Instructor’s Presence in Student-Centered Learning

Education, like almost all social spheres, is changed drastically by the Internet. Distance and e-learning nowadays are synonymous, absorbing and modifying practically the whole didactic experience. Modern learning management systems (LMS) are widely used for adding additional value to the traditional learning process. At New Bulgarian University both the full-time and distance forms of education are enhanced by e-learning. Though e-learning mainly related to distance education it also influences face-to-face teaching. The Moodle NBU platform provides access to e-learning content for each course and supports active communications among instructors and students in both forms of study. The shift from traditional classroom to virtual platform may represent a real challenge for instructors and learners. It is up to the instructor to give the students a perception of community. At the same time students are given opportunities to lead learning activities, participate in discussions, and explore topics that interest them, i.e. a student-centered learning is achieved. Students have the flexibility to learn “anytime and anywhere”. The role of interactivity in establishing the instructor’s presence and live engagement in the course activities is vital to the effectiveness of student-centered learning. Teacher’s visibility and immediacy brings sense of reality and seriousness and at the same time proves their personal identity. This investigation employs survey research to assess the influence of instructor’s presence and immediacy over students' performance in e-learning classes. The analysis is based on our experience in delivering courses via Moodle both for distance and regular courses. In order to enhance understanding of pedagogical processes we developed a proper questionnaire to measure teacher’s presence and immediacy. Data were collected over 200 students across different bachelor programs at New Bulgarian University both in full-time and distance forms of studies. Our results and student's attitude to instructor’s presence in student-centered learning are shown in this paper

Student-centered e-Learning: designing curricular units in higher education using multiple intelligences theory

The role of Higher Education (HE) in society has been irreversibly transformed by recent technological advances and the widespread access to the Internet, particularly concerning the knowledge production and to the training of qualified workforces. Higher Education Institutions (HEI) have been reacting slowly, in a “traditional” way, both to the fragmentation of their target audience and to the ever changing requisites of the global labour market. An example of that is the design of Curricular Units (CU) in e-Learning in HE that remains, in most cases, a teacher-centered model, one-size fits all. We consider that e-Learning can indeed be a useful platform to promote learning that meets the needs and expectations of a heterogeneous audience as well as the labour market. It is, however, necessary to address some of the problems that hinder its success, namely the high dropout rates, which in some cases can reach up to 50% [1]. Within this perspective and to promote a more engaging and personalised learning system that accommodates different ways of learning, we bring to discussion the Multiple Intelligences (MI) Theory [3] as a guide to the instructional design of CU in e-Learning in HE. MI Theory application in e- Learning has been reported to promote intrinsic motivation [4], which is related to the increase of retention rates, a critical factor for HEI, both regarding their economy and credibility. In this context, we defined the following research question: is it possible to rethink the design of CU for e-Learning in HE based on MI theory to promote student-centered learning? Having this issue as a compass, our project’s primary goal is to develop a framework that supports student-centered education, to guide the instructional design of CU for e-Learning in HE, based on the MI theory. We will use a Development Research methodology consisting of the following steps: 1. Problem analysis, 2. Solution design based on the theoretical framework, 3. Develop (prototype) a solution, 4. Evaluate and test, 5. Reflect and document the general design principles. With this study we intend: (i) to contribute to the discussion and practical application of MI in e- Learning in HE, promoting student-centered learning; (ii) to promote wider awareness of the learning processes [5] both by the students and by the HE teachers; (iii) to contribute to ensure greater intrinsic motivation [4] and learning, helping to reduce dropout rates in e-Learning in HE. The need to promote a diversity of intelligences increasingly necessary for the integration in the global labour market and the training of individuals able to contribute to solve the complex problems of our societies, aligned to the widely accepted realization that HE needs to engage in considerable structural changes, makes it for an interesting time to investigate the application of Multiple Intelligences Theory in HE instructional development. In this paper, we present a research proposal with the aim to promote discussion on the subject, receive feedback from peers and audit the interest of potential future partners’ contributions as a way to enrich the research project.EU's programme ERASMUS+CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), PortugalERASMUS+ "Better e-Learning for All", Project number: 2015-1-TR01-KA204-02195

DIGITAL: multidisciplinary and multidimensional in the classrooms

In this paper our aim is to analyse and present some pedagogical paths that prefigure and guide the teaching-learning devices developed "around" the digital tools. In this context issues related to the implementation with teaching methodologies and teaching techniques acquire a new dimension due to the need of transpose them into online learning environments (technologies to teach to technologies to learn). This starting point is a deep understanding from the analysis of actors in the online learning process: student, teacher, platform and e- contents. Thus, it is our goal in this chapter to promote digital education, think of teaching methods, tools and learning processes, to adapted to eLearninginfo:eu-repo/semantics/publishedVersio

Improving the Quality of Technology-Enhanced Learning for Computer Programming Courses

Teaching computing courses is a major challenge for the majority of lecturers in Libyan higher learning institutions. These courses contain numerous abstract concepts that cannot be easily explained using traditional educational methods. This paper describes the rationale, design, development and implementation stages of an e-learning package (including multimedia resources such as simulations, animations, and videos) using the ASSURE model. This training package can be used by students before they attend practical computer lab sessions, preparing them by developing technical skills and applying concepts and theories presented in lecture through supplementary study and exercises

Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning

Student-Centered Learning Opportunities For Adolescent English Learners In Flipped Classrooms

This study documents opportunities for diverse adolescent English learners to deeply engage with content and language in flipped learning environments. Through a linked description of teaching practices and student learning experiences in an urban New England high school, the study attempts to understand the potential of flipped instruction in preparing a traditionally underserved population for post-secondary education. Our research partner Patriot High School (PHS) is one of the New England schools implementing flipped learning. PHS represents a typical secondary school context for adolescent English learners: More than half of students speak a language other than English at home and the majority of students are from minority and low-income homes (Massachusetts Department of Elementary and Secondary Education, 2014). PHS is also an urban school committed to implementing student-centered learning strategies to meet the needs of its diverse students

Supporting Higher Education—Hospital Transition through Blended Learning

The purpose of this paper is to present two exploratory studies that have a potential for identifying research-based blended learning tools for CBME. The studies focus on the development of a group of medical students’ professional image (in Genova and Rome) during their hospital internship. The paper addresses three related questions: 1. How does their professional representation change in the transition from university to hospital? 2. Which competences emerge from the students’ reports? 3. Which competences are still under represented