Real Problems, Virtual Solutions: Engaging Students Online

Pearson, A. Fiona

doi:10.1177/0092055x10370115

Cited by 24 publications

(27 citation statements)

References 9 publications

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“…According to Kroeber (2005), students prefer to learn in a learning environment where technology is used. This explains the results shown by studies about students' positive attitudes towards using blogs (Pearson, 2010). Positive students' attitudes lead to students' engagement in the task, which made it easier for instructors to follow up on the students' homework and progress (Pearson, 2010).…”

Section: Discussionmentioning

confidence: 95%

“…This explains the results shown by studies about students' positive attitudes towards using blogs (Pearson, 2010). Positive students' attitudes lead to students' engagement in the task, which made it easier for instructors to follow up on the students' homework and progress (Pearson, 2010). Students' engagement and participation lead to increase in the students' learning especially when the time of writing their own ideas increases (Pearson, 2010).…”

Section: Discussionmentioning

confidence: 97%

“…Positive students' attitudes lead to students' engagement in the task, which made it easier for instructors to follow up on the students' homework and progress (Pearson, 2010). Students' engagement and participation lead to increase in the students' learning especially when the time of writing their own ideas increases (Pearson, 2010). Moreover, using blogs in teaching preservice teachers served in allowing them to share their experiences and reflect on them (Good & Whang, 2002).…”

Section: Discussionmentioning

confidence: 99%

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The effects of using blogs and webquests in teaching pre-service teachers

Dandashly¹

2017

PROSOC

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In this study, the effects of two blended learning strategies on the academic achievement of pre-service teachers were examined in two Education courses. The control group composed of 25 teaching diploma students who received face-to-face learning instructions in two courses: teaching methods and essentials of education. The experimental group consisted of 22 students who received blended learning instructions in the same courses. Four achievement tests were administered to measure the students' achievement. The difference between the results of both groups was analyzed using the analysis of variance statistical method. The students' achievement in questions requiring high levels of thinking was examined and compared to both groups. Positive results for using blended learning strategies were observed in the course of Teaching Methods but were not clearly observed in the course of Essentials of Education. The difference between the results of both groups was statistically significant in the course of Teaching Methods.

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Section: Discussionmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

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The effects of using blogs and webquests in teaching pre-service teachers

Dandashly¹

2017

PROSOC

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“…Online discussions provide an additional way for students to interact with each other and engage with a course-supplementing and extending in-class activities. For example, Pearson (2010) highlights the importance of an online classroom where knowledge is shared and meanings are renegotiated in online discussions. This is different from much of the writing that occurs in a traditional course design and in many online approaches, whereby students' writing is read mostly-if not entirelyby the instructor alone.…”

Section: Engaging With Our Learnersmentioning

confidence: 99%

Climate Change and Society: Toward Online Pedagogy

Kelly

McCright

Dietz³

2015

HER

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Climate change, one of the most important social problems of the twenty-first century, challenges pedagogy to incorporate complex themes from social and biophysical sciences. We propose an approach to a course on "Climate Change and Society" grounded in pedagogical research. Integrating the development of higher-level learning skills into course learning objectives, we suggest such a course be implemented online to take advantage of the virtual teaching and learning tools available to educators of climate change and as a way to actively engage the learner, thus using online pedagogy as a key element in learning that spans social and biophysical sciences.

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“…Previous research has shown that use of technology in the classroom produces positive results especially with respect to students' perceptions of teaching effectiveness (Pippert & Moore, 1999), active collaborative learning (Hung & Yuen, 2010;Junco, 2011), sense of engagement with course content (Persell, 2004;Pearson, 2010), academic activities (Thomas & Kuh, 2005), and increased academic achievement (Wright & Lawson, 2005). Thus, our hypothesis is: the CEQ constructs will be positively correlated with usage of technology in the classroom, as a student's number of posts increases their perceptions of engagement in the course will also increase.…”

Section: Hypothesismentioning

confidence: 99%