Dear, Anuradha Iddagoda
In 1993, education technology specialist Seymour Papert observed that the 19th century teacher, if passed through time to the mid-1990s, would feel very comfortable within the classroom, but after twenty years it turned out to be not true.
In many countries of the developed world, teachers now use smart panels, tablets, and student-centered collaborative learning based on project delivery. Universities adopt the reverse way of teaching. Students receive their lessons online, then solve problems in class, and some can use laboratory equipment and telescopes remotely. Institutions - such as Waterloo University in Canada and Massey University in North Palmerston, New Zealand - combine online education with university education. MOOC (an abbreviation for "Intensive Online Lessons") brings together people from around the world to study and discuss. These ongoing transformations are a kind of existential panic among some faculty members, who imagine replacing existing teachers with "computerized" teachers - in the computer - over the next decade, while universities will go toward online teaching alone.
These transformations can also stimulate a kind of excitement, highlighted by Robert Opel in his book "Going Online." This book reflects the perspective of the control room at the Tandon School of Engineering at New York University, where Opel supervises the digital education unit, starting with the fact that traditional university education has failed to engage students in active learning. For example, whenever the lecture is complete and comprehensive, it gives the wrong impression that all students have learned the lesson.
Opel believes that online learning allows students to handle information at their own convenience. They can also participate in discussions online and ask their questions, without disclosing their identity, keeping their face. This situation calls for a new approach to pedagogy, including teaching, learning, and evaluation of active learning communities. Academics should work with web designers and education professionals to provide conditions that allow students to control the speed of learning and receiving style, share ideas, and comment on others' ideas.
Opel was right to say that anonymity can help students who lack self-confidence or who do not know the language, but learning to challenge and engage in discussions is important for the university. Some of the learning platforms in the Mock system - such as the FutureLearn platform - promote constructive discussions involving thousands of students and reflect global perspectives on controversial topics such as climate change.
The book "Transforming the Internet" shows that there are many ways to transfer learning to the Internet. All these methods require institutions to adhere to the openness of teaching, and to transform the professional relationship between the teacher and his students into a system of participation among them. Decisions need to be made about the online learning environment (whether it's learning Moodle, Blackboard, or Canvas), about using a Mock provider, how to negotiate intellectual property rights , How to reward employees. It should be noted that the Internet-based university, by granting independence and high student activity, may in turn sacrifice the human side.
One of the ways to address the problems of participatory and inclusive online education offered by some profitable universities - such as the University of Phoenix in Arizona - lies in blended learning. Students study online courseware from materials provided by various sources, including Mock, , And interactive scientific simulation methods. These students are also encouraged to use social media to share knowledge. The chapter becomes a place to explore and deepen a topic by solving problems, conducting discussions, and conducting tests related to it. In science, students can experiment with laboratory equipment, then schedule teleconferences, and analyze data online. This mixed learning is suited to practical training, as well as to improving the professional level of staff. The Swiss Government's online vocational learning initiative, DUAL-T, has, for example, narrowed the gap between classrooms and workplaces.
A university professor who has spent his life lecturing may not feel comfortable with this shift towards facilitating learning, while young professors have developed into online learning methods and social media. Many of them have used collaboration tools such as the Slack platform, and professional communities such as LinkedIn,
Dear Anuradha Iddagoda,
Are you asking about postgraduate students? If so, then it is so easy to use any trusted academic platform like RG, to exchange lectures, or online exams, and many of our postgraduate students are having such accounts but not for online learning but in future it may be!!
As I posted before, I am preferring online learning.
Regards, Emad
Dear, Anuradha Iddagoda
In 1993, education technology specialist Seymour Papert observed that the 19th century teacher, if passed through time to the mid-1990s, would feel very comfortable within the classroom, but after twenty years it turned out to be not true.
In many countries of the developed world, teachers now use smart panels, tablets, and student-centered collaborative learning based on project delivery. Universities adopt the reverse way of teaching. Students receive their lessons online, then solve problems in class, and some can use laboratory equipment and telescopes remotely. Institutions - such as Waterloo University in Canada and Massey University in North Palmerston, New Zealand - combine online education with university education. MOOC (an abbreviation for "Intensive Online Lessons") brings together people from around the world to study and discuss. These ongoing transformations are a kind of existential panic among some faculty members, who imagine replacing existing teachers with "computerized" teachers - in the computer - over the next decade, while universities will go toward online teaching alone.
These transformations can also stimulate a kind of excitement, highlighted by Robert Opel in his book "Going Online." This book reflects the perspective of the control room at the Tandon School of Engineering at New York University, where Opel supervises the digital education unit, starting with the fact that traditional university education has failed to engage students in active learning. For example, whenever the lecture is complete and comprehensive, it gives the wrong impression that all students have learned the lesson.
Opel believes that online learning allows students to handle information at their own convenience. They can also participate in discussions online and ask their questions, without disclosing their identity, keeping their face. This situation calls for a new approach to pedagogy, including teaching, learning, and evaluation of active learning communities. Academics should work with web designers and education professionals to provide conditions that allow students to control the speed of learning and receiving style, share ideas, and comment on others' ideas.
Opel was right to say that anonymity can help students who lack self-confidence or who do not know the language, but learning to challenge and engage in discussions is important for the university. Some of the learning platforms in the Mock system - such as the FutureLearn platform - promote constructive discussions involving thousands of students and reflect global perspectives on controversial topics such as climate change.
The book "Transforming the Internet" shows that there are many ways to transfer learning to the Internet. All these methods require institutions to adhere to the openness of teaching, and to transform the professional relationship between the teacher and his students into a system of participation among them. Decisions need to be made about the online learning environment (whether it's learning Moodle, Blackboard, or Canvas), about using a Mock provider, how to negotiate intellectual property rights , How to reward employees. It should be noted that the Internet-based university, by granting independence and high student activity, may in turn sacrifice the human side.
One of the ways to address the problems of participatory and inclusive online education offered by some profitable universities - such as the University of Phoenix in Arizona - lies in blended learning. Students study online courseware from materials provided by various sources, including Mock, , And interactive scientific simulation methods. These students are also encouraged to use social media to share knowledge. The chapter becomes a place to explore and deepen a topic by solving problems, conducting discussions, and conducting tests related to it. In science, students can experiment with laboratory equipment, then schedule teleconferences, and analyze data online. This mixed learning is suited to practical training, as well as to improving the professional level of staff. The Swiss Government's online vocational learning initiative, DUAL-T, has, for example, narrowed the gap between classrooms and workplaces.
A university professor who has spent his life lecturing may not feel comfortable with this shift towards facilitating learning, while young professors have developed into online learning methods and social media. Many of them have used collaboration tools such as the Slack platform, and professional communities such as LinkedIn,
Please find the attached file in title
10 Ways to Engage Students in an Online Course
The easy of obtainig informations and offer more facilities.
Best Greetings
Dear , Anuradha Iddagoda ..
The success of an online course depends greatly on how actively engaged students are with the instructor, with their classmates, with the content, with technology, and with course management tools .
With best wishes
Dear , Anuradha Iddagoda ..
The success of an online course depends greatly on how actively engaged students are with the instructor, with their classmates, with the content, with technology, and with course management tools .
With best wishes...
With the advent of eLearning and blended courses, you might have experienced a drop in students’ participation and being engaged in their learning. When designing or teaching online or blended courses, one should consider different types of interactivity such as learner interaction with content, instructors, and peers. Course design is a critical factor in determining the quality, quantity, and type of interactivity1.
Trigger prior knowledge.
Students’ motivation in learning can be boosted if the new learning is linked with their prior knowledge. When learners’ existing knowledge is activated and they see the relevance of it with new learning, they can organize and grasp the new knowledge more easily; thus, they will be more engaged in their learning process.
Ask them what their goals are.
Knowing what students’ goals in a course are is very helpful in developing the course materials as well as delivering them. It can also help personalize the students’ learning, since they feel a sense of control over their learning. This will also help build rapport between instructor and student, as they can feel the support you are giving them by asking them about their goals. Knowing what their goals are can help you create more relevant and real-life examples, which are effective in their learning enhancement.
Have their goals in mind when teaching.
When designing or creating materials, as well as teaching in class, always have the students’ goals in mind. Knowing what students’ goals are will help you provide strategic scaffolds when necessary; hence, they feel the progress they are making in their learning. When students feel they are learning, they will be more interested and engaged.
Find out what their interests are and stimulates them to want more.
You might have taught students who have been persuaded by their parents or organizers to do a particular course, without them being interested in that course. This is the biggest challenge for a teacher when he/she has to teach students who do not like the course, and are totally disoriented in class. They send you the signal and body language that I’m not interested in what you are saying or doing in class. They always come up with excuses for not having their assignments done or not participating in class/online discussions. I’m sure you have had such students and you had chosen either to give up on them, or get them interested. This tip will help you deal with such students. Ask them what it is that they like doing in their spare time or simply enjoy. You can then shape your class assignments or discussion topics to fit them in as well. For instance, if they like watching movies, you can ask them to see a movie, which you recommend, and analyze characters, critique, or summarize the theme. Of course, it depends on the subject you are teaching, and what your learning objectives are. This will help stimulate their interest in wanting more, as you have tapped on their interest.
Ask them to share their challenges with you and class.
Instructors should always be aware of what their students are going through, having in mind the diversity of learners. Some are fast learners and some slow. If learners find it difficult to grasp certain concepts or do a particular assignment based on your expectations, allow them to share it with you or class freely. Since some students are more introvert and might not find it easy to share it in class, you can ask them to use twitter or blogs set for this purpose with their peers. Those reserved ones, might find it easier to write instead of speak. This will also improve the relationship between students and their classmates, and they realize the value of group learning and support they can get from each other. Sometimes, some learners might feel they are the only one having difficulty, assuming the rest of the class is clear about everything taught or assigned. Once they share this online, they learn they are not alone in their learning journey. And it is you as the instructor who should provide the environment of trust in your class.
Connect and interact with them.
If you follow the tips mentioned above, they can help you connect with them. But let them feel your presence and support, by praising them for their efforts even if they are not there yet, or contacting you when they are desperate. In online discussions, always show your presence by commenting on some posts or discussing some good posts in class.
Show them how to learn.
As online learning is quite new for some students, they might not be fully aware of the transition to be made in their study habits. If you design online lessons for adult learners or teach adult learners, for some it might be the first time taking an online course. Hence, it is imperative that a clear guideline be given to them. They should be asked if they are learning well by getting them reflect on their learning progress. You should also share with them why you ask them to do certain assignments, such as discussion board. Adult learners need to be clear about the reason of their learning, and that increases their interest, since they see the relevance of what they are tasked to do with what they expect to achieve after completing a course.
Use real-life scenarios.
Adult learners need to know what they are learning is applicable to them. They will be more engaged if they see the relevance of what they are learning with real life. In any context, you can create case studies or real-life scenarios which drive learners’ motivation and interest into knowing more.
Reference
Brindly, J. E., Walti, C., Blaschke, L. M. (2009) Creating Effective Collaborative Learning Groups in an Online Environment. http://www.irrodl.org/index.php/irrodl/article/view/675/1271
Regards!
For online teaching, accredited and well-known courses are required, with added incentives such as one to one tutoring, access to information, and negotiated time scales for both tutor and student.
Here are the top ten instructional strategies that students prefer to help them learn successfully online: https://www.researchgate.net/deref/https%3A%2F%2Flink.springer.com%2Fepdf%2F10.1007%2Fs11528-017-0216-y%3Fauthor_access_token%3DavRP0hyyqCr_fpKMpw4jiPe4RwlQNchNByi7wbcMAY51KNmCuFRpBnpIsby5_awB2jZhOrJ1fViWYQSS7YFfePddwHNgRXYjTAK8ktHJ18M6wbUY1jkxJtvp4XJzs3gbMSQUwzadZE9kdJn7Y_ejwA%253D%253D
Best regards,
Debra
Beautifully Explained by Asim Hakim Abbas.
Maybe the bigger problem is teacher training in this regard ...
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