Mind the gap: Enabling online faculty and instructional designers in mapping new models for quality online courses

Distance education has provided the foundation for new generations of learning, including courses delivered through various web-based educational technologies, also referred to as online learning. Many post-secondary institutions face the challenge of creating processes and systems to support instructors who are required to design, deliver, and frequently update online courses. Effective online course design prioritizes a student-centered pedagogical approach through active learning and meaning-making using modern technologies. This requires a wide spectrum of experience, technological skills, and pedagogical knowledge that is difficult to achieve. On one hand of the spectrum, are instructors with experience in online course delivery, learning technologies, and knowledge of online learning pedagogies. On the other hand of the spectrum, are instructors with insufficient experience, technological skills and awareness of online pedagogies. This disparity in instructors’ experiences, skills and knowledge results at times in a gap in ability. By providing a flexible and interactive model of support to instructors, instructional designers can shorten this gap in theoretical knowledge and practical skills. This paper explores the skill gap that some instructors face in the online learning domain and presents selected approaches to support instructors when transitioning to online courses based on the authors’ professional experiences. This paper considers two models of course design support from two unique higher educational institutions in the United States and in Canada, using different learning management systems. The results show that while these models have different contexts, they offer significant insights about common goals, flexible content, and learner-centered course design.     

A praxeological perspective for the design and implementation of a digital role-play game

This paper draws on an empirical work dedicated to discussing a theoretical model for design-based research. The context of our study is a research project for the design, the implementation and the analysis of Insectophagia, a digital role-play game implemented in secondary schools. The model presented in this paper aims at conceptualizing researchers’ and practitioners’ relationships with the notion that knowledge development takes place at a meta-didactical level when the participants develop a shared practice and a shared discourse on practice (a common praxeology). This is done through collaboration and teacher-centered design of innovative learning settings. This model emerges from a double approach: (1) a literature review on collaborative research in education and, (2) an analysis of the verbal interactions of practitioners and researchers involved in the project. The study emphasizes the development of knowledge among participants. It also emphasizes the importance of knowledge brokering for filling the gap between research and practice and thus, for the adoption of digital technology by practitioners.     

Learning to teach mathematics specialists in a synchronous online course: a self-study

This article uses a self-study research methodology to explore teaching an online course for mathematics specialists. The course included weekly videoconferencing sessions and focused on supporting their development as mathematics coaches working with K-8 teachers to enhance mathematics teaching and learning. The central question for the self-study was about the design of the course and the characteristics of the learning environment that resulted from the design. The study included journal reflections and survey data. Three themes emerged in the analysis of the instructional decision making for the course: student autonomy and engagement, authenticity and practicality, and fostering community.     

Preschoolers explore interactive storybook apps: The effect on word recognition and story comprehension

Two experiments explored the effects of reading digital storybooks on tablet computers with 25 preschoolers, aged 4–5. In the first experiment, the students’ word recognition scores were found to increase significantly more when students explored a digital storybook and employed the read-aloud function than when they were read to from a comparable print book. Their comprehension scores did not change significantly in the two conditions. In Experiment 2, the same students explored digital storybooks with more animation embedded in them. The students listened to the read aloud function on the tablet computer and explored digital storybooks in both conditions, but in one condition a teacher guided the talk about the story. Contrary to expectations, the students’ word recognition and story comprehension scores were higher in the independent condition than in the guided condition. One explanation for the higher word recognition scores when students were reading with the tablet computer is the effect of multimedia, like hotspots and/or text tracking. Although digital storybooks are not a substitute for adult interaction, these preschoolers learned surprisingly well on their own. The importance of digital storybook design, as well as what elements to look for in an e-book to encourage literacy learning are discussed.     

Health informatics program design and outcomes: Learning from an early offering at a mid-level university

Curriculum development is particularly challenging in computing-related disciplines as the computing industry changes more quickly than most. As information technology degrees have become relatively pervasive, some institutions that offer information systems degrees have recognized a need to develop specialist studies in information systems. This detailed case study shows the forces related to a successful implementation of new Health Informatics degrees. The case describes both an unsuccessful and then a successful attempt at essentially the same curriculum development. Although the case includes some local political factors, these represent typical considerations that a curriculum developer is likely to encounter.     

Exploring the use of the ICT in supporting dyslexic students’ preferred learning styles : A preliminary evaluation

Dyslexia is one of the most common learning disabilities. It is described as a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and sociocultural opportunity. It affects relatively about 7–10 % of the population across most languages and cultures. In this study, we explore the potential benefits offered by the use of Information and Communication Technology (ICT) to support dyslexic students by considering their preferred learning styles. In the current paper we administered the VAK and Honey & Mumford questionnaires to 28 Arabic students with ages between 8 and 10 years old. 8 students from dyslexic group and 20 students from control group were selected to assess and compare their preferred learning style. The implemented system focuses on dyslexia in Arabic language, especially in Arabic countries such as Morocco. Based on the results of the analysis of learning styles differences, we introduced an adaptive mobile learning to support and promote learning for dyslexic students. The aim of the study is to consider the relationship between dyslexia and learning style and to suggest a different learning way. Preliminary results show that the ICT has a valuable role in providing opportunities for learners with dyslexia to participate more fully in education.     

Correlations between learners’ initial EFL proficiency and variables of clicker-aided flipped EFL class

Although the flipped class has been hotly discussed, the clicker-aided flipped EFL class (CFEC) still remains a mystery for most scholars. This study aims to determine the correlations between the initial EFL proficiency and other variables of the clicker-aided EFL flipped class. The sample was made up of randomly selected 79 participants (Female =38; male =41), who received the clicker-aided EFL flipped class for one academic semester. It is found that there is a significantly positive relationship between the initial and the final EFL proficiency, motivation levels and cultural awareness in CFEC, whereas there is a negative relationship between initial EFL proficiency and cognitive loads in CFEC. The initial EFL proficiency is therefore an essential factor to influence the effectiveness of the flipped class. Future studies may consider this when exploring the educational technology aided flipped class.     

Utilization of online educational resources in teaching: A moderated mediation perspective

The study builds on a newly modified Technology Acceptance Model (TAM) to substantiate the motivation and operation of teachers’ utilization of online learning resources. A ‘Comprehensiveness’ construct is proposed in the modified TAM to reflect the breadth and depth of rich online knowledge. This new construct serves as the mediator between ‘Usefulness’ and ‘Behavioral Intention’ in the new TAM structure. In addition, the ‘Ease of Use’ factor in conventional TAM is proposed to moderate the mediation in the modified TAM. Survey data are collected from 301 teachers undertaking certified training in Macau and Structural Equation Model (SEM) technique is used to assess the model. Moderated mediation is evaluated using both multi-group bootstrapping method and moderated path analysis method. Both methods verify the presence of moderated mediation with partial mediation in high Ease of Use values and full mediation in low Ease of Use values. Theoretical implication of the current study extends the coverage of TAM applications and academic implication suggests the strengthening in teachers’ professional development and government sponsorship in building repositories of online resources.     

Reactivity effects in video-based classroom research: an investigation using teacher and student questionnaires as well as teacher eye-tracking

One prominent problem of conducting observational assessments of teaching quality is the possibility of reactivity effects. To date, the issue of reactivity has received limited empirical attention. The present study, therefore, investigated reactivity in 447 students from 24 classes as well as their 12 teachers. We compared reactivity during lessons that were video-recorded with those that were not: according to t?test analyses of teacher ratings and MIMIC analyses of student ratings, no significant differences emerged in teaching quality or teaching practices. Significant differences were found in teacher and student emotions, as well as in student cognition and behavior. Supplementary eye-tracking analyses indicated reactivity depleted after 1?min 20?s. The results are discussed with respect to their relevance for future video studies on classroom instruction.     

Learning to play: A review and theoretical investigation of the developmental mechanisms and functions of cetacean play

Play is a behavioral phenomenon most commonly observed in the young of both solitary and social species. Documentation of play in cetaceans varies across species and settings. Cetacean play behavioral repertoires include a broad range of actions, such as the manipulation of diverse objects, blowing bubbles, chasing conspecifics, and swimming in spirals through the water. As is common in research on animal play, cetacean play has been grouped into categories by its form, including locomotor play, object play, and different variations of social play, such as affiliative games, play fighting, and socio-sexual play. Research has primarily focused on recording the topography of cetacean play and the demographics of the individuals engaging in play. However, these classifications are insufficient to address the possible developmental and societal functions of cetacean play behaviors, or the mechanisms with which play behaviors are spread between conspecifics and acquired by young members of cetacean populations. This article applies several developmental and social learning theories in order to organize current knowledge and guide future research.