Social Media and CFL Pedagogy: Transforming Classrooms into Learning Communities

Size: px
Start display at page:

Download "Social Media and CFL Pedagogy: Transforming Classrooms into Learning Communities"

Transcription

1 Social Media and CFL Pedagogy: Transforming Classrooms into Learning Communities Wen-Hua Teng ( 鄧 文 華 ) Department of Asian Studies The University of Texas at Austin ABSTRACT With the technological advances and the widespread accessibility of the Internet, the current generation is frequently referred to as the digital generation or the digital natives. Their familiarity with a wide range of digital tools and Internet applications has had a great impact on not only their behaviors but also their cognitions. Consequently, the concept of education in the 21 st century has been shaped in part by technologies. This presentation discusses how some of the social media tools popular among the digital generation can be adopted and integrated into CFL (Chinese as a foreign language) curriculum to enhance students learning experiences, strengthen communication and foster collaboration. It illustrates the advantages of creative uses of the social media technologies in CFL pedagogy. Key words: Blended-learning, Blog, CFL Pedagogy, Digital Generation, Facebook, Learning Community, Online Forum, Social Media, TPACK, Wiki, INTRODUCTION While modern technologies are ubiquitous, the relationship between technology and pedagogy is an area that has been under-researched. This presentation is a report on three semesters experiments, observations as well as research exploring the use of social media tools in a technology-enhanced CFL curriculum. Based on the TPACK (technological, pedagogical, and content knowledge) framework in instructional technology as well as a blended-learning model, the curriculum of a third-year CFL reading class at a U.S. university was designed to take advantage of social media tools, whose functionalities were deemed appropriate and beneficial to learning, such as blog, online forum, wiki, and Facebook. In this presentation, the rationale for the selection of each tool will be explained; the pedagogical approaches will be described; and quantitative and qualitative data will be provided to support the notion that a dynamic, student-centered learning community, where participation, sharing and collaboration take place on a regular basis over the Internet, can be created by the effective use of social media tools. TPACK AND BLENDED-LEARNING The TPACK framework places equal importance on technology, pedagogy and content. The integration of technology with pedagogy in specific content area calls for research and experiments to understand the effect and impact of technology in teaching and learning. Without research and experiments, it would be hard to avoid the pitfall of technology for the sake of technology. This study aims to examine as to how social media tools (technology) can be adopted in CFL classes

2 (content) to bring about positive impact on learning through instructional designs (pedagogy). Figure 1 shows a diagram that illustrates the TPACK framework. Figure 1: TPACK Framework (Source: Blended-learning, also known as hybrid learning, is generally defined as a mixture of the traditional face-to-face instruction and web-based learning. In other words, teaching and learning take place both synchronously and asynchronously. The blended-learning model and its benefits have been recognized by an increasing number of educators as having significant impact on education in the new millennium (Buzzetto-More and Sweat-Guy, 2006). However, as promising as it might be in revolutionizing the future concept and practice of education, the blended-learning model must be grounded in the TPACK framework. That is, careful consideration must be given to important issues such as curriculum designs, method of delivery, learning activities and course objectives in order to maximize the benefit of blended-learning. THE DIGITAL GENERATION One decade into the millennium, digital and mobile technologies have become an indispensable aspect of the daily life of the current generation. Being technologically savvy is a common trait shared by these digital natives. Their familiarity with modern technologies and their easy access to online resources indicate that traditional classroom instruction may not satisfy their learning needs and goals (Susan Reese, 2010; Edwina Spodark, 2010). CFL instructors are thus presented with the best opportunity to converge students daily life with their academic or school life to enhance their learning experiences. At the same time, how to leverage students technological skills to help them achieve their learning goals become the significant challenges CFL instructors are facing. This paper aims to provide some suggestions as to how CFL instructors can address these challenges.

3 SOCIAL MEDIA AND LEARNING COMMUNITY Social media are Internet tools based on the Web 2.0 technologies. Their main function is to provide an Internet space where users can interact and communicate. Sharing, participating, collaboration and networking are some of the major characteristics of social media. In other words, an online community can be formed. Thus, integrating social media into a CFL class can help create a sense of community among students; furthermore, the interactions among students that take place outside of classrooms can prove to have pedagogical values through thoughtful instructional and curriculum designs. With the adoption of social media tools in a blended-learning CFL class, each student is no longer an isolated individual, but a member of a learning community. In such a community, students not only share the same learning goals, but also share with one another their own knowledge and experiences, support one another during the learning process and collaborate on class projects. Learning is thus viewed as a participatory and dynamic social process, and is learner-oriented. This paper illustrates how traditional learning activities can be updated in an online environment and how a conventional CFL classroom can be transformed into a collaborative learning community. In such a community, students are being prepared for their entry into the global community, where teamwork and collaboration will be required skills. PEDAGOGICAL USES OF SOCIAL MEDIA This paper explores the pedagogical functions of social media tools, such as blog, online forum, wiki, and Facebook. These tools have been adopted in a third-year CFL reading course at a four-year public university in the U.S. 1. Blog for homework (written and audio): Each student is required to create a homework blog and invite the instructor to view the content. This means it is a private blog and the interactions take place only between the instructor and the student. Students routinely post translations, scenario creations, short essays, etc. according to the course syllabus. They are also required to post two audio recordings of reading fluency each week. Students receive feedback and evaluation from the instructor on a regular basis. They are asked to revise their work until the instructor is satisfied with their performance. The homework blog reduces the use of paper for homework and makes it much easier for the instructor to manage homework submissions. In addition, both the instructor and the students can assess students learning progress effectively.

4 Figure 2: A sample of a student s homework blog 2. Class Blog The instructor creates a class blog and all students enrolled in the class are required to participate in the discussions. Both the instructor and the students can create threads and comment on one anothr s postings. Discussions are centered on course materials, and can be conducted in either English or Chinese. Students use this space to ask questions about grammar or reading text, to answer questions a classmate posts, and to exchange their opinions about issues appearing in the texts. It is a process of not simply knowledge sharing but also knowledge building. Peer support is a prominent feature of the class blog. In addition, the instructor posts exemplary homework assignments occasionally as a way to publicly acknowledge outstanding performance by the students, and to allow students to share their work with their classmates. Therefore, the class blog has the potential of stimulating students to reach a higher level of excellence.

5 Figure 3: A sample of the class blog 3. Online Forum Online Forum and class blog share similar features but have been used for distinctively different purposes. All threads are created by the instructor; students contribute their insights and perspectives on topics chosen by the instructor and they also comment on each other s postings. English is used for communication, but students are not discouraged from using Chinese. The topics are about learning Chinese; that is, students share with one another their opinions, experiences, strategies and sometimes even difficulties and frustration they have encountered. They are allowed to post anonymously. Students can lend each other moral support or benefit from their classmates insights. Not only can the online forum strengthen students sense of community by bringing in focus the fact that they are sharing the same goal of learning Chinese, it also allows the instructor to gather information mid-semester about how students view the class. The instructor can make adjustments to meet students need or address students concern. Therefore, its pedagogical value is implicit yet important.

6 Figure 4: A sample page of the online forum 4. Wiki A group project is assigned toward the end of the semester. The class is divided into four groups and the instructor chooses a student in each group to be the group leader. The group leader is responsible for creating a group wiki page and invites group members to join. Group discussion on the wiki page ensues. Group members brainstorm on their wiki page. They exchange ideas about how the group should proceed with the project. Each member can create threads to organize their ideas, and to coordinate member duties. A significant portion of the collaboration is completed online before the group meets to finalize all phases of the project if necessary. An obvious and immediate benefit of a wiki collaborative project is flexibility and time-saving afforded by the asynchronousness of the group activities. The instructor can view students wiki pages to monitor their progress. But more importantly, the instructor can give a fairer and more objective evaluation of each student s performance based on individuals contributions. In other words, student effort is documented and thus becomes part of the evaluation.

7 Figure 5: A sample of a wiki page 5. Facebook Facebook is an enormously popular online social network site, which participants use to stay connected with friends and to acquire new friends. As its original and primary function is in social networking, its value in pedagogy has not been explored. Existent research has suggested that social network sites, such as Facebook, have both bonding and bridging functions (Ellison, et al., 2007). The latter refers to social connections between individuals that provide useful information and new perspectives. It is the bridging function that may prove to have pedagogical value. The instructor created a Facebook group and invites students to join. Students are encouraged to share their lives, opinions, questions and information they found with their classmates. Also, the instructor and students use the message function to communicate with each other. Interactions on Facebook are typically short and direct. More pertinent to teaching and learning is perhaps what takes place in the chat room. On the evening before each test, the instructor conducts virtual office hour in the chat room to answer students questions and help those who participate to get ready for the test. LEARNER PERCEPTIONS

8 At the end of each semester, students are asked to fill out surveys which are designed to gather their perspectives and opinions about the adoption of social media tools in this blend-learning CFL class. In addition, face-to-face interviews with selected students are conducted to collect more information on wiki projects. Students are generally found to be satisfied with the experiences of using these tools in learning Chinese. No overwhelmingly negative responses are reported. Nearly all of the participants mention that this is their only blended-learning class; however, no students cite any technical difficulties. It can be safely concluded that the majority of the students feel positively about the use of social media in this course. However, the face-to-face interviews reveal that not all students enjoy the wiki project although no one disputes its merits. These students unanimously cite their unfamiliarity with the use of wiki as a possible reason for their aversion to the project. PROSPECTS AND CHALLENGES Experiments, observations and research conducted in this project have yielded encouraging results, which suggest that social media tools have potentials to benefit CFL teaching and learning. However, more research and continuous experiments are necessary to further explore the uses of these tools and to reach a better understand of the relationship between technology and CFL pedagogy. Innovative use of social media adds a new dimension to CFL instruction that directly address the characteristics of the digital generation. It can extend the reach of a traditional classroom, enrich students learning experiences and help them cultivate important skills necessary for workplace and daily life in the 21 st century. Along with the exciting prospect came the challenges, notably among which are issues involving the development of the four language skills by using the social media tools. Also, the concept of a learning community requires an examination as to what role a teacher plays in such a community. Furthermore, social networking may re-define the traditional teacher-student relationship. What impact such a redefined relationship may have on students learning is an issue worth exploring. Last but not least, the question as to where to draw the line between proper use and overuse of the social media tools must be addressed before these tools can bring about maximum benefits to CFL pedagogy. REFERENCES Buzzetto-More, N. A., and Sweat-Guy, R. (2006). Incorporating the Hybrid Learning Model into Minority Education at a Historically Black University. Journal of Information Technology Education, 5, Crook, C. (2008). Web 2.0 Technologies for Learning: The Current Landscape Opportunities, Challenges and Tensions. Retrieved September 2008 from Ellison, N. B., Steinfield, C., and Lampe, C. (2007). The Benefits of Facebook Friends: Social Capital and College Students Use of Online Social network Sites. Journal of Computer-Mediated Communication, 12,

9 Inoue, Y. (2010). Cases on Online and Blended Learning Technologies in Higher Education. New York: Information Science Reference. Liou, H., and Lee, S. (2011). How Wiki-Based Writing Influences College Students Collaborative and Individual Composing Products, Processes, and Learners Perceptions. International Journal of Computer-Assisted Language Learning and Teaching, 1, Reese, S. (2010). Teaching Languages to the Millennial Generation. The Language Educator, 5, Shank, P. (2007). The Online Learning Idea Book. San Francisco: Pfeiffer. Spodark, E. (2010) Structuring a Language Course to Respond to Millennial Generation Workplace Characteristics. The Language Educator, 5,

Instructions for Faculty Evaluation System: Full-time Continuing Faculty

Instructions for Faculty Evaluation System: Full-time Continuing Faculty Instructions for Faculty Evaluation System: Full-time Continuing Faculty I. Philosophy and Intent of Faculty Evaluation SLCC s evaluation system for faculty provides feedback from students, peers, and

More information

Extending Classroom Interaction to the Cyberspace with Facebook, Moodle and Blogger

Extending Classroom Interaction to the Cyberspace with Facebook, Moodle and Blogger Extending Classroom Interaction to the Cyberspace with Facebook, Moodle and Blogger Evrim Baran (Iowa State University) N106 Lagomarcino Hall Center for Technology in Learning and Teaching Iowa State University

More information

ONLINE LEARNING AND COPING STRATEGIES. Marcela Jonas, University of the Fraser Valley, Canada

ONLINE LEARNING AND COPING STRATEGIES. Marcela Jonas, University of the Fraser Valley, Canada ONLINE LEARNING AND COPING STRATEGIES Marcela Jonas, University of the Fraser Valley, Canada Summary The goal of this case study is to contrast two types of students: native and non-native speakers of

More information

Tips for Choosing a TESOL Master s Program

Tips for Choosing a TESOL Master s Program Tips for Choosing a TESOL Master s Program Whether you are just breaking into the TESOL field or have already been in the profession for some time, a great way to increase your knowledge and expand your

More information

Communication Humor and Personality: Student s attitudes to online learning

Communication Humor and Personality: Student s attitudes to online learning Communication Humor and Personality: Student s attitudes to online learning Originally published in the Academic Quarterly Exchange, Summer 2001 Diane Goldsmith Ph.D. Connecticut Distance Learning Consortium

More information

[CONVERTING YOUR COURSE TO A BLENDED FORMAT]

[CONVERTING YOUR COURSE TO A BLENDED FORMAT] Instructor Guide Prepared by Dalia Hanna, Manager, Learning and Teaching, Ryerson University 2012. Table of Contents Introduction and objectives 3 Unit 1: Communication 3 Unit 2: Pre-Planning Strategies

More information

CASE STUDIES, TECHNOLOGY AND PEDAGOGY: DELIVERING CASES THROUGH MULTIPLE PLATFORMS

CASE STUDIES, TECHNOLOGY AND PEDAGOGY: DELIVERING CASES THROUGH MULTIPLE PLATFORMS CASE STUDIES, TECHNOLOGY AND PEDAGOGY: DELIVERING CASES THROUGH MULTIPLE PLATFORMS George Joseph Associate Professor of Accounting University of Massachusetts Lowell Email: george_joseph@uml.edu ABSTRACT

More information

Online Teaching and Learning

Online Teaching and Learning Teaching online requires faculty members to shift their roles from instructor to facilitator or coach. Content shifts to customized materials and learning includes many active components. Simonson, Smaldino,

More information

Creating Outside Instructional Activities for Online and Accelerated Courses

Creating Outside Instructional Activities for Online and Accelerated Courses Creating Outside Instructional Activities for Online and Accelerated Courses Diane Pevar, J.D. Chair, Business, Technology and Legal Studies Manor College The Traditional Classroom All instructional activity

More information

Establishing Guidelines for Determining Appropriate Courses for Online Delivery

Establishing Guidelines for Determining Appropriate Courses for Online Delivery www.ncolr.org/jiol Volume 4, Number 2, Fall 2005 ISSN: 1541-4914 Establishing Guidelines for Determining Appropriate Courses for Online Delivery Janet Smith Strickland Judy Butler University of West Georgia

More information

Student Involvement in Computer-Mediated Communication: Comparing Discussion Posts in Online and Blended Learning Contexts

Student Involvement in Computer-Mediated Communication: Comparing Discussion Posts in Online and Blended Learning Contexts The 1 st International Conference on Virtual Learning, ICVL 2006 113 Student Involvement in Computer-Mediated Communication: Comparing Discussion Posts in Online and Blended Learning Contexts Amy M. Bippus

More information

Asynchronous Learning Networks in Higher Education: A Review of the Literature on Community, Collaboration & Learning. Jennifer Scagnelli

Asynchronous Learning Networks in Higher Education: A Review of the Literature on Community, Collaboration & Learning. Jennifer Scagnelli Asynchronous Learning Networks in Higher Education: A Review of the Literature on Community, Collaboration & Learning Jennifer Scagnelli CREV 580 Techniques for Research in Curriculum and Instruction Fall

More information

Instructional Design Strategies for Teaching Technological Courses Online

Instructional Design Strategies for Teaching Technological Courses Online Instructional Design Strategies for Teaching Technological s Online Jiangping Chen 1, Ryan Knudson 1, 1 Department of Library and Information Sciences, University North Texas, 1155 Union Circle #311068,

More information

REMOVING THE DISTANCE FROM DISTANCE EDUCATION: STRATEGIES FOR SUCCESSFUL STUDENT ENGAGEMENT AND COLLABORATION

REMOVING THE DISTANCE FROM DISTANCE EDUCATION: STRATEGIES FOR SUCCESSFUL STUDENT ENGAGEMENT AND COLLABORATION Removing Distance from Distance Education 1 REMOVING THE DISTANCE FROM DISTANCE EDUCATION: STRATEGIES FOR SUCCESSFUL STUDENT ENGAGEMENT AND COLLABORATION Lisa Logan Rich, Athens State University Wendy

More information

Final Project Design Document Stacy Mercer

Final Project Design Document Stacy Mercer Final Project Design Document Stacy Mercer Purpose: The purpose of my website is to create my eportfolio as a demonstration of program mastery for the Instructional Master s Program at the University of

More information

Establishing a Mentoring Plan for Improving Retention in Online Graduate Degree Programs

Establishing a Mentoring Plan for Improving Retention in Online Graduate Degree Programs Establishing a Mentoring Plan for Improving Retention in Online Graduate Degree Programs Janet Truluck Academic Professional and Coordinator of the Online Master's of Adult Education Degree Program The

More information

Poetry Kids Online Learning Environment

Poetry Kids Online Learning Environment Poetry Kids OLE 1 Poetry Kids Online Learning Environment by Penny Reed Instructional Technology Master Program Dr. I-Chun Tsai Strategies for On-line Learning 5100:639 Descriptive Paper Summer II 2009

More information

Teacher-Learner Interactions in Online Learning at the Center for Online and Distance Training (CODT), Travinh University, Vietnam

Teacher-Learner Interactions in Online Learning at the Center for Online and Distance Training (CODT), Travinh University, Vietnam Teacher-Learner Interactions in Online Learning at the Center for Online and Distance Training (CODT), Travinh University, Vietnam Danh Department of Educational Technology University of Hawai i at Manoa

More information

Face-to-Face vs. Online Professional Development? Do Both! The Power of the Blended Model

Face-to-Face vs. Online Professional Development? Do Both! The Power of the Blended Model Face-to-Face vs. Online Professional Development? Do Both! The Power of the Blended Model Dr. Paula Hidalgo, Director of Product Development Dr. Paula Hidalgo is the Director of Product Development for

More information

BOCES Educational Consortium Testimony

BOCES Educational Consortium Testimony New NY Education Reform Commission October 11, 2012 SUNY Old Westbury BOCES Educational Consortium Testimony Good morning/afternoon. My name is Dr. Lydia Begley and for the past year, I have been the Associate

More information

An Experiment in Using Twitter in Teaching a Student Affairs Practicum Course

An Experiment in Using Twitter in Teaching a Student Affairs Practicum Course http://studentaffairs.com/ejournal/summer_2013/anexperimentinusingtwitter.html An Experiment in Using Twitter in Teaching a Student Affairs Practicum Course Paul G. Brown PhD Student Boston College paulgordonbrown@gmail.com

More information

Definitive Questions for Distance Learning Models

Definitive Questions for Distance Learning Models Definitive Questions for Distance Learning Models Nicole Meredith EDUC 6135-4 Dr. Ronald Paige February 11, 2012 Using the matrix on the next slide click on each of the links for more information. Distance

More information

The "Art" of Online Learning: Teaching Visual Art Virtually

The Art of Online Learning: Teaching Visual Art Virtually The "Art" of Online Learning: Teaching Visual Art Virtually Professor Barbara Saromines-Ganne Leeward Community College 96-045 Ala Ike Pearl City, Hawaii, USA bsg@hawaii.edu Peter Leong Department of Educational

More information

Recipe for Success: Leveraging Student and Instructor Perceptions of Online Graduate Courses in Course Design

Recipe for Success: Leveraging Student and Instructor Perceptions of Online Graduate Courses in Course Design VOLUME 6, NUMBER 1, 2012 Recipe for Success: Leveraging Student and Instructor Perceptions of Online Graduate Courses in Course Design Stephanie Behnke Graduate Student Sam Houston State University College

More information

Student Perceptions of Online Learning: A Comparison of Two Different Populations

Student Perceptions of Online Learning: A Comparison of Two Different Populations Student Perceptions of Learning: A Comparison of Two Different Populations Catharina Daniels 1 Pace University School of Computer Science and Information Systems Technology Systems Department New York,

More information

ONLINE GETTING STUDENTS FINISH LINE TO THE. Education Br a nd St ud io

ONLINE GETTING STUDENTS FINISH LINE TO THE. Education Br a nd St ud io GETTING ONLINE STUDENTS TO THE FINISH LINE What can administrators, course designers and faculty do to retain online learners? Education Br a nd St ud io A DOPTION AND CREDIBILITY OF ONLINE LEARNING in

More information

Completing tasks for online forums: a look through the students eyes

Completing tasks for online forums: a look through the students eyes Completing tasks for online forums: a look through the students eyes Maria Kuteeva Instituto Superior de Contabilidade e Administração de Lisboa Abstract The use of ICT for language teaching has been growing

More information

Creating an Effective Online Environment

Creating an Effective Online Environment CREATING AN EFFECTIVE ONLINE ENVIRONMENT / MARCH 2013 Creating an Effective Online Environment Why Might Students Perform More Poorly Online? Online courses present a number of challenges particular to

More information

The move to Moodle: Perspective of academics in a College of Business

The move to Moodle: Perspective of academics in a College of Business The move to Moodle: Perspective of academics in a College of Business Dr Robyn Walker College of Business, Massey University Associate Professor Mark Brown Office of the Assistant Vice Chancellor (Academic

More information

Pedagogical Criteria for Successful Use of Wikis as Collaborative Writing Tools in Teacher Education

Pedagogical Criteria for Successful Use of Wikis as Collaborative Writing Tools in Teacher Education 2012 3rd International Conference on e-education, e-business, e-management and e-learning IPEDR vol.27 (2012) (2012) IACSIT Press, Singapore Pedagogical Criteria for Successful Use of Wikis as Collaborative

More information

High School Distance Learning: Online/Technology Enhanced Course or Experience Guidance

High School Distance Learning: Online/Technology Enhanced Course or Experience Guidance Provided by: Technology Initiatives and Curriculum and Instruction Alabama Department of Education High School Distance Learning: Online/Technology Enhanced Course or Experience Guidance As part of the

More information

New pedagogies and delivery models for developing open online courses for international students

New pedagogies and delivery models for developing open online courses for international students Authors Li Yuan l.yuan@bolton.ac.uk Stephen Powell stephenp.powell@gmail.com CETIS (Centre for Educational Technology & Interoperability Standards), University of Bolton UK Hongliang Ma yangmahl@gmail.com

More information

Project Design Timeline

Project Design Timeline Introduction Hybrid Course Development EDSGN100 Elizabeth Wiggins-Lopez Design: Summer 2011 Fall 2011 Implementation: Spring 2012 Final Report: Summer 2012 The main objective for the EDSGN100 hybrid course

More information

Using web blogs as a tool to encourage pre-class reading, post-class. reflections and collaboration in higher education

Using web blogs as a tool to encourage pre-class reading, post-class. reflections and collaboration in higher education July 2010, Volume 7, No.7 (Serial No.68) US-China Education Review, ISSN 1548-6613, USA Using web blogs as a tool to encourage pre-class reading, post-class reflections and collaboration in higher education

More information

Web Design 1. Running Head: WEB DESIGN AND DEVELOPMENT

Web Design 1. Running Head: WEB DESIGN AND DEVELOPMENT Running Head: WEB DESIGN AND DEVELOPMENT Web Design 1 Web Design and Development Week 1OLE Project Christopher Harrigan The University of Akron 5150-639-402 Strategies for Online Teaching and Learning

More information

Idaho Standards for Online Teachers

Idaho Standards for Online Teachers Idaho Standards for Online Teachers All teacher candidates are expected to meet the Idaho Core Teacher Standards and the standards specific to their discipline area(s) at the acceptable level or above.

More information

CULTURE OF ONLINE EDUCATION 1

CULTURE OF ONLINE EDUCATION 1 CULTURE OF ONLINE EDUCATION 1 Culture of Online Education Joy Godin Georgia College & State University CULTURE OF ONLINE EDUCATION 2 Abstract As online learning rapidly becomes increasingly more popular,

More information

The Research on Blended Learning of ESL Based on Moodle Platform

The Research on Blended Learning of ESL Based on Moodle Platform Studies in Literature and Language Vol. 6, No. 2, 2013, pp. 30-34 DOI:10.3968/j.sll.1923156320130602.3612 ISSN 1923-1555[Print] ISSN 1923-1563[Online] www.cscanada.net www.cscanada.org The Research on

More information

University of Nebraska at Omaha s College of Education Embraces Collaboration Technology to Create Open Classroom Experience

University of Nebraska at Omaha s College of Education Embraces Collaboration Technology to Create Open Classroom Experience Cisco Collaboration for Higher Education Case Study University of Nebraska at Omaha s College of Education Embraces Collaboration Technology to Create Open Classroom Experience Using collaborative solutions

More information

Learning Management System Self-Efficacy of online and hybrid learners: Using LMSES Scale

Learning Management System Self-Efficacy of online and hybrid learners: Using LMSES Scale Learning Management System Self-Efficacy of online and hybrid learners: Using LMSES Scale Florence Martin University of North Carolina, Willimgton Jeremy I. Tutty Boise State University martinf@uncw.edu

More information

This presentation introduces online tools that can be used to support public deliberation.

This presentation introduces online tools that can be used to support public deliberation. This presentation introduces online tools that can be used to support public deliberation. During this presentation, we discuss the types of online tools that can be used to support public deliberation

More information

EVALUATION OF ECA S ENGLISH LANGUAGE PROGRAMS: English Language Specialist Program Key Findings

EVALUATION OF ECA S ENGLISH LANGUAGE PROGRAMS: English Language Specialist Program Key Findings EVALUATION OF ECA S ENGLISH LANGUAGE PROGRAMS: English Language Specialist Program Key Findings EVALUATION HIGHLIGHTS Enhancing English language teaching and learning overseas is central to the mandate

More information

How Distance Education Has Changed Teaching and the Role of the Instructor

How Distance Education Has Changed Teaching and the Role of the Instructor How Distance Education Has Changed Teaching and the Role of the Instructor Therese DonGiovanni O Neil, M.Ed. Indiana University of Pennsylvania E-Leader Conference, Bratislava, Slovakia June 11-15, 2006

More information

How to Support Faculty as They Prepare to Teach Online Susan C. Biro Widener University Abstract: A survey, an in-depth interview, and a review of

How to Support Faculty as They Prepare to Teach Online Susan C. Biro Widener University Abstract: A survey, an in-depth interview, and a review of How to Support Faculty as They Prepare to Teach Online Susan C. Biro Widener University Abstract: A survey, an in-depth interview, and a review of the literature were used to explore the changes faculty

More information

Citation for the original published paper (version of record):

Citation for the original published paper (version of record): http://www.diva-portal.org Postprint This is the accepted version of a paper published in LMS Lingua. This paper has been peer-reviewed but does not include the final publisher proof-corrections or journal

More information

E-Learning at school level: Challenges and Benefits

E-Learning at school level: Challenges and Benefits E-Learning at school level: Challenges and Benefits Joumana Dargham 1, Dana Saeed 1, and Hamid Mcheik 2 1. University of Balamand, Computer science department Joumana.dargham@balamand.edu.lb, dandoun5@hotmail.com

More information

Moving from Traditional to Online Instruction: Considerations for Improving Trainer and Instructor Performance

Moving from Traditional to Online Instruction: Considerations for Improving Trainer and Instructor Performance Moving from Traditional to Online Instruction: Considerations for Improving Trainer and Instructor Performance R. Lance Hogan, Ph.D., Assistant Professor, Eastern Illinois University Mark A. McKnight,

More information

Teaching Hybrid and Blended-Learning Courses Across Disciplines: Developmental Math and HR Management

Teaching Hybrid and Blended-Learning Courses Across Disciplines: Developmental Math and HR Management Teaching Hybrid and Blended-Learning Courses Across Disciplines: Developmental Math and HR Management Jacque P. Westover Developmental Math Jonathan H. Westover Woodbury School of Business UVU SoTE Conference

More information

Idaho Standards for Online Teachers

Idaho Standards for Online Teachers Table of Contents Standard #1: Knowledge of Online Education - The online teacher understands the central concepts, tools of inquiry, and structures in online instruction and creates learning experiences

More information

A Cross-Case Analysis of How Faculty Connect Learning in Hybrid Courses

A Cross-Case Analysis of How Faculty Connect Learning in Hybrid Courses A Cross-Case Analysis of How Faculty Connect Learning in Hybrid Courses Karen Skibba University of Wisconsin-Milwaukee Keywords: Hybrid Courses, Dimensions of Learning, Case Studies Abstract: This qualitative,

More information

Online Instruction of Counselor Education Coursework: Maximizing Strengths and Minimizing Limitations

Online Instruction of Counselor Education Coursework: Maximizing Strengths and Minimizing Limitations Suggested APA style reference information can be found at http://www.counseling.org/library/ Article 41 Online Instruction of Counselor Education Coursework: Maximizing Strengths and Minimizing Limitations

More information

..., (Data Driven Learning).

..., (Data Driven Learning). Guideline for Pre-Service Teachers.... look see, (Data Driven Learning). Both teachers and learners can use corpus linguistics in various ways within the classroom. A teacher might collect a set of student

More information

Course Guide Masters of Education Program

Course Guide Masters of Education Program Course Guide Masters of Education Program Note: 1 course = (3) credits Students need 12 credits (4 courses) to obtain Graduate Diploma Students need 30 credits (10 courses) to obtain M.Ed. or M.A Graduate

More information

An Exploration of Transformative Learning in the Online Environment

An Exploration of Transformative Learning in the Online Environment An Exploration of Transformative Learning in the Online Environment Joyce Henderson, Ed. D. Collegiate Professor Business and Professional Programs School of Undergraduate Studies University of Maryland

More information

Master Technology Teacher Standards

Master Technology Teacher Standards Master Technology Teacher Standards FINAL Approved on January 4, 2002 Texas State Board for Educator Certification MASTER TECHNOLOGY TEACHER STANDARDS Standard I. Standard II. Standard III. Standard IV.

More information

Assessing Online Asynchronous Discussion in Online Courses: An Empirical Study

Assessing Online Asynchronous Discussion in Online Courses: An Empirical Study Assessing Online Asynchronous Discussion in Online Courses: An Empirical Study Shijuan Liu Department of Instructional Systems Technology Indiana University Bloomington, Indiana, USA shijliu@indiana.edu

More information

EDD- 7914 Curriculum Teaching and Technology by Joyce Matthews Marcus Matthews France Alcena

EDD- 7914 Curriculum Teaching and Technology by Joyce Matthews Marcus Matthews France Alcena EDD- 7914 Curriculum Teaching and Technology by Joyce Matthews Marcus Matthews France Alcena Assignment 1: Online Technology for Student Engagement: Kahoot Instructor: Dr. Shirley Walrod Nova Southeastern

More information

RUNNING HEAD: INSTRUCTIONAL DESIGN AND PEDOGIGCAL ISSUES. Instructional Design and Pedagogical Issues with Web 2.0 Tools

RUNNING HEAD: INSTRUCTIONAL DESIGN AND PEDOGIGCAL ISSUES. Instructional Design and Pedagogical Issues with Web 2.0 Tools Instructional Design 1 RUNNING HEAD: INSTRUCTIONAL DESIGN AND PEDOGIGCAL ISSUES Instructional Design and Pedagogical Issues with Web 2.0 Tools Amelia W. Cheney Robert L. Sanders Nita J. Matzen John H.

More information

Where has the Time Gone? Faculty Activities and Time Commitments in the Online Classroom

Where has the Time Gone? Faculty Activities and Time Commitments in the Online Classroom Where has the Time Gone? Faculty Activities and Time Commitments in the Online Classroom B. Jean Mandernach, Swinton Hudson, & Shanna Wise, Grand Canyon University USA Abstract While research has examined

More information

The Virtual Profession Immersion Model: Bridging Principles and Practice For Instructional Design Students

The Virtual Profession Immersion Model: Bridging Principles and Practice For Instructional Design Students 1 Roussell The Virtual Profession Immersion Model: Bridging Principles and Practice For Instructional Design Students John M. Roussell, Ph.D. California State University, Chico Introduction Instructional

More information

Reflection Tools in Teacher Education Classes: An Analysis of Implementation in Online, Hybrid, and Traditional Environments

Reflection Tools in Teacher Education Classes: An Analysis of Implementation in Online, Hybrid, and Traditional Environments Reflection Tools in Teacher Education Classes: An Analysis of Implementation in Online, Hybrid, and Traditional Environments Amy M. Williamson Program Manager, Graduate Teacher Certification, Director,

More information

Texas Wesleyan University Policy Title: Distance Education Policy

Texas Wesleyan University Policy Title: Distance Education Policy Texas Wesleyan University Policy Title: Distance Education Policy Policy Statement Texas Wesleyan University recognizes the goal of distance education is to increase accessibility to learning by providing

More information

Promoting Learner Autonomy and Language Awareness Through Blogging

Promoting Learner Autonomy and Language Awareness Through Blogging Promoting Learner Autonomy and Language Awareness Through Blogging Paul Dickinson Abstract The benefits of learner Weblogs, or blogs as they are more commonly known, have been reported in various educational

More information

QM Research Grants FY11

QM Research Grants FY11 QM Research Grants FY11 The Development of Technological Pedagogical Content Knowledge (TPACK) in Instructors Using Quality Matters Training, Rubric, and Peer Collaboration: Cheryl Ward, Principle Investigator,

More information

STUDENT ENGAGEMENT IN ONLINE COURSES

STUDENT ENGAGEMENT IN ONLINE COURSES STUDENT ENGAGEMENT IN ONLINE COURSES Sarah L. Mabrouk Framingham State University 100 State Street, PO Box 9101, Framingham, MA 01701-9101 smabrouk@framingham.edu Teaching in the classroom, face-to-face,

More information

G L O B A L O N L I N E S H A P I N G L E A D E R S

G L O B A L O N L I N E S H A P I N G L E A D E R S S H A P I N G G L O B A L L E A D E R S O N L I N E mba@unc U N C K E N A N - F L A G L E R M B A @ U N C 01 A history of innovation and leadership. A steadfast commitment to expanding access to quality

More information

Social Networking Tools for Teacher Education

Social Networking Tools for Teacher Education Social Networking Tools for Teacher Education Betül Özkan, Ph.D. Long Island University Betul.Ozkan@liu.edu Barbara McKenzie, Ph.D. University of West Georgia bmckenzi@westga.edu Abstract: The emerging

More information

EVALUATING QUALITY IN FULLY ONLINE U.S. UNIVERSITY COURSES: A COMPARISON OF UNIVERSITY OF MARYLAND UNIVERSITY COLLEGE AND TROY UNIVERSITY

EVALUATING QUALITY IN FULLY ONLINE U.S. UNIVERSITY COURSES: A COMPARISON OF UNIVERSITY OF MARYLAND UNIVERSITY COLLEGE AND TROY UNIVERSITY EVALUATING QUALITY IN FULLY ONLINE U.S. UNIVERSITY COURSES: A COMPARISON OF UNIVERSITY OF MARYLAND UNIVERSITY COLLEGE AND TROY UNIVERSITY Susan C. Aldridge University of Maryland University College saldridge@umuc.edu

More information

Subject: Proposal for Innovative and Creative Undergraduate Teaching Historical Context: Rationale:

Subject: Proposal for Innovative and Creative Undergraduate Teaching Historical Context: Rationale: Date: Jan. 9, 2014 To: Michael Vaughn, Provost Madonne Miner, Dean of College of Arts and Humanities From: Toni Asay, English faculty Brooke Kelly, English faculty Becky Marchant, English faculty Subject:

More information

Effects of Social Networks on Social Life of Undergraduate Students

Effects of Social Networks on Social Life of Undergraduate Students 4 Effects of Social Networks on Social Life of Undergraduate Students Cenk AKBIYIK Erciyes University Faculty of Education, Kayseri Turkey cenkakbiyik@gmail.com Abstract The aim of the study is to determine

More information

UNIVERSITY OF OKLAHOMA. Online Course Design Guidelines for Faculty

UNIVERSITY OF OKLAHOMA. Online Course Design Guidelines for Faculty UNIVERSITY OF OKLAHOMA Online Course Design Guidelines for Faculty DEFINITION An online course is fully online with no physical classroom time with the instructor. EXPECTATIONS 1. Criteria for student

More information

Blogs and Wikis in the Online Classroom

Blogs and Wikis in the Online Classroom Blogs and Wikis in the Online Classroom This handout was produced for use in the Learn the Basics of Online Teaching and Learning Workshop Series. To learn more, visit: http://ryerson.ca/lt/elearning/fac_programs.html

More information

GRADUATE FACULTY PERCEPTIONS OF ONLINE TEACHING

GRADUATE FACULTY PERCEPTIONS OF ONLINE TEACHING GRADUATE FACULTY PERCEPTIONS OF ONLINE TEACHING Sharon Santilli and Vesna Beck Nova Southeastern University The participants for this study were 47 doctoral faculty from Nova Southeastern University Fischler

More information

APEC Online Consumer Checklist for English Language Programs

APEC Online Consumer Checklist for English Language Programs APEC Online Consumer Checklist for English Language Programs The APEC Online Consumer Checklist For English Language Programs will serve the training needs of government officials, businesspeople, students,

More information

CREATING A SENSE OF PRESENCE IN ONLINE TEACHING: How to Be There for Distance Learners

CREATING A SENSE OF PRESENCE IN ONLINE TEACHING: How to Be There for Distance Learners GLOKALde July 2014, ISSN 2148-7278, Volume: 1 Number: 1 Book Review 2 GLOKALde is official e-journal of UDEEEWANA CREATING A SENSE OF PRESENCE IN ONLINE TEACHING: How to Be There for Distance Learners

More information

A presentation at the elearning, PBL and planning Workshop at Tribhuvan University, Nepal

A presentation at the elearning, PBL and planning Workshop at Tribhuvan University, Nepal Learning at MSU: Virtualisation of education through The ecampus Dr Betty O Ogange A presentation at the elearning, PBL and planning Workshop at Tribhuvan University, Nepal Kisumu City Annual Heads of

More information

Learning Together in Community: Collaboration Online. Rena M. Palloff, Ph.D. Crossroads Consulting Group

Learning Together in Community: Collaboration Online. Rena M. Palloff, Ph.D. Crossroads Consulting Group 1 20th Annual Conference on Distance Teaching and Learning click here -> Learning Together in Community: Collaboration Online Rena M. Palloff, Ph.D. Keith Pratt, Ph.D. Why Collaborate Online? The online

More information

Learners View of Blended Learning in an Information Technology Classroom

Learners View of Blended Learning in an Information Technology Classroom Proceedings of the 3rd International IDIA Development Informatics Conference 28-30 October 2009 Berg-en-Dal Kruger National Park South Africa ISBN 978-0-620-45037-9 Learners View of Blended Learning in

More information

STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE EDUC300 - THE PEDAGOGY & TECHNOLOGY OF ONLINE LEARNING

STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE EDUC300 - THE PEDAGOGY & TECHNOLOGY OF ONLINE LEARNING STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE EDUC300 - THE PEDAGOGY & TECHNOLOGY OF ONLINE LEARNING Prepared by: Diane Lynn Gusa PhD 1 SCHOOL OF BUSINESS AND LIBERAL

More information

The Trials and Accomplishments of an Online Adjunct Faculty Member

The Trials and Accomplishments of an Online Adjunct Faculty Member 4 The rate of expansion of online classes at community colleges has required hiring and training faculty for the online class offerings. The demand is being met in large part by adjunct faculty, who, as

More information

Instructional Technology Standards Proposed by the GaPSC Instructional Technology Task Force December 2010

Instructional Technology Standards Proposed by the GaPSC Instructional Technology Task Force December 2010 Instructional Technology Standards Proposed by the GaPSC Instructional Technology Task Force December 2010 Introduction Instructional technology can be defined as the effective use of technology to support

More information

Utilising Online Learning in a Humanities Context

Utilising Online Learning in a Humanities Context Utilising Online Learning in a Humanities Context Context Name of Course: Introduction to Cultural Studies Level: 1 st Year Undergraduate BA degree courses Number of Students: 150-200 per semester intake

More information

Teaching Online at UD Best Practices Guide

Teaching Online at UD Best Practices Guide Teaching Online at UD Best Practices Guide Version 1.0 April 14, 2009, Updated January 26, 2015 Ryan C. Harris Learning Teaching Center UDit Curriculum Innovation and E Learning Delivering Quality Online

More information

Integrating E-learning in Classroom-based Language Teaching: Perceptions, Challenges and Strategies

Integrating E-learning in Classroom-based Language Teaching: Perceptions, Challenges and Strategies Integrating E-learning in Classroom-based Language Teaching: Perceptions, Challenges and Strategies Muhammad Tanveer Majan College (Oman) tanveer.muhammed@majancollege.edu.om, tanveergt@yahoo.com Abstract

More information

What a Writer Does: Online Learning and the Professional Writing Classroom Sandra M. Hordis

What a Writer Does: Online Learning and the Professional Writing Classroom Sandra M. Hordis TEACHING REPORTS What a Writer Does: Online Learning and the Professional Writing Classroom Sandra M. Hordis Abstract With the expansion and incorporation of varied communications technologies in workplace

More information

Realizing the Full Potential of Blended Learning

Realizing the Full Potential of Blended Learning A STRATEGY PAPER FROM Realizing the Full Potential of Blended Learning FLICKR/CONCORDIA What higher education institutions say about effective instructional strategies, practices and technologies for student

More information

Explorations in Online Learning using Adobe Connect

Explorations in Online Learning using Adobe Connect 99 International Journal of Learning, Teaching and Educational Research Vol. 14, No. 2, pp. 99-110, December 2015 Explorations in Online Learning using Adobe Connect Deirdre Englehart University of Central

More information

Ten Best Practices for Teaching Online

Ten Best Practices for Teaching Online Ten Best Practices for Teaching Online Research into teaching online is still in its infancy. However, here are ten practices that contribute to an effective, efficient and satisfying teaching and learning

More information

Tips, Tools, and Techniques for Teaching in the Online High School Classroom

Tips, Tools, and Techniques for Teaching in the Online High School Classroom Tips, Tools, and Techniques for Teaching in the Online High School Classroom By Shantia Kerr In the online setting students may work independently and in isolation more often than in a face-to-face setting.

More information

A Marketing Class blog experience. By: Carole Raymundo Diamante Research Consultant

A Marketing Class blog experience. By: Carole Raymundo Diamante Research Consultant A Marketing Class blog experience By: Carole Raymundo Diamante Research Consultant In response to the changing learning environments where students and peers play a critical role in authentic learning,

More information

Online Learning Guide National Association of Independent School s 21st Century Curriculum/Technology Task Force, September 2011

Online Learning Guide National Association of Independent School s 21st Century Curriculum/Technology Task Force, September 2011 National Association of Independent School s 21st Century Curriculum/Technology Task Force, September 2011 In the past decade, the number of K-12 and post-secondary students taking blended and fully online

More information

Department: Counseling, Educational Psychology, and Special Education (CEPSE)

Department: Counseling, Educational Psychology, and Special Education (CEPSE) Course Identifier: CEP 820 Course Name: Teaching K12 Students Online Department: Counseling, Educational Psychology, and Special Education (CEPSE) College: Education Primary Contact Name: Leigh Graves

More information

CTL Online Workshop Program Referral Resource Sheet

CTL Online Workshop Program Referral Resource Sheet ACADEMIC POLICIES THAT CAN AFFECT YOU AS A UMUC FACULTY MEMBER Familiarizes faculty with UMUC Academic Policies and their effect on faculty responsibilities and expectations for students Intended for all

More information

Evolving Campus Support Models for E-Learning Courses

Evolving Campus Support Models for E-Learning Courses ECAR Respondent Summary March 2003 Respondent Summary Evolving Campus Support Models for E-Learning Courses Paul Arabasz and Mary Beth Baker Wireless networks, course management systems, multimedia, and

More information

Teaching with Web 2.0 Technologies: Benefits, Barriers and Best Practices

Teaching with Web 2.0 Technologies: Benefits, Barriers and Best Practices Teaching with Web 2.0 Technologies: Benefits, Barriers and Best Practices Yun-Jo An Bosede Aworuwa Glenda Ballard & Kevin Williams College of Liberal Arts and Education Texas A&M University-Texarkana Abstract

More information

How pre-university online learning experience can influence a successful transition into and through higher education

How pre-university online learning experience can influence a successful transition into and through higher education pamoja education Teaching the IB online How pre-university online learning experience can influence a successful transition into and through higher education A research study published by the Institute

More information

Justification For Certification Program for Teaching Online. Daniel Aguilar Jose Banda Maria Eugenia Perez

Justification For Certification Program for Teaching Online. Daniel Aguilar Jose Banda Maria Eugenia Perez Running head: JUSTIFICATION FOR CERTIFICATION PROGRAM Justification For Certification Program for Teaching Online Daniel Aguilar Jose Banda Maria Eugenia Perez University of Texas at Brownsville February

More information

EFFECTIVE ONLINE INSTRUCTION IN HIGHER EDUCATION

EFFECTIVE ONLINE INSTRUCTION IN HIGHER EDUCATION EFFECTIVE ONLINE INSTRUCTION IN HIGHER EDUCATION Heather Glynn Crawford-Ferre and Lynda R. Wiest University of Nevada, Reno Online education has emerged as an effective and increasingly common alternative

More information

Blogging to Enhance Writing Skills: A Survey of Students Perception and Attitude

Blogging to Enhance Writing Skills: A Survey of Students Perception and Attitude Asian Social Science; Vol. 9, No. 16; 2013 ISSN 1911-2017 E-ISSN 1911-2025 Published by Canadian Center of Science and Education Blogging to Enhance Writing Skills: A Survey of Students Perception and

More information

1 of 5 17TH Annual Conference on Distance Teaching and Learning

1 of 5 17TH Annual Conference on Distance Teaching and Learning 1 of 5 17TH Annual Conference on Distance Teaching and Learning On-Line Teaching and Learning: The Value of Assessment Tools María Bonilla-Romeu, Ed.D. Department of Business Administration Inter American

More information