Approaches to case analyses in synchronous and asynchronous environments

Computer-mediated communication (CMC) tools can be used to integrate time-intensive tasks, such as case study analyses, more easily into the teacher education curriculum. How students talk together online for learning purposes in CMC environments is an area that has not yet been thoroughly investigated. This paper extends findings from a previous study by comparing two groups of four preservice teachers analyzing cases in a synchronous and asynchronous environment. A case study and computer-mediated discourse analysis approach was taken to make sense of the discussion transcripts and participant reflections. Booth and Hulten’s (2003) taxonomy of learning contributions is used as an analysis framework. Asymmetrical participation patterns were found in both modes, with more participatory contributions to establish presence made in the asynchronous mode. More interactive moves were contributed in the synchronous mode. Reflective contributions, mainly to agree, were present in both modes. One group chose the asynchronous and the other the synchronous environment to analyze the final case of the course. Implications for the design and analysis of case discussion tasks in CMC environments are discussed

The Experience of Participants in an Online Collaborative Learning Environment

This study explored the experience of participants in an online collaborative learning environment, including the experience of the technical facilitator. The study was conducted from an action research perspective using Peters\u27 (1997, 2002) DATA-DATA model and a qualitative case study methodology. Data were collected through participant interviews, document analysis, and participant observation. The inductive analysis model of Hatch (2002) was employed to reveal five themes that describe participants\u27 experience of the online collaborative learning environment: establishing a comfortable environment, perceptions of other participants, participating in collaborative learning, making sense of the experience, and learning outcomes. The experience of the participants and the facilitator, along with related literature in the areas of collaborative learning and online learning, were informative with respect to how the elements of collaborative learning are experienced online and ways in which the facilitation of online collaborative learning may be improved to enhance the collaborative learning process

Instructional design portfolio: A faculty development program for nurse educators learning to teach online.

As the College of Nursing at the University of Tennessee, Knoxville prepared to move their graduate programs online, a nursing faculty grass-roots movement led to the implementation of a faculty development program. This instructional design portfolio describes the design, development, implementation, and evaluation of this program, with the goal of identifying best practices in the design of programs for learning to teach online. These include understanding the importance of just-in-time learning, developing the ability to meet diverse needs, defining workshop expectations and workload requirements, increased integration of technology and pedagogy training, and the importance of modeling

Instructional design portfolio: A faculty development program for nurse educators learning to teach online.

As the College of Nursing at the University of Tennessee, Knoxville prepared to move their graduate programs online, a nursing faculty grass-roots movement led to the implementation of a faculty development program. This instructional design portfolio describes the design, development, implementation, and evaluation of this program, with the goal of identifying best practices in the design of programs for learning to teach online. These include understanding the importance of just-in-time learning, developing the ability to meet diverse needs, defining workshop expectations and workload requirements, increased integration of technology and pedagogy training, and the importance of modeling

UQ Open Science Conference 2018

This is a collection of resources and presentations for the Open Science Conference held at the University of Queensland, 24-25 September 201