Ira Rasikawati, Ignasia Yuyun, and David Wicks AbstractThis research is grounded in the theoretical foundation of the Community of Inquiry (CoI) Framework, exploring its application within the context of Indonesian cultural values in English education. The objective of this case study is to examine how English instructors adapt their teaching strategies to the challenges of […]
Posts in the 2. Design and Develop Digital-Age Learning Experiences and Assessments category:
2. Design and Develop Digital-Age Learning Experiences and Assessments, 5. Engage in Professional Growth and Leadership
Using Telepresence Robots for Hybrid Learning – Almost Like Being There
This exploratory study examined telepresence robots’ role in helping remote students perceive a sense of embodiment, social presence, and engagement in a hybrid classroom. The study used a convenience sample of four undergraduate courses with two instructors and 69 total students, 43 in-person and 26 remote. Eight Ohmnilabs telepresence robots were interspersed within a classroom. […]
2. Design and Develop Digital-Age Learning Experiences and Assessments, 5. Engage in Professional Growth and Leadership
A Case Study Approach to Exploring Resilient Pedagogy During Times of Crisis
a paper by Katie Clum, Elizabeth Ebersole, David Wicks, Munyi Shea In response to the COVID-19 pandemic of 2020 and the ensuing public health crisis, thousands of higher education institutions (HEIs) worldwide have had to grapple with rapid pivots to emergency remote online learning modalities with relatively little time to prepare, and the need to […]
2. Design and Develop Digital-Age Learning Experiences and Assessments, 3. Model Digital-Age Work and Learning, 5. Engage in Professional Growth and Leadership
The use of community engagement as an authentic project in online courses
A criticism of online learning is that the typical final project of a student paper needlessly mirrors traditional face-to-face education and emphasizes efficient assessment over authentic engagement. A lack of interaction can lead online students to feel isolated. As an alternative, this presenter advocates for the use of community engagement projects that include face-to-face collaboration […]
What Drives Student Engagement: Is it Learning Space, Instructor Behavior or Teaching Philosophy?
This study investigates how instructor teaching philosophy (traditional vs. constructivist) and type of learning space (traditional vs. active) influences instructor perceptions of student engagement. In a quasi-experimental study, we found that instructors perceived that students were more engaged in the ALC than the traditional classroom. In addition, we found that instructors with a more constructivist […]
Semantic Text Theme and Facet Generation in Collaborative Online Learning Environments
Online students’ ability to collaborate with peers may lead to increased learning and positive attitude toward their learning. Given a need for more theoretical and practical work in this area, we sought to compare differences between high and low-collaboration groups in an assignment to determine if higher levels of collaboration lead to higher levels of […]
1. Facilitate and Inspire Student Learning and Creativity, 2. Design and Develop Digital-Age Learning Experiences and Assessments, 4. Promote and Model Digital Citizenship and Responsibility, 5. Engage in Professional Growth and Leadership
Electronic Portfolios as Pedagogy: Using bPortfolios for Authentic Assessment of Teacher Knowledge and Skills in the U.S.
Web 2.0 technologies, such as blogging, allow for locally developed, cost-effective, and holistic alternative portfolio assessment systems. By enhancing critical reflection and fostering social interaction, blogging portfolios or bPortfolios become integral formative and summative assessment tools for all teacher education students enrolled in a university program. Blogging platforms such as WordPress.com are free to use […]
2. Design and Develop Digital-Age Learning Experiences and Assessments, 3. Model Digital-Age Work and Learning, 5. Engage in Professional Growth and Leadership
Finding your swing: Seven lessons IT Staff and Faculty can learn from The Boys in the Boat
(Keynote address from the 2015 NWACC IT Roundtable) University IT staff are committed to helping faculty integrate technology into their instruction. EDUCAUSE’s 2015 Top IT Issues lists “optimizing the use of technology in teaching and learning in collaboration with academic leadership, including understanding the appropriate level of technology to use” (Grajek, 2015, p. 12) as […]
