Instructional style and learner-centered approach: a cross-institutional examination of modality preference for online course delivery in a graduate professional program

Bonnici, Laurie J.; Maatta, Stephanie; Klose, M. Katherine; Julien, Heidi; Bajjaly, Stephen

doi:10.1080/03075079.2014.977860

Cited by 16 publications

(14 citation statements)

References 17 publications

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“…Although learner-centered education is being practiced today (Boling & Beatty, 2010;Bonnici, Maatta, Klose, Julien, & Bajjaly, 2016), emerging technologies will make learning in the future adaptive and more individualized because of the use of smart learning technologies (Gros, 2016;Hwang, 2014). This will allow learners to learn at their peak learning times rather than going to a specific location at a specific time to learn.…”

Section: Learner-centered Educationmentioning

confidence: 99%

Competency Profile of the Digital and Online Teacher in Future Education

Ally

2019

IRRODL

137

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As education progresses in the digital era and in the Fourth Industrial Revolution, learning will be adaptive and individualized to meet the needs of individual learners. This is possible because of emerging technology, artificial intelligence, and the internet of things. This study is making significant contribution to future education by identifying forces that are shaping education and developing a competency profile for the digital teacher of the future. The research conducted focus groups and interviews with education experts from six countries to identify the forces shaping education in the future and the competencies required by the digital teacher to function effectively. The Competency Profile for the Digital Teacher (CPDT) can be used to train and orient the digital teacher of the future.

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Section: Learner-centered Educationmentioning

confidence: 99%

Competency Profile of the Digital and Online Teacher in Future Education

Ally

2019

IRRODL

137

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“…It can supports blendedlearning environments in which students become active and interactive learners (Dziuban, Hartman, & Moskal, 2004) and facilitate self-directed and informal learning (Taylor et al, 2006). Students would be able to engage with learning when they are in their best cognitive ability (Bonnici, Maatta, Klose, Julien, & Bajjaly, 2014). M-learning can also be individualized and adopted differently based on the needs of learners, making the learning process more efficient and effective (Sun, Joy, & Griffiths, 2007).…”

Section: Introductionmentioning

confidence: 98%

“…Educators and learners are both important components of m-learning adoption. Nevertheless, there is little known about students' preferences for online learning activities (Bonnici et al, 2014). It is essential to explore the use of mobile devices for learning purposes from their perspective.…”

Section: Introductionmentioning

confidence: 99%

Do learners’ characteristics matter? An exploration of mobile-learning adoption in self-directed learning

Karimi

2016

Computers in Human Behavior

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a b s t r a c tThis paper aims to identify individual characteristics that motivate learners to use mobile-learning. It sheds light on our current knowledge by a) examining an m-learning adoption model which accounts for learners' characteristics (learning style and personal innovativeness) in addition to previously studied mobile platform characteristics and b) considering the context in which learning occurs (formal and informal). A framework has been introduced and empirically tested. Results suggest that individuals' learning style and perceived playfulness influence m-learning usage in both learning situations; while performance expectancy and personal innovativeness are only influential in specific learning contexts. This study highlights the role of learners' characteristics in m-learning adoption and emphasizes the importance of distinguishing between various types of m-learning. This multi-disciplinary research enriches m-learning literature and offers practical implications for educators using mobile technologies as well as developers of virtual learning platforms.

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“…Widespread interest in quality of online delivery has led to research on adults' learning needs (Crea & Sparnon, 2017;Garrison, Anderson, & Archer, 2000, 2010. Unlike the traditional demographic of university student, older learners bring to the classroom professional and life experiences, which are conducive to experiential techniques (e.g., role-play) (Bonnicia, Maattab, Klosec, Juliend, & Bajjaly, 2016). Motivated to learn, adults engage more deeply in content.…”

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confidence: 99%

Does Modality Matter? A Comparison of Aspiring Leaders' Learning Online and Face-to-Face

Mullen¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Expectations for online distance delivery of higher education courses and programs are increasing globally, begging the question, 'Does modality matter?' Pedagogic research comparing online and face-to-face learning demands more examination, particularly synchronous delivery. The purpose of this empirical study is to determine whether the quality of learning differs between Master's groups of aspiring leaders (inservice teachers) based on instruction received synchronously online and in-person. In particular, best practices in curriculum and leadership within a constructivist context were scrutinized, with cognitive performances relative to delivery mode compared. Guiding this study were the community of inquiry (CoI) framework and two questions: 'Did student learning vary between groups completing the same course?' and 'Did students' cognitive learning capacity for making meaning change from one constructivist environment to the next?' For both groups, eight data sources (i.e. documents) were collected and analyzed: When examined, perspectives on technology, mathematics and reading were justice-oriented. For both cohorts, a strong cognitive orientation favoring equity and socially just schooling was revealed. Without noticeable variance between groups, the real-time, computerbased classroom proved equally effective to the physical classroom. This noteworthy result is addressed. As postsecondary institutions utilize distance formats, the latest knowledge resulting from a strategic side-by-side comparison can prove beneficial.Please note, due to space restrictions, the three appendixes that accompany this study are not included:(1) Activities in the Online and F2F Course;(2) Examples of Three Themes Across Documents by Online & F2F Groups(3) Midpoint Student Satisfaction Survey in the Online and F2F Course. COMPARING MODALITIES 3 Context and PurposeRecall the qualitative-quantitative paradigmatic debate that consumed educational research for decades. These days, distance delivery of courses and programs is being hotly debated around educational issues of quality (Legon & Garrett, 2017). While faculties seem preoccupied with how best to instruct when physically separated from their students, administrators focus on student enrolment trends and sustainability. Caught within this yin-yang of institutional exigencies and faculty concerns regarding quality, academic units attempt to work creatively with reduced budgets and lower enrolments while addressing mandates to expand their programs. As the competition for prospective students intensifies, rapid growth in distance education has mobilized institutional problem-solving, despite diminished funding from, for example, states/provinces. Motivated to avoid dire consequences (e.g., consolidation and closure), many departments offer online options (Legon & Garrett;Mullen & Eadens, 2018)."Universal demand" for online education (Crea & Sparnon, 2017) begs the question, Does modality matter? Although pedagogic research comparing online and face-to-face (F2F) course delivery...

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Instructional style and learner-centered approach: a cross-institutional examination of modality preference for online course delivery in a graduate professional program

Cited by 16 publications

References 17 publications

Competency Profile of the Digital and Online Teacher in Future Education

Competency Profile of the Digital and Online Teacher in Future Education

Do learners’ characteristics matter? An exploration of mobile-learning adoption in self-directed learning

Does Modality Matter? A Comparison of Aspiring Leaders' Learning Online and Face-to-Face

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