A dialogic approach to online facilitation

Swann, Jennie

doi:10.14742/ajet.1102

Cited by 16 publications

(7 citation statements)

References 47 publications

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“…Educational design research provides an exceptionally suitable approach to systematic inquiry in the field of educational technology that maximises both rigor and relevance (McKenney & Reeves, 2012;Reeves, 2011). Over the past few years, the Australasian Journal of Educational Technology has been providing an outlet for EDR studies (e.g., Drexler, 2010;Swann, 2010;Tee & Lee, 2011). The editors of this special issue and I are not alone in seeing this as an encouraging sign of progress.…”

Section: Final Wordsmentioning

confidence: 99%

Educational design research: Signs of progress

Reeves¹

2015

AJET

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This special issue of the Australasian Journal of Educational Technology includes an introductory article by the guest editors and six papers that illustrate the potential of educational design research (EDR) to address important problems in higher education. In this final paper, reflections on the papers are made. Then the rationale for conducting EDR instead of media comparison studies is described with a concrete example. This paper concludes with a proposal for expanding educational design research through the establishment of consortia of collaborating researchers, practitioners, and funding agencies focused on the most salient challenges faced in education today.

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Section: Final Wordsmentioning

confidence: 99%

Educational design research: Signs of progress

Reeves¹

2015

AJET

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“…The importance of developing self-reflective learning and critical thinking has been highlighted in several studies within the field of distance learning and education (e.g. Finegold & Cooke, 2006;Garrison, Anderson, & Archer, 2001;Swann, 2010;Vonderwell, 2003;Wegerif, 2006). The review byvan der Pol, van den Berg and Admiraal (2008) of online peer feedback in higher education shows significant relationship between online feedback containing concrete suggestions and a successful uptake of the feedback.…”

Section: Previous Researchmentioning

confidence: 99%

Creativity in and between Collaborative Peer Assessment Processes in Higher Distance Education

Amhag¹

2013

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The study investigates in what ways the combination of self-assessment and collaborative peer assessment can support students’ creative-and critical-abilities, as well as providing opportunities for meta-cognitive learning. The study is informed by sociocultural theories research traditions and computer supported collaborative learning, CSCL. Data were collected from 22 student teachers peer assessment processes, including peer feedback and self-assessment during two consecutive 15 credit web-based courses. The analytical framework was based on Toulmin’s argument model (1958) and Hattie and Timperley’s (2007) feedback model. The results provide a broader perspective on collaborative peer assessment processes by distinguishing, identifying and describing the meaning content in the students’ peer feedback and self-assessment, and the relationships between these. Quality of content and creativity in formulating the responses can be linked to creativity as “higher order thinking skills”. Peer assessment processes can thus function as creative exercises or as a tool to support such skills.

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“…So, the real potential of online learning and teaching lies in the richness of a learning community built through the learning interactions of peersupported learners (NOAKES et al, 2004). Also, studying facilitation models from the point of view of a university tutor encourages social construction of understanding through online dialogue, to help university tutors to facilitate a dialogic approach to learning online (SWANN, 2010).…”

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confidence: 99%

Online learning facilitation in border guards’ foreign language training

Балендр

Komarnytska

Ісламова

et al. 2021

Laplage

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The study aims to analyze the effectiveness of teaching English online to cadets of the border guard educational institutions using learning facilitation techniques in order to enhance the effectiveness of foreign language training of future border guards within the system of distance learning. The research has revealed the peculiarities of organization of online facilitation skills development for the border guard trainers in European Union border guard agencies under the auspices of European Border Guard Agency. The modern online learning facilitation forms, methods and tools used for teaching future border guards English language have been presented. The effectiveness of the acquired by border guard trainers' facilitative skills was tested during an Intensive Online English Language Course for Border Guards at the National Academy of the State Border Guard Service of Ukraine. Analysis of the results of employing facilitative methods and techniques during the course provide their effectiveness. According to the results, the average score of the participants increased from 3.98 to 4.23. The obtained results testify to the efficiency of the facilitation skills development of the trainers of the Border Guard agencies.

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A dialogic approach to online facilitation

Cited by 16 publications

References 47 publications

Educational design research: Signs of progress

Educational design research: Signs of progress

Creativity in and between Collaborative Peer Assessment Processes in Higher Distance Education

Online learning facilitation in border guards’ foreign language training

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