I CARE 2.0: Facilitating Online Learning in Higher Education (original) (raw)

A Framework for Online Teaching and Learning: The S-CARE Pedagogical Model

2011

Student satisfaction and retention is a key feature of any good educational programme. Deden (2005) reports a 7.7 % improvement in student retention after one year through a number of measures including the quality of instructor’s online interaction. When measuring the success of an online programme a number of learning permutations have to be considered, namely: the learning activities, tools, resources and interactions or communication which makes up a pedagogical scenario/landscape. Daniel (2004), states that when designing and executing a pedagogical scenario the teacher has to respect a harmonic equilibrium between the freedom for intellectual development and motivation on one hand and certain guiding principles on the other. Putting all the above contentions together, this paper aims to present an analysis of the different pedagogical permutations exhibited by 7 different online facilitators in the Master of Instructional Design & Technology programme at the Open University Ma...

Care, Communication, Support: Core for Designing Meaningful Online Collaborative Learning

Online Learning

The purpose of this study was to identify emergent themes regarding higher education instructors’ perceptions concerning the provision of collaborative learning activities and opportunities in their online classroom. Through semi-structured interviews, instructors voiced their teaching experiences and reported specifically about the online collaborative opportunities offered in their online classrooms. A multi-phase coding process was used to analyze the information, including the constant comparative coding method for theme and category development. The three main themes that emerged from this study are: online communication approaches matter, challenges and supports for online collaborative learning, and care is at the core of online learner support. In the online classroom there are additional considerations included in developing successful online collaborative learning beyond group work, including additional time and nurturing, scaffolding, instructional design, and understandi...

A Care-Centered Approach to Online Learning Design and Pedagogy

The Open/Technology in Education, Society, and Scholarship Association Conference

Researchers in the field of online learning have raised concerns over its lack of focus on the affective/emotional aspect of the online learning experience, despite a strong research base indicating the important role that emotions play in successful and effective learning (Ch’ng, 2019). Utilizing a phenomenological methodological approach, the researchers interviewed online students and coded transcripts based on Noddings’ Ethics of Care Framework (1984) to explore the phenomenon of care in online learning in an effort to bridge this gap and deepen our understanding of the feeling of caring and being cared-for. These findings add to the literature on the role of emotions in online learning as viewed through the lens of care-theory. The findings highlight course design issues and instructor behaviors that promote a climate of care in an online environment from a learner perspective. These findings may be of benefit to inform future teacher preparation programs.

EFFECTIVE TEACHING STARTEGIES IN AN ONLINE ENVIROMENT

The online classroom is a powerful teaching and learning arena in which new practices and new relationships can make significant contributions to learning. Instructors must be trained not only to use technology, but also to shift the ways in which they organize and deliver material. Making this shift can increase the potential for learners to take charge of their own learning process and facilitate the development of a sense of community. In constructing an online course, the instructor must take into account: designing the course, implementing content, facilitating learning, relevant assignments and course evaluation. A learner-centered approach acknowledges what students bring to the online classroom, their background, needs, and interests, and what they take away as relevant and meaningful outcomes. This paper will explore how to design implement and instruct a thorough online course that engages the student and gives them a platform to learn and enhance their academic experience.

Wikifolios, reflections, and exams for online engagement, understanding, and achievement

We are refining three instructional practices in online introductory-level graduate courses on Learning Theories at Indiana University. The course serves a challenging mix of educators, designers, trainers, & researchers. Some are tech-savvy distance learners while others are residential students taking their first online course. It is a required course for many MEd students and a first course for some doctoral students. Despite varied backgrounds and goals, all are expected to gain enduring understanding of the major theories of learning and the primary processes in human cognition, as outlined in a popular graduate-level text.

Connected: Building Meaningful Relationships For Online Learning

New England Faculty Development Consortium Journal, 2018

This article describes an adaptive instructional design project a professor and two teaching assistants (TAs), implemented in an online doctoral level leadership course (Leadership in Educational Organizations, or LEO). Through a collaborative and iterative process of opportunity analysis, implementation, and reflective practice based on experience and feedback from students, this instructional team aimed to promote deeper learning by building a learning community among themselves and the 26 students from two sections of this course. The resulting plan, do, study, and act (PDSA) cycles informed instructional adjustments using existing technologies and mainstream media resources.

Engaging learners in complex, authentic contexts: instructional design for the web

… of the moving …, 2000

The old adage, 'We teach as we have been taught' places a great deal of responsibility on the current generation of online teachers, to teach in a manner that is worth replicating. This paper describes the development of a course in online teaching and learning, available only in online mode, that models the approach to teaching and learning that is advocated in the units. The course is not only an end in itself-it is also a means to an end, providing the necessary skills to enable students to continue to learn and adapt with new technologies and new learning approaches.