A minimalist design for distance learning

Wolverton, Colleen Carraher; Hollier, Brandi N. Guidry

doi:10.1108/ijem-09-2017-0237

Cited by 7 publications

(9 citation statements)

References 19 publications

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“…During the COVID-19 pandemic, laptops and smartphones have been primary devices for lecturers and students in EdTech low-resourced African universities to stay in touch and engage meaningfully during online lessons [ 10 ]. In education systems with low EdTech resources, online teaching and learning should only provide significant and demonstrable benefits to students [ 10 , 35 ].…”

Section: Discussionmentioning

confidence: 99%

“…Minimalism is all about finding the essentials in life. Minimalists’ theories argue that online instruction should only include that which provides significant and demonstrable benefits to a student’s course [ 10 , 35 ]. Instructors and learners do not require several sophisticated gadgets and software resources to have a successful online lesson but minimal essential ICT tools and software in the public domain.…”

Section: Theorisation: Online Instruction Through a Minimalist Approachmentioning

confidence: 99%

“…Wolverton and Hollier [ 35 ] reason that three vital conditions should be present during online instruction. The first is the availability of a reliable internet connection, then the use of laptops and smartphones, and the last is specific software applications.…”

Section: Theorisation: Online Instruction Through a Minimalist Approachmentioning

confidence: 99%

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Innovations and Strategies During Online Teaching in an EdTech Low-Resourced University

et al. 2023

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The study focused on identifying innovations deployed by lecturers when teaching online during the COVID-19 pandemic at the University of Zambia. The interpretivist worldview anchors the study. Researchers adopted a descriptive qualitative case study design. Purposefully and conveniently sampled lecturers ( n = 21) took part in key informant interviews from the university faculties: the school of education, the school of humanities and social sciences and the school of health sciences. Thematic analyses were applied to the data collected using face-to-face and telephone interview schedules. Results show that all lecturers fully know online instruction’s possible challenges. Lecturers have devised innovations that are lecturer-oriented, lesson-oriented, resource-oriented and student-oriented in managing online teaching and learning. The success of online teaching in an EdTech low-resourced university depends on the lecturers’ desire to learn, the availability of essential ICT devices, the use of open educational resources-OER, the potential of the use of devices and the availability of internet connectivity. However, intermittent internet connectivity, student absenteeism, a lack of primary ICT devices, and EdTech illiteracy persist. External support—such as continuous professional development programs (CPDs), import duty exemptions or corporate sponsorships and donations—should be sought to facilitate online lessons. Innovation in teaching and learning does not only entail high-tech educational technologies but the use of what works best for a community of learners in a particular context. Though focused on Zambia, the study results reflect the situation and experience of universities in other countries with similar characteristics.

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Section: Discussionmentioning

confidence: 99%

Section: Theorisation: Online Instruction Through a Minimalist Approachmentioning

confidence: 99%

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Innovations and Strategies During Online Teaching in an EdTech Low-Resourced University

et al. 2023

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“…An article by Carraher Wolverton, C., & Guidry Hollier, B. provides an answer to the question of whether a minimalist approach is appropriate in distance learning. The results show that less technology should be used, the training required to teach an online course (Carraher Wolverton, & Guidry Hollier, 2019 (Gegenfurtner, & Ebner, 2019).…”

Section: Methodsmentioning

confidence: 99%

Distance Pedagogical Education in the Conditions of the Coronavirus

Tretyakova

Prokopiev

Гончарова

et al. 2020

PyR

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The relevance of the study is due to the problem of finding optimal solutions for organizing training sessions, the need to form the personality of a teacher in a difficult social and pedagogical situation. The leading research method is a pedagogical experiment on the organization of distance learning for students, the method of theoretical substantiation of the formation of the "Digital Educational Ecosystem" project, the method of practical implementation of the digital environment in work with educational organizations and schoolchildren. This article presents practical solutions for organizing training sessions, pedagogical practices, conducting state final certification through the use of interactive educational platforms, social networks, and instant messengers. An equally significant result of the study is the educational component of the formation of a future teacher in a difficult social situation.

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“…However, Bolliger and Wasilik (2009) indicated that online instruction is a complex undertaking and requires a higher level of commitment from faculty. Many instructors, whether they have taught online courses or not, feel that they did not enjoy it as much as teaching face-to-face classes (Carraher Wolverton and Guidry Hollier, 2019).…”

Section: Introductionmentioning

confidence: 99%

Faculty Engagement in Online Education: Applying the Perceived Characteristics of Innovation to Explain Online Teaching Intention

Carraher-Wolverton¹,

Zhu²

2021

EJEL

Self Cite

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There exists an increasing demand for online education; however, faculty may question the value of online courses as they grapple with making a connection between the face-to-face classroom and the online learning experience. Much research has focused on factors relating to student engagement, although we posit that faculty engagement represents an important aspect in the online learning context that has been fairly overlooked in the engagement research stream. Therefore, understanding the factors that influence a faculty’s intention to teach an OL course in addition to their level of engagement in teaching an online learning course is vital to the growth and success of an OL program. Therefore, in this study, we seek to not only understand the factors that influence faculty’s intention to teach online learning courses but also an instructor’s level of faculty engagement in online learning courses. We sought a novel lens with which to examine this phenomenon, so this study utilizes the perceived characteristics of innovation (PCI) to examine the relationships between faculty engagement and intention to teach online learning courses. We conducted a survey of 99 instructors from a large public university in order to assess the impact of PCI on faculty engagement and intention to teach online courses. Structural equation modeling (SEM) was employed to analyze the data, concluding that result demonstration, relative advantage, and compatibility influence a faculty’s level of engagement in an online learning course, which in turn influences their intention to teach an OL course. We discuss how this research can be utilized in order to more effectively allocate scarce resources by focusing on the relative advantage of online learning, the measurability of online learning, and the way in which it can be compatible with instructors teaching preferences. We present this study to enable the beginning of a new stream of research into faculty engagement.

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A minimalist design for distance learning

Cited by 7 publications

References 19 publications

Innovations and Strategies During Online Teaching in an EdTech Low-Resourced University

Innovations and Strategies During Online Teaching in an EdTech Low-Resourced University

Distance Pedagogical Education in the Conditions of the Coronavirus

Faculty Engagement in Online Education: Applying the Perceived Characteristics of Innovation to Explain Online Teaching Intention

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