Chronicling engagement: students’ experience of online learning over time

Muir, Tracey; Milthorpe, Naomi; Stone, Cathy; Dyment, Janet; Freeman, Elizabeth; Hopwood, Belinda

doi:10.1080/01587919.2019.1600367

Cited by 120 publications

(100 citation statements)

References 24 publications

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“…Beyond the role adopted by the instructor, Muir et al (2019) and Norton and Hathaway (2008) found that engagement and perceived quality levels of the online learning experience were the result of students' attitude and commitment. Effective learning occurred when the student was dedicated, prepared, self-motivated, had good support (Muir et al 2019), and provided relevant comments that increased participation and quality interaction (Reeves. and Pedulla 2011;Tang and Lam 2014).…”

Section: The Teaching Presencementioning

confidence: 99%

COVID-19 and teacher education: a literature review of online teaching and learning practices

Carrillo

Flores

2020

European Journal of Teacher Education

758

442

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The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and 'forced' transition from face-to-face to remote teaching. They also had to create learning environments for student teachers doing their preparation in the light of the requirements of teacher education programmes and the conditions in which both universities and schools had to operate. This paper provides a review of the literature on online teaching and learning practices in teacher education. In total, 134 empirical studies were analysed. Online teaching and learning practices related to social, cognitive and teaching presence were identified. The findings highlighted the need for a comprehensive view of the pedagogy of online education that integrates technology to support teaching and learning. The implications of this study for the development of online teaching and learning practices are discussed. Suggestions for further research are also examined.

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Section: The Teaching Presencementioning

confidence: 99%

COVID-19 and teacher education: a literature review of online teaching and learning practices

Carrillo

Flores

2020

European Journal of Teacher Education

758

442

View full text Add to dashboard Cite

show abstract

“…These were the types of learning activities introduced as a replacement or enhancement to conventional face-to-face, the pedagogical approach, and type of communication as synchronous or asynchronous (Means et al, 2009). Failing to address online learning holistically could very well lead to adverse results exemplified in notable student disengagement, lower retention rates, and ineffective overall online learning experience (Muir et al, 2019). Another study on the development of an instructional strategy framework for online learning environments contended that powerful online learning environments needed to contain a combination of: individual needs assessments, student motivational activities, avoidance of information overload, a real-life context, encouragement of social interaction, hands-on activities, and an increased emphasis on student reflection (Johnson and Aragon, 2003).…”

Section: Introductionmentioning

confidence: 99%

Instructional and Business Continuity Amid and Beyond COVID-19 Outbreak: A Case Study from the Higher Colleges of Technology

AlShamsi

Mohaidat

Hinai

et al. 2020

IJHE

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With the announcement of COVID-19 as pandemic, and the call for social distancing, academic institutions reacted by shutting campuses and calling for the shift to virtual online delivery. In HCT, we conducted this study in an effort to sustain success in these global challenging times of crisis that is informed by strategic foresight.HCT called for an all-online delivery starting March 22, 2020 after a two-day pilot in the preceding week. HCT readiness is a result of orchestrating: an ecosystem perspective on digital transformation, a forth-looking institutional strategy that has technology utilization as a major pillar, an education technology strategy, and a comprehensive set of intelligent learning tools.Forward-looking scenarios were designed based on two critical uncertainties: (1) COVID-19 longevity and (2) socio-economic disruption. These scenarios are: Divine Mercy, Recovery Mode, New Norm, and Survival of the Fittest. Subsequently, the features of each scenario are assessed for implications on HCT’s business and support operations, and the proactive strategies are documented to cope with these implications.During the full online delivery mode period, HCT recorded 86% satisfaction amongst its faculty and 54% amongst its student body, delivered 234,000 hours through 61,000 online classes, and delivered over 21,000 hours of online professional development (PD). Over the same period, more than 1900 non-faculty employees have been running business as usual from home.Envisioning future scenarios and preparing the organization for them is a practice that should be deployed in parallel to emergency response efforts to ensure successful business continuity.

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“…Importantly, analysis revealed no statistical difference between residing location and CWA nor between residing location and FPE within these cohorts, despite the known challenges of studying ITE online (Muir et al, 2019). These results suggest that there is potential for these students to remain in these urban, regional and remote areas, fulfilling the needs of their local school communities (McDonnell et al, 2011).…”

Section: Location and Access To Itementioning

confidence: 79%

An evidence-based case for quality online initial teacher education

Pelliccione

Morey

Walker

et al. 2019

AJET

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The rapid expansion of fully online delivery of initial teacher education (ITE) seen in the past decade has generated some concerns about impact on teacher quality. This is set within broader, sustained concerns about ITE generally. Much of the criticism of online ITE has been made without sufficient evidence to support the claims, largely due to the still-nascent evidence base. The data presented here contributes to that evidence base by providing demographic and academic achievement insights for cohorts of graduate teachers (N = 2008) across the years 2012 to 2018 who have engaged in fully online ITE at an Australian university. The literature has recognised the traditional barriers to accessing higher education for many of these students, including women, the mature-aged, and those with family and work responsibilities. Performance data for online ITE students within their programs demonstrates that they are breaking through these barriers associated with the digital divide. Analysis of who these people are, where they come from, and how they are performing provides valuable insights into online ITE, at a time when the value of broadening access to education and digital equity are being widely acknowledged.

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Chronicling engagement: students’ experience of online learning over time

Cited by 120 publications

References 24 publications

COVID-19 and teacher education: a literature review of online teaching and learning practices

COVID-19 and teacher education: a literature review of online teaching and learning practices

Instructional and Business Continuity Amid and Beyond COVID-19 Outbreak: A Case Study from the Higher Colleges of Technology

An evidence-based case for quality online initial teacher education

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