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1.
This article presents a synthesis of reports and research on K-12 blended teaching competencies compared with K-12 online teaching competencies. The skills needed to teach in online and blended environments are distinct from traditional teaching, but teacher education programs often do not equip preservice teachers for the new modes of instruction. Additionally, there is a dearth of research on blended teaching competencies. This review synthesizes 8 blended teaching documents and 10 online teaching documents. Seven global themes identified in both competency domains are (1) pedagogy, (2) management, (3) assessment, (4) technology, (5) instructional design, (6) dispositions, and (7) improvement. The top 20 blended teaching skills include flexibility and personalization, mastery-based learning, data usage and interpretation, learning management system usage, online discussion facilitation, and software management. The authors recommend that researchers collect more methodologically transparent data about blended teaching and that teacher education programs include the identified skills in curriculum. 相似文献
2.
Betul C. Czerkawski 《Interactive Learning Environments》2016,24(8):1850-1863
The considerable increase in web-based knowledge networks in the past two decades is strongly influencing learning environments. Learning entails information retrieval, use, communication, and production, and is strongly enriched by socially mediated discussions, debates, and collaborative activities. It is becoming critical for educators to better understand and become skilled at utilizing online networks and their affordances to improve the quality of learning experiences for their students. Along the same lines, networked learning could be seen as an effort to respond to the advances in electronic networks by putting the focus on the students and paying close attention to their educational needs, learning preferences, and social interactions. The aim of this paper is to review and synthesize empirical research on networked learning for online higher education courses and offer suggestions for future studies based on the gaps found in the literature. Implications of networked learning for instructional design are also discussed. 相似文献
3.
Glenn Gordon Smith Denise Passmore Timber Faught 《The Internet and Higher Education》2009,12(2):98-103
To meet the current critical need for qualified nurses, many colleges have initiated online programs, primarily aimed towards registered nurse (RN) to BS students. Despite the growing number of online nursing programs, there is little research on instructor views of online learning. This study used interviews to investigate nursing instructor experiences in online learning. Results revealed instructor concerns with identifying the most effective assessment methods to judge students' ability to apply their lessons in real-world settings. Online nursing exhibits unique challenges, such as providing nursing students with online authentic learning experiences that relate to real-world nursing situations, which comprise both high-stake medical and interpersonal elements. Results also indicated that providing support and ensuring that the faculty have sufficient time to develop effective courses, with adequate assessment for the students, is necessary to ensure the quality of online nursing education. 相似文献
4.
《British journal of educational technology : journal of the Council for Educational Technology》2018,49(1):127-136
Online tutors play a critical role in e‐learning and need to have an appropriate set of skills in addition to subject matter expertise. This paper explores how digital badges can be used to encourage the development of online tutoring skills. Based on previous research, we defined three digital badges, which are examples of essential tutoring skills. These skills were self‐assessed during two weeks by online tutors in K‐12 mathematics, who also wrote a self‐reflection based on their experience. The digital badges motivated tutors to reflect on online tutoring practices. The tutors described that they gained a more detailed understanding of the tutoring process when continuously analyzing ongoing conversations. However, it was a challenge for the tutors to balance the private activity, reflection on tutoring skills, and the social activity, communication with the K‐12 students. It is essential to take into account when tutors will have time to reflect, for example, by scheduling time for reflection or enabling opportunities for reflection that is flexible in time. A challenge for further research is to better understand the potential benefits of different types of badges. 相似文献
5.
在线学习投入是保证"停课不停学"期间在线教学质量的重要条件。对大学生开展调查,运用描述统计和回归分析法对疫情期间大学生在线学习准备度的现状、大学生在线学习投入度的现状进行分析,可以发现在线学习准备度对大学生在线学习投入度的影响以及在线学习自我效能感、感知教师支持、在线学习平台体验在其中的中介作用。结果表明:大学生在线学习准备不足;大学生在线学习投入整体不高;大学生在线学习准备度对大学生在线学习投入度具有显著影响;在线学习自我效能感、感知教师支持、在线学习平台体验在在线学习准备度和在线学习投入度之间存在中介效应。因此,可以从技术支持维度、在线学习资源设计维度、教师支持维度着手提升学生的在线学习投入度。 相似文献
6.
Distance education has provided the foundation for new generations of learning, including courses delivered through various web-based educational technologies, also referred to as online learning. Many post-secondary institutions face the challenge of creating processes and systems to support instructors who are required to design, deliver, and frequently update online courses. Effective online course design prioritizes a student-centered pedagogical approach through active learning and meaning-making using modern technologies. This requires a wide spectrum of experience, technological skills, and pedagogical knowledge that is difficult to achieve. On one hand of the spectrum, are instructors with experience in online course delivery, learning technologies, and knowledge of online learning pedagogies. On the other hand of the spectrum, are instructors with insufficient experience, technological skills and awareness of online pedagogies. This disparity in instructors’ experiences, skills and knowledge results at times in a gap in ability. By providing a flexible and interactive model of support to instructors, instructional designers can shorten this gap in theoretical knowledge and practical skills. This paper explores the skill gap that some instructors face in the online learning domain and presents selected approaches to support instructors when transitioning to online courses based on the authors’ professional experiences. This paper considers two models of course design support from two unique higher educational institutions in the United States and in Canada, using different learning management systems. The results show that while these models have different contexts, they offer significant insights about common goals, flexible content, and learner-centered course design. 相似文献
7.
Problem-Based Learning: What and How Do Students Learn? 总被引：22，自引：0，他引：22
Cindy E. Hmelo-Silver 《Educational Psychology Review》2004,16(3):235-266
Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effective collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. The evidence suggests that PBL is an instructional approach that offers the potential to help students develop flexible understanding and lifelong learning skills. 相似文献
8.
在专业学习过程中,总是有一些概念或知识比较抽象难懂,课堂上老师费尽口舌,学生也难以全面掌握理解。总有一些技能需要学生反复操作,可离开了教学器械学生难以巩固。如何切实培养学生的操作技能,成为专业教学必须解决的问题。利用学生对网络课程资源的信息反馈及平台数据分析,对构建的在线教育综合平台学习资源进行优化,探讨开展“数据库技术基础”课程的线上线下混合式教学实践。指出以学生为主体的教学模式,把学生从被动接受者转变为主动学习者并加深知识内化,提高了学生的学习能动性,也加强了学生和教师之间的交流和沟通,有效提升了教学效率。 相似文献
9.
Chia-Wen Tsai 《Interactive Learning Environments》2016,24(4):665-680
As more and more educational institutions are providing online courses, it is necessary to design effective teaching methods integrated with technologies to benefit both teachers and students. The researcher in this study designed innovative online teaching methods of team-based learning (TBL) and co-regulated learning (CRL) to improve students' computing skills. The participants in this study were 124 undergraduates from three classes taking a compulsory course titled “Applied Information Technology: Data Processing.” There were three blended classes involved in this empirical study. The first group (EG1), which received the treatment of online TBL and CRL, and the second group (EG2), which received the treatment of online TBL only, were the experimental groups. The last group, which received the traditional teaching method, served as the control group. Before the experiment started, the author conducted a pretest to confirm that the differences of students' computing skills among the three groups were not significant at the beginning of the course. Based on the analysis of the post-test, the results indicate that students who received the intervention of online CRL had significantly better computing skills for using Excel by semester-end than those without. However, the intervention of online TBL did not contribute to better learning effects in this study. Based on the findings in this study, the author points out implications for teachers, schools, and educators, particularly for those responsible for courses focusing on solving ill-structured problems and those students who have typically received traditional didactic pedagogy for many years. 相似文献
10.
Interaction and cognitive engagement: An analysis of four asynchronous online discussions 总被引：2，自引：0，他引：2
Erping Zhu 《Instructional Science》2006,34(6):451-480
Online discussion plays a unique role in face-to-face and distance teaching and learning. Interaction and student cognitive
engagement during the online discussion are critical for constructing new understanding and knowledge. This article analyzes
types of interaction that occur during online discussions, examines levels of student cognitive engagement in each discussion,
and explores their effects on and implications for learning and teaching in higher education. By combining methods of social
network analysis with qualitative content analysis, the article explores new methodologies for analyzing participation, interaction,
and learning that take place online, and suggests areas for research in learning and teaching online. 相似文献
11.
Fatima E. Terrazas-Arellanes Lisa A. Strycker Emily D. Walden 《Journal of Research on Technology in Education》2019,51(2):118-134
High-quality professional development is needed to prepare teachers to help students learn how to conduct online academic research and meet Common Core State Standards for English Language Arts. This study created and evaluated a Web-based professional development program with five instructional modules designed to prepare middle-school teachers to teach their students nine strategies for conducting academic research online. The online professional development program was specifically created to help teachers implement the previously developed online SOAR Student Toolkit curriculum with all students in inclusive classrooms. Results of a 2015–2016 pilot study conducted with 13 teachers and 477 students in sixth to eighth grades indicated that most teachers perceived the professional development program to be of high quality and relevant in helping them teach online research skills to their students. Students significantly improved online research skills after learning from trained teachers (27 percentage points improvement, from 18% at pretest to 45% at posttest). 相似文献
12.
在协作学习中学习投入与学习成效紧密相关,是学生进行有效参与和深度学习的必要条件。但目前的研究大多针对个人学习投入,缺乏在协作学习中小组学习投入的相关研究。在前人研究基础上,本研究从认知投入、行为投入、社会投入、情感投入四个维度构建了在线协作学习中小组学习投入的分析模型,并通过实证研究进一步探索小组投入分析模型各维度与小组学习成绩之间的关系。结果表明,在小组学习投入中行为投入、社交投入与小组成绩呈显著正相关关系,而积极、消极、困惑三类情感投入则与小组成绩呈负相关关系。研究同时发现,高分组在中立情感投入、认知投入的问题和元认知维度中的均值都高于低分组。最后,通过分析在线小组学习投入与成绩之间的关系,为今后优化学习支持服务以及提高小组成员协作质量提供了依据。 相似文献
13.
Shih-Hsiung Liu 《Technology, Pedagogy and Education》2020,29(4):463-475
ABSTRACT This study investigated the effects of an online sharing and feedback programme (OSFP) on preservice teachers’ practical knowledge (PTPK) and attempted to determine the relationship between satisfaction with online interaction and changes in three types of learning preferences (collaborative, competitive and individualistic). In this study, a quasi-experimental pre- and post-test control-group design was employed to examine these factors. The OSFP was designed, focusing on peer interaction on topics regarding field experiences. The analytical results reveal that the OSFP improved practical teaching knowledge, one of the forms of PTPK. Additionally, satisfaction with online sharing and feedback on the topics of interpersonal affairs strengthened preservice teachers’ preference for collaborative learning and decreased their individual preference. Notably, this study demonstrates that collaborative learning preferences positively change when learners are satisfied with online sharing and feedback on the topic of interpersonal affairs. 相似文献
14.
网络学习的出现产生了网络学习群体。学习者以信息技术为中介进行人际交互,并在人际交互中进行知识意义的建构。网络学习中的人际交互具有积极主动和交互层面广等特点。这种积极、广泛的人际交互对于掌握网络学习方法及对传统课堂教学都有不少有益的启示。 相似文献
15.
16.
Christopher A. Meyers Richard G. Bagnall 《International Journal of Lifelong Education》2017,36(4):442-457
This paper presents the findings of a research project on older workers transitioning into work as vocational educators through online undergraduate university study. The study involved interpretive phenomenological analysis of the experiences of 10 older learners. Their experience of online learning was found to be shaped by diverse influences and to comprise three distinct but interrelated elements: their use of technology, their use of hypermedia and their independent learning. Challenges raised by each of these elements called for a distinctive response from the university, respectively: short-term, readily available technical advice and support; tutoring to develop Web navigation and exploration skills, or the provision of selected readings; and opportunities for online or face-to-face dialogical engagement with others. Recommendations for the online provision of higher education for such learners, then, pointed to the need for an appropriately distinctive response to challenges in each of the three elements: the use of technology calling for individualised and immediate responsiveness to learner issues; the use of hypermedia calling for aggregated advice and resources prepared in advance; and independent learning calling for the prior structuring of opportunities for interactive engagement. Further research is suggested focusing on the relative cost and effectiveness of different approaches to addressing those needs. 相似文献
17.
俞月琳 《湖州师范学院学报》2001,(Z1)
教学活动的主体是学生,教师不仅要提高教学水平,更要充分发挥学生的主体作用。在中学英语教学中,教师应注重学生学习能力的培养,帮助其掌握科学的学习方法,从而提高外语教学的效率和学生的学习水平。 相似文献
18.
Wan Ng 《Research in Science & Technological Education》2013,31(1):13-29
The fundamental concepts of ethics: value, obligation and responsibility are what many of us use in our everyday decision‐making on issues that affect our lives. Students in the coursework unit ‘Science and technology in contemporary society’ learn about these concepts in relation to science and technological research and development. The learning takes place in small teams within an online learning environment. This research study reports on a case study that investigated the nature of the collaboration by virtual team members undertaking semi‐structured online tasks to develop an understanding of the topic on ethics in the coursework unit. Students’ perceptions of the usefulness of this type of learning, the types of collaboration that took place between virtual team members and an analysis of the quality of the completed tasks resulting from the virtual teamwork are presented in this paper. Factors affecting the success of the learning experience are also discussed. 相似文献
19.
Wei Xu Yuhan Zhou 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(5):1734-1747
With the rapid development of online learning platforms, learners have more access to various kinds of courses. However, they may find it difficult to make choices due to the massive number of courses. The main contribution of our research is the design of a course recommendation framework which extracts multimodal course features based on deep learning models. In this framework, different kinds of information of course, such as course title, and course audio and course comments, are used to make proper recommendation in online learning platforms. Moreover, we utilize both explicit and implicit feedback to infer learner’s preference. Based on real-world datasets, our empirical results show that the proposed framework performs well in course recommendation, achieving an AUC score of 79.03%. This framework can provide technical support for course video recommendation, thus helping online learning platforms to manage course resources and optimize user learning experience. 相似文献
20.
The benefits of using online exercises have been analysed in terms of distance learning, automatic assessment and self-regulated learning. In this study, we have not found a direct proportional relationship between student performance in the course exercises that use online technologies and the exam grades. We see that the average submission rate to these online exercises is not positively correlated with the exercise points. Yet, our results confirm that doing exercises along supports student learning and skill accumulation equipping them with the knowledge of programming. While the student performance in programming courses is affected by factors such as prior background in programming, cognitive skills and the quality of teaching, completing the course exercises via learning-by-doing is an indispensable part of teaching. Based on the student feedback from the course survey, the students are highly satisfied with using online technologies as part of learning. 相似文献