Hands‐on and online: scientific explorations through distance learning

Mawn, Mary V.; Carrico, Pauline M.; Charuk, Ken; Stote, Kim S.; Lawrence, Betty

doi:10.1080/02680513.2011.567464

Cited by 27 publications

(15 citation statements)

References 6 publications

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“…Similarly, instructors' technology proficiency, and campus information infrastructure can be essential in online education success. Furthermore, online learning has its own challenges including (a) a sense of isolation due to lack of interactions between peers (Vu & Fadde, 2013); (b) difficulties with hands-on learning activities (Mawn et al, 2011); (c) instructors' limited presence (Richardson et al, 2015); and (d) timely support (Vu, Fredrickson, & Meyer, 2016). Therefore, a sudden unprecedented move from traditional F2F learning to remote learning (emergency online learning) certainly resulted in a big shock to instructors and learners, regardless of whether stakeholders were ready or not.…”

Section: Introductionmentioning

confidence: 99%

Moving from Face-to-Face to Remote Instruction in a Higher Education Institution during a Pandemic: Multiple Case Studies

Saidi

Criffield

Kracl

et al. 2020

IJTES

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In response to the Covid-19 pandemic, our institution, like others in higher education, suspended face- to-face classes and offered remote learning as an alternative. We report five cases of undergraduate and graduate courses that transitioned from a face-to-face to a remote mode. Each case will provide a detailed description of how the course was moved to an online mode, how the course was managed, the instructors’ previous experience in online teaching, their self-reflection on the process of transitioning to remote learning and their recommendations for a more successful experience in a similar potential scenario in the future. Further, we report the students’ perspectives based on their responses to an online survey. The combined results of the cases reported in this study reflect the resilience on both sides. A sudden shutdown of the university along with disease- related fears caused anxiety both for the students and instructors regardless of previous experience in online education. However, having online material pre-pandemic, possessing the technical skills, and previous online teaching or learning experience as well as having the infrastructure in place, facilitated the smooth navigation of the courses. The mode of delivery of the course (synchronous, asynchronous or blended) did not have an effect on students’ satisfaction.

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Section: Introductionmentioning

confidence: 99%

Moving from Face-to-Face to Remote Instruction in a Higher Education Institution during a Pandemic: Multiple Case Studies

Saidi

Criffield

Kracl

et al. 2020

IJTES

View full text Add to dashboard Cite

show abstract

“…Bower et al (2014) argued that the use of virtual reality may be of more use to educational courses that rely on the development of practical skills as opposed to modules that were based on content absorption. Studies which focused on courses in ODL that required the development of practical skills (Baukal, 2010;Güven 2014;Mawn et al, 2011), substantiated the argument by Bower et al (2014).…”

Section: Adoption Challengesmentioning

confidence: 94%

“…The study builds on work that support the use of modern technologies in the enhancement of DL courses. In a study conducted by Mawn et al (2011), the author states that the study is evidence that field-experiments can be incorporated in the DL science coursework. "Distance learning opportunities such as these can enable students to increase their science content knowledge while also developing scientific process skills, all while doing so on their own schedules and from varied locations (Mawn et al, 2011, p145).…”

Section: This Paper Aims To Answer the Primary Research Question; Howmentioning

confidence: 99%

“…Gamification and role-play-based AR has been implemented to increase motivation and a sense of realisticness in medical science (Rosenbaum et al, 2007). The aforementioned is an indication of the potential that immersive learning has in the enhancing of the ODL learning experience as Mawn et al (2011) had emphasized the necessity to not only enhance theoretical knowledge but to also hone the learning of practical skills. The use of AR in education may be relatively new, however, there are several AR applications that may be utilized in various learning contexts.…”

Section: Areas Of Usementioning

confidence: 99%

“…Taking into account these limitations researchermarkovs have still found the use of immersive learning in higher education learning, particularly in courses that require practical engagement, as significantly beneficial in improving the learning experience (Baukal, 2010;Güven 2014;Mawn et al, 2011). Ellaway et al (2003) however, reported that although virtual learning environments are able to provide exceptional support for the complex, dispersed and integrated practices of medical education, investment, community commitment and stakeholder buy-in will remain the most critical hindrance to implementation.…”

Section: Adoption Challengesmentioning

confidence: 99%

See 2 more Smart Citations

Open Distance Learning and Immersive Technologies: A Literature Analysis

Ntaba¹,

Jantjies²

2019

Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)

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Open and distance learning (ODL) education provides an opportunity for prospective students who require flexibility in education enabling learning without traditional face to face lecture sessions. Previous literature indicated that there has been a growing curiosity amongst educators, researchers, and pedagogues on employing modern visualization technologies to enrich current educational experiences for students who do not attend face to face lessons. This study aims to explore how new immersive technology can be used to enhance the experience of distance learning. Using a systematic literature review, findings were presented in the form of a thematic discussion looking at journal articles between the year 2000 to October 2018. Following a review of 40 articles which were included in the qualitative synthesis, this study investigated the challenges experienced in open distance learning experience, in an attempt to form the basis of interlinking the use of Virtual and Augmented Reality (AR) technologies to enhance the distance learning experience. Findings revealed ODL presently employs various Information and Communication Tools (ICT) which are comprised of technological resources that assist the facilitation of lecturer and student interaction. However, these ICTs do not fully assist in enhancing the DL experience. Results from the review found that the adoption of Augmented and Virtual Reality (VR) in higher education contributed to learner engagement and enhanced learning outcomes. Moreover, literature revealed that immersive learning is best utilized as a complement to traditional learning as opposed to a replacement.

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Open Distance Learning and Immersive Technologies: A Literature Analysis

Ntaba

Jantjies

2021

Cognition and Exploratory Learning in the Digital Age

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Hands‐on and online: scientific explorations through distance learning

Cited by 27 publications

References 6 publications

Moving from Face-to-Face to Remote Instruction in a Higher Education Institution during a Pandemic: Multiple Case Studies

Moving from Face-to-Face to Remote Instruction in a Higher Education Institution during a Pandemic: Multiple Case Studies

Open Distance Learning and Immersive Technologies: A Literature Analysis

Open Distance Learning and Immersive Technologies: A Literature Analysis

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