Engaging Students with Flipped Classes Using 3D Video Collaboration Technology

The objective of this paper is to demonstrate the potential of 3D video collaboration technologies to engage students with the learning materials prior flipped classes. The study uses iSee designed for 3D video collaborative classes and compared it with online learning management systems. An experiment has been reported on 273 students in an undergraduate Information System course. It was revealed that the correlation between either the students’ engagement on the online quizzes or their engagement on iSee discussions with their learning outcomes were high. However, our statistical analysis showed that the relationship between iSee engagement and students’ learning outcomes was stronger. The qualitative observations during this experiment are also discussed. The results have been discussed in the lens of Theory of Peer Learning and the future research have been suggested. This study motivates teaching practitioners in Information Systems to use 3D video collaboration technologies in flipped classes

Innovative instruction: learning in blended human anatomy education

Despite the robust literature surrounding the benefits of blended learning including improved student learning and positive student perceptions of learning (Bishop & Verleger, 2013; O\u27Flaherty & Phillips, 2015), simply rearranging the structure of activities or incorporating technology does not ensure a more meaningful learning experience (Duffy & McDonald, 2008; Gopal et al., 2006). There exists a danger of educators attempting the translation of blended learning without thoroughly understanding how it works (Ash, 2012). Considering the definition of blended learning as the organic integration of thoughtfully selected and complementary F2F and online approaches and technologies Garrison & Vaughan, 2008, p. 148), achieving meaningful learning the blended classroom requires intentional design, mindful collaboration, and complete integration between the F2F experience and asynchronous online technology. Therefore, this study aimed to understand how anatomy faculty create meaningful learning spaces within their blended anatomy course. By conducting formal research that is focused on understanding the experiences of anatomy faculty in their blended learning course through the theoretical framework of community of inquiry, collaborative learning, and discovery learning, this study informs current and future undergraduate anatomy education by providing insight into how learning happens within this space

STEM Conference 2019

Conference Program with all presentation

"Face-to-Face" or Sim-to-Sim: Pros and cons regarding groupwork using a games based environment

publishedVersio

10 Strategies for Engaging Learners with Lecture Capture

This document outlines 10 strategies for engaging learners with Lecture Capture. This is not a how-to document; we simply describe some of the types of activities and strategies that may be useful in your course. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/10-strategies-for-engaging-students