A conceptual framework to enhance student online learning and engagement in higher education

Brown, Alice; Lawrence, Jill; Basson, Marita; Redmond, Petrea

doi:10.1080/07294360.2020.1860912

Cited by 52 publications

(44 citation statements)

References 27 publications

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“…The changes could develop great resistance which also results in tokenistic professionalism at best which is focused on functional convenience: Using an LMS as a digital depository and/or a bulletin board, offering self-learning activities, structuring a course based on one-to-many (an instructor-many individual students) interactions, and/or the absence of teacher presence in communication and collaboration (Dreamson, 2020 ; Brown et al, 2019 ; Park, 2011 ; Rapanta et al, 2020 ). These approaches could degenerate the underlying pedagogical strategies such as interactive learning (Anderson et al, 2001 ), personalised learning (Temdee, 2020 ), collaborative learning (Harasim, 2000 ), connectivist learning (Siemens, 2004 ), and smart learning (Khlaif & Farid, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

The identity changes in online learning and teaching: instructors, learners, and learning management systems

Kwon

Kim

Bae

et al. 2021

Int J Educ Technol High Educ

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Not because of the unexpected global pandemic, but because of the emergence of educational technology and pedagogical innovation, the ways of teaching and learning have been switched to technology integrated modes such as blended and flipped learning which is more than changing to online from face-to-face. Yet, many institutes, which rely on a conventional residential teaching mode or use learning management systems (LMS) as an additive tool, are further struggling to adjust to the new environment. In this paper, we argue that the identity changes of three components, instructor, learner, and LMS are inevitable for authentic online teaching and learning. By applying conceptual frameworks for the identity changes with four sequential levels, we evaluated Blackboard course sites (n = 53) and analysed course evaluations (n = 41) from a university that remained holding a traditional classroom mode and using an LMS in a non-integrated way. As a result, only a few courses appeared at higher levels of the identity changes. To integrate the identity changes in online learning and teaching, we argue that an LMS should be designed and managed as a learning community; both instructors and learners should be repositioned as co-participants; and they should work together to build a post-learning community by practicing community membership.

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Section: Introductionmentioning

confidence: 99%

The identity changes in online learning and teaching: instructors, learners, and learning management systems

Kwon

Kim

Bae

et al. 2021

Int J Educ Technol High Educ

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“…Традиційні форми навчання поступаються місцем інноваційним засобам, що дає можливість викладачеві максимально раціонально використовувати час заняття та дозволяє легко залучити до навчального процесу учнів, а студенту проявити себе під час самостійної роботи [1,5,7]. Сутність інтерактивного навчання в тому, що навчальний процес організується таким чином, що практично всі студенти виявляються залученими до пізнавальної діяльності [2,3,6]. Впровадження нових інформаційних технологій навчання дозволяє адаптувати студентів до реальних ситуацій у практичній діяльності фізичного терапевта та випускати фахівців, які отримали високий рівень професійної підготовки.…”

Section: Application Of Information Technologies In the Process Of Teaching Theory And Practice Of Physical Therapyunclassified

“…У психологічних дослідженнях зазначається, що інформаційні технології впливають на формування теоретичного творчого та модульнорефлексивного мислення учнів, що комп'ютерна візуалізація навчальної інформації істотно впливає на формування уявлень, що займають центральне місце в образному мисленні [1,3,9], а образність уявлень у пам'яті учнів збагачує сприйняття навчального матеріалу, сприяючи його науковому розумінню [2,4,8]. У процесі навчання студенти набувають навичок роботи з інформацією медичного призначення, яка відноситься до здоров'я та його стану для конкретної людини, навчаються використовувати інформаційно-технологічні медичні системи.…”

Section: Application Of Information Technologies In the Process Of Teaching Theory And Practice Of Physical Therapyunclassified

Застосування Інформаційних Технологій У Процесі Викладання Теорії І Практики Фізичної Терапії

Копочинська¹,

Dmitriieva²,

Глиняна³

2022

Перспективи та інновації науки

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“…When choosing educational methods, we used the conceptual framework developed by Brown et al to maximize online learning and engagement. This framework encourages expectation management, learner engagement, and “nudging.” 15 Our orientation outlined expectations, including asynchronous assignments and recommended norms for small group. We prioritized interactive teaching modalities and active learning to maximize engagement such as small-group learning among as well as our “Virtual Escape Room” ( Appendix A ) and simulation.…”

Section: Objectivesmentioning

confidence: 99%

An Emergency Medicine Virtual Clerkship: Made for COVID, Here to Stay

Villa

Janeway

Preston-Suni

et al. 2021

WestJEM

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Introduction: Safety concerns surrounding the coronavirus 2019 pandemic led to the prohibition of student rotations outside their home institutions. This resulted in emergency medicine (EM)-bound students having less specialty experience and exposure to outside programs and practice environments, and fewer opportunities to gain additional Standardized Letters of Evaluation, a cornerstone of the EM residency application. We filled this void by implementing a virtual clerkship. Methods: We created a two-week virtual, fourth-year visiting clerkship focused on advanced medical knowledge topics, social determinants of health, professional development, and professional identity formation. Students completed asynchronous assignments and participated in small group-facilitated didactic sessions. We evaluated the virtual clerkship with pre- and post-medical knowledge tests and evaluative surveys. Results: We hosted 26 senior medical students over two administrations of the same two-week virtual clerkship. Students had a statistically significant improvement on the medical knowledge post-tests compared to pre-tests (71.7% [21.5/30] to 76.3% [22.9/30]). Students reported being exposed to social determinants of health concepts they had not previously been exposed to. Students appreciated the interactive nature of the sessions; networking with other students, residents, and faculty; introduction to novel content regarding social determinants of health; and exposure to future career opportunities. Screen time, technological issues, and mismatch between volume of content and time allotted were identified as potential challenges and areas for improvement. Conclusion: We demonstrate that a virtual EM visiting clerkship is feasible to implement, supports knowledge acquisition, and is perceived as valuable by participants. The benefits seen and challenges faced in the development and implementation of our clerkship can serve to inform future virtual clerkships, which we feel is a complement to traditional visiting clerkships even though in-person clerkships have been re-established.

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A conceptual framework to enhance student online learning and engagement in higher education

Cited by 52 publications

References 27 publications

The identity changes in online learning and teaching: instructors, learners, and learning management systems

The identity changes in online learning and teaching: instructors, learners, and learning management systems

Застосування Інформаційних Технологій У Процесі Викладання Теорії І Практики Фізичної Терапії

An Emergency Medicine Virtual Clerkship: Made for COVID, Here to Stay

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