Giving Back: Exploring Service-Learning in an Online Learning Environment

Service-Learning (SL) as an instructional method is growing in popularity for giving back to the community while connecting the experience to course content. However, little has been published on using SL for online business students. This study highlights an exploratory mixed-methods, multiple case study of an online business leadership and ethics course utilizing SL as a pedagogical teaching tool with 81 students. Results from the study noted that hours completed exceeded those assigned and students identified outcomes for themselves, their university, and nonprofit organizations where they served. The outcomes of this study mirrored those identified by students in traditional face-to-face courses underscoring the value of SL projects in online courses in higher education

A B-learning strategy for Therapeutics at the Bachelor Level

Background Information:The incorporation of distance learning activities by institutions of higher education is considered an important contribution to create new opportunities for teaching at both, initial and continuing training. In Medicine and Nursing, several papers illustrate the adaptation of technological components and teaching methods are prolific, however, when we look at the Pharmaceutical Education area, the examples are scarce. In that sense this project demonstrates the implementation and assessment of a B-Learning Strategy for Therapeutics using a “case based learning” approach. Setting: Academic Pharmacy Methods:This is an exploratory study involving 2nd year students of the Pharmacy Degree at the School of Allied Health Sciences of Oporto. The study population consists of 61 students, divided in groups of 3-4 elements. The b-learning model was implemented during a time period of 8 weeks. Results:A B-learning environment and digital learning objects were successfully created and implemented. Collaboration and assessment techniques were carefully developed to ensure the active participation and fair assessment of all students. Moodle records show a consistent activity of students during the assignments. E-portfolios were also developed using Wikispaces, which promoted reflective writing and clinical reasoning. Conclusions:Our exploratory study suggests that the “case based learning” method can be successfully combined with the technological components to create and maintain a feasible online learning environment for the teaching of therapeutics

Dampak Covid 19 Terhadap Pembelajaran Daring Di Perguruan Tinggi

The purpose of this study was to identify the constraints and impacts of online teaching and learning at home as a result of the COVID-19 pandemic. This research uses an exploratory case study method and the research approach uses a qualitative case study method which is used to obtain information on the impact of the COVID-19 pandemic on teaching and learning activities in higher education. In this study, participants were 8 students and lecturers at the Pattimura University Economic Education Study Program. For confidentiality purposes, participants are given the initials P1, P2, P3, P4, P5, P6, P7 and P8. Semi-structured interviews were conducted and a list of questions compiled for interviews was developed based on related literature. The results of this study are that there are several obstacles and impacts experienced by students and lecturers in online teaching and learning activities, namely the constraints for students are the lack of facilities and infrastructure and unstable signals, while the impact for students is the increase in the cost of purchasing internet quota, lack of understanding of course materials. and too many tasks. Constraints for lecturers are signals that are not stable, human resources are not ready and the lack of infrastructure owned by students, the impact on RPS lecturers and unsuitable syllabi, non-objective scoring and decreasing quality of learning

Dampak Pembelajaran Online di Tengah Pandemi Covid-19 Terhadap Proses Pembelajaran Metode Yanbu’a di Kelas 2 MI At-Taqwa Bondowoso

The purpose of this study was to identify and obtain information about the impact of the Covid-19 pandemic on the learning process of the Koran using the Yanbu'a DI method in grade 2 at MI At-Taqwa Bondowoso. The research used an exploratory case study method and the research approach used a qualitative case study method which was used to obtain information on the constraints and consequences of the COVID-19 pandemic on teaching and learning activities at MI At-Taqwa Bondowoso. Sample size is based on attainment of depth and richness of description. According to Guetterman, sample size is not a matter of representative opinion and views, but rather a matter of information wealth. The results of this study were that the researchers found several problems and obstacles experienced by students and class teachers in online teaching and learning activities, including: students were not active in depositing their reading results due to network constraints, no quota, students did not have communication tool or handpohne itself, the enthusiasm of students in learning begins to decline, therefore the goals and targets to be achieved by MI At-Taqwa Bondowoso are like their original ideals, that students are able to read the Koran properly and correctly, including in the form of letters, characteristics Characteristics of letters and proper fashohah experience many obstacles as a result of online learning

Creative teaching methods in marketing higher education: A case study of a portuguese marketing school

This dissertation investigates the creative teaching methods applied in marketing courses. Its purpose is to understand how marketing higher education institutions can improve the students’ learning experience by using creative teaching methods. A qualitative approach was used, and an exploratory case study was conducted, which contributed to getting a deeper insight into the problem. Data were collected through document analysis, and eleven interviews were conducted with marketing higher education students of IPAM Porto, to understand (1) the creative teaching methods applied in marketing courses, (2) the specific application of each method, (3) their influence on the students’ learning experience, and (4) the improvement of the learning experience of students by innovating methods’ application. The findings of this study can support marketing higher education institutions and teachers understanding how the application of creative teaching methods improves the students’ learning experience. Suitable and contextualized creative teaching methods that promote direct contact with the business world, adaptation to new situations, teamwork, the development of creative skills, and that are seen as a new challenge, enrich the learning experience of students. Due to this study’s approach, the number of interviewees, and the fact that interviews were conducted mainly online, these findings may not be generalized.The high demand for marketers’ creative skills, as well as the lack of studies and depthless understanding of the improvement of the students’ learning experience through the application of creative teaching methods, reveal the relevance of this research

The Effectiveness of Emotional Motivational Feedback Messages

An important technique for learning, feedback has been described as responses to students’ behaviors, tasks, assignments, and outcomes. In this study, the researcher used a new kind of feedback message called an Emotional Motivational Feedback Message (EMFEM). EMFEM is a feedback message which includes motivational strategies and emotional content for motivating and encouraging students to learn more and to focus on a specific topic. EMFEM is based on Visser and Keller’s (1990) motivational message design, which was influenced by Keller’s (1987) ARCS theory and emotional content strategies. Because EMFEM is primarily used in text-based, online learning environments, it is limited in its ways of adding emotional content to feedback messages. Therefore, three main strategies were used in this study to include EMFEM: using the meaning of the words; formatting the words by using colored, bold, underlined text; and adding emoticons. The purpose of this study was to investigate the effectiveness of EMFEM in online learning environments. This exploratory research was conducted using mixed method single case study design (Creswell, 2005; Johnson & Onwuegbuzie, 2004; Yin, 2009) and guided by the following question: How effective are emotional motivational feedback messages in an online learning environment? Participants were 15 undergraduate students enrolled for an instructional technology course in a large state university located in an urban region in the southeastern part of the United States during fall 2013. The researcher used multiple data collection strategies, including a course interest survey, an instructional technology attitudes survey, open-ended questionnaires, a research journal, forum/discussion postings, emails, reflection papers and warm-up surveys. The findings showed that, in an online course using EMFEM, (a) students’ motivation increased; (b) students’ attitudes toward IT increased; (c) students liked the EMFEM and the style of the instructor’s teaching; (d) students had a closer and friendlier relationship with the instructor; (e) students were satisfied with the course; (f) students started to use more emotional content; (g) students enjoyed having personalized EMFEM and requested to have EMFEM; and (h) students reported positive overall experiences by the end of the course

The development of accessibility indicators for distance learning programs

A study was undertaken to explore program policies and practices related to the accessibility of American distance learning courses to qualified students with disabilities. A literature review was conducted, a draft list of accessibility indicators was created, examples of applications of the indicators in existing distance learning programs were collected, the indicators were systematically applied to one distance learning program, input from a variety of distance learning programs was used to further refine the indicators, and these programs were encouraged to adopt the indicators and make use of resources provided by the project. Results of this exploratory work suggest that incorporating accessibility considerations into policies, procedures and communications of a program requires consideration of the unique needs of students, course designers, instructors and evaluators; involves approval and implementation at a variety of administrative levels; and is an ongoing process that may be implemented in incremental steps

Synthesizing Middle Grades Research on Cultural Responsiveness: The Importance of a Shared Conceptual Framework

In conducting a literature review of 133 articles on cultural responsiveness in middle level education, we identified a lack of shared definitions, theoretical frameworks, methodological approaches, and foci, which made it impossible to synthesize across articles. Using a conceptual framework that required: 1) clear definitions of terms; 2) a critically conscious stance; and 3) inclusion of the middle school concept, we identified 14 articles that met these criteria. We then mapped differences and convergences across these studies, which allowed us to identify the conceptual gaps that the field must address in order to have common definitions and understandings that enable synthesis across studies

Online professional development: secondary school teachers' beliefs and influence.

Doctoral Degree. University of KwaZulu-Natal, Durban.The current traditional face-to-face professional development (PD) for teachers has proven to be ineffective, being fragmented and not related to their needs. Online professional development (OPD) is an alternative method of providing ongoing PD where teachers can learn at anytime and anywhere, at their own pace, in spite of their busy schedules. Exploring secondary school teachers’ beliefs about OPD, is therefore the purpose of this study. The objectives are to ascertain secondary school teachers’ beliefs about OPD, explore the facilitating and inhibiting factors influencing their beliefs about OPD, analyse how these beliefs are constructed and why teachers have such beliefs. As the current traditional face-to-face teachers’ PD programmes seem to be ineffective and most teachers in Mauritius attend such PD programmes. The model of Unified Theory of Acceptance and Use of Technology (UTAUT) and model of teacher learning have been used as lenses for exploring teachers’ belief about OPD. An exploratory sequential mixed-methods and case study methodology was used for the gathering of qualitative data then quantitative data to generalise the findings to a larger population. The case study involved three focus groups of five participants each. Three themes emerged from the interpretive analysis: teachers’ experiences with teaching training programmes, online teacher training use behaviour; and challenges of online teacher training. A questionnaire was developed from the qualitative findings to collect data for the quantitative study phase from a sample of 65 teachers and analysing the data using inferential statistics. This study confirms that in the 21st century, teachers need technological pedagogical content knowledge. Therefore, it proposes a shift from traditional face-to-face PD to an online PD (OPD) for secondary school teachers, where they have control over their learning in terms of time, place or speed. This is because the former is too theoretical and offered in one-size-fits all mode, its content does not satisfy teachers’ needs, and they are thus not helped to grow and progress professionally. But teachers need immediate and specific solutions to their classroom problems. Thus, PD is not promoting professional growth and progress. A multiple regression analysis result shows six predictors of online teacher training use behaviour. These are: content and activities, performance expectancy, behavioural intention, facilitating conditions, effort expectancy and evidence of students’ performance. It also shows that social influence is no longer a predictor of behavioural intention nor of online teacher training use behaviour. Finally, this study proposes a model for explaining the participation of secondary teachers in OPD

An exploratory study to determine students' perceptions of the value of interaction in an Australian classroom context and the perceived impact on learning outcomes

Interaction has long been a defining and critical component of the educational process, whatever the classroom context (Anderson 2003). This paper presents findings of a study to explore the attitudes of students at an Australian university towards various types interactivity in the classroom. The study also investigates students perceptions of how interactivity in the classroom impacts on cognitive, affective and behavioural learning outcomes. In a recent review of the literature Muirhead & Juwah (2003) argue that interactivity is critical in underpinning the learning process in face-to-face, campus based and distance and online education. They say that interactions serve a diverse range of functions in the educational process, which include learner to learner, learner to content, learner to tutor, learner to technology, tutor to content, tutor to technology, content to content. These functions promote and enhance the quality of active, participative learning in a learning environment. However, literature indicates that attitudes towards active learning involving greater interactivity varies across students and between students and lecturers (Billings, Connors, & Skiba 2001). Investigation into student attitudes of the value and effectiveness of interaction is of particular interest for educators who are adapting the learning of a diverse range of students, including oncampus, distance, international, under and postgradute students. Much of the existing research into classroom interaction was grounded in the behaviourist and cognitive sciences approach to learning and teaching, where traditional classroom interaction placed the teacher at the centre of all activities as transmitter of knowledge and co-coordinator of student interaction (McLoughlin 2002). Those studies predate the recent application of constructivism (Bonk and Cunningham 1998) and social learning theory (Bandura (1977), and the emphasis on building life long learning skills. This research will contribute to current discussion about the role of interaction in learning, based on a constructivist approach to developing life long learning skills. This paper will present the findings of an exploratory study of students’ attitudes to various types of interaction in a classroom context. The first step of this exploratory study will employ a focus group approach to gather data from on campus students to identify the key issues that emerge from this data. These findings will be used to design a survey instrument to implement a follow-up research project