Instructional Strategies to Help Online Students Learn: Feedback from Online Students

Watson, Firm Faith; Bishop, Marianne Castano; Ferdinand-James, Debra

doi:10.1007/s11528-017-0216-y

Cited by 43 publications

(47 citation statements)

References 3 publications

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“…Prepare for timely return of assignments and prompt response to students in email, chat, or discussion (Watson, Bishop, & Ferdinand-James, 2017).…”

mentioning

confidence: 99%

“…Be active in discussion boards; however, be aware that posting instructor ideas too soon can stop student discussion (Watson et al, 2017).…”

mentioning

confidence: 99%

“…Model and provide structured guidance; offer examples of papers and projects for samples (Watson et al, 2017).…”

mentioning

confidence: 99%

“…Provide instructor availability so students are aware of instructor response time (Watson et al, 2017).…”

mentioning

confidence: 99%

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Designing a Community of Inquiry in Online Courses

Fiock

2020

IRRODL

188

125

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This article describes a practical approach for implementing instructional strategies in order to build a Community of Inquiry (CoI) into an online course. Online community building has positive effects on the quality of student learning, increases student engagement, and encourages motivation of students in online courses. The CoI is a theoretical framework focusing on facilitating meaningful learning experiences through three presences: cognitive presence, social presence, and teaching presence. This article will introduce the CoI framework by way of literature review focusing on CoI instructional strategies. Using Sorensen and Baylen’s (2009) seven principles of good practice, the author will structure CoI instructional activities into presence categories for practitioner use.

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“…Prepare for timely return of assignments and prompt response to students in email, chat, or discussion (Watson, Bishop, & Ferdinand-James, 2017).…”

mentioning

confidence: 99%

“…Be active in discussion boards; however, be aware that posting instructor ideas too soon can stop student discussion (Watson et al, 2017).…”

mentioning

confidence: 99%

See 2 more Smart Citations

Designing a Community of Inquiry in Online Courses

Fiock

2020

IRRODL

188

125

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“…An unexpected finding was that "[t]he lecturer shows sympathy to circumstances regarding the outstanding or late submission of tasks, and answering my queries and other related issues," a finding supported by 75% of participants. A number of scholars have reported on studies using online instructional support, which greatly influenced the planning of student learning (Rodriguez et al, 2019;Tait, 2000); constructive feedback (Watson, Bishop, & Ferdinand-James, 2017); and the provision of online technological support (Simpson, 2012;Clauss-Ehlers & Pasquerella, 2017). The study focused on students' views of support provided by me in teaching the teaching methodology of economics module and I was found to sympathise with the students' struggles, challenges, and expectations around studying in an ODL environment.…”

Section: Discussion Of Findingsmentioning

confidence: 99%

Pedagogical strategies to support economics students' learning at an open distance learning university

Wyk

Micheal²

2019

Journal of Education

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In this article, I investigate the use of pedagogical strategies employed to support students' learning in an online teaching methodology of economics course. To this end, I conducted a systematic review of the extant literature on student support in an open distance learning context. Furthermore, I employed a pragmatic approach, along with an explanatory mixed methods design to conduct the research. I collected data via an online questionnaire, and from e-Discussion forum entries and blog postings. Convenient and purposive sampling was done with postgraduate students (n = 179) in economics education, after which the respondents voluntarily completed an online survey. The findings and practical implications of the study, on which this article is based, have been formulated to advance online pedagogical strategies. The aim is to support students' learning, and to promote essential competencies as necessary outcomes to master the content of the course in the College of Education at an open distance learning university.

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Learning Experience Design (LXD) of Language and Content Modules: Insights from Students and Instructors

Hernandez

Kilar-Magdziarz²

2023

Synchronous and Asynchronous Approaches to Teaching

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Instructional Strategies to Help Online Students Learn: Feedback from Online Students

Cited by 43 publications

References 3 publications

Designing a Community of Inquiry in Online Courses

Designing a Community of Inquiry in Online Courses

Pedagogical strategies to support economics students' learning at an open distance learning university

Learning Experience Design (LXD) of Language and Content Modules: Insights from Students and Instructors

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