Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7653-3.ch003
Suzanne Gellens, Lois Wachtel
The online educator uses many techniques to engage and motivate students to create a classroom community. The virtual teacher creates positive experiences and interactions that propel the student forward educationally and socially. The professor builds a relationship using interpersonal interactions with email, video, or the school website. Personal outreach inspires the student to want to participate. The teacher is an ally, helping the student be successful. Effective feedback, whether in discussion board, seminar, or assignments, must be specific, culturally sensitive, and respectful, using a variety of techniques to bring students out of isolation to build the classroom community. Student engagement should be continuous and motivating. The teacher encourages and assists, working on student success and persistence. The instructor creates a community of learners, who participate in a social interchange, that helps them solidify the information and reach curriculum and classroom goals.
{"title":"Online Teaching Needs Ongoing Student Engagement","authors":"Suzanne Gellens, Lois Wachtel","doi":"10.4018/978-1-7998-7653-3.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-7653-3.ch003","url":null,"abstract":"The online educator uses many techniques to engage and motivate students to create a classroom community. The virtual teacher creates positive experiences and interactions that propel the student forward educationally and socially. The professor builds a relationship using interpersonal interactions with email, video, or the school website. Personal outreach inspires the student to want to participate. The teacher is an ally, helping the student be successful. Effective feedback, whether in discussion board, seminar, or assignments, must be specific, culturally sensitive, and respectful, using a variety of techniques to bring students out of isolation to build the classroom community. Student engagement should be continuous and motivating. The teacher encourages and assists, working on student success and persistence. The instructor creates a community of learners, who participate in a social interchange, that helps them solidify the information and reach curriculum and classroom goals.","PeriodicalId":436613,"journal":{"name":"Curriculum Development and Online Instruction for the 21st Century","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131594032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7653-3.ch002
Andrew C. Lawlor, Cassandra Smith, Patricia Steele, Elizabeth Anne Johnston, Sonja M. Lamppa
For virtual reality (VR), augmented reality (AR), and mixed reality (MR) to become effective learning modalities, they must be considered in the context of experiential or constructivist learning which could disrupt traditional instructional and educational practices given their interactive quality. How might educators assess these applications and their implementation to determine their learning potential for online instruction? By applying the studio thinking framework (STF) and the presence pedagogy (P2) model, unique insights may be gained in terms of virtual reality's value to the learning process. Current research shows many similarities between the skills taught in studio art classes and opportunities to learn the same skills in virtual educational applications, while the P2 model has demonstrated its effectiveness in applying pedagogical strategies to collaborative VR environments. Tactics to prepare, apply, assess, and evaluate (PAAE) this technology in educational programs for teachers and school leaders provide a guide for implementation.
{"title":"Virtual Reality Considerations for Curriculum Development and Online Instruction","authors":"Andrew C. Lawlor, Cassandra Smith, Patricia Steele, Elizabeth Anne Johnston, Sonja M. Lamppa","doi":"10.4018/978-1-7998-7653-3.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-7653-3.ch002","url":null,"abstract":"For virtual reality (VR), augmented reality (AR), and mixed reality (MR) to become effective learning modalities, they must be considered in the context of experiential or constructivist learning which could disrupt traditional instructional and educational practices given their interactive quality. How might educators assess these applications and their implementation to determine their learning potential for online instruction? By applying the studio thinking framework (STF) and the presence pedagogy (P2) model, unique insights may be gained in terms of virtual reality's value to the learning process. Current research shows many similarities between the skills taught in studio art classes and opportunities to learn the same skills in virtual educational applications, while the P2 model has demonstrated its effectiveness in applying pedagogical strategies to collaborative VR environments. Tactics to prepare, apply, assess, and evaluate (PAAE) this technology in educational programs for teachers and school leaders provide a guide for implementation.","PeriodicalId":436613,"journal":{"name":"Curriculum Development and Online Instruction for the 21st Century","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123532592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7653-3.ch007
Holli Vah Seliskar, Chloe Robinson, Kristin Winokur Early, Tomicka N. Williams, C. Johnson
The second decade of the 21st century highlighted the complexity of teaching remotely while in the midst of not only a global pandemic, but also an enduring racism crisis. Influenced by the socio-cultural milieu, online classrooms can be seen as microcosms of the broader society. Consequently, educators have felt the burden of grappling with multiculturalism and diversity within their classrooms and institutions; this can be especially difficult when teaching online. Since online classrooms do not operate within a vacuum, it is important to understand how the societal context can impact students' perspectives on multiculturalism and diversity. Examining multiculturalism and diversity through the lens of the student can help educators better serve their online learners.
{"title":"Building Capacity Through Multiculturalism and Diversity in the Online Classroom","authors":"Holli Vah Seliskar, Chloe Robinson, Kristin Winokur Early, Tomicka N. Williams, C. Johnson","doi":"10.4018/978-1-7998-7653-3.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-7653-3.ch007","url":null,"abstract":"The second decade of the 21st century highlighted the complexity of teaching remotely while in the midst of not only a global pandemic, but also an enduring racism crisis. Influenced by the socio-cultural milieu, online classrooms can be seen as microcosms of the broader society. Consequently, educators have felt the burden of grappling with multiculturalism and diversity within their classrooms and institutions; this can be especially difficult when teaching online. Since online classrooms do not operate within a vacuum, it is important to understand how the societal context can impact students' perspectives on multiculturalism and diversity. Examining multiculturalism and diversity through the lens of the student can help educators better serve their online learners.","PeriodicalId":436613,"journal":{"name":"Curriculum Development and Online Instruction for the 21st Century","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124924070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7653-3.ch011
Elize M. Harris, L. Goosen
The purpose of the study reported on here was the curriculum development of suitable natural sciences and technology education modules, including practical investigations to complement the theoretical content of these for open and distance e-learning (ODeL) in the 21st century. In light of this purpose, the chapter will especially mention assessment practices and tools, curriculum development, multimedia use, student engagement, learning management systems, and multiculturalism and diversity in the online classroom. The objectives were related to establishing the aspects that must be considered during the curriculum development of well-designed natural sciences and technology education modules, which will include practical investigations, and that students should be able to have opportunities to reflect on their engagement with practical investigations to complement the theoretical content of the modules for ODeL purposes in the 21st century and demonstrate their pedagogical content knowledge after having successfully completed natural sciences and technology education modules.
{"title":"Curriculum Development and Open Distance E-Learning for the 21st Century","authors":"Elize M. Harris, L. Goosen","doi":"10.4018/978-1-7998-7653-3.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-7653-3.ch011","url":null,"abstract":"The purpose of the study reported on here was the curriculum development of suitable natural sciences and technology education modules, including practical investigations to complement the theoretical content of these for open and distance e-learning (ODeL) in the 21st century. In light of this purpose, the chapter will especially mention assessment practices and tools, curriculum development, multimedia use, student engagement, learning management systems, and multiculturalism and diversity in the online classroom. The objectives were related to establishing the aspects that must be considered during the curriculum development of well-designed natural sciences and technology education modules, which will include practical investigations, and that students should be able to have opportunities to reflect on their engagement with practical investigations to complement the theoretical content of the modules for ODeL purposes in the 21st century and demonstrate their pedagogical content knowledge after having successfully completed natural sciences and technology education modules.","PeriodicalId":436613,"journal":{"name":"Curriculum Development and Online Instruction for the 21st Century","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115495284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7653-3.ch006
Jennifer Fleming
This chapter seeks to evaluate the efficacy of web-based (webinar) learning in different academic settings during pandemic periods. It begins with a review of basic learning theories and then proceeds to a short discussion of the different modes of instruction. Afterward, it assesses the series of data elements from the Department of Education to determine trends in the school characteristics for the analysis. It also includes a short discussion on international perspectives from six countries that share in the pandemic experience. It concludes with a set of recommendations for utilizing web-based (webinar) learning and a set of references for converting traditional pedagogy to online platforms, developing mastery in instructional design, and a common core of lesson plans for K12 platforms.
{"title":"Best Practices for Web-Conferencing and Webinars","authors":"Jennifer Fleming","doi":"10.4018/978-1-7998-7653-3.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-7653-3.ch006","url":null,"abstract":"This chapter seeks to evaluate the efficacy of web-based (webinar) learning in different academic settings during pandemic periods. It begins with a review of basic learning theories and then proceeds to a short discussion of the different modes of instruction. Afterward, it assesses the series of data elements from the Department of Education to determine trends in the school characteristics for the analysis. It also includes a short discussion on international perspectives from six countries that share in the pandemic experience. It concludes with a set of recommendations for utilizing web-based (webinar) learning and a set of references for converting traditional pedagogy to online platforms, developing mastery in instructional design, and a common core of lesson plans for K12 platforms.","PeriodicalId":436613,"journal":{"name":"Curriculum Development and Online Instruction for the 21st Century","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134429239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7653-3.ch010
Jacqueline M. Olson, Rebecca Krysiak
The purpose of this chapter is to highlight the potential of rubrics as tools for effective assessment and introduce the concepts of rubric assessment, construction, testing, and implementation, with critical stakeholder involvement and leadership support. Rubrics should be designed to align to outcomes and assess the level of achievement for each major component of an assignment. They can be constructed in a variety of ways with various kinds of points allocations. From design to implementation, a range of stakeholders including subject, curriculum, and assessment experts should be involved to ensure the rubric descriptions use measurable verbs and objective language. Rubrics design is an iterative process with an aim to continuously improve their effectiveness. Done well, rubrics can serve as support to student learning, consistent and transparent evaluation of students work, and course, program, and institutional learning quality assessment.
{"title":"Rubrics as Tools for Effective Assessment of Student Learning and Program Quality","authors":"Jacqueline M. Olson, Rebecca Krysiak","doi":"10.4018/978-1-7998-7653-3.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-7653-3.ch010","url":null,"abstract":"The purpose of this chapter is to highlight the potential of rubrics as tools for effective assessment and introduce the concepts of rubric assessment, construction, testing, and implementation, with critical stakeholder involvement and leadership support. Rubrics should be designed to align to outcomes and assess the level of achievement for each major component of an assignment. They can be constructed in a variety of ways with various kinds of points allocations. From design to implementation, a range of stakeholders including subject, curriculum, and assessment experts should be involved to ensure the rubric descriptions use measurable verbs and objective language. Rubrics design is an iterative process with an aim to continuously improve their effectiveness. Done well, rubrics can serve as support to student learning, consistent and transparent evaluation of students work, and course, program, and institutional learning quality assessment.","PeriodicalId":436613,"journal":{"name":"Curriculum Development and Online Instruction for the 21st Century","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132484074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7653-3.ch017
Barbara Green, T. Kelly, Stephanie Thompson, Josef Vice
Time management directly correlates to student success and persistence in all modalities, but particularly in distance learning. Teaching the study skills and time management tools students need to succeed in the challenging online environment builds confidence, improves success rates, and increases retention. Faculty must prepare students for success both in the classroom and in their future professional careers. Time management tools are necessary in any course, and faculty should teach time management tools along with course-specific content and outcomes; this will improve time management and maximize students' educational achievement while improving overall retention and persistence rates.
{"title":"Taming Procrastination","authors":"Barbara Green, T. Kelly, Stephanie Thompson, Josef Vice","doi":"10.4018/978-1-7998-7653-3.ch017","DOIUrl":"https://doi.org/10.4018/978-1-7998-7653-3.ch017","url":null,"abstract":"Time management directly correlates to student success and persistence in all modalities, but particularly in distance learning. Teaching the study skills and time management tools students need to succeed in the challenging online environment builds confidence, improves success rates, and increases retention. Faculty must prepare students for success both in the classroom and in their future professional careers. Time management tools are necessary in any course, and faculty should teach time management tools along with course-specific content and outcomes; this will improve time management and maximize students' educational achievement while improving overall retention and persistence rates.","PeriodicalId":436613,"journal":{"name":"Curriculum Development and Online Instruction for the 21st Century","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132413656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7653-3.ch012
P. Kanjanapongpaisal, Florence Wolfe Sharp
The online pivot necessitated by the COVID-19 pandemic of 2020 has placed online instruction in the spotlight. While schools and universities around the world quickly moved classes online and kept students learning, it became apparent that most institutions and instructors lacked a solid foundation in creating online curriculum. Recognizing that online instruction is here for the long-term, building skills in creating and managing the online curriculum is essential. This chapter covers the history and foundations of curriculum, explores key issues and opportunities for educators just getting started with online learning, and recommends foundational practices for developing effective online curriculum. The approach takes a practical perspective, stepping through the curriculum development phases and concluding with a look at some of the challenges curriculum developers and instructors face.
{"title":"Curriculum and Online Course Development Framework","authors":"P. Kanjanapongpaisal, Florence Wolfe Sharp","doi":"10.4018/978-1-7998-7653-3.ch012","DOIUrl":"https://doi.org/10.4018/978-1-7998-7653-3.ch012","url":null,"abstract":"The online pivot necessitated by the COVID-19 pandemic of 2020 has placed online instruction in the spotlight. While schools and universities around the world quickly moved classes online and kept students learning, it became apparent that most institutions and instructors lacked a solid foundation in creating online curriculum. Recognizing that online instruction is here for the long-term, building skills in creating and managing the online curriculum is essential. This chapter covers the history and foundations of curriculum, explores key issues and opportunities for educators just getting started with online learning, and recommends foundational practices for developing effective online curriculum. The approach takes a practical perspective, stepping through the curriculum development phases and concluding with a look at some of the challenges curriculum developers and instructors face.","PeriodicalId":436613,"journal":{"name":"Curriculum Development and Online Instruction for the 21st Century","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124693251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7653-3.ch001
Jason L. Waldow, Dena AuCoin
The convenience factor of studying online can be diminished by the lack of interaction with faculty and peers, and students often express feelings of isolation as influencing online engagement. When students can actively participate throughout a program, students feel satisfied with the learning program. Building positive and organized connections in online communities enhances academic success and retention rates and fosters a sense of community. Therefore, the presence of online faculty is vital for building interaction and connectedness between faculty and student, and student and student. There are a variety of ways to achieve this, including facilitating connections between discussions, assignments, and live interactions; merging conceptual learning to pragmatic application; connecting cohorts of students; and leveraging synchronous tools to manage an interactive atmosphere.
{"title":"Computer to Community","authors":"Jason L. Waldow, Dena AuCoin","doi":"10.4018/978-1-7998-7653-3.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-7653-3.ch001","url":null,"abstract":"The convenience factor of studying online can be diminished by the lack of interaction with faculty and peers, and students often express feelings of isolation as influencing online engagement. When students can actively participate throughout a program, students feel satisfied with the learning program. Building positive and organized connections in online communities enhances academic success and retention rates and fosters a sense of community. Therefore, the presence of online faculty is vital for building interaction and connectedness between faculty and student, and student and student. There are a variety of ways to achieve this, including facilitating connections between discussions, assignments, and live interactions; merging conceptual learning to pragmatic application; connecting cohorts of students; and leveraging synchronous tools to manage an interactive atmosphere.","PeriodicalId":436613,"journal":{"name":"Curriculum Development and Online Instruction for the 21st Century","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115774233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7653-3.ch009
Kristin Winokur Early, Holli Vah Seliskar, Dave White, John Mead, William C. Campbell
A new era of educational instruction was ushered in with the advent of 2020. Students, educators, and administrators had to rethink content delivery during a global pandemic. The move to online instruction introduced challenges, among which is the challenge of promoting original writing in the digital age. Technology has contributed to a remix culture that encourages patchwork assemblage of existing works and ideas. Accustomed to having information available at their fingertips, learners often have little conception of the origins or ownership of the information. With increasing shifts to remote education, instruction must evolve to clearly define what constitutes original writing and academic integrity. This chapter explores plagiarism, academic dishonesty, and the influence of technology across the differentiated remote settings of K-12 and higher education. Strategies for addressing academic dishonesty and fostering integrity are explored from the perspectives of students, educators, curriculum developers, and administrators.
{"title":"Original Writing in a Remix Culture","authors":"Kristin Winokur Early, Holli Vah Seliskar, Dave White, John Mead, William C. Campbell","doi":"10.4018/978-1-7998-7653-3.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-7653-3.ch009","url":null,"abstract":"A new era of educational instruction was ushered in with the advent of 2020. Students, educators, and administrators had to rethink content delivery during a global pandemic. The move to online instruction introduced challenges, among which is the challenge of promoting original writing in the digital age. Technology has contributed to a remix culture that encourages patchwork assemblage of existing works and ideas. Accustomed to having information available at their fingertips, learners often have little conception of the origins or ownership of the information. With increasing shifts to remote education, instruction must evolve to clearly define what constitutes original writing and academic integrity. This chapter explores plagiarism, academic dishonesty, and the influence of technology across the differentiated remote settings of K-12 and higher education. Strategies for addressing academic dishonesty and fostering integrity are explored from the perspectives of students, educators, curriculum developers, and administrators.","PeriodicalId":436613,"journal":{"name":"Curriculum Development and Online Instruction for the 21st Century","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114648214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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