scholarly journals Academic Writing Within An Online Learning Environment: Assessing The Impact Of Peer Evaluation On Lesson Planning, Execution & Assessment

2013 ◽  
Vol 9 (2) ◽  
pp. 115-126
Author(s):  
Karen Sanderson Cole ◽  
Danielle Watson
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Lesson Planning ◽  
English For Academic Purposes ◽  
Peer Evaluation ◽  
Online Learning Environment ◽  
The Impact

Peer evaluation, as a learning strategy, is commonly used among educators in an attempt to promote higher performance goals and improved teaching and learning outcomes through the sharing of complementary proficiencies for a familiar intent. It is commonly viewed as a technique for raising the bar' through exposing educators to alternative perspectives. Within the online learning environment, there is a high degree of isolation among educators involved in the delivery of the same course. Although individuals interact in established teacher forums about administrative issues, a forum is not provided where interaction about teaching content, delivery and conceptualization of critical concepts can be explored and discussed. As such, the provision of a forum for collaboration among peers involved in different aspects of course delivery within the online learning environment is believed to address the issue of isolated instruction while also providing support and evaluation as to the effectiveness of teaching strategies employed. The aim of the research is to investigate the impact of an established peer partnership between 14 colleagues working in pairs geared towards assessing feedback and discussions on lesson planning, execution and assessment processes. It seeks to ascertain its usefulness as a strategy to be incorporated into the teaching of English for Academic Purposes within an online learning environment. The study seeks to provide actionable direction for peer evaluation and collaboration, as a teaching and learning tool, through the mapping, assessing and evaluation of the processes involved.

scholarly journals The Efficiency of Online Learning Environment for Implementing Project-Based Learning: Students' Perceptions

2020 ◽  
Vol 9 (5) ◽  
pp. 76
Author(s):  
Atef Mohammad Abuhmaid
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Project Based Learning ◽  
Control Group ◽  
Online Learning Environment ◽  
Positive Attitudes ◽  
Strongly Agree ◽  
The Impact

Project-based learning is gaining increasing popularity supported by research studies regarding its effectiveness for teaching and learning. In addition, the widespread of digital technologies and sudden disruptions to traditional in-person teaching have accelerated the adoption of online learning. The current study examined students' perceptions of the impact of online learning environment on project-based teaching method. Most universities worldwide have considered online learning encouraging their faculty to use online learning tools, and Hashemite University in Jordan is no exeption. 154 students studying Computers in Education course were selected during the first semester of the academic year 2019/2020 and were devided into two groups. The experimental group consisted of 75 students who studied the course online and 79 students in the control group who studied the course in a face-to-face mode. For the purpose of gathering data, a questionnaire was developed which consisted of 17 items and students' answers were on a four-point Likert scale: 4= strongly agree, 3= agree, 2= disagree, and 1= strongly disagree. Means, standard deviations, and One-Way ANOVA were used to analyze the data. The results of the study showed positive attitudes among students (both online and in-class) toward project-based learning. In addition, the results showed that in-class students had a stronger views of project based-learning than online learning students.

scholarly journals Persistent Artefacts in an Online Classroom: The Value of a Dynamic Learning Archive | Artefacts persistants dans une salle de classe en ligne : la valeur d’une archive dynamique de l’apprentissage

2016 ◽  
Vol 42 (2) ◽  
Author(s):  
Stuart C. Berry
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Online Learning Environment ◽  
Dynamic Learning ◽  
Learner Engagement ◽  
Learning Space ◽  
Réseaux Sociaux ◽  
Reseaux Sociaux ◽  
The Impact

This paper summarizes a multi-year research project that examines the use and value of visible and persistent artefacts within an online learning environment. This study is framed within elements of a business management theory. Changes to an online learning environment are documented as well as an examination of the impact of these changes on the learning process. The study also shows the impact of learner engagement with artefacts over the life of multiple iterations of a course within this socially networked online learning space. Two significant outcomes emerged: 1. How the use of a socially networked online learning environment can offer a rich and supportive place for teaching and learning; and 2. That students in this study support the inclusion of an archive containing artefacts from learners in prior iterations of a course. The connection between the inclusion of this archive and the impact of a socially networked online learning environment will be demonstrated throughout. Cet article résume un projet de recherche sur plusieurs années, examinant l’utilisation et la valeur des artefacts visibles et persistants au sein d’un environnement d’apprentissage en ligne. Cette étude a été structurée selon des éléments d’une théorie de la gestion des affaires. Les modifications à l’environnement d’apprentissage en ligne sont documentées, ainsi que l’examen de l’incidence de ces modifications sur le processus d’apprentissage. L’étude montre aussi l’impact de l’engagement de l’apprenant avec les artefacts sur plusieurs itérations d’un cours dans un espace d’apprentissage en ligne doté de réseaux sociaux. Deux résultats importants ont émergé : 1. un espace d’apprentissage en ligne doté de réseaux sociaux peut offrir un endroit riche et soutenant pour l’enseignement et l’apprentissage; et 2. les étudiants dans cette étude sont favorables à l’inclusion d’une archive rassemblant les artefacts d’apprenants des itérations préalables d’un cours. Le lien entre l’inclusion de cette archive et l’impact d’un espace d’apprentissage en ligne doté de réseaux sociaux sera démontré tout au long.

scholarly journals Teacher-Student Online Interactions During First and Second COVID-19 Related School Closures: Effects on Students’ Academic Achievement

2021 ◽  
Author(s):  
Markus Spitzer ◽  
Korbinian Moeller ◽  
Sebastian Musslick
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Learning Environment ◽  
Online Learning Environment ◽  
School Closures ◽  
Positive Effects ◽  
Teacher Student ◽  
Mathematical Problems ◽  
The Impact ◽  
Second Period

A growing number of studies seek to evaluate the impact of school closures during the ongoing COVID-19 pandemic. While most studies reported severe learning losses in students, some studies found positive effects of school closures on academic performance. However, it is still unclear which factors contribute to the differential effects observed in these studies. In this article, we examine the impact of assignment strategies for problem sets on the academic performance of students (n 24,000 from classes 4-10 who calculated 560,000 problem sets) in an online learning environment for mathematics, during the first and second period of pandemic-related school closures in Germany. We observed that, if teachers repeatedly assigned single problem sets (i.e., a small chunk of on average eight mathematical problems) to their class, students’ performance increased significantly during both periods of school closures compared to the same periods in the previous year (without school closures). In contrast, our analyses also indicated that, if teachers assigned bundles of problem sets (i.e., large chunks) or when students self-selected problem sets, students’ performance did not increase significantly. Moreover, students’ performance was generally higher when single problem sets were assigned, compared to the other two assignment types. We conclude that teachers’ way of using the online learning environment in general, and their strategy of assigning problem sets in particular can have a positive effect on students’ performance in mathematics.

Can Geometry Achievement and Geometric Habits of Mind Be Improved Online? Reflections From a Computer-Aided Intervention

2020 ◽  
pp. 004723952096523
Author(s):  
Buket Özüm Bülbül ◽  
Mustafa Güler
Keyword(s):  
Preservice Teachers ◽  
Online Learning ◽  
Learning Environment ◽  
Positive Development ◽  
Habits Of Mind ◽  
Online Learning Environment ◽  
Online Application ◽  
Computer Aided ◽  
Before And After ◽  
The Impact

This article aims to examine the impact of an online learning environment enriched with computer activities on geometry achievement and geometric habits of mind (GHoM). The study includes reflections from an online application of a one-term computer-aided mathematics teaching course in which the participants were preservice teachers (PTs) enrolled in a faculty of education. A test was used to measure all participating PTs’ learning outcome and determine their GHoM. In addition, clinical interviews were administered before and after the intervention to examine the opinions of the PTs regarding the online learning environment. The results revealed that the design provided for positive development in terms of both geometry achievement and GHoM. However, the impact was found to be very limited for some components of GHoM. The article presents a discussion of the effective aspects of the intervention.

scholarly journals DESIGNING AN ONLINE LEARNING COMMUNITY AMONG TEACHER EDUCATORS

2008 ◽  
Vol 3 (2) ◽  
pp. 71-82 ◽  
Author(s):  
Shironica Karunanayaka
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Community ◽  
Teacher Educators ◽  
Community Building ◽  
Online Course ◽  
Educational Technologist ◽  
Online Learning Environment ◽  
Online Learning Community ◽  
The Impact

Online course delivery is rapidly growing among educational institutions all over the world, especially in Open and Distance Learning institutions. The frequent criticisms on distance education for having only limited interactions between teachers and students as opposed to traditional face to face teaching can be significantly minimized with the increased use of online methods, due to its unique instructional capabilities. Online learning provides ample opportunities for students learning at a distance to constantly interact with their teachers as well as peers, sharing experiences and working collaboratively. The creation of a sense of social presence is essential to establish a collaborative online learning environment, as it is a most important factor that helps people actively collaborate, thus increasing a sense of belonging to the learning community. The Faculty of Education of the Open University of Sri Lanka offered the online course, "Teacher Educator as an Educational Technologist" in December 2007, using the learning management system Moodle. The course was designed using a collaborative learning model, allowing adequate opportunities for the distant learners to actively engage in their learning process, engaging in a number of learning and assessment tasks with the support of learning resources and instructor guidance, while collaborating and sharing experiences among each other, mainly through discussion forums. Using the case study approach, an investigation was carried out to find out the specific strategies and techniques adopted by designers, instructors and students in enhancing community building among the participants in the online learning environment. It further explored the impact of community building on the distant learners, who were also novices to online learning. This paper discusses the development process in the building of an online learning community and emphasizes on the roles of designers, teachers, and learners.

scholarly journals Reflection in Learning

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
Bo Chang
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Courses ◽  
Online Learning Environment ◽  
Depth Of Knowledge ◽  
Content Analysis Method ◽  
Different Types ◽  
Structural Connections ◽  
The Impact ◽  
Analyze Data

This study explored the impact of reflection on learning in an online learning environment. Twenty-five students from four online courses participated in this research project. Reflection was purposefully designed and embedded in various assignments. Data were mainly collected from interviews and students’ different types of reflections. The inductive content analysis method was employed to analyze data. Five themes were generalized in terms of how reflection impacts learning: Increasing the depth of knowledge, identifying the areas which are missing or deficient, personalizing and contextualizing knowledge, providing comparative references in learning, and helping learners build structural connections in knowledge and social connections among learners. This study provides foundational ideas for designing reflective activities to promote students’ learning in an online learning environment.

scholarly journals Teaching and learning through Moodle, Google Doc and Zoom: Fostering student engagement in (a)synchronous learning environments

2021 ◽  
Vol 34 (4) ◽  
pp. 122-136
Author(s):  
Borislava Eraković ◽  
Jagoda Topalov
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Blended Learning ◽  
Small Group ◽  
Teaching And Learning ◽  
Previous Experience ◽  
Online Learning Environment ◽  
Google Docs ◽  
Synchronous Learning Environments

Collaborative online learning depends on the teacher's ability to create conditions for student interaction and engagement. The paper presents the type of activities that can foster them, as well as the results of the investigation into the levels of student engagement in online learning environment which was created by a combination of Moodle, Zoom and Google Documents. The focus is on the level of student engagement in relation to the type of interaction in the online learning environment, their previous experience with blended learning and their overall attitudes toward online classes. Toward this end, a convergent parallel mixed methods study was conducted by means of a 30-item questionnaire constructed for the purpose of this study. The questionnaire included both Likert-scale questions, aimed at collecting quantitative data, and open-ended questions, aimed at collecting qualitative data. Qualitative analysis of the respondents' comments reveals that online tools are most valued for their interactive and collaborative potential (the availability of emoticons, chatting and screen sharing in Zoom, the possibility of small group collaboration in Zoom Rooms and whole class collaboration in Google Docs). The most important quantitative results reveal that all students report medium to high levels of online classroom engagement in the presented scenarios. However, while the students who had previous experience with blended learning constructed their engagement on the basis of both online peer collaboration (in Zoom Rooms) and teacher-fronted instruction (Zoom), those with no previous experience with blended learning formed their engagement only on the basis of small group work (Zoom Rooms).

scholarly journals Emotional presence, learning, and the online learning environment

2012 ◽  
Vol 13 (4) ◽  
pp. 269 ◽  
Author(s):  
Marti Cleveland-Innes ◽  
Prisca Campbell
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Emotional Response ◽  
Online Community ◽  
Community Of Inquiry ◽  
New Technologies ◽  
Online Learning Environment ◽  
New Learning ◽  
Teachers And Students ◽  
The Impact

<p>In spite of evidence that more and more students are engaging in online learning experiences, details about the transition for teachers and students to a new learning environment are still unconfirmed. While new technologies are often expected to make work easier, they also involve the development of new competencies. This change may, in itself, elicit an emotional response, and, more importantly, emotion may impact the experience of online learning. Knowledge about the impact of emotion on learning broadly is available, but not about emotion and online learning. This study presents evidence of emotions present in online environments, and empirical data which suggests emotional presence may exist as a fundamental element in an online community of inquiry. <br /><br /></p><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

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