Strategies for Efficient, Meaningful, and Inclusive Online Learning Environments

2020 ◽  
pp. 187-226
Author(s):  
Naomi Jeffery Petersen
Keyword(s):  
Student Engagement ◽  
Lifelong Learning ◽  
Learning Environments ◽  
Self Regulation ◽  
Online Course ◽  
Time Dimension ◽  
Information Process ◽  
Exchange Information ◽  
Language Needs ◽  
Work Family

Students and faculty rely on clear and unambiguous time targets to exchange information and pace their intersecting lives. Most students juggle work, family, and commuting demands, and increasing numbers also struggle with language needs and disabilities, requiring additional and flexible time to grasp the scope of assignments, read and gather information, process concepts into written products, and finally make sense of the experience. It all takes time. In this chapter, practical strategies for structuring time expectations are introduced in the context of a commitment to empower self-regulation and lifelong learning with particular attention to accessibility. The time dimension of each component of the syllabus, assignments, and gradebook are described with examples from a successful online course, with reference to theory and research on student engagement and satisfaction.

Strategies for Efficient, Meaningful, and Inclusive Online Learning Environments

2021 ◽  
pp. 434-473
Author(s):  
Naomi Jeffery Petersen
Keyword(s):  
Student Engagement ◽  
Lifelong Learning ◽  
Learning Environments ◽  
Self Regulation ◽  
Online Course ◽  
Time Dimension ◽  
Information Process ◽  
Exchange Information ◽  
Language Needs ◽  
Work Family

Students and faculty rely on clear and unambiguous time targets to exchange information and pace their intersecting lives. Most students juggle work, family, and commuting demands, and increasing numbers also struggle with language needs and disabilities, requiring additional and flexible time to grasp the scope of assignments, read and gather information, process concepts into written products, and finally make sense of the experience. It all takes time. In this chapter, practical strategies for structuring time expectations are introduced in the context of a commitment to empower self-regulation and lifelong learning with particular attention to accessibility. The time dimension of each component of the syllabus, assignments, and gradebook are described with examples from a successful online course, with reference to theory and research on student engagement and satisfaction.

Exploring Self-Regulation Based Virtual Learning Environments Using Diary

2015 ◽  
Vol 3 (2) ◽  
pp. 66-75
Author(s):  
Mahmoud Mohamed Hussien Ahmed ◽  
Chaklam Silpasuwanchai ◽  
Naglaa Mohammed Fares ◽  
Zeinab Mohamed Amin ◽  
Abd El-Rahem Ahmed Ahmed Salama
Keyword(s):  
Learning Environments ◽  
Self Regulation ◽  
Virtual Learning ◽  
Virtual Learning Environments

scholarly journals Achievement Goal Orientation for Athletic Training Education: Preparing for Lifelong Learning

2007 ◽  
Vol 2 (1) ◽  
pp. 4-9
Author(s):  
Kimberly S. Peer
Keyword(s):  
Student Achievement ◽  
Student Engagement ◽  
Lifelong Learning ◽  
Goal Orientation ◽  
Athletic Training ◽  
Athletic Training Education ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Clinical Settings ◽  
Athletic Training Educators

Objective: This review of literature presents the theoretical framework of goal orientation and student achievement from a pedagogical perspective while providing practical applications and implications for integrating goal orientation into athletic training education programs. Data Sources: Selected literature derived from EBSCO, Education Abstracts, CINAHL, PsychInfo and ERIC databases from 1980 to 2005 was reviewed. Key words for the search included achievement goal orientation, achievement motivation, and student engagement. Data Synthesis: Literature from educational psychology and pedagogy were reviewed to present key issues related to achievement goal orientation. The review addressed achievement goal theory relative to student engagement, task persistence, and adaptive behaviors. Additionally, implications for athletic training educators were generated for both didactic and clinical settings. Conclusions/Recommendations: Achievement goal orientation has profound implications on student learning and student achievement. Athletic training educators must be careful to create educational environments which foster self-regulated learning. Activities that assist students with goal construction and that monitor student progress toward a designated goal in the classroom and clinical settings should be of primary importance to athletic training educators. In a profession that requires lifelong learning; fostering strong achievement goals through student-centered activities can enhance the professional development of the student throughout the curriculum and beyond.

scholarly journals Action Regulation at the Work–Family Interface: Nomological Network and Work–Family Consequences

2021 ◽  
Author(s):  
Andreas Hirschi ◽  
Nicola von Allmen ◽  
Anne Burmeister ◽  
Hannes Zacher
Keyword(s):  
Goal Attainment ◽  
Self Regulation ◽  
Active Role ◽  
Work And Family ◽  
Family Role ◽  
Individual Level ◽  
Family Social Support ◽  
The Usa ◽  
Work Family ◽  
Role Demands

AbstractPursuing personally valued goals in work and family is important for many people, yet research has only partially addressed how individuals can actively manage the work–family interface. We examined the role of action regulation at the work–family interface (AR-WF) as an integrated individual-level approach to attain favorable work–family outcomes through the selection and pursuit of goals at the work–family interface. We investigated the relation of AR-WF to theoretically derived correlates and outcomes in two time-lagged studies with samples from the USA and Germany, based on a newly developed and validated measure to assess AR-WF. Overall, results showed that AR-WF is positively related to dispositional self-regulation, work and family role commitment, work and family goal regulation, and work and family social support. In contrast, AR-WF was largely unrelated to work and family role demands and segmentation or integration boundary enactment. AR-WF further positively related to work and family goal attainment, as well as work–family enrichment beyond related constructs. However, AR-WF was also positively related to increased work-to-family conflict. We discuss how a focus on action regulation can be useful for attaining a better understanding of the active role that people play in managing multiple role demands at the work–family interface.

scholarly journals Bridging Disciplines with a New and Interactive Online Course: Drug & Nutrient Interactions

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 604-604
Author(s):  
Sara Police ◽  
Jessie Hoffman,
Keyword(s):  
Student Engagement ◽  
Course Design ◽  
Online Course ◽  
Instructional Designers ◽  
Due Dates ◽  
Nutrient Interactions ◽  
University Of Kentucky ◽  
Student Cohorts ◽  
Graduate Certificate ◽  
Nutritional Sciences

Abstract Objectives The purpose of this project was to design, develop and implement an online two-credit course, Drug & Nutrient Interactions, as an elective for a new online Graduate Certificate in Applied Nutrition and Culinary Medicine at the University of Kentucky. Methods Drug & Nutrient Interactions was designed to meet the needs of select student cohorts: undergraduate Pharmacology minors, graduate students enrolled in the Masters in Nutritional Sciences program, and online graduate certificate students. Faculty within the Dept. of Pharmacology and Nutritional Sciences and the Division of Clinical Nutrition were consulted to identify curricular gaps and to avoid redundancy across programs. Instructional designers were consulted to identify evidence-based best practices in online course design and teaching. Results Content of the Drug and Nutrient Interactions course is structured within four thematic modules: 1. Introduction to Pharmacology and Food & Drug Interactions, 2. Exploring Drug-Nutrient Interactions, 3. Genes, Bugs & Time, and 4. Current and Future Directions in Nutrition & Pharmacology. Each module is three to four weeks in duration, to span a 14-week semester. Each week, students’ tasks include reading, watching, writing, and reviewing content related to the student learning objectives. Methods to promote student engagement with the content recur week-to-week, to ensure consistency for students’ experience. An eBook was written by the instructors to provide a current and interdisciplinary review of the intersections of nutritional sciences and pharmacology in the course. In lieu of proctored online exams, module-level assignments assess students’ achievement of learning outcomes. Drug & Nutrient Interactions launched in fall 2019 with nine students enrolling and completing the course. Course analytics track student engagement by logging page views and participation. Increasing students’ page views and participation align with due dates for module assignments. Therefore - in spring 2020, deadlines were shifted to a weekly timeline to foster consistent engagement. Conclusions Instructors should explore various methods to foster student-content, student-student and student-instructor engagement in an online learning environment. Funding Sources This course project was funded by a UK Online award & an Alternative Textbook grant.

Self-regulation and autonomy in problem- and project-based learning environments

2013 ◽  
Vol 14 (2) ◽  
pp. 109-122 ◽  
Author(s):  
Candice Stefanou ◽  
Jonathan D Stolk ◽  
Michael Prince ◽  
John C Chen ◽  
Susan M Lord
Keyword(s):  
Learning Environments ◽  
Self Regulation ◽  
Project Based Learning

Perceptions of Presence and Community in Immersive Online Learning Environments

2019 ◽  
pp. 116-131 ◽  
Author(s):  
Amelia W. Cheney ◽  
Terry McClannon ◽  
Les Bolt ◽  
Robert L. Sanders
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environments ◽  
Sense Of Community ◽  
Structural Factors ◽  
Cut Scores ◽  
Delivery Methods ◽  
Online Learning Environments ◽  
Confirmatory Factor ◽  
Engagement Factors

This chapter is based on survey research conducted between 2010 and 2017, involving 1053 graduate students using immersive online learning environments for their coursework. Investigators used course structural factors and student engagement factors to predict students' perceptions of community and presence in the online immersive space. Utilizing the Sense of Community II index (SCI-2) and the Community of Inquiry survey (COI) median scores as cut scores for predicted outcomes, researchers demonstrated that purely online environments which encouraged student engagement in the online immersive space can enhance sense of presence and sense of community. In addition, students in graduate programs that used online immersive delivery methods longer developed a stronger sense of community. Both dependent measures proved to have stable subscale structures for this inquiry based on a cursory confirmatory factor analysis.

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