Authenticity, relevance, and connectedness: Graduate students' learning preferences and experiences in an online reading education course

Swaggerty, Elizabeth A.; Broemmel, Amy D.

doi:10.1016/j.iheduc.2016.10.002

Cited by 34 publications

(21 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Researchers examined communication in online learning in studies using social network analysis ( Ergün & Usluel, 2016 ), using informal communication tools such as Facebook for class discussion ( Kent, 2013 ), and using various modes of communication ( Cunningham et al, 2010 ; Rowe, 2016 ). Studies have also focused on both asynchronous and synchronous aspects of communication ( Swaggerty & Broemmel, 2017 ; Yamagata-Lynch, 2014 ).…”

Section: Resultsmentioning

confidence: 99%

A systematic review of research on online teaching and learning from 2009 to 2018

Martin

Sun

Westine

2020

Computers & Education

323

113

View full text Add to dashboard Cite

Systematic reviews were conducted in the nineties and early 2000's on online learning research. However, there is no review examining the broader aspect of research themes in online learning in the last decade. This systematic review addresses this gap by examining 619 research articles on online learning published in twelve journals in the last decade. These studies were examined for publication trends and patterns, research themes, research methods, and research settings and compared with the research themes from the previous decades. While there has been a slight decrease in the number of studies on online learning in 2015 and 2016, it has then continued to increase in 2017 and 2018. The majority of the studies were quantitative in nature and were examined in higher education. Online learning research was categorized into twelve themes and a framework across learner, course and instructor, and organizational levels was developed. Online learner characteristics and online engagement were examined in a high number of studies and were consistent with three of the prior systematic reviews. However, there is still a need for more research on organization level topics such as leadership, policy, and management and access, culture, equity, inclusion, and ethics and also on online instructor characteristics.

show abstract

Section: Resultsmentioning

confidence: 99%

A systematic review of research on online teaching and learning from 2009 to 2018

Martin

Sun

Westine

2020

Computers & Education

323

113

View full text Add to dashboard Cite

show abstract

“…Regarding the development of relevant and authentic assignments, some design principles included: adding an interactive component to online learning activities that enabled a constructive, dialogic approach to e-learning (Baker and Watson 2014); focusing on problems of the everyday teaching practice that promoted learners' participation and their ability to apply new knowledge (Burgess and Mayes 2008;Evens et al 2017;Lee and Martin 2017), and; providing assignments that built on one another (Swaggerty and Broemmel 2017). Similar to the inclusion of videos (see Cognitive Presence), the use of contextualised case stories as instructional anchors made assignments more relevant to participants' lives and supported reflection and knowledge development (Luo et al 2018).…”

Section: The Teaching Presencementioning

confidence: 99%

COVID-19 and teacher education: a literature review of online teaching and learning practices

Carrillo

Flores

2020

European Journal of Teacher Education

734

442

View full text Add to dashboard Cite

The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and 'forced' transition from face-to-face to remote teaching. They also had to create learning environments for student teachers doing their preparation in the light of the requirements of teacher education programmes and the conditions in which both universities and schools had to operate. This paper provides a review of the literature on online teaching and learning practices in teacher education. In total, 134 empirical studies were analysed. Online teaching and learning practices related to social, cognitive and teaching presence were identified. The findings highlighted the need for a comprehensive view of the pedagogy of online education that integrates technology to support teaching and learning. The implications of this study for the development of online teaching and learning practices are discussed. Suggestions for further research are also examined.

show abstract

“…Learners develop their identity in the relationship to a group and expand selfawareness (Ashford-Rowe, Herrington, and Brown 2014), self-esteem, confidence, and intrinsic motivation (Ursin and Paloniemi 2019). Ignite a debate on learners' conceptions and allow for peer feedback (Swaggerty and Broemmel 2017).…”

Section: Elements Elements Descriptionmentioning

confidence: 99%

The mARC instructional design model for more experiential learning in higher education: theoretical foundations and practical guidelines

Radović

Hummel

Vermeulen

2021

Teaching in Higher Education

View full text Add to dashboard Cite

The concept of lifelong learning is becoming increasingly important in contemporary educational research and development. Although the relationship between experience (practice) and knowledge (theory) is becoming an important aspect of the formal learning process, current instructional design models do not point to educational strategies that support learners in re-and decontextualisation (both directions of Kolb's learning cycle). This article aims to provide more insight into the process of creating and redesigning experiential learning environments and to better understand the complex relationship that exists between the learning environments and experiential learning (considering underlying learning theories). We will present and discuss mARC (more Authentic, Reflective and Collaborative), a threecomponent instruction model with a set of instructional elements proved to facilitate the re-and de-contextualisation of knowledge. This article ends with practical guidelines for using the mARC model to support students in linking learning experience to academic knowledge development within higher education.

show abstract

Authenticity, relevance, and connectedness: Graduate students' learning preferences and experiences in an online reading education course

Cited by 34 publications

References 9 publications

A systematic review of research on online teaching and learning from 2009 to 2018

A systematic review of research on online teaching and learning from 2009 to 2018

COVID-19 and teacher education: a literature review of online teaching and learning practices

The mARC instructional design model for more experiential learning in higher education: theoretical foundations and practical guidelines

Contact Info

Product

Resources

About