The identity changes in online learning and teaching: instructors, learners, and learning management systems

Abstract

Not because of the unexpected global pandemic, but because of the emergence of educational technology and pedagogical innovation, the ways of teaching and learning have been switched to technology integrated modes such as blended and flipped learning which is more than changing to online from face-to-face. Yet, many institutes, which rely on a conventional residential teaching mode or use learning management systems (LMS) as an additive tool, are further struggling to adjust to the new environment. In this paper, we argue that the identity changes of three components, instructor, learner, and LMS are inevitable for authentic online teaching and learning. By applying conceptual frameworks for the identity changes with four sequential levels, we evaluated Blackboard course sites (n = 53) and analysed course evaluations (n = 41) from a university that remained holding a traditional classroom mode and using an LMS in a non-integrated way. As a result, only a few courses appeared at higher levels of the identity changes. To integrate the identity changes in online learning and teaching, we argue that an LMS should be designed and managed as a learning community; both instructors and learners should be repositioned as co-participants; and they should work together to build a post-learning community by practicing community membership.

Moving from tangibility toward digitalization: investigating team dynamics and facilitator support among medical students in conventional and digital small-group tutorials

“…We found that the role of SGT facilitators appeared rather ambiguous and likely waned in a student-centric environment (Table 5 ). There are calls to uphold identity changes or the repositioning of facilitators as “co-participants” to better enhance learning experiences and efficacy during online teaching [ 30 ]. A recent study further found that the most influential factor in determining satisfaction with online courses among medical students was course design instead of facilitator issues [ 31 ].…”

Towards a comprehensive perspective to making learning a part of life: a response to Fischer et al.'s contribution

“…In the dialog on transforming from schooling to life, the importance of the notion "identity" has been raised as since identity is a meaningful reception to learners (Kolb and Kolb, 2012;Kwon et al, 2021). Identity encompasses the attitudes and habits that influence learning and the ways in which learners come to understand themselves as learners (Lawson, 2014).…”

“…In the dialog on transforming from schooling to life, the importance of the notion “identity” has been raised as since identity is a meaningful reception to learners (Kolb and Kolb, 2012; Kwon et al. , 2021).…”

Застосування Інформаційних Технологій У Процесі Викладання Теорії І Практики Фізичної Терапії

“…У сучасних умовах дедалі більше зростає роль і важливість інноваційних форм та технологій навчання у сфері охорони здоров'я. Традиційні форми навчання поступаються місцем інноваційним засобам, що дає можливість викладачеві максимально раціонально використовувати час заняття та дозволяє легко залучити до навчального процесу учнів, а студенту проявити себе під час самостійної роботи [1,5,7]. Сутність інтерактивного навчання в тому, що навчальний процес організується таким чином, що практично всі студенти виявляються залученими до пізнавальної діяльності [2,3,6].…”