A Reconstructed Conception of Learner Engagement in Technology Rich Online Learning Environments

Gillow-Wiles, Henry; Niess, Margaret L.

doi:10.4018/978-1-5225-0120-6.ch022

Cited by 2 publications

(4 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A key factor in getting students into online STEM workshops to learn actively and interact with others or the subject to be learned could be the teachers of the workshop, according to the results of our study. A problem of teachers in OLE or BHLE, according to Gillow-Wiles and Niess (2016), is that they know OLE or BHLE only from the teachers' perspectives. This lack of experience from students' perspectives could lead to teachers having problems to put themselves in students' shoes, which was also reflected in the feedback from the experts in our study.…”

Section: Discussionmentioning

confidence: 99%

“…Central to learning in OLE or BHLE are interactions between the participants themselves and between participants and the learning content, teachers and their competencies, and opportunities for personalising learning processes. According to Cummings et al (2017) and Gillow-Wiles and Niess (2016), a lively interaction between the people involved and between the learners and the content is essential. Interactions of the participants should, on the one hand, increase the motivation and commitment of learners and, on the other hand, give teachers the possibility to flex their learning processes and to react to learners' requirements or problems.…”

Section: Learning In Online or Blended Learning Settingsmentioning

confidence: 99%

“…According to Zwart et al (2017), an essential task of online teachers is to stimulate learners in such a way that they become cognitively active, discuss their ideas with each other, and thereby gain different perspectives on a problem. A major problem is that online teachers only know such learning environments and the resources and tools from a teacher's perspective (Gillow-Wiles and Niess 2016). This lack of learning experience concerning OLE or BHLE can result in content being too rigidly predetermined and thus not sufficiently responsive to learners' needs (Tzu-Chi 2020).…”

Section: Learning In Online or Blended Learning Settingsmentioning

confidence: 99%

See 2 more Smart Citations

Providing online STEM workshops in times of isolation

et al. 2021

View full text Add to dashboard Cite

The global spread of COVID-19 has resulted in learning and teaching being confronted with immense challenges and changes since spring 2020. Measures to contain the COVID-19 pandemic had and continue to have a particularly strong impact on non-formal and informal learning, which are important features of out-of-class on-line STEM workshops combining science, technology, engineering and mathematics. We developed and carried out online STEM workshops for approximately 250 students during times of isolation in the spring and summer of 2020. To identify potential success factors and stumbling blocks for designing and implementing online STEM workshops, we conducted a qualitative interview-based study with a selection of eight experts in the summer and autumn 2020, i.e. after the STEM workshops. The experts were Austrian and German teachers who planned and implemented STEM workshops for students age 10 to 18. Our collected data was examined using techniques of grounded theory approaches. Using techniques of qualitative interview studies and grounded theory approaches, we found that removing learning barriers and creating new types of learning spaces, online socio-constructivist learning, and teachers' TPACK for STEM Workshops are important factors when considering and designing STEM workshops for online learning environments. These same factors will also be central when planning and implementing online STEM workshops in post-COVID-19 times. To facilitate student participation and to increase social interaction are critical elements for practitioners working on online STEM workshops—both during and after COVID-19. Highly trained teachers with in-depth technical, pedagogical, and content skills are essential to facilitate participation and interactions among students, teachers, and learning contents.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Learning In Online or Blended Learning Settingsmentioning

confidence: 99%

Section: Learning In Online or Blended Learning Settingsmentioning

confidence: 99%

See 1 more Smart Citation

Providing online STEM workshops in times of isolation

et al. 2021

View full text Add to dashboard Cite

show abstract

“…The project-based learning enables students to work collaboratively in understanding a phenomenon. The relevant issues in learning encourage the students' engagement [25] and the use of appropriate technology in understanding the issues [26].…”

Section: Learning Strategymentioning

confidence: 99%

The Collaborative Environment Using the Internet of Things in the Thematic Based Learning at the Primary School in Indonesia

Sulisworo

Suwondo

Erviana

et al. 2019

ITLT

View full text Add to dashboard Cite

Information and communication technology is growing rapidly and has an enormous influence on various fields of life, including the area of education. The level of penetration of the use of technology is also high in Indonesia. The Internet of things (IoT) is increasingly being used to support various activities. It can be said that IoT provides new opportunities. However, although there are already many uses in multiple fields, the integration of this technology with education is still a problem for educators. Considering the spirit of the National Education Curriculum reform in Indonesia, there are critical changes in managing learning environment, among them the shift from teacher-centered learning to student-centered learning especially with thematic learning in elementary schools. Thematic knowledge has also been developed in several countries with good results to improve various competencies following 21st century learning such as 4C (critical thinking, creativity, communication, and collaboration). The purpose of this study was to create a learning design that integrates IoT in thematic learning in elementary schools on issues about climate change. For this purpose, it was necessary to prepare an Internet of Things based measurement apparatus using node MCU V3 Lolin which can measure temperature, air pressure, air humidity, altitude, light intensity in various places remotely. Furthermore, the design that was validated using expert judgment approach (by learning strategists, physicists, and teachers) was tested on a small group of students in the fifth grade. The USE questionnaire was used to measure student responses. This questionnaire contains four aspects, i.e., usefulness, ease of use, ease of learning, and satisfaction aspects. Based on the finding, this learning design has a potential opportunity for improving student engagement.

show abstract

A Reconstructed Conception of Learner Engagement in Technology Rich Online Learning Environments

Cited by 2 publications

References 28 publications

Providing online STEM workshops in times of isolation

Providing online STEM workshops in times of isolation

The Collaborative Environment Using the Internet of Things in the Thematic Based Learning at the Primary School in Indonesia

Contact Info

Product

Resources

About