty who seek to improve their online pedagogy may be able to enhance teaching and learning in their courses, which in turn will hopefully yield higher student satisfaction and lower attrition in online education.
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Makani, Betty. "Undergraduate business student perceptions of teaching presence in online classes." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20567.
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Doctor of PhilosophyDepartment of Curriculum and Instruction
Rosemary Talab
The purpose of this study was to examine undergraduate business student perceptions of teaching presence in order to scale up online learning to improve access to quality education. This study also responded to Senate Bill 520, calling for the improved online course quality. The data were obtained from 437 undergraduate business students (response rate 79.17%). A non-experimental, cross-sectional survey design was used, incorporating the Teaching Presence Scale and Lukow’s Attitudes Towards the Use of Technology Survey. Teaching Presence was the theoretical framework. Data analysis regarding the participants’ personal characteristics indicated that their perceptions of teaching presence were not influenced by age. A statistically significant difference was found in the participants’ perception of teaching presence by gender (p<.05), as well as instructional design, and course organization. Data analysis regarding participants’ contextual characteristics indicated that perceptions of teaching presence were not influenced by course duration. However, a statistically significant difference was found in the participants’ perception of teaching presence based on class level, p<.05. Significant differences were found in communication, assessment and feedback. Data analysis of technographic characteristics found no statistically significant influence on participants' perception of teaching presence. Recommendations for the research setting were in the areas of learning environment engagement, online teaching pedagogy, online course materials development, communication and feedback, faculty development and student technology resource and support. Future research on perceptions of teaching presence from the instructor’s perspective, student characteristics in terms of race and ethnicity, impact of audio and video feedback, and expansion of the student population to other disciplines were recommended.
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Hamilton, Julia Babcock. "Preparing Faculty to Teach Online: Promoting Success in the Online Classroom." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2354.
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Distance learning students at a community college in the southeast United States were not completing their coursework as well as were students enrolled in traditional courses. This disparity was negatively affecting the institution's state performance measures, putting at risk the institution's state-based funding under the state's performance model. The purpose of this qualitative, bounded case study was to explore faculty experiences with online course professional development and faculty's teaching practices related to successful student online course completion. Chickering and Gamson's 'Seven Principles for Good Practice in Undergraduate Education' served as the study's conceptual foundation. Distance learning faculty (n = 10), who taught online courses for at least 10 years, and students (n = 7) who had completed at least a single online class, volunteered to participate in semi-structured interviews. Observations of online courses taught by faculty participants were also conducted. The data collected were analyzed using thematic analysis and data were open coded to determine categories and emerging themes. The results of the data analysis identified 4 key themes: preparing faculty to teach online, engaging students in the online classroom, course design and delivery, and supporting and advising students. Based on the findings, a training course was designed to assist faculty in learning to engage, advise, and provide better support services to students in the online classroom. These endeavors may contribute to social change by providing faculty training and support to improve completions rates for community college students in online courses.
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Martin, David. "A comparison of the learning styles of the students with faculty teaching style profiles at the Jordan Evangelical Theological Seminary." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
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McAllister, Laura Anne. "Preparation for Online K-12 Teachers." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6024.
Full textAbstract:
This study examined existing K-12 online teacher preparation programs in the United States to ascertain the degree to which teachers are prepared to function in online/blended classroom learning environments. This study used a content analysis approach. Research specifically targeted online teacher preparation programs implemented in institutions of higher education. The researcher collected data from state offices of education and institution deans through email surveys inquiring about the existence and capacity of K-12 online teaching endorsements, course descriptions and other course documents.
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Dubrau, Marlen, Anja Lorenz, and Andrea Lißner. "SOOC - Saxon Open Online Course." Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-153543.
Full textAbstract:
Neben der Strukturierung der Informationsflut durch entsprechende Strategien, bedarf es einer Anpassung der Wissensaneignungsprozesse. Massive Open Online Courses (MOOCs) als offene Lehr-Lern-Arrangements haben das Potenzial, diesen Entwicklungen Rechnung zu tragen und die Bildungskultur der nächsten Jahre zu beeinflussen. So stehen Hochschulen vor der Herausforderung, Studierende auf zukünftige Berufswelten vorzubereiten und Handlungskompetenzen zu fördern. Dadurch ist nicht mehr nur die Vermittlung von fachlichem Wissen relevant, sondern auch die Entwicklung von Sozial-, Selbst- und Methodenkompetenzen. Insbesondere die Förderung des selbstgesteuerten Lernens, das die Basis der offenen Kurskonzeption von MOOCs darstellt, ist ebenfalls eine wichtige Grundlage dafür, sich lebenslang selbstständig weiterbilden zu können. Vor diesem Hintergrund wurde der Saxon Open Online Course (SOOC) konzipiert.
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Reushle, Shirley. "Inquiry into a transformative approach to professional development for online educators." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00001494/.
Full textAbstract:
This study investigates professional development for online educators within a transformative learning framework. A qualitative, action research method was adopted that captured data from interactions between the researcher and participants, and which allowed the generation of theory that could guide future design efforts. The project was conducted online from Australia during 2002 and 2003 with two groups of participants drawn from a Singapore polytechnic. Data were analysed utilising content analysis of transcripts, interviews, and observations, with the researcher being an active participant in the project. The findings which differentiated online from traditional educational contexts, and which therefore are significant in terms of future design considerations were that since interactions were all text-based and visible, participants were careful to provide reasoned, reflective contributions. Furthermore, the archived interactions were available for inspection by all participants, giving rise to more articulate and constructive dialogues while maintaining evidence of the human "presence". Other findings related to supporting an online community of adult learners by recognising the individuality of each learner and their specific needs in terms of their experience, need for relevance and flexibility in the learning activity, and valuing the sense of human connectivity. Offering of peer support through a peer learning partnership model was found to be an effective way for learners to support each other in a trusting, respectful, empathetic, non-threatening manner. Findings indicated that the provision of exemplars, or models of good practice, supported situated, authentic activity, and contributed to positive, motivated learners. The dynamic (constantly changing, growing, adapting) nature of the Internet required facilitators to be continually evaluating the learning situation in order to promote and nurture an atmosphere that supported the development of new ideas, the challenging of old, the exploration of alternatives, and support for changes in perspective and action. Evidence suggested that the use of the Internet for learning and teaching could go some way towards addressing the challenges of prejudice, discrimination, and celebrate the notion of difference. From these findings, the literature, and the personal experience of the researcher, ten design principles were formulated and, if considered in light of local contextual characteristics, offer a framework for transformative approaches to professional development for online educators. Further research to address the application of this framework to other discipline areas, and other educational settings, is recommended.