Technology-Enhanced Communities of Practice in an Asynchronous Graduate Course

Kerrigan, John; Andres, Debbie

doi:10.1177/00472395221079288

Cited by 2 publications

(2 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They reflected on their own learning (PS), frankly sharing their misunderstandings (HK) and discussing the challenges of teaching the present continuous in primary school (CL), thereby giving me the chance to urge them to explore how it could best be taught with our knowledge of learners’ needs (KoS). This corroborates Kerrigan and Andres’ (2022: 479) finding that students appreciate knowing that they share similar experiences, dilemmas, ‘realizations, misunderstandings, or questions’.…”

Section: Implementation Of the Innovationsupporting

confidence: 81%

Empowering English Teachers to be Grammar ‘Experts’ and Coursebook Analysts via Perusall

Tavares

2023

RELC Journal

View full text Add to dashboard Cite

Perusall, a web-based collaborative reading platform characterised by its social annotation functionalities, was introduced in a postgraduate teacher-training language-awareness course in Hong Kong during the shift to online teaching and learning brought about by the global COVID-19 pandemic. Tasks were designed on Perusall to engage the participants in reading the literature and references on grammar and lexis teaching and in analyses of coursebook materials and classroom-teaching excerpts. In this article, I discuss why Perusall was adopted, the pedagogic innovations at different stages, the impact this had on sharpening participants’ teacher language awareness, and the implications this has for both teacher education and language learning. I aim to highlight how autonomy can be fostered via effective task design and student-centred pedagogies. I maintain that it is not just the platform that matters but how Perusall is utilised with a strategic blend of synchronous and asynchronous classroom activities and instructor intervention to promote teacher language-awareness gains and the empowerment of teachers as grammar specialists and critical coursebook analysts and users.

show abstract

Section: Implementation Of the Innovationsupporting

confidence: 81%

Empowering English Teachers to be Grammar ‘Experts’ and Coursebook Analysts via Perusall

Tavares

2023

RELC Journal

View full text Add to dashboard Cite

show abstract

“…This also finds relevance in Drafting Technology, where the need for laptops and internet connectivity corresponds with the emphasis on modern devices in STEM. Similarly, Electrical Technology's requirement for equipment and handson learning, and Electronics Technology's challenges due to limited resources, underscore the focus on the essential role of technology (21) . Concurrently, insights into how technology enhances communities of practice can be related to these findings (20) .…”

Section: Emphasizing Resource-based Learning and Technology-based Lea...mentioning

confidence: 99%

Navigating Remote Learning: A Student and Faculty Perspective on Skills Development in Technology Courses

Capada

2023

IJST

View full text Add to dashboard Cite

Objectives: This study aimed to evaluate the achievement of learning outcomes in four technical programs during remote learning. Methods: This study, conducted upon resumption of in-person classes, used a survey-based quantitative design to assess student's competence in four technology programs. The assessment involved 114 students and 16 faculty members, using a 5-point scale to determine competence levels. Statistical analyses compared and correlated perceptions, including a paired-sample t-test and Pearson correlation. Additionally, a qualitative approach gathered insights on remote learning challenges and best practices. Findings: The results indicate that students rate themselves higher than faculty regarding perceived competency levels in all four programs. However, the correlation between student and faculty ratings varies across programs. The study highlights the importance of continuous monitoring and improvement of the quality of education in remote learning environments. The study revealed that students' self-perceived competence levels were generally higher than faculty members' perceptions across all four technology programs: Automotive Technology, Drafting Technology, Electrical Technology, and Electronics Technology. The t-value of 5.7087 indicated a significant difference. However, a Pearson correlation coefficient 0.6011 suggested a moderately strong positive correlation between the ratings. Most students rated their competence moderately high in Drafting Technology and Automotive Technology courses, while faculty ratings varied from moderately low to moderately high. Electrical and Electronics Technology courses exhibited similar trends. These findings, unique in remote learning during the pandemic, underscore the influence of factors such as prior knowledge, resource availability, and exposure to technical drawing and relevant technologies on perceived competence levels. They also highlight the challenges posed by limited resource access, particularly in geographically isolated areas, adding valuable insights to existing reports on remote education. Novelty: This study uniquely juxtaposes students' self-perceived competencies with faculty perceptions across multiple technology courses, revealing critical insights for improving alignment and understanding in technology education.

show abstract

Technology-Enhanced Communities of Practice in an Asynchronous Graduate Course

Cited by 2 publications

References 29 publications

Empowering English Teachers to be Grammar ‘Experts’ and Coursebook Analysts via Perusall

Empowering English Teachers to be Grammar ‘Experts’ and Coursebook Analysts via Perusall

Navigating Remote Learning: A Student and Faculty Perspective on Skills Development in Technology Courses

Contact Info

Product

Resources

About