Novice online educator conceptual frameworks: a mental model exploration of mindful learning design

Stewart, Cherry; Bower, Matt

doi:10.1080/09523987.2019.1583463

Cited by 8 publications

(7 citation statements)

References 47 publications

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“…So there is a good exchange of information between one group and another. The fifth stage is analyzing and evaluating the problem solving process (Stewart & Bower, 2019). All the stages that are present provide a great opportunity in improving students' mental models…”

Section: Resultsmentioning

confidence: 99%

Influence of Problem Based Learning Model on Student Mental Models

Batlolona

Singerin

Diantoro

2020

JPFI

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The purpose of this study was to determine the development of mental models (MM) of students as well as to analyze the differences in MM based on the learning model used. This research is expected to be a guide for teachers in exploring the concept of physics as a whole. The study was conducted at the high school level with a medium level school category. The research method used mixed methods embedded experimental models with surface level, matching and deep (SMD) diagnostic test instruments. The results of the study showed that there were an increase on students’ MM at each meeting in the SMD level. Other results show that there are differences in the mean scores corrected between levels of the learning model. The mean score corrected PBL mental model is significantly different from conventional. The increase in MM students with PBL was higher than the increase in MM students with conventional learning. Thus, PBL can be recommended to increase MM students' physics of high school students.

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Section: Resultsmentioning

confidence: 99%

Influence of Problem Based Learning Model on Student Mental Models

Batlolona

Singerin

Diantoro

2020

JPFI

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“…Online learning has been identified as an effective approach to increase learning quality (Belaya, 2018), allowing students to learn at their own speed (Indira & Sakshi, 2017), and giving students with a wide range of possibilities to expand their knowledge. However, if students and teachers are unable to use technology or do not have social connection and involvement in online learning, this form of instruction will negatively influence student learning results (Stewart & Bower, 2019). Teachers and students must be maturely prepared to carry out learning confidently.…”

Section: Online Educationmentioning

confidence: 99%

Analysis of The Development of Non-Cognitive Assessment Instrument to Support Online History Learning in Jambi City High School

Cahyadi

Aswita

Ningsih³

2022

AIJP

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This research is important to do because (1) there is a lack of an accurate non-cognitive skill assessment tool to assess non-cognitive skills in online learning; (2) it is difficult for teachers to measure students' cognitive skills during online learning due to the limited assessment tools available; and (3) only a few instruments have been developed to measure non-cognitive skills in social science learning, particularly history learning. Based on this gap, it's critical to examine the creation of non-cognitive skills evaluation instruments, particularly for use in online history classes. We collect data through surveys and questionnaires, answering questions. The study's subjects were Jambi City Senior High School teachers, a group of 15 from five different schools. Proportional Random Sampling Strategy is the sampling technique used in this study. An observation sheet and a questionnaire sheet were utilized as research instruments in this study. The questionnaire sheet consists of a questionnaire sheet to collect data on non-cognitive skills. The results of the study were examined using descriptive statistical methods. Non-cognitive skills are critical to acquire in online learning, according to the findings of the study. According to the research, 81.67% of teachers strongly believe that non-cognitive skills have an impact on student success. Non-cognitive qualities including discipline, independence, time management, teamwork, motivation, and technological skills are identified by 84.44 % of teachers as having a significant impact on the success of online learning. According to the teacher, 93.3% strongly agreed to create an assessment instrument to test this skill. The importance of non-cognitive instrument development is evident from the preceding discussion.

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“…The study recommends that online educators establish an environment supporting critical reflection, keep students focused via regular communications, value students' commitments, encourage outside class discussions, and institute diversities in learning styles [5]. Literature has further explored the determinants that influence the use of social media by online health educators [7], the need for professional development for new online learning designers [8], and providing effective feedback in online education [9].…”

Section: Introductionmentioning

confidence: 99%

Good practices of delivery and teaching leadership for online educators in technical disciplines: A perspective

Imam¹

2021

STEME

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While there are works on best practices in teaching, there is a lack of literature that concerns the associated leadership aspect. However, contemporary online educators largely play the role of leaders consciously or unconsciously. Further, STEM and technical social science subjects like finance can be related to a substantial cognitive load if instructions are poorly designed, and more so in an online context where students and educators may not have a close connection. This perspective article, drawing on the author's own experience as a successful online educator with consistently high student satisfaction scores and multiple teaching awards and referring to literature, conceptualizes good online teaching practices in technical disciplines across two dimensions -virtual leadership and cognitive load management. The perspective then suggests strategies particularly applicable in technical disciplines to achieve satisfactory learning outcomes. It is acknowledged that online delivery and style of teaching adopted by educators can be subjective and dependent on context. However, the practices suggested, including communicating expectations, developing trust-relationship with students, adaptations beyond conventional teaching and textbook, and designing and sequencing resources while considering cognitive load management, may positively impact online students' learning experience in STEM and technical social science disciplines.

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Novice online educator conceptual frameworks: a mental model exploration of mindful learning design

Cited by 8 publications

References 47 publications

Influence of Problem Based Learning Model on Student Mental Models

Influence of Problem Based Learning Model on Student Mental Models

Analysis of The Development of Non-Cognitive Assessment Instrument to Support Online History Learning in Jambi City High School

Good practices of delivery and teaching leadership for online educators in technical disciplines: A perspective

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