An Investigation into the Management of Online Teaching and Learning Spaces: A Case Study Involving Graduate Research Students

This research evaluates the strategies implemented to support the research activities of postgraduate students pursuing online master\u27s programs in the University of the West Indies Open Campus, as well as the activities of their supervisors. The three main strategies employed were (1) the use of a web-based \u27teaching-learning space\u27 to facilitate asynchronous interaction between students and their supervisors; (2) the provision of a scheduling tool to facilitate the planning of one-on-one meetings via a synchronous web-conferencing tool; and (3) the organization of research seminars using the same web-conferencing tool. This research used Moore\u27s theory of transactional distance and social cognitive theoretical framework to guide the project. Moore\u27s model reemphasizes the need for stronger forms of communicating for online students, whereas the cognitive framework focuses on the need for social interaction among learner and teacher. Participants were graduate students (n = 34). All participants were required to complete a questionnaire online. Data were also collected from postings in discussion forums. Overall, notwithstanding limitations, the data shows there are benefits to be gained from conducting student research activities in an online environment

Leveraging the Affordances of Virtual Reality Systems within K-12 Education: Responding to Future Innovations

It is estimated that by 2021, revenue from virtual reality systems could reach two hundred and fifteen billion dollars (Reyes, 2017). The leading investors in virtual reality systems include some of the largest technology companies: Facebook, Google, and Microsoft. This increased revenue spending has influenced and continues to influence improvements in virtual reality systems. As these new advances emerge, it is imperative that policymakers, educators and instructional designers consider the fusion of pedagogy and technology when using virtual reality systems

Factors Influencing the Selection of an Adaptive Learning Technology within University and K-12

Technology continues to shape the landscape of higher education, universities and K-12, therefore, need to design programs that accommodate the diverse needs of their students. As universities and K-12 consider pathways for meeting these needs, it will be fundamental that consideration is given to sound pedagogical principles for teaching and learning within these changing landscapes. This position paper reports on the key principles and factors influencing the selection of an adaptive learning system within universities. An extensive literature review demonstrates the benefits when an adaptive learning system gives equal consideration to technology and pedagogical issues

Factors Influencing the Selection of an Adaptive Learning Technology within University and K-12

Technology continues to shape the landscape of higher education, universities and K-12, therefore, need to design programs that accommodate the diverse needs of their students. As universities and K-12 consider pathways for meeting these needs, it will be fundamental that consideration is given to sound pedagogical principles for teaching and learning within these changing landscapes. This position paper reports on the key principles and factors influencing the selection of an adaptive learning system within universities. An extensive literature review demonstrates the benefits when an adaptive learning system gives equal consideration to technology and pedagogical issues

Awakening Students Through Critical Literacy: Implications For Teaching And Learning Within Contemporary Education

The Freiran (1993) principles on becoming literate highlight the need for individuals to acquire knowledge of the \u27world\u27 and the \u27word\u27 within their context. Freire firmly believed that we learn things about the world by acting and changing the world around us (1993, 108). This process, according to Freire, involves transformation of our world by our own involvement. For Freire, literacy is a fundamental tool for the transformative process of changing the world. This transformation process will not be possible without teachers\u27 and students\u27 engagement in critical issues. The issue of engaging students is essential to critical literacy and there are huge benefits to be gained by involving students. According to Rosenberg (2010), getting students involved will help in their production of knowledge. Rosenberg (2010) also affirms that the production of knowledge may lead to the development of abilities and cultivation of principles, which would represent the true democratization of the teaching-learning process. This research paper focuses on the impact of critical literacy intervention on students\u27 motivation and attitudes towards critical literacy. In addition, this paper focuses on the use of critical literacy within English lessons using students\u27 work, teachers\u27 narratives and questionnaires. The data collected highlights the need for critical literacy within students\u27 education

An Investigation into the Management of Online Teaching and Learning Spaces: A Case Study Involving Graduate Research Students

This research evaluates the strategies implemented to support the research activities of postgraduate students pursuing online master’s programs in the University of the West Indies Open Campus, as well as the activities of their supervisors. The three main strategies employed were (1) the use of a web-based ‘teaching-learning space’ to facilitate asynchronous interaction between students and their supervisors; (2) the provision of a scheduling tool to facilitate the planning of one-on-one meetings via a synchronous web-conferencing tool; and (3) the organization of research seminars using the same web-conferencing tool. This research used Moore’s theory of transactional distance and social cognitive theoretical framework to guide the project. Moore’s model reemphasizes the need for stronger forms of communicating for online students, whereas the cognitive framework focuses on the need for social interaction among learner and teacher. Participants were graduate students (n = 34). All participants were required to complete a questionnaire online. Data were also collected from postings in discussion forums. Overall, notwithstanding limitations, the data shows there are benefits to be gained from conducting student research activities in an online environment

Awakening Students through Critical Literacy: Implications for Teaching and Learning within Contemporary Education

The Freiran (1993) principles on becoming literate highlight the need for individuals to acquire knowledge of the \u27world\u27 and the \u27word\u27 within their context. Freire firmly believed that we learn things about the world by acting and changing the world around us (1993, 108). This process, according to Freire, involves transformation of our world by our own involvement. For Freire, literacy is a fundamental tool for the transformative process of changing the world. This transformation process will not be possible without teachers\u27 and students\u27 engagement in critical issues. The issue of engaging students is essential to critical literacy and there are huge benefits to be gained by involving students. According to Rosenberg (2010), getting students involved will help in their production of knowledge. Rosenberg (2010) also affirms that the production of knowledge may lead to the development of abilities and cultivation of principles, which would represent the true democratization of the teaching-learning process. This research paper focuses on the impact of critical literacy intervention on students\u27 motivation and attitudes towards critical literacy. In addition, this paper focuses on the use of critical literacy within English lessons using students\u27 work, teachers\u27 narratives and questionnaires. The data collected highlights the need for critical literacy within students\u27 education

Whiteness and Racism in Post Colonial British Children's Literature in England

The issues of whiteness is absent from most contemporary debates in England. There is the claim by many leaders, that England has a diverse society. This paper seeks to explore issues of racism and whiteness in post colonial British texts, used within school and the home. Taxel (1992, p.8) suggest that, ‘…there is a selective tradition in children’s literature favoring the perspectives and world view of the dominant social group’. This paper utilizes the ‘Critical Race Theory’ and incorporates the tenets of ‘Critical Literacy’ to explore a child’s reading materials within the home and incorporates the Case Study research approach. In order to employ the critical literacy approach, three mini lessons were used to explore reading texts selected by a class teacher. Bourdieu’s (1992, p.18), work is also cited in this paper, as his theory of ‘habitus’ underpins the historical issues and ongoing social issues that can influence the readers and writers in the coding and decoding of texts. The findings revealed that critical literacy can be used to highlight issue of whiteness and racism; however, there are specific issues that need to be considered before using this approach within the home

Critical Reflective Reflexive Inclusive Pedagogy: A Framework for Designing and Implementing Inclusive Educational Practices within the Online and Face-to-Face Learning Environments in Higher Education.

Over the past fifty years, there has been a growing body of literature that recognizes the importance of striving for inclusive educational practices. The creation of this body of literature and ongoing research has led the creation of policies and practices at the regional, national and international levels, aimed at enhancing inclusivity. Notwithstanding these efforts, there are often gaps between policy and practices. Subsequently, it is essential that purposeful efforts are made to reduce the gap between inclusive policies and inclusive practices. This paper will explore a new approach to reducing gaps between policy and practice in relation to inclusive practices. The paper also shares the conceptual framework for Critical Reflective Reflexive Inclusive Pedagogy (CRRIP). According to the United Nations, ‘Education is a fundamental human right and essential for the exercise of all other human rights’ (UNESCO). Notwithstanding, globally there are millions of children and adults who are deprived of having an educational system that will cater for their learning needs, and in some cases, they will have no access to education. The consequences of the absence of educational opportunities is lifelong as ‘ Education is a powerful tool by which economically and socially marginalized adults and children can lift themselves out of poverty and participate fully as citizens’ (UNESCO). While there are arguments that the absence of a formal setting could limit the right to education, it should be noted that the starting point for an inclusive framework does not begin with a physical structure, but rather to the access to inclusive learning pathways. The fundamental right to education can only be achieved when an inclusive educational plan is implemented. In spite of movements towards inclusive policies and practices, in many institutions, there is often the contradiction between policy and practice (Tomlinson, 2007). This paper offers an innovative way of thinking about the design and implementation of inclusive educational practices within three amalgamated theoretical paradigms, (1) critical reflective practice, (2) critical reflexive practice and (2) inclusive pedagogy. The combination of the above named theoretical paradigm should lead to a Critical Reflective Reflexive Inclusive Pedagogy (Jowallah 2017). This paper seeks to: (1) justify using dominant literature in an innovative way of conceptualizing the development of inclusive teaching and learning practices; (2) disseminate the key principles for Critical Reflective Reflexive Inclusive Pedagogy (CRRIP); (3) share key approaches for the development of the inclusive pedagogical instructor, and (4) solicit feedback on Critical Reflective Reflexive Inclusive Pedagogy (CRRIP). This session is unique, in that it outlines using dominant literature an alternative approach for enhancing inclusion within online and face-to-face courses in higher education. In addition, the session goes beyond the theoretical frameworks of diversity and focuses on key inclusive principles needed for designing and implementing inclusive educational practices within the online and face-to-face learning experiences. The objectives for this session are to: Articulate and justify the need for a new approach of thinking about inclusive educational practices with attendees. Share with attendees the Critical Reflective Reflexive Inclusive Pedagogy framework (CRRIP) Solicit feedback on Critical Reflective Reflexive Inclusive Pedagogy (CRRIP). Provide a platform for the examination and discussion of other possible pathways for developing inclusive practices for online and face-to-face students. Selected References Brownson, R.C. & Jones, E. (2009). Bridging the Gap: Translating Research into Policy and Practice. Preventive Medicine, 49(4), 313-315. Jowallah, R. (2017). “Critical Reflective Reflexive Inclusive Pedagogy”. YouTube, 16 July 20, 2017. Tomlinson S. (2005) Race, Ethnicity, and Education under New Labour. Oxford Review of Education [serial online]. 2005:153. Available from: JSTOR Journals, Ipswich, MA. Accessed May 9, 2017

Developing And Sustaining Participation In The Learning Environment: A Case Study Of An Online Masters Literacy Program In The University Of The West Indies, Open Campus

The proliferations of online degree programs and courses have found many academics questioning the quality of interaction and the overall quality of these courses. Discussions highlight the issues of online interaction and socialization between the teachers and students (Jowallah and Kuboni, 2011). Therefore, universities need to ensure that courses are designed to accommodate active and sustained participation to increase social presence and cognitive presence within the online environment. This paper evaluates strategies used within the online learning environment to increase students\u27 participation. The four strategies employed are as follows: the redesign of the students\u27 participation activity; consistent management of online course instructors; posting of weekly announcements by course instructors; and implementation of sustained feedback to students within the online learning environment. The study also examines the factors influencing students\u27 participation in the online environment. Participants were students (n=36) and their group facilitator (n=4). The students completed an online questionnaire and data was collected from postings in the online weekly discussion forums. The data details the benefits when activities are designed to encourage student participation and when instructors have a sustained presence within the online environment