Instructional Activities, Online Technologies, and Social Community in Online Graduate Student Courses

Abstract

This chapter provides an operational definition of, “effective communication,” that instructors and scholars can utilize to measure successful online graduate course pedagogy strategies. There is not a drought of research on online graduate courses, including studies that focus specifically on communication within the online environment. However, in this chapter a detailed analysis from aggregated research was performed in order to offer new knowledge and insight on how to successfully increase effective online graduate student communication. By the end of this chapter, several questions will be answered: What online instructional technologies do instructors utilize in online graduate courses? What assignments and activities do instructors include in online graduate course curriculum? What level of social presence helps create a learning environment that facilitates effective online graduate communication?

The attitudes of elementary and middle school students and teachers towards online learning during the corona pandemic outbreak

“…Online learning (synchronous and asynchronous) is usually structured around written communication which can be more calculated and profounder than verbal learning (Fedynich et al 2015 ). Exposure to pedagogic applications and online teaching strategies including experience with them during the learning process by means of investigative, dialogic and experiential learning assists the learners to function better in the technological environment during the process and will help improve their functioning later in life (Campbell 2018 ; Dabbagh 2007 ).…”

Teachers’ technological competence and success in online teaching during the COVID-19 crisis: the moderating role of resistance to change

“…For example, students who have a hard time speaking in front of the class can participate in asynchronous discussions, and students who find it difficult to concentrate in a noisy classroom can enjoy the quiet environment of their homes during online learning (Webb and Cox, 2004). Additionally, online teaching (both synchronous and asynchronous), which often relies on written communication, may help both teachers and students to be more thoughtful during the teaching and learning process (Campbell, 2018;Fedynich et al, 2015).…”

Preparing Students For Cross Cultural Interaction: Modular And Distance Learning Technologies

“…Successful e-learning course includes instructive, informational, communicative and reflective parts (Banks, 2018;Campbell, 2018). The instructive part of the module is represented with a brief annotation, which should be done accurately.…”