Effective reuse and sharing of best teaching practices

Abstract

The widespread use of computer technologies in education has reshaped the roles of instructors, who are encouraged to innovate interactive forms of technology‐supported instruction that promote participation and collaboration. This in turn engenders new experiences of teaching that need to be gathered and capitalized as teaching assets to be shared among communities of instructors. Among these experiences, best teaching practices (BTPs) are instructional practices accumulated in teaching that have been proven to work well, give good results, and can therefore be recommended as a model. Identifying and sharing best practices means duplicating successes which help instructors learn from each other and deliver better quality teaching. This paper presents a knowledge management framework for acquiring, coding, sharing, and reusing BTPs. To encourage instructors’ participation, the framework is based on peer scoring of BTPs, which stimulates contribution and interaction. The framework has been implemented as a knowledge portal that allows instructors to create, store, search, and share BTPs and to receive feedback and comments from other users, providing many useful functionalities and services to users as individuals and communities. The paper presents also a real‐life case study, lessons learned from using the system within a community of instructors, and a system evaluation of the effectiveness of reusing BTPs using the reuse effort and impact metrics. © 2016 Wiley Periodicals, Inc. Comput Appl Eng Educ 25:163–178, 2017; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.21776

The Challenges Faced by Undergraduate Women during the COVID-19 Pandemic in Saudi Arabia

“…Another issue that was highlighted in this study is related to the lack of in-person interaction with both instructors and classmates. In reality, an inherent learning structure exists on campus, harmony and tangibility that keep students linked to the academic community [40][41][42]. Many learners adapt easily to a virtual environment.…”

“…Research indicates that undergraduates who are academically marginal struggle more with full online instruction [45]. Fortunately, the widespread use of computer technologies in education has reshaped the role of faculty members, who are encouraged to innovate interactive forms of technology-based instruction that foster collaboration and participation [41,46]. Faculty members should provide an interactive learning environment designed to attract and inspire students to share their thoughts and experiences.…”

Práticas de compartilhamento de conhecimento em comunidades de prática multialocadas: uma revisão integrativa.

“…Topousis et al, 2012). As áreas para Amal Al-Rasheed & Berri, 2016;Cheung et al, 2013;Davis et al, 2010). As CoPs que contam com encontros face a face, por sua vez, viabilizam novas conexões com a organização de encontros temáticos, visitas técnicas, excursões, encontros sociais, treinamentos em questões de interesse mútuo e grupos de aprendizagem (Apostolou et al, 2004;Hamunen et al, 2015;Ho & Kuo, 2013) Wanberg et al 2017 Dubé, 2010;Cheung et al, 2013;Liz Lee-Kelley & Turner, 2017;S.…”

“…-Rasheed & Berri, 2016;Antonacci, Fronzetti Colladon, Stefanini, & Gloor, 2017;Apostolou et al, 2004; Anne Bourhis & Dubé, 2010;Cheung, Lee, & Lee, 2013;Davis et al, 2010;Ho & Kuo, 2013;L. Lee-Kelley & Turner, 2017;S.…”

“…No entanto, o espaço virtual parece ser a grande arena de encontro e compartilhamento de conhecimento utilizado pelas comunidades que estão espalhadas geograficamente. As comunidades se valem de portais como o local agregador dos relacionamentos entre seus membros e neles depositam conteúdos, oferecem ferramentas de colaboração e comunicação entre seus membros ou, ainda, mantém a comunidade informada a respeito de eventos(Amal Al-Rasheed & Berri, 2016;Antonacci et al, 2017;Apostolou et al, 2004;A. Bourhis & Dubé, 2010;Cheung et al, 2013;Davis et al, 2010;Ho & Kuo, 2013;L.…”