Educational Technology Commons^™

Semi-Public Speaking: How Virtual High School Debate Competition Increased Accessibility For Marginalized Students, Annie Goodson

The Advocate

The advent of online learning in the wake of the COVID-19 pandemic radically altered the landscape of modern education. While most research has examined the socio-emotional and academic impact of the shift to online school, far less attention has been given to its effect on extra-curricular activities. This article examines the ways in which virtual learning effected competitive high school debate, and how a transition to an entirely virtual debate format radically altered students’ and coaches’ experiences within the activity. Drawing on empirical studies and real-world experiences, this article underscores how virtual debate made the activity more accessible for historically …

Technological Tools And Methods Used In Formative Assessment Activities, Lisa E. Goldsmith

Theses and Dissertations

This applied dissertation examined the use of technological tools in formative assessment activities. These phenomena have left teachers searching for timely methods to perform formative assessment or assessment for learning activities. The problem addressed by this study was that standardized testing, large class size, and increasing distance learning at all educational levels, achieving formative assessment tasks necessary for successful learning can be a challenge. The sample from which data was gathered was 189 studies and academic articles. The target of the assessment process became apparent in many of the sections studied, which led to information about the impact of the …

Student Stories Of Online Learning, Carrie Lewis Miller, Michael Manderfeld

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

Instructional designers at a Midwest university piloted a survey based on the Quality Matters general standards asking students about their online course experience prior to the COVID-19 pandemic. Students were asked to indicate whether they experienced a specific course design element and whether they considered that element to be important to their learning experience. Follow-up interviews with some participants were also held. Data from the survey indicated students perceive their online course experience to be good based on course design elements they encountered. Implications for providing additional faculty development programming based …

Full Issue: Journal On Empowering Teaching Excellence, Volume 6, Issue 2, Fall 2022

Journal on Empowering Teaching Excellence

The full-length Fall 2022 issue (Volume 6, Issue 2) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.

The Fall 2022 issue presents research and guidance on topics related to reflective practice and learning. The first article examines the impact of the SOAP Notes tool on teaching, learning, and instructor reflection. The second article provides guidance for faculty on how to collect, explain, and showcase their efforts in a teaching portfolio. Article three shares the findings of a student survey to identify students' experience with the design elements found in the Quality …

Building Educator E-Pedagogy Skill Efficacy And Capacity To Successfully Engage Students In The Online Learning Environment, Karen M. Roeck

The Dissertation-in-Practice at Western University

Students around the world are increasingly seeking options for completing their learning in an online format due to its convenience, flexibility, and opportunity for innovative experiences. Higher education institutions need to adapt their course offerings to include robust online programs and train their faculty with the necessary skills to successfully engage their virtual learners to remain competitive in today’s market. This Organizational Improvement Plan (OIP) identifies gaps of inadequacy of infrastructure to support online learning, limited knowledge of e-pedagogy, lack of clarity about teacher identity, and lack of focus on equity and humanity in the online classroom at a Christian …

School Leadership Support: Understanding The Experiences Of Elementary-Level Teachers During A Global Health Pandemic, Kathleen M. Crawford, Pamela Wells, Juliann Sergi Mcbrayer, Kristen N. Dickens, Katherine Fallon

School Leadership Review

The purpose of this study was to better understand how the current COVID-19 global health pandemic has professionally and emotionally impacted elementary-level teachers. Teachers experienced diverse challenges during this unprecedented time with a rapid shift from in-person to online learning. Two overarching themes emerged based on participant experiences: abandoning best practices and increased stress and emotional pain. Implications for practice included the need for school leaders to evaluate the current level of support being provided to teachers and assess areas of need to support professional and emotional growth with the backdrop of the pandemic. We encourage future research with all …

Australian Strategic Partnerships In Remote Education, Yung Nietschke

International Education Research

This report highlights the achievements and lessons learned from the pilot stage of the Australian Strategic Partnerships in Remote Education (ASPIRE) initiative which was managed by the Australian Council for Educational Research (ACER) as part of the Australian Department of Foreign Affairs and Trade's Partnerships for Recovery: Australia’s COVID-19 Development Response. In its pilot phase ASPIRE partnerships have strengthened collaboration between Australian and Indo-Pacific institutions and promoted the value of Australian expertise in remote teaching and learning to key counterparts in government, tertiary institutions, community organisations and teachers. Partnerships included: 'Innovative Online Learning for Lao Lecturers between Monash College and …

Critically Analyzing The Online Classroom: Blackboard, Moodle, Canvas, And The Pedagogy They Produce, J.D. Swerzenski

Journal of Communication Pedagogy

Working from the crossroads of critical pedagogy and software studies, this study analyzes the means by which teaching technologies—in particular the popular learning management systems (LMS) Blackboard, Moodle, and Canvas—support a transmission model of education at the expense of critical learning goals. I assess the effect of LMSs on critical aims via four key critical pedagogy concepts: the banking system, student/teacher contradiction, dialogue, and problem-posing. From software studies, I employ the notion of affordances—what program functions are and are not made available to users—to observe how LMSs naturalize the transmission model. Rather than present a deterministic look at teaching technology, …

Addressing Student Engagement During Covid-19: Secondary Stem Teachers Attend To The Affective Dimension Of Learner Needs, Tiffany Roman, Laurie Brantley-Dias, Michael Dias, Belinda Edwards

Faculty and Research Publications

This case study examines how a cohort of eleven induction secondary STEM teachers engaged learners during the onset of COVID-19 and their designs for student engagement given an online or blended teaching context in fall 2020. Participants attended a summer professional development workshop guided by trauma-informed teaching practices and learner engagement conceptual frameworks. Through the analysis of teacher artifacts and interviews, we identified dimensions of student engagement that teachers prioritized. Results indicate a marked increase in teachers’ attention to affective and social dimensions of learner engagement. We argue that teacher awareness and action in the affective domain of student engagement …

The Value Of Instructor Interactivity In The Online Classroom, Greg Lucas, Gary Cao, Shaunna Waltemeyer, B. Jean Mandernach, Helen G. Hammond

Journal on Empowering Teaching Excellence

As the number of faculty teaching online continues to grow, so has the interest in and understanding of the role of instructor interaction in the online classroom. Online education provides a unique platform in which course design and teaching are independent factors. Understanding faculty and student perceptions about the shifting role of instructor interaction in the online classroom can provide insight on policies and procedures that can support student learning through student-instructor interaction. Participants included faculty and students responding to an anonymous online survey who indicated “online” as their primary mode of teaching. Three key “value” themes emerged as significantly …

Changes That Should Remain In Higher Education Post Covid-19: A Mixed-Methods Analysis Of The Experiences At Three Universities, Águeda Benito, Kubra Dogan Yenisey, Kavita Khanna, Manuel Felipe Masis, Rosa Maria Monge, Mehmet Ali Tugtan, Luis Diego Vega Araya, Rekha Vig

Higher Learning Research Communications

Objectives: The goal of the present study is to describe how the transition to remote emergency delivery was addressed in three universities during the COVID-19 pandemic, to determine the satisfaction levels of their students and faculty with this new teaching-learning experience, and to gather their opinions about the future of higher education.

Method: The study uses a mixed-methods approach, including faculty and student surveys and focus groups

Results: The study shows high satisfaction with the emergency remote delivery and clearly reflects the relevance of enhancing the digital components of future learning experiences in higher education and a unanimous preference for …

Online Instructors’ Use Of The Cognitive Theory Of Multimedia Learning Design Principles: A Mixed Methods Investigation, Thomas C. Pantazes

West Chester University Doctoral Projects

The growing use of digital video for online learning among US higher education instructors accelerated as a result of the COVID-19 pandemic raising questions about instructors’ knowledge of video creation principles (Bétrancourt & Benetos, 2018; Chorianopoulos, 2018; Kay, 2012; McCormack, 2020; Seaman, et al, 2018). This explanatory sequential mixed methods research describes the extent to which higher education instructors who create digital instructional video for online learning applied 11 multimedia design principles of the Cognitive Theory of Multimedia Learning (CTML). The case study triangulated self-reported survey data from 55 online instructors, interview data from five instructors with the highest implementation …

Developing Self-Regulated Learning Behaviors In Online Learning Environments - A Conceptual Framework For Inclusion, Robert Cobb Jr

Journal of Research Initiatives

This paper outlines the conceptual framework of an inclusion initiative for programs serving secondary students from economically challenged communities. It proposes the use of distance learning technologies to afford these students access to learning resources, experiences, and environments in STEM. This paper addresses concerns with a complex duality of environmental factors: the environments in which these students are reared and currently reside; and the alteration to the environments in which they “traditionally” learning. It outlines a process where components participating in the online learning experiences contribute to the development of the motivational and learning strategies to overcome environmental conditions and …

Constructivists Online: Reimagining Progressive Practice

Occasional Paper Series

No abstract provided.

Complexity Leadership: The Role Of Teaching And Learning Center Leaders In Online Learning At Small, Private Colleges, Tyler D. Watts

Theses and Dissertations--Education Sciences

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 …

Assessment Strategies To Promote Peer Learning In An Online Course, Pauline Rooney, Caitríona Ní Shé

Conference papers

The value of peer learning in higher education is now well recognised. Just as we continually learn from eachother in our everyday lives, so our students also learn from eachother as part of informal and formal learning experiences. Within educational programmes, peer learning is facilitated through a variety of pedagogical strategies which promote active participation, collaboration and the sharing of knowledge and ideas. With the increasing ubiquity of social networking and online learning platforms, new opportunities for facilitating peer learning, have emerged. Within online courses – where students often study at geographically disparate locations – peer learning strategies assume arguably …

The Design And Implementation Of An Online Professional Development Program For Future Online Educators : A Case Study, Joy Quah

Legacy Theses & Dissertations (2009 - 2024)

This study examines the practices of an instructor who designed and instantiated an online professional development program to foster expertise in online instructional design. The main purpose of this study is to investigate how her application of technological affordances may inform a re-examination of Cognitive Apprenticeship (Collins, Brown, & Newman, 1989). This theory was formulated to guide the design and research of a workshop-based learning environment that support students in thinking, problem-solving and accomplishing tasks like practitioners in the field. Since the theory was proposed prior to the advent of online teaching and learning, there is a need to reconsider …