Online and Distance Education Commons^™

Teaching Mathematics Education Online: Instructional Theories, Strategies, And Technologies, Angie Hodge-Zickerman, Cindy S. York, Patrick R. Lowenthal

Educational Technology Faculty Publications and Presentations

This overview chapter provides an introduction to instructional theories, strategies, and technologies that can guide teachers new to teaching mathematics (both content and methods) online in a formal online classroom setting. We begin by discussing different types of online learning environments, including synchronous, asynchronous, bichronous, and HyFlex environments. We then focus on different theories, such as cognitive apprenticeship, individualized/personalized instruction, social learning, and inquiry-based mathematics education theories. After that, we focus on some common technologies and strategies, such as think/pair/share, student groups, whiteboards, discussion boards, and more that someone new to teaching mathematics teachers online may use to engage learners.

Topr Turns 10! Celebrating 10 Years Of Curating Ucf’S Teaching Online Pedagogical Repository, Aimee Denoyelles, Sue Bauer, Shelly Wyatt

FDLA Journal

In this paper, the editors of the Teaching Online Pedagogical Repository (TOPR) will share global insights derived from the last ten years of pedagogical entries. What technologies and techniques of online teaching and learning were “hot” a decade ago, and what is currently trending? What are the most visited entries? TOPR’s value in relation to the COVID-19 crisis will be explored, as many educators were forced to teach in remote and online learning environments for the first time. Finally, readers will learn about the process of submitting their own strategies to TOPR, along with an update on the peer-review process …

Covid-19 Induced Transition From Classroom To Online Mid Semester: Case Study On Faculty And Students’ Preferences And Opinions, Sudipta Roy, Bonnie Covelli

Higher Learning Research Communications

Objectives: The purpose of this study was to investigate faculty and students’ reactions to the COVID-19 emergency move to online classes. The goal was to better inform instructional strategies to be used in similar circumstances and to inform best practices in online pedagogy.

Method: Online surveys were administered to students and faculty near the end of the semester to evaluate different aspects of the transition. Classes included in the study were scheduled as full-semester, on-campus classes but made an emergency switch to online post-spring break, after eight weeks.

Results: Students’ and faculty’s comfort levels at the time …

No Perfect Syllabus For Distance Learning: Dbt Skills For Deciding How To Teach Throughout Uncertainty, Lynne-Marie Shea

Pedagogy and the Human Sciences

The COVID-19 Pandemic presents a unique set of challenges as we work to continue teaching and learning in the midst of a shared crisis. The processes of sharing and acquiring knowledge that define pedagogical practice, though, is so much more than the sum of the “whats” and “hows” of teaching practice. As we consider how best to remain rooted to pedagogy within the confines created by the Corona Virus, the fusion of present-focused awareness and dialectical theory that is central to Dialectical Behavior Therapy (DBT) provides a framework through which to respond to uncontrollable circumstances with both acceptance and change. …

Service-Learning In The Covid19 Era: Learning In The Midst Of Crisis, Lauren Grenier, Elizabeth Robinson, Debra A. Harkins

Pedagogy and the Human Sciences

No abstract provided.

Introduction To "The State Of The Syllabus" Special Edition Of Syllabus Journal, Katherine Harris, Rebecca Frost Davis, Matthew Gold

Faculty Research, Scholarly, and Creative Activity

Positioning the syllabus as a key artifact in the modern academy, one that encapsulates many elements of intellectual, scholarly, social, cultural, political, and institutional contexts in which it is enmeshed, we offer in this special issue of Syllabus a set of provocations on the syllabus and its many roles. Including perspectives from full-time and part-time faculty, graduate students, and librarians, the issue offers a multifaceted take on how the syllabus is presently used and might be reimagined.

Somewhere I'Ve Never Been: Part 2, John Lanci

JRCA Pedagogy

In the first part of this essay, I suggested that teaching during a pandemic, while challenging and often uncomfortable in its remoteness, offers us the chance to re-examine all of the teaching we do, even in the good times. What if we focused less on content delivery, such as lectures, and instead attempted to explore methods of “deep learning,” a collaborative endeavor that would foster students’ abilities to evaluate, contextualize, and take ownership of their time in the classroom (or the Zoom gallery)? We scholars may feel most alive when immersed in the second or third centuries of the common …

[email protected]: Using The Tech Start-Up Concept To Train, Engage, And Inform Students, Stephanie J. Coopman, Ted Coopman

Faculty Publications

Undergraduate and graduate students were enrolled in an upper-division online experiential learning course organized as a technology company start up at a public university in the US. Students participated in an academic department’s social media team, publishing a weekly newsletter and producing and curating content for multiple social media outlets designed for public and university audiences, a website for the department’s students, and a career portal. Responses to survey questions provided support for Experiential Learning Theory’s cyclical learning model. In addition, students viewed the entrepreneurial approach to the team as both liberating and challenging as they engaged with each other …

Staff Accessibility And Online Engagement With First-Year Students: An Autoethnographic Reflection, Andrew Kelly

Research outputs 2014 to 2021

Studying online is becoming an increasingly attractive option to prospective students worldwide, yet external completion rates tend to be considerably lower than those enrolled on campus. Through an autoethnographic critical reflection process of teaching 27 first-year online students at a regional Australian university, this article considers methods for increasing accessibility and student engagement as well as managing personal challenges supporting online students from non-traditional backgrounds. Among seven key implications for practice, this article argues the need for genuine and open-ended interaction with online students at the early stages of a semester. It also recommends that teaching staff consciously recognize the …

Communication Pedagogy: The Coronavirus Pandemic, Ron C. Arnett

Journal of Communication Pedagogy

In this historical moment defined by the coronavirus, the global community struggles with and against a seemingly invisible foe. Students, faculty, and administrators open the blinds on windows in the morning, witnessing the brightness of the sun and seemingly the clarity of a morning welcome. Yet, there lurks, not in the shadows, but in the brightness of the everyday sunshine, the possibility of sickness and death. This responsive essay weaves together my communicative rejoinders to the coronavirus and its implications for this challenging time in human history. I turn to the autoethnographic insights of Art Bochner and Carolyn Ellis (2016) …

Improving The Rigor Of Online Education: Exploring Characteristics Of Faculty And Syllabi Within An Online Program Assessment Process, Brad J. Hamel

All NMU Master's Theses

As online course enrollments grow, overall perception of rigor still lags compared to that of traditional face-to-face education. The purpose of this research was to tie faculty and syllabi characteristics to the rigor of online courses. This study explored the relationship between faculty and syllabi characteristics and performance on an online entry-level course design quality assurance assessment (pass, pass with concern, or fail). A decision tree analysis was used to predict the relationship of the independent (faculty and syllabi characteristics) and the dependent (entry-level course design assessment) variables. Findings suggest that faculty rank and writing intensive are key characteristics predictive …

Innovation In Pedagogy And Technology Symposium: University Of Nebraska, May 8, 2018, University Of Nebraska

Zea E-Books Collection

Selected Conference Proceedings, Presented by University of Nebraska Online and University of Nebraska Information Technology Services.

University of Nebraska Information Technology Services (NU ITS) and University of Nebraska Online (NU Online) present an education and technology symposium each spring. The Innovation in Pedagogy and Technology Symposium provides University of Nebraska (NU) faculty and staff the opportunity to learn from nationally recognized experts, share their experiences and learn from the initiatives of colleagues from across the system. This event is offered free to NU administrators, faculty and staff free of charge. Tuesday, May 8, 2018 The Cornhusker Marriott, Lincoln, NE

Technology …

Ascertaining The Impact Of P–12 Engineering Education Initiatives: Student Impact Through Teacher Impact, Marissa H. Forbes, Jacquelyn F. Sullivan, Denise W. Carlson

Journal of Pre-College Engineering Education Research (J-PEER)

The widespread need to address both science, technology, engineering, and math (STEM) education and STEM workforce development is persistent. Underscored by the Next Generation Science Standards, demand is high for P–12 engineering-centered curricula. TeachEngineering is a free, standards-aligned NSF-funded digital library of more than 1,500 hands-on, design-rich K–12 engineering lessons and activities. Beyond anonymous site-user counts, the impact of the TeachEngineering collection and outreach initiatives on the education of children and their teachers was previously unknown. Thus, the project team wrestled with the question of how to meaningfully ascertain classroom impacts of the digital engineering education library and—more broadly—how to …

Moocs 2.0: Reviewing N.Paradoxa's Mooc On Contemporary Art And Feminism, Parme Giuntini, Anne Swartz, Kathleen Wentrack

Art History Pedagogy & Practice

This collaboratively written article explores the pedagogical role of MOOCs today through analysis of a MOOC on contemporary art and feminism, created by Katy Deepwell, editor of the international feminist art journal n.paradoxa. Parme Giuntini offers an updated overview of MOOCs and their increasing value as OERs for faculty and students. Feminist art historians Anne Swartz and Kathleen Wentrack investigate the n.paradoxa MOOC from different, but complimentary perspectives. Wentrack explores the structure, documents, and interactivity of the MOOC as a rich source of feminist material useful to both students and scholars. Swartz addresses Deepwell’s international treatment of transnational feminism …

Factors Affecting Faculty Use Of Video Conferencing In Teaching: A Mixed-Method Study, Juhong Christie Liu, Rob Alexander

Journal of Educational Technology Development and Exchange (JETDE)

Teaching and learning can now utilize a variety of real-time technologies to build online social presence and learning interactions. However, teachers and students must effectively prepare for this experience; and the identification of contextual and perceptual influences become evolving and necessary (Lehman & Conceição, 2010; Liu & Kaye, 2016). In this paper, the authors explore factors that impact faculty use of synchronous video conferencing (VC) in teaching. The two-phase mixed-method study spanned a year, converging qualitative and quantitative approaches through observations and recordings during a 6-week faculty professional development program, a campus-wide survey, and focus groups. Thematic analysis was used …

Full Issue: Journal On Empowering Teaching Excellence, Volume 1, Issue 1

Journal on Empowering Teaching Excellence

For our inaugural issue, we reviewed the feedback from our 2016 ETE faculty conference—an event for USU faculty hosted every August on the USU main campus. We identified several of the presenters who received high marks in post-session surveys and invited them to submit a proceedings paper for their presentation. Many responded, and their papers now comprise the majority of this issue. Because most of the articles began as stand-up presentations for a conference, several adopt a first-person narrative style in which the authors share examples of things they have tried in their teaching that have worked. In the process …

The Role Of Pedagogical Beliefs In Emerging Technology Integration: An Exploratory Case Study Of Faculty Perspectives, Marianne Justus

The Qualitative Report

The integration of social media, mobile/wireless and Web 2.0 technologies in higher education supports student engagement locally and globally to create new knowledge using innovative strategies. However, there remains a disconnect between the positive perceptions of faculty regarding the value of integrating technology and its adoption in online contexts. The purpose of this qualitative exploratory case study was to investigate the factors that influence faculty to integrate innovative and emerging technologies, and to consider whether pedagogical beliefs influence choice and adoption of technology. Participants included graduate and undergraduate faculty members who had experience teaching online; were representative of diverse disciplines …

Metaliteracy As Pedagogical Framework For Learner-Centered Design In Three Mooc Platforms: Connectivist, Coursera And Canvas, Kelsey L. O'Brien, Michele Forte, Thomas P. Mackey, Trudi E. Jacobson

University Libraries Faculty Scholarship

This article examines metaliteracy as a pedagogical model that leverages the assets of MOOC platforms to enhance self-regulated and self-empowered learning. Between 2013 and 2015, a collaborative teaching team within the State University of New York (SUNY) developed three MOOCs on three different platforms—connectivist, Coursera and Canvas—to engage with learners about metaliteracy. As a reframing of information literacy, metaliteracy envisions the learner as an active and metacognitive producer of digital information in online communities and social media environments (Mackey & Jacobson, 2011; 2014). This team of educators, which constitutes the core of the Metaliteracy Learning Collaborative, used metaliteracy as a …

Sharing Your Student’S Research With Voicethread, Curtis Izen

Publications and Research

One of the ways of sharing your student's individual research with the entire class is using VoiceThread. This provides all students the ability to learn about everyone's work. This eliminates the barrier between the student and instructor.

From Instructivism To Connectivism: Theoretical Underpinnings Of Moocs, Matt Crosslin

Current Issues in Emerging eLearning

While the first MOOCs were connectivist in their approach to learning, later versions have expanded to include instructivist structures and structures that blend both theories. From an instructional design standpoint the differences are important. This paper will examine how to analyze the goals of any proposed MOOC to determine what the epistemological focus should be. This will lead to a discussion of types of communication needed—based on analysis of power dynamics—to design accurately within the determined epistemology. The paper also explores later stages of design related to proper communication of the intended power structure or theoretical design as these relate …

Use Of An Lms In Undergraduate Business Communications Courses, Arlene J. Nicholas

Faculty and Staff - Articles & Papers

Does the current college population embrace the use of technology for classwork? They may be devoted users of text messaging, Facebook and even Google, but do they take advantage of the learning tools created for their specific coursework? Does it advance their knowledge or understanding of course objectives? The cost for the university licensing, faculty and staff effort to create, upload, troubleshoot and maintain is considerable. A small case study of Business Communication students who used a learning management system (LMS) was conducted. Analysis of this study and other recent research in this pedagogical method will be reported.

Transformation From Text To Voicethreads And Not Looking Back, Curtis Izen

Publications and Research

No abstract provided.

Effective Teaching Practices In Online Higher Education, Kim Mcmurtry

CCAC Theses and Dissertations

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:

1. What are the best practices of effective online teaching in higher education according to current research?
2. How do exemplary online instructors enact teaching presence in higher education?
3. What are the best practices of effective online teaching in …

Pedagogical Considerations For Effectively Teaching Qualitative Research To Students In An Online Environment, Sara Bender, Karlie Hill

All Faculty Scholarship for the College of the Sciences

Qualitative research aims to understand both individual meaning as well as complex systemic interactions as they apply to social problems or individual experiences. This method of research is both inductive and flexible, allowing for a holistic approach that facilitates a rich understanding of the content examined. Past research identifies a number of challenges associated with teaching qualitative methodology to undergraduate students, including: the research skills and values maintained by the instructor, the prestige associated with qualitative research in particular, as well as a number of other interpersonal and environmental factors. These challenges are further complicated, it seems, when extended into …

Teaching Presence And Intellectual Climate In A Structured Online Learning Environment, Janice Marie Orcutt

CCAC Theses and Dissertations

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 …

Adapting To A Virtual Learning Environment, Winston H. Maddox

Antioch University Dissertations & Theses

This participatory action research (PAR) dissertation examines the experiences of five experienced faculty transitioning from teaching in a traditional classroom to a virtual learning environment. The research participants used technology to deliver course material and reflected on the changes in their pedagogical practice. Data were collected using four phased sessions, including the completion of interview questions, individual interview video sessions, and group video sessions and the review of participant video validation postings. Research participants used journaling to reflect on their values, beliefs, assumptions, and experiences associated with teaching and learning. Research participants teaching in virtual learning environments were provided an …

Out-Of-The-Box Teaching Helps Students Excel

DePaul Magazine

As the education sector evolves, new strategies and teaching tools are making their way into classroom. At DePaul University, faculty are incorporating mobile technology, online lectures with comment threads, and service learning that creates a community approach to curriculum called culturally responsive teaching.

Faculty Integration Of Technology In Undergraduate Courses At Private Colleges And Universities, Evelyn G. Smith

Electronic Theses and Dissertations

The purpose of this quantitative research study was to investigate the integration of technology in undergraduate courses by faculty at private colleges and universities. Integration of technology is using technology as an instructional tool to improve teaching and learning (Clayton-Pedersen & O’Neill, 2005; Wilson & Hayes, 2000; Woodbridge, 2004). Chickering and Gamson’s (1987) 7 principles for good practice in undergraduate education provided the theoretical framework for this research. The researcher conducted a survey of full-time faculty at 21 private colleges and universities in Kentucky, North Carolina, Tennessee, Virginia, and West Virginia. The results of the study indicated that faculty use …

How Ipads Can Be Used In The Math Classroom To Improve Student Learning, Katie Ann Garrity Smieja

Mathematics Graduate Theses

This study explores how iPads can be used to enhance student learning in the math classroom. The author reviews current literature to determine how iPads are being used to facilitate communication, formative assessment, and promising practices in math education such as discovery learning and use of spreadsheets, graphing calculators, and manipulatives. Additionally, challenges and drawbacks to using iPads in the classroom are examined. Research supports the use of iPads to provide students access to digital content including online discussion boards and practice activities with instant feedback. iPads can also be used as student response systems to engage students in instruction …

Innovator Gem Practicum Newsletter - June 1996, Nova Southeastern University

Innovator: Graduate Teacher Education Program Newsletter

No abstract provided.