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Journal Article

Active Learning: Engaging Students To Maximize Learning In An Online Course  pp107-115

Arshia Khan, Ona Egbue, Brooke Palkie, Janna Madden

© May 2017 Volume 15 Issue 2, Editor: Rikke Ørngreen and Karin Levinsen, pp105 - 198

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Abstract

Student engagement is key to successful teaching and learning, irrespective of the content and format of the content delivery mechanism. However, engaging students presents a particular challenge in online learning environments. Unlike face‑to‑face courses, online courses present a unique challenge as the only social presence between the faculty and the student is via the Internet. In a recent poll conducted by the authors, 100% of the respondents considered student engagement a challenge regardless of the number of years they have been teaching online. This paper explores various strategies that can be incorporated into the design of online learning courses to foster a high level of student engagement based on multiple pedagogies. In addition, the role of collaborative student engagement tools for the design and delivery of online courses is discussed as well as the role these tools play in creating an atmosphere where students actively participate in learning activities and are contributors to lively discussions. Perspectives on various mechanisms of student engagement that are founded in classic active learning pedagogies and enhanced with new technologies are presented in this paper, including perspectives on the design of courses to facilitate student engagement as well as best practices of design and delivery of online courses. Finally, this paper emphasizes the importance of deliberate course design in the pursuit of actively engaging students in online course settings.

 

Keywords: active learning, higher education, student learning, student engagement, online course design and development, interdisciplinary collaboration, frustrations

 

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Journal Article

Sharing e‑Learning Innovation across Disciplines: an Encounter between Engineering and Teacher Education  pp31-40

Nicol Pan, Henry Lau, Winnie Lai

© Jan 2010 Volume 8 Issue 1, Editor: Shirley Williams, pp1 - 50

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Abstract

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Keywords: e-Learning, teacher education, engineering education, TPCK, Web 2.0, interdisciplinary collaboration

 

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Journal Issue

Volume 8 Issue 1 / Jan 2010  pp1‑50

Editor: Shirley Williams

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Editorial

As we enter 2010 it is interesting to reflect how learning has changed over the past decade. Technology has changed considerably over this time period, as have learners’ expectations. In the last 10 years we have gone from internet access as a luxury to many seeing it as a necessity. In this climate it is interesting to look at the data collected by Littlejohn and her colleagues, and to speculate what will happen in the next 10 years, and whether there will be more similarities or differences across the disciplines represented in the papers that form this edition. Shirley Williams Reading January 2010

 

Keywords: assessment for learning, blended learning, collaborative learning, digital literacy, engineering education, English for Academic Purposes (EAP), e-portfolio, , higher education , interdisciplinary collaboration, learning design, learning objects., online assessment, online faculty, online learning, pedagogy, reusability, students’ expectations of technology use, study skills, teacher education, technology-enhanced learning, TPCK, transfer of assessment practices, Virtual Learning Environment (VLE), Web 2.0,

 

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Journal Issue

Volume 15 Issue 2 / May 2017  pp105‑198

Editor: Rikke Ørngreen, Karin Levinsen

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Keywords: active learning, higher education, student learning, student engagement, online course design and development, interdisciplinary collaboration, frustrations, TESL students’ perceptions, hypermedia reading materials, reading comprehension, virtual containers, STEAM, Open Educational Resources, content distribution platforms, e-learning platform, foreign languages, multilingualism, idiomatic competence, e-learning; global health education; connectivity; bandwidth management; capacity building; educational technologies, Clicker technology, Facebook, and Wiley Plus, Web-based homework, behavioral intention, cognitive load, germane load, e-learning, instructional design, MOOC, online community, Computer Mediated Communication (CMC), Communities of Practice (CoPs), nonverbal communication

 

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