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Higher Education and Teaching Commons™
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- Asynchronous teaching (1)
- Community building (1)
- Critical pedagogy (1)
- Dominican Republic (1)
- Educational technology (1)
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- Equitable practice (1)
- Higher education (1)
- Higher education faculty (1)
- Instructional technology (1)
- Instructional communication (1)
- Learning communities (1)
- Learning management systems (1)
- Online instruction (1)
- Online learning (1)
- Software studies (1)
- Student-centered instruction (1)
- Teacher education (1)
- Technology tools (1)
- Publication
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Articles 1 - 4 of 4
Full-Text Articles in Higher Education and Teaching
Building Community In An Asynchronous Write-To-Learn Course, Mary K. Tedrow
Building Community In An Asynchronous Write-To-Learn Course, Mary K. Tedrow
Teaching/Writing: The Journal of Writing Teacher Education
This study examines one online asynchronous course, Writing in Literature, devised by the researcher to determine the potential for building a student-centered course functioning as a learning community in spite of the limitations of the lack of shared space or time. The course was examined via student surveys that qualified experiences within the course as well as a review and coding of end-of-course student reflections. The survey and reflective commentary indicate that it is possible for an asynchronous course to effectively build a vibrant learning community. The learner to learner, learner to instructor, and learner to content framework recommended …
Critically Analyzing The Online Classroom: Blackboard, Moodle, Canvas, And The Pedagogy They Produce, J.D. Swerzenski
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, …
Alternative Delivery Methods: A Reflection On The Semester That Almost Wasn't, Joshua J. Anderson
Alternative Delivery Methods: A Reflection On The Semester That Almost Wasn't, Joshua J. Anderson
Teaching/Writing: The Journal of Writing Teacher Education
As educators we are by our very nature self-reflective practitioners. The COVID-19 pandemic of 2020 forced many of us to reconsider our approaches to remote learning, and this narrative describes my experiences with alternative delivery methods of instruction during the past two months. It is my hope that others can learn from both my successes and my failures. I encourage all educators to thoughtfully examine what they have experienced during this unprecedented time and consider how the lessons learned can positively influence their instructional approaches and readiness moving forward. The narrative begins by contextualizing my background, programs, classes, and institution. …
Adopting Educational Technology: A Study Of Dominican Republic Higher Education Faculty Related To Their Classroom Usage, Attitudes, Barriers, And Motivations, Leipzig Elizabeth Guzmán Mena
Adopting Educational Technology: A Study Of Dominican Republic Higher Education Faculty Related To Their Classroom Usage, Attitudes, Barriers, And Motivations, Leipzig Elizabeth Guzmán Mena
Dissertations
Previous research has revealed that the integration of technology in education produces an improvement in the traditional teaching and learning process, but that there is a disconnect between faculty adoption of educational technology and the requirements of our current generation of students (Rhema & Miliszewska, 2014; Selwyn, 2009). While students are now fully immersed in technology, some faculty still do not give adequate significance to its adoption in their classes. This disconnect represents a problem for these students’ learning experiences.
The purpose of this study was to explore faculty experiences regarding the adoption of educational technology within a private HEI …