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Full-Text Articles in Education
Virtual Instructor-Student Interaction: A New Method For Stimulating Class Participation In An Asynchronous Learning Network, Christopher Donoghue
Virtual Instructor-Student Interaction: A New Method For Stimulating Class Participation In An Asynchronous Learning Network, Christopher Donoghue
The Emerging Learning Design Journal
The goal of this paper is to describe a new virtual form of instructor-student interaction that can enable students to interact with their instructors without the pressures inherent in a traditional setting where they must face other students. Virtual instructor-student interaction (VISI) is a new pedagogical technique, developed by the author, which involves the transformation of an online survey into a medium that can simultaneously present course material, ask questions, obtain feedback and deliver responses. The interaction takes place asynchronously in a private space between the student and the instructor. By using this method instructors can enable students to grow …
Promoting Online Students’ Engagement And Learning In Science And Sustainability Preservice Teacher Education, Louisa Tomas, Michelle Lasen, Ellen Field, Keith Skamp
Promoting Online Students’ Engagement And Learning In Science And Sustainability Preservice Teacher Education, Louisa Tomas, Michelle Lasen, Ellen Field, Keith Skamp
Australian Journal of Teacher Education
At James Cook University, a core first-year subject within the Bachelor of Education, Foundations of Sustainability in Education (FSE), sees students investigate the underlying science and complexity of socioecological challenges through inquiry, place-based learning, experimentation and consideration of classroom practice. Given that this subject is delivered across modes, a blended learning approach that encompasses an innovative use of learning technologies and careful consideration of pedagogy provides opportunity for both on-campus and online students to engage in active, learner-centred, collaborative, experiential and praxis-oriented learning experiences (Wals & Jickling, 2002). In this paper, we draw upon Pittaway’s (2012) engagement framework and Herrington, …
Highjacking The Mooc: Reflections On Creating/Teaching An Art History Mooc, Parme Giuntini, Jean-Marie Venturini
Highjacking The Mooc: Reflections On Creating/Teaching An Art History Mooc, Parme Giuntini, Jean-Marie Venturini
Current Issues in Emerging eLearning
This article reflects on the experience of creating and launching a MOOC (Massive Open Online Course) at Otis College of Art and Design. The authors will discuss the development process from content, goals and production to curriculum design and pedagogy. Lessons learned and best practices will be shared as well as assessment of the MOOC’s success. Suggestions will be offered for faculty who are interested in adapting and adopting (hijacking) MOOCs in conjunction with credit courses in their own institutions, and addresses the very practical faculty concerns that MOOCs pose.