Classroom Habit(us) and Physical Co-presence in a Blended Learning Environment

In this exploratory case study we map the educational practice of teachers and students in a professional master of Interaction Design. Through a grounded analysis of the context we describe and reflect on: 1) the use of digital learning tools in a blended learning environment, 2) co-presence as an educational parameter. We use the concept of habitus (Bourdieu, 1977) to engage with the empirical context, and we adopt the Reggio Emilia perspective of viewing space, both physical and social, as the third teacher (Edwards et al, 1998). This investigation has led to insights into the existing practice of educators and students, as well as the identification of emerging themes for future research

Exploring Differences in Perceived Learning for Students in Online Versus Face-to-Face Collegiate Pilot Ground Schools: A Quantitative Causal-Comparative Study

The purpose of this quantitative, causal-comparative study was to determine if there was a difference in the perceived learning of students completing online versus face-to-face collegiate pilot ground schools. Higher education institutions with pilot training programs are highly invested in student success and Federal Aviation Administration (FAA) compliance. A growing number of students are taking online courses in college, and this shift was accelerated by the COVID-19 pandemic. Perceived learning was quantified using a web-based survey that collected perceived learning data as measured by the Cognitive, Affective, and Psychomotor (CAP) Perceived Learning Scale. A sample of 86 students at University Aviation Association (UAA) member institutions throughout the United States completed the survey after successfully completing a private, instrument, or commercial pilot ground school course. The data from students completing online versus face-to-face courses were collected using a Qualtrics online survey and analyzed using Hotelling’s T2 test to determine if there was a statistically significant difference in perceived learning. The results of this study found the combined group means were not statistically significantly different. The results of this study will assist faculty members, instructional designers, and other stakeholders in collegiate aviation programs in better understanding the learning implications of a shift from face-to-face to online modalities. The researcher included recommendations for further research

Envisioning Christian Presence and Practice in Online Teaching Contexts

Sweeping changes across the landscape of higher education have made colleges and universities around the country and around the world reassess their mission and reevaluate their priorities. One paradigm shift that is affecting both Christian and non-Christian institutions alike is adjusting to how new technological platforms for course offerings are changing the way curriculum content is shared and interactions with others is mediated. This shift can be seen most readily in the almost universal trend toward offering more courses online either through blended learning or completely online program models. As this trend continues, Christian educators (especially those in ELT training or teaching) need to wrestle with how this change in the mode of instruction can open up new opportunities to teach in ways that are distinctly Christian and reflect the presence of Christ into a now virtual classroom. This article seeks to contribute to this conversation and prompt further discussion and shared reflection on this topic

‘I miss the physical presence of the students’ : Swedish teachers’ experiences of online teaching and learning during the COVID-19 pandemic

Peer reviewedPublisher PD

Developing Educators for The Digital Age: A Framework for Capturing Knowledge in Action

Evaluating skills and knowledge capture lies at the cutting edge of contemporary higher education where there is a drive towards increasing evaluation of classroom performance and use of digital technologies in pedagogy. Developing Educators for the Digital Age is a book that provides a narrative account of teacher development geared towards the further usage of technologies (including iPads, MOOCs and whiteboards) in the classroom presented via the histories and observation of a diverse group of teachers engaged in the multiple dimensions of their profession. Drawing on the insights of a variety of educational theories and approaches (including TPACK) it presents a practical framework for capturing knowledge in action of these English language teachers – in their own voices – indicating how such methods, processes and experiences shed light more widely on related contexts within HE and may be transferable to other situations. This book will be of interest to the growing body of scholars interested in TPACK theory, or communities of practice theory and more widely anyone concerned with how new pedagogical skills and knowledge with technology may be incorporated in better practice and concrete instances of teaching

Exploring the landscape of reflection

open4noopenFrison, Daniela; Fedeli, Monica; Tino, Concetta; Minnoni, ErikaFrison, Daniela; Fedeli, Monica; Tino, Concetta; Minnoni, Erik

How to make classrooms creative and open spaces: ARIS games, digital artifacts and storytelling

As part of long-term research into interviewing users and visualizing digital artifacts, we have created a parallel archives of projects in our classroom. Ethnography helps us to discover the temporal trends of interactions with students and with the virtual environment. The outcomes expected motived us to repurpouse stories we co-create with students in a new form, retelling motivations, design, narratives, into a gaming scenario where the use of experiences become more digital and less tangible but always snapshots of their social existence.Peer Reviewe

Impact of Interactive Presence and Self-Efficacy on e-learning Effectiveness

Although many scholars have argued for a positive perception of learners towards online learning, there are some who have argued that some students, depending upon their demographic or cultural or psychological factors, will still prefer traditional face to face methods because such interaction is contextual and offer a different kind of social interaction. Studies from these scholars have attributed various causes like; lack of interactions with lecturers, co-learners, media, feeling isolated in online, lack of human touch, lost immediacy or spontaneity of actors, technical inability, low self-efficacy, and habit of using a platform for downloading uploading only. Thus, there is a need of research in the UK to establish clear antecedents of effective blended learning. Thus, this research will review ‘Learners’ perceptions on their motives, missing interactive presence & self-efficacy and their impact on perceived learning effectiveness in online learning environment moderated by cultural and other demographic factors’. The research paper reviews a range of studies and proposes a range of assertions and a conceptual model of enhancing learning in the blended learning environment. The research has obvious theoretical and practical applications in a blended learning environment

Online Reflections in a Blended Approach to Collaborative Faculty Development

Blended approaches to collaborative faculty development have the potential for stimulating critical reflection, but the process of online reflection by faculty members has not been fully explored in the literature. The purpose of this qualitative action research case study was to examine a blended approach to collaborative inquiry for professional development with a particular interest in the reflections that occurred online. This study had two focal points. First, to explore the relationship between the online reflections and the overall development of the participants and second, to more closely examine the levels of reflection that occurred within the online aspect of this blended collaborative inquiry. This dissertation employed the case study method to examine the experience of seven community college faculty members. Interviews and online discussion transcripts were used to identify themes and this study developed a rubric for identifying levels of online reflection. This study identified six major themes as follows: (a) discussions with other faculty members create a supporting atmosphere that is beneficial to learning about teaching, (b) the online reflections can be challenging, (c) the online reflections allow the discussion to continue and allow participants to keep up while missing a meeting, (d) the online reflections allow for more immediate idea sharing and for more in-depth reflection, (e) the convenience of the course management system facilitated reflection, (f) the lack of incentives to participate and the complicated structure of the discussion boards inhibited reflection. This study identified five levels online reflections occur as: (a) non-reflective, (b) contemplative, (c) problem/content, (d) process/product and (e) premise. This study also identified several patterns of premise level reflections. Based on these findings, this study provides greater insight into the best practices for organizing and conducting blended collaborative faculty development and facilitating critical faculty reflection in online venues

Digital Transformation Of Education And Sustainability-Review Based Study

Digital transformation, however, is broader than just the digitization of existing processes. Digital transformation entails considering how products, processes and organizations can be changed through the use of new, digital technologies. A 2019 review proposes a definition of digital transformation as "a process that aims to improve an entity by triggering significant changes to its properties through combinations of information, computing, communication, and connectivity technologies.