Pedagogical practices of NetNZ teachers for supporting online distance learners

Lai, Kwok-­Wing

doi:10.1080/01587919.2017.1371830

Cited by 22 publications

(13 citation statements)

References 18 publications

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“…Research into building online learning communities often focuses on student cohorts throughout their study of a module or programme (e.g. Glazer et al, 2013;Lai, 2017), and as part of a blended learning approach (e.g. Wilson et al, 2004).…”

Section: Building a Short-term Online Study Communitymentioning

confidence: 99%

Breaking barriers, building community: improving student engagement with preparation for studying online multidisciplinary science by distance learning - a case study

Hutton

Robson

2019

NEW DIR TEACH PHYS SCI

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Developing an online learning community can help to improve student success. This presents a challenge as the student cohort is often time-limited and shifting in composition before a module starts. The continued evaluation and development of an online preparatory website for the new, year one module S112 - Science: concepts and practice is reported. Evaluation of the site in 2017-18 showed high levels of student satisfaction with the resources, though very little engagement with the asynchronous forum. Therefore, improvements before the October 2018 module start centred on increasing student engagement on the forum: Firstly, tutors moderating the forums were tasked with developing several optional scientific tasks for staged release to generate student discussion. Secondly, volunteer peer mentors from the 2017-18 presentation were recruited and trained as “student buddies” to provide non-academic advice and support.Student engagement increased markedly prior to the October 2018 module. The clearest emergent theme from tutors who moderated the forums was that students were seeking to establish a study community, rather than obtain subject-specific advice. Student response to the buddies was positive, with students more willing to ask questions of the buddies than of the tutor moderators. Data for S112 show that registrations at module start increased by 23.5% from 2017 to 2018, and early withdrawals (14 days after module start) dropped by 2%.Our results provide ideas for building online student engagement, particularly in scenarios where students may come and go, and have little available time: for example, bridging gaps in time or academic readiness, whether by blended or distance learning.

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Section: Building a Short-term Online Study Communitymentioning

confidence: 99%

Breaking barriers, building community: improving student engagement with preparation for studying online multidisciplinary science by distance learning - a case study

Hutton

Robson

2019

NEW DIR TEACH PHYS SCI

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“…Teleconferences with trainees at remote sites using VideoConferencing technology [37]; • An innovative model of Virtual Business Projects (VBP) based on teamwork [38]; • Remote online lessons based on technologies of synchronous and asynchronous remote communication [39]; • Model of intelligent learning "Monitoring the environmental parameters in a Smart City", which, among other things, provides the creation of remote laboratories for students and so forth [40]; • Creation of breakthrough technologies using virtual reality (VR) environment, games and educational programs, leading to a creative result [41,42].…”

mentioning

confidence: 99%

Innovations in Education—The Development of a New Pedagogical Technology of a Combinational Type, Focused on the Development of Personality of Students

Zhurakovskaya¹,

Sichinava²,

Simakova³

et al. 2020

Journal of Open Innovation: Technology, Market, and Complexity

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The paper considers the problem of adolescent and young students’ personalities’ development in the conditions of face-to-face and distance school learning. The scientific novelty of the study is the proposed classification of pedagogical technologies according to the degree of their novelty: modernized technology, combinational technology, progressive technology, pedagogical technology of the combinational type, the essence of which is shown in its title. A specific model of pedagogical technology of the combinational type “Teaching in cooperation, in a team using flipped classroom” was developed. The developed technology was implemented during the classes of the humanities and natural-mathematical cycles. Nine hundred and eight adolescent and young students (divided into experimental and control groups) and 32 teachers participated in the experimental work. To analyze the differences between the experimental and control groups in terms of the student’s personality manifestation, several criteria and indicators were considered. For mathematical and statistical processing of the obtained results, the multifunctional statistical Fisher’s F-test was used. Analysis of the implementation of the developed technology in the conditions of face-to-face and distance learning showed a positive dynamics of experience formation of the student’s personality manifestation. This allowed the authors to consider the developed pedagogical means effective.

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“…Teachers also reported challenges with students' poor internet connections and students' overall lack of preparation for ERT (Trust & Whalen, 2020). However, before the pandemic, scholars (Foulger et al, 2017;Lai, 2017) shed light on students' and educators' lack of preparation and competency for DE, calling for technology-infused programs to address teaching with technology throughout the curriculum. However, programs such as TPPs and school districts must make several considerations before implementing quality DE.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Lastly, teachers need to know how to engage students with technology so students stay interested while learning about a given skill or concept. As noted by Lai (2017), a "supportive online learning environment entails teachers using effective pedagogical practices to support their students and develop a positive teacher-student relationship to foster learner motivation and engagement" (pp. 322-323).…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching during a Pandemic: Elementary Candidates’ Experiences with Engagement in Distance Education

Smith¹,

Schlaack²

2021

ije

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The following research reports on a collaborative effort between two university field supervisors for an elementary teacher preparation program in the Pacific southwest. Utilizing practitioner inquiry and situated learning as conceptual frameworks, the authors qualitatively examine the experiences ten elementary education teacher candidates have with promoting student engagement during emergency response teaching because of the COVID-19 pandemic. An interpretive phenomenological analysis of 20 lesson reflections and supervisor observation notes reveals teacher candidates (TCs) need more support with questioning, feedback and formative assessment, and technology tools to keep students engaged when teaching at a distance. Recommendations suggest a need for teacher preparation programs to provide TCs with opportunities to practice engagement strategies in distance education settings.

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Pedagogical practices of NetNZ teachers for supporting online distance learners

Cited by 22 publications

References 18 publications

Breaking barriers, building community: improving student engagement with preparation for studying online multidisciplinary science by distance learning - a case study

Breaking barriers, building community: improving student engagement with preparation for studying online multidisciplinary science by distance learning - a case study

Innovations in Education—The Development of a New Pedagogical Technology of a Combinational Type, Focused on the Development of Personality of Students

Teaching during a Pandemic: Elementary Candidates’ Experiences with Engagement in Distance Education

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