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Book part
Publication date: 19 March 2013

David Starr-Glass

Distance learning has proliferated significantly in the last 20 years. This chapter considers some of the issues and implications when teaching and learning moves from an…

Abstract

Distance learning has proliferated significantly in the last 20 years. This chapter considers some of the issues and implications when teaching and learning moves from an in-person to a distance mode. It begins with a brief history of distance learning, considering both the technologies used and the dominant pedagogical approaches employed. This is followed by a survey of the impact of Michael Moore's theory of transactional distance, which considered the consequences of separating the learner from peers and instructor. Contemporary work on Moore's contribution includes transaction and participation, activity theory, and transactional presence. A second major aspect of distance learning has been the attempt to introduce social presence into learning environments. The history of social presence is explored, as are its levels and consequences for the learner. Contemporary aspects of social presence reviewed include communities of inquiry. While Web 2.0 has spectacularly resulted in connectivity, it remains unclear as to whether this automatically resulted in more strongly connected learners. Connectivist approaches are considered and distinctions made between technological connectivity and pedagogical engagement. It is argued that the full and exciting potential of Web 2.0 in distance learning requires a commitment to the distanced learner, balancing learner autonomy and teacher presence, promoting meaningful social engagement, and meeting the specific needs of the distance learner.

Details

Increasing Student Engagement and Retention in e-learning Environments: Web 2.0 and Blended Learning Technologies
Type: Book
ISBN: 978-1-78190-515-9

Book part
Publication date: 26 September 2022

Farai Chigora, Chipo Katsande, Promise Zvavahera, Evelyn Chiyevo Garwe and Brighton Nyagadza

This chapter is influenced by the globally renowned pillars of good governance which are independence, transparency, accountability, fairness and responsibility. Even…

Abstract

This chapter is influenced by the globally renowned pillars of good governance which are independence, transparency, accountability, fairness and responsibility. Even, with a plethora of literature on these five pillars, little has been published with regards to how these conform or contradict with the upsurge of virtualised teaching and learning. Current developments in Higher Education Institutions (HEIs) are supporting application of educational technologies as a trajectory into the Zimbabwean Education 5.0 (teaching, research, community service, industrialisation and innovation) accompanied by the COVID-19 pandemic. There is an increasing use of e-learning platforms for individual and collaborated learning which are both synchronous and asynchronous. It gave path to the adoption of e-learning systems which includes ZOOM, Google Class, Microsoft Teams and many others. The challenge with these learning platforms is that they reduce or totally eliminate physical and human interaction in higher education. Though there is little evidence, it has become a cause of concern that through virtualised learning, there is an increase in unethical classroom practices. In the interest of the aforementioned, this book chapter interrogated literature on e-learning resources in line with the needed governing ethics influenced by COVID-19 pandemic.

Details

Responsible Management of Shifts in Work Modes – Values for a Post Pandemic Future, Volume 1
Type: Book
ISBN: 978-1-80262-720-6

Keywords

Article
Publication date: 1 February 1997

Sue Law

Examines an increasingly important feature of further and higher education provision: the development of distancelearning opportunities for managers and teachers…

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Abstract

Examines an increasingly important feature of further and higher education provision: the development of distancelearning opportunities for managers and teachers interested in education management qualifications in the context of a newly marketized education service in England and Wales. Draws on a university survey of prospective distancelearning “clients” who had expressed an interest in postgraduate education management courses ‐ now a major growth area ‐ and analyses their stated needs and concerns. Considers, also, the impact of the developing education market on the professional demand for distance learning, and examines how far quality provision and academic excellence can be delivered and maintained by institutions as the new “value for money” imperative, increasingly driving the “professional development business”, becomes further established in further and higher education.

Details

International Journal of Educational Management, vol. 11 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 31 March 2022

Joan Scott Love

The study aims to evaluate: (1) How university students from interior architecture can create a forward-looking “Sensory Living” brief informed by both external autism…

Abstract

Purpose

The study aims to evaluate: (1) How university students from interior architecture can create a forward-looking “Sensory Living” brief informed by both external autism experts and a specialist tutor, evidenced through Leeds City Council's live autism adult accommodation project. (2) Issues involved with moving an experimental studio teaching model online during the COVID-19 pandemic.

Design/methodology/approach

A grounded theory approach informs an innovative teaching model, run over two years, to create a better normal; challenges and opportunities are critiqued.

Findings

Feedback from experienced autism-specific experts raises recurring sensory and communication issues which frame a series of design problems to help inform the student briefs. Students learn that the designer as advocate for vulnerable users is imperative. Aspects of online teaching that can benefit an experimental studio teaching model are identified.

Practical implications

Identification of the responsive “Sensory Living Model” illustrates (1) How local authorities can avoid seclusion and integrate meaningful “continuous learning opportunities” into autism-friendly adult accommodation for post-pandemic health and wellbeing. (2) How to embed autism-friendly design in the university curriculum.

Social implications

The study helps address some of the UK Government's “National strategy for autistic children, young people and adults: 2021 to 2026”.

Originality/value

“Ten Novel Sensory Living Themes” are uncovered to help inform the design of autism-friendly adult accommodation. These are of value to (1) local authorities and design practitioners in formulating design briefs and (2) universities in educating future designers of inclusive spaces.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. 16 no. 3
Type: Research Article
ISSN: 2631-6862

Keywords

Content available
Article
Publication date: 4 December 2020

Lauren Eutsler, Pavlo D. Antonenko and Chrystine Mitchell

Immediately following the declaration of the national emergency of the COVID-19 pandemic in the USA, the purpose of this study was to examine one month of social media…

1118

Abstract

Purpose

Immediately following the declaration of the national emergency of the COVID-19 pandemic in the USA, the purpose of this study was to examine one month of social media, news media, school district websites’ continuity plans and educational affiliate organizations, to unveil K-12 stakeholders’ initial response to K-12 remote teaching.

Design/methodology/approach

Framed by connectivism theory, the authors used a mixed-methods sequential explanatory design to conduct a systematic content analysis of 43,870 tweets, news media, school district websites’ continuity plans and educational affiliate organizations.

Findings

Initial responses focused on community lockdown procedures, sustaining education, adapting to a remote lifestyle and political tension. The authors revisited included tweets one week later to measure their connectedness, which revealed that educational organizations, which have the largest number of followers, also have the greatest outreach and visibility.

Practical implications

Based on the collective decision-making of education stakeholders, the authors provide three remote teaching recommendations and pedagogical implications for sustainable remote teaching practices.

Originality/value

The authors construct a blueprint from some of the largest school districts, and consequently the COVID-19 hotspots, to broadly examine emergency preparedness and remote instruction plans.

Details

Interactive Technology and Smart Education, vol. 18 no. 2
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 15 July 2020

David Starr-Glass

The purpose of this reflection on practice is to consider and attempt made by the present author to re-imagine online distance learning (ODL) environments to provide a…

737

Abstract

Purpose

The purpose of this reflection on practice is to consider and attempt made by the present author to re-imagine online distance learning (ODL) environments to provide a greater opportunity for learner engagement.

Design/methodology/approach

ODL environments were augmented by video-conferencing to increase dialogue, instructor presence and a sense of instructor care, concern and guidance. The video-conference component was limited time-wise (40 min per weekly module) and aimed at explaining and integrating learning content and activities. The resulting courses were thus augmented and enhanced and not transformed into blended learning courses.

Findings

Preliminary feedback from video-conference discussions and learner reflective journals indicates that the innovation was well received by students and contributed significantly to their appreciation, satisfaction and overall engagement.

Practical implications

The augmentation is simple and effective. It may be an approach that is particularly relevant in designing and facilitating ODL environments in an era of uncertainty, disruption and far-reaching educational changes caused by the COVID-19 pandemic.

Social implications

The author argues that the introduction of an active learning component has significant implications for learner performance, satisfaction and persistence with distance learning programs.

Originality/value

Attempts to increase social presence and engagement are not uncommon in ODL. This particular approach is simple, easily enacted and has a perceived element of originality and innovation that appeals to learners. It is argued that it contributes significant value to the quality and outcomes of the distance learning experience.

Book part
Publication date: 22 August 2022

Theophilus Mooko

This chapter explores policy matters that have arisen as a result of the impact of COVID-19 on the education sector, with a specific focus on tertiary education in one…

Abstract

This chapter explores policy matters that have arisen as a result of the impact of COVID-19 on the education sector, with a specific focus on tertiary education in one African country, namely Botswana. The terms tertiary education and higher education are used interchangeably to describe post-secondary level education. Information was sourced from the existing literature as well as tracking media reports on COVID-19 matters. COVID-19 has ushered in the new normal which has disrupted existing policies, practices and business models in the tertiary education sector. It has also given unprecedented momentum to the move towards online learning. It is argued in this chapter that these developments have led to the emergence of blended learning as the most suitable way of delivering tertiary education. The chapter highlights the need for a review of policies and strategies at both the national and institutional levels in order to respond appropriately to the challenges brought about by COVID-19 and build a foundation for a sustainable tertiary education system.

Details

The Emerald Handbook of Higher Education in a Post-Covid World: New Approaches and Technologies for Teaching and Learning
Type: Book
ISBN: 978-1-80382-193-1

Keywords

Open Access
Article
Publication date: 22 February 2022

Robbert Hesen, Arjen E.J. Wals and Rebekah L. Tauritz

This study aims to demonstrate which course elements were responsible for community building, fostering subjectification and learning for being in an online course on…

1413

Abstract

Purpose

This study aims to demonstrate which course elements were responsible for community building, fostering subjectification and learning for being in an online course on environmental and sustainability education (ESE) during the COVID-19 pandemic and physical distancing.

Design/methodology/approach

The study investigates a graduate-level course on Environmental Education for Sustainable Living that due to COVID-19 had to be taught mainly online. A retrospective analysis was conducted when the facilitators reflected on why the course, against expectations, appeared to have affected so many students in such a meaningful and profound way as shown by their personal reflections and the course evaluation. Methodologically, this study can be described as explorative and interpretative, although it was complemented by a standardised empirical analytical end-of course evaluation.

Findings

Within the context of this study, sense of community is linked to and facilitated by the online learning environment and the educators’ and students’ roles throughout the course. This study found that interaction and inclusion can be augmented by a hybrid educational design and supported by the mutual efforts of educators and students. Reflective tasks and discussions most prominently evoked subjectification. The encouragement of students to see themselves as central subjects and the inclusion of creative tasks supported both personal exploration and sense of community.

Originality/value

This study provides educational institutions teaching online with valuable information regarding course elements that foster subjectification and create a sense of community. This is particularly of interest for the design of online ESE emphasising learning for being and more relational approaches towards teaching and learning.

Details

International Journal of Sustainability in Higher Education, vol. 23 no. 8
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 1 August 2000

Thomas R. Kochtanek and Karen K. Hein

The introduction of Web‐based course instruction into an existing degree programme offers the opportunity to re‐examine models supporting learning and the transfer of…

Abstract

The introduction of Web‐based course instruction into an existing degree programme offers the opportunity to re‐examine models supporting learning and the transfer of knowledge among students enrolled in such courses. By removing the barriers of time and place, instructors can create and sustain student learning communities supported by interactive communication tools grounded in asynchronous learning models. The instructor’s role moves to that of a facilitator who seeks to stimulate interactions between students and between students and the instructor, in the pursuit of improved learning and knowledge base construction.

Details

Online Information Review, vol. 24 no. 4
Type: Research Article
ISSN: 1468-4527

Keywords

Book part
Publication date: 22 August 2022

Leila Kajee

The COVID-19 pandemic has propelled higher education institutions (HEIs) to rethink, redesign, and respond in real time. The dramatic closure of education institutions in…

Abstract

The COVID-19 pandemic has propelled higher education institutions (HEIs) to rethink, redesign, and respond in real time. The dramatic closure of education institutions in South Africa, and in other countries worldwide, raised several questions in terms of the adaptability and readiness of the HEI sector to adapt and respond to the changes. The changes called into question issues such as in-person teaching and learning practices, digital resources, academic staff and student readiness for learning in digital environments, and connectivity and access to internet services and facilities. As a consequence of the COVID-19 crisis, the roles of academics and students have changed drastically. This has prompted worldwide scrutiny of teaching and learning in a way never experienced. The implementation of sustainable pedagogical approaches requires broad consultation particularly with key stakeholders such as academics and students. Lack of academic and student engagement can gravely affect the sustainability of any new pedagogical models that are rolled out. The aim of this chapter is to appraise the voices of students and academics working in teacher education during the rapid, unplanned, move to digital teaching and learning. Using an interpretative paradigm and case study design that involved online class observations and personal interviews with professors, lecturers and students, the chapter reports on the distress, discomfort, and frustration that students and staff in emergency remote teaching and learning suffered. The experience resulted from, inter alia, uneven access to digital literacy, mental health support, power generation supply, and digital learning and information communication technologies. Framed within notions of humanising pedagogy, the chapter provides critical reflections on lessons learnt from these voices.

Details

The Emerald Handbook of Higher Education in a Post-Covid World: New Approaches and Technologies for Teaching and Learning
Type: Book
ISBN: 978-1-80382-193-1

Keywords

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