Teaching with Instructional Assistants: Enhancing Student Learning in Online Classes

Bourelle, Tiffany; Bourelle, Andrew; Rankins-Robertson, Sherry

doi:10.1016/j.compcom.2015.06.007

Cited by 9 publications

(6 citation statements)

References 12 publications

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“…Song et al (2016) revealed that teacher self-disclosure plays a pertinent role in the development of satisfied student-teacher relationship in online classes that resultantly increases class satisfaction and knowledge gain. Bourelle et al (2015) found that incorporation of instructional assistants in online classes provides students feedback on their write-up, active interaction with instructors, and personalized attention throughout the online classes. Oswal and Meloncon (2014) urged that it is important to devise strategies for easy accessibility of online courses.…”

Section: Literature Reviewmentioning

confidence: 99%

Analyzing the Underlying Structure of Online Teaching During the COVID-19 Pandemic Period: An Empirical Investigation of Issues of Students

et al. 2021

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The aim of the study is to reveal the underlying structure of issues of university students taking online classes during the COVID-19 pandemic period. The overall design of the study includes a review of contemporary literature and field survey for data collection and analysis. Discourse of literature coupled with expert opinion has been employed for identification of issues. Interpretive Structural Modeling (ISM) is used for the determination of intra-issue relationships and analyzing the underlying structure. Cross impact matrix multiplication applied to classification (MICMAC analysis) is used as a technique for classifying issues on the basis of driving–dependence power. Results of the literature show that there are 21 major issues faced by the students taking online classes. ISM shows that lack of institutional guidelines, lack of regulators’ guidelines, stress of pandemic situation, and abrupt (not planned) start of online classes are the most critical issues. MICMAC analysis reveals that there is no autonomous issue, 4 (i.e., connectivity issue, shy to use technology, lack of institutional guidelines, and stress of pandemic situation) are independent, 6 other issues are dependent, and the remaining 11 are linking. This is a valuable study having practical implications for regulators, students, parents, and society to understand the current problem. It is an original attempt that contributes toward literature in the form of a structural model and a diagram of classification of issues.

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Section: Literature Reviewmentioning

confidence: 99%

Analyzing the Underlying Structure of Online Teaching During the COVID-19 Pandemic Period: An Empirical Investigation of Issues of Students

et al. 2021

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“…An act as simple as including a photo on an LMS or Google Apps account reminds students that the names in the class are real people. Bourelle et al. (2013) used multimedia learning objects (including video introductions from course facilitators) to engage learners in online first-year composition courses at the University of Arizona, a practice that kept students engaged in larger classes.…”

Section: Why Does Multimedia Enhance Ppdd?mentioning

confidence: 99%

Using Multimedia for Instructor Presence in Purposeful Pedagogy-Driven Online Technical Writing Courses

Harris

Greer

2020

Journal of Technical Writing and Communication

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Teaching and composing with multimedia humanizes online technical writing and communication classes. However, students do not always see the connection between multimedia instructional materials, multimedia assignments, and the course learning outcomes. Purposeful pedagogy-driven course design uses multimedia instructional materials to connect assignments, course materials, and assessments with course outcomes. Technical writing instructors can integrate synchronous and asynchronous multimedia elements to address not only the what and why of online technical writing instruction but also the how of multimedia instructional materials. Example multimedia instructional materials and student projects discussed in the article can increase student retention and promote engaged learning.

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“…Because the scholarship surrounding multimodal composition in the online classroom is relatively new (see Blair, 2015; Bourelle, Bourelle, & Rankins-Robertson, 2015; Rankins-Robertson, et al, 2014), there is a dearth of sources regarding effective practices for teaching e-portfolios in this environment. In a recent edited collection that offers administrators and instructors pedagogical and theoretical advice on using evolving technology and pedagogy in the online environment, Blair (2015) devoted one paragraph to using e-portfolios as a way to approach students’ self-assessment.…”

Section: The Growth Of Multimodality and Online Education In Technicamentioning

confidence: 99%

Assessing Multimodal Literacy in the Online Technical Communication Classroom

Bourelle

Spong

et al. 2016

Journal of Business and Technical Communication

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This article examines the teaching of a multimodal pedagogy in an online technical communication classroom. Based on the results of an e-portfolio assessment, the authors argue that multimodality can be taught successfully in the online environment if the instructor carefully plans and scaffolds each assignment. Specifically, they argue for an increased emphasis within the technical communication classroom on teaching the e-portfolio as a genre that not only exemplifies students’ multimodal literacies but also establishes their identities as technical communicators in the 21st century. This article provides a model for teaching multimodal composition in the online technical communication classroom and calls for more scholarship on teaching the e-portfolio in the digital environment.

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Teaching with Instructional Assistants: Enhancing Student Learning in Online Classes

Cited by 9 publications

References 12 publications

Analyzing the Underlying Structure of Online Teaching During the COVID-19 Pandemic Period: An Empirical Investigation of Issues of Students

Analyzing the Underlying Structure of Online Teaching During the COVID-19 Pandemic Period: An Empirical Investigation of Issues of Students

Using Multimedia for Instructor Presence in Purposeful Pedagogy-Driven Online Technical Writing Courses

Assessing Multimodal Literacy in the Online Technical Communication Classroom

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