Online Instruction

A Comics Classroom without Walls

by Kathleen Dunley

Published on The Comics Grid: Journal of Comics Scholarship, ISSN 2048-0792 

Kathleen Dunley presents her comics course at Rio Salado College, an open-entry/asynchronous online class to be... more Kathleen Dunley presents her comics course at Rio Salado College, an open-entry/asynchronous online class to be offered under the “Topics in American Literature” umbrella, and will focus on North American works. This is her call to discuss the process and develop a community.

Content Area Reading Pedagogy and Domain Knowledge: A Bourdieusian Analysis

by Donna Alvermann

Alvermann, D., Friese, E., Beckmann, S., & Rezak, A. (2011). Content area reading pedagogy and domain knowledge: A Bourdieusian analysis. The Australian Educational Researcher, 38(2), 203-220. 

The twofold purpose of this study was to trace prospective and practicing mathematics teachers’ understandings of... more The twofold purpose of this study was to trace prospective and practicing mathematics teachers’ understandings of content area reading instruction in relation to domain knowledge in mathematics, and to examine the extent to which online pedagogical mentoring supported the integration of such instruction and knowledge. The design called for two pairs of prospective and practicing mathematics teachers to develop, implement, and reflectively evaluate four lessons. A multilevel mentoring approach was used to leverage the valuing of domain knowledge in mathematics. Course materials, lesson plans, teacher reflections, mentors’ feedback, interviews, and case reports were analyzed using Bourdieu’s concepts of cultural capital, field, and misrecognition. Results indicate that despite the study’s focus on prioritizing domain knowledge through pedagogical mentoring, the instances in which such knowledge was integrated effectively with reading instruction varied in relation to a mentor’s expertise in mathematics. If reading teacher educators are to support prospective and practicing mathematics teachers in content area reading instruction, additional sources of mathematics cultural capital are needed.

Learning anew: An exploratory study about new online learners' perceptions of people interaction and learning to learn in an online course

by Patti Shank

This study looked at how new online learners in the first course in a graduate level online instructional technology... more This study looked at how new online learners in the first course in a graduate level online instructional technology certificate program experienced interacting with others in an asynchronous online discussion and learning to learn online. The study followed twelve new online learners throughout the class using email questionnaires and email follow-up questions. Significant themes included difficulties and fears, time factors, and desire for more feedback and smaller groups. Over time, most participants adapted and found benefits in addition to challenges, One-fourth of the participants did not adapt and left the program at the end of the course. Postings gradually became more social and fewer were directed primarily to the instructor. Correlational and predictive analyses provided insights into the importance of computer skills, initial experiences in the course, and quantity of discussion postings.

University of Toronto's Dental School Shows" New Teeth": Moving Towards Online Instruction

by Florin D. Salajan

This article presents the approach the Faculty of Dentistry at the University of Toronto employed to modernize its... more This article presents the approach the Faculty of Dentistry at the University of Toronto employed to modernize its methods of instruction by using online technologies. A small team of faculty, students, and content developers was assembled to work with individual faculty members to brainstorm and research ideas for innovative teaching practices in dental studies. The team was not content to simply post digital versions of the ubiquitous PowerPoint lectures in Blackboard, selected in 2006 by the University of Toronto as its sole platform for online course delivery, but rather set out to introduce interactivity with the course material. Consequently, a series of interactive applications was created, such as the virtual microscope in Oral Pathology, the 3D cavity preparations in Restorative Dentistry, and the Master Media Repository. During the summer of 2006, the Faculty of Dentistry made progress toward becoming one of the university’s front-runners in online course innovation. The result of this collaboration between faculty members and the team was ten courses with interactive online presence, representing approximately 20 percent of the undergraduate curriculum. Since the summer of 2006, the Faculty of Dentistry has continued to pursue its goal of providing meaningful online instruction in all of its courses.

Preparing students to study in a fully online environment through a series of carefully implemented Induction Activities

by David Hopkins

Submitted as part of my assessment for the Bournemouth University PG Certificate Education Practice.

Contributions of Web Based Collaborative Tools and Platforms on Organizational Performance

by Cemil UZUN

Cemil UZUN
Middle East Technical University, Ankara, Turkey

In the study described in this paper, the role of technology in organizational learning and performance, and... more In the study described in this paper, the role of technology in organizational learning and performance, and collaborative platforms’ contributions on improving organizational performance are explored. The paper also mentions major types of collaborative tools and platforms used for organizational performance improvement. This study investigates the possible contributions of the usage of technology together with appropriate collaborative strategy to the organizational learning and performance improvement.

Reseña de Software: LibraryH3lp.com (http://libraryh3lp.com)

by Pura Centeno

"Publicado en Simbiosis Vol. 6, No.1, 2009" "keywords referencia virtual, virtual refrence"

Reseña de software de programa para ofrecer referencia virtual. Reseña de software de programa para ofrecer referencia virtual.

The Validity and Reliability Study of the Scale of the Perceived Sociability of Online Learning Environments/ Çevrimiçi Öğrenme Ortamında Algılanan Sosyalleşme Ölçeğinin Geçerlik ve Güvenirlik Çalışması

by Salih BARDAKCI

Salih BARDAKCI

The aim of this study is to adapt The Perceived Sociability Scale of Computer-Supported Collaborative Learning... more The aim of this study is to adapt The Perceived Sociability Scale of Computer-Supported Collaborative Learning Environments developed by Kreijns, Kirschner, Jochems and Buuren (2007) to online learning environments in Turkey. The original scale is in English and includes 10 items. Firstly, the original scale was translated into Turkish, and experts’ critics were obtained. Afterwards, both the English and Turkish forms were administered to students (n=31) of Başkent Universty Computer Education and Instructional Technologies (CEIT) Department in a one-week interval in order to determine the equivalency of these two forms. The construct validity studies were carried out on 94 CEIT students attending to Ankara, Hacettepe and Başkent Universities. Results showed that the Turkish version has one factor and consisted of 10 items like the original scale. The Cronbach Alpha internal consistency coefficient was also
obtained as .82.

Key Words: Online learning environments, Perceived
Sociability Scale
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