Challenges and opportunities of online learning / Ditte Kolbaek, editor.

Format:

Book

Contributor:

Kolbaek, Ditte, 1955- editor.

Series:

Education in a Competitive and Globalizing World

Language:

English

Subjects (All):

Internet in higher education.

Physical Description:

1 online resource (358 pages)

Place of Publication:

New York : Nova Science Publishers, [2021]

Summary:

"The COVID-19 pandemic has sent students and teachers home, and during the last several months they have learned to study and teach online. Hence, e-learning has become a hot issue and provides the theme for this book entitled Challenges and Opportunities of Online Learning. The aim of this book is to link theoretical approaches with practical experiences and inspire teachers, students, and researchers in the field of e-learning in higher education. By reading this book, teachers in higher education may learn lessons from colleagues' experience that may enable them to dare trying out new ways of e-learning. This book includes contributions from four continents - the USA, South America, Africa and Europe - and the authors detail technical considerations as well as provide the different perspectives on e-learning of faculty, teachers, and students"-- Provided by publisher.

Contents:

Intro

Contents

Preface

Challenges and Opportunities in E-Learning

Strategy and Resources

Time

Technology

Cultural Issues

Online Pedagogy

Social Interaction

Psychological Factors

Theoretical Approaches

Methods

References

List of Acronyms

Part I: The Faculty's Perspective

Chapter 1

Leadership Challenges in Implementing ICT in Teaching and Education: A Case Study from a Danish University College

Abstract

1.1. Introduction

1.2. Background

1.3. Theoretical Framework

1.4. Literature Review

1.5. Research Methodology

1.5.1. Data Collection

1.5.2. Research Setting

1.6. Analysis

1.6.1. Formal Leaders and the 'Situation'

1.6.2. Formal Leaders Contribution to Leadership Practice

1.6.3. Followers, the Motion towards Informal Leadership

Conclusion and Recommendations

About the Author

Chapter 2

Transforming Education: Digital Learning, PBL and Participatory Methods

2.1. Introduction

2.1.1. Transforming Higher Education

2.1.2. The BSU Project

2.1.3. Related Literature

2.2. Theoretical Frameworks

2.2.1. Practice Theory

2.2.2. Learning in Communities of Practice, and the Concept of Belonging

2.2.3. Problem Based Learning

2.2.4. Digital Learning - An Infrastructure Perspective

2.3. Research Design

2.3.1. Research Methods

2.3.1.1. Future Workshop

2.3.1.2. Collaborative e-Learning Design (CoED)

2.3.1.3. PBL Workshops

2.4. Narratives on Field Activities

2.4.1. PBL: Contributions to Transforming Education

2.4.2. Infrastructures for Learning: Digital Learning and PBL

2.4.3. Participatory Methods and Transformation

2.5. Discussions

2.5.1. Shared Experiences in Negotiated Partnership

2.5.2. Digital Learning and Infrastructure.

2.5.3. Problem-Based Learning (PBL) Transforming Education

2.5.4. Participatory Methods

Conclusion

About the Authors

Part II: The Teachers' Perspective

Chapter 3

The Online Teacher Is a Learner

3.1. Introduction

3.2. Innovation

3.3. Netnography

3.3.1. The Role of the Researcher

3.3.2. Strengths and Limitations of Netnography

3.4. Data Selection

3.5. Research Setting and Technology

3.5.1. The Research Setting

3.5.2. The Technology

3.5.2.1. Adobe Connect

3.6. Data Presentation

3.6.1. Preparation, Execution, and Evaluation in 2016

3.6.1.1. Teacher Preparation

3.6.1.2. Execution of Session 1 in 2016

3.6.1.3. Execution of Session 5 in 2016

3.6.1.4. Evaluation of the 2016 DEGC Course

3.6.2. Preparation, Execution, and Evaluation in 2017

3.6.2.1. Teacher Preparation

3.6.2.2. Execution of Session 1 in 2017

3.6.2.3. Execution of Session 5 in 2017

3.6.2.4. Evaluation of DECG in 2017

3.6.3. Preparation, Execution, and Evaluation in 2018

3.6.3.1. Teacher Preparation

3.6.3.2. Execution of Session 1 in 2018

3.6.3.3. Execution of Session 5 in 2018

3.6.3.4. Evaluation of the DECG course in 2018

3.7. Analysis and Findings

3.7.1. Pedagogical Considerations and Educational Design

3.7.2. Engage the Students

3.7.2.1. Engaging Students in 2016

3.7.2.2. Engaging Students in 2017

3.7.2.3. Engaging Students in 2018

3.7.3. Technology

3.7.4. Interaction between the Teachers

3.7.5. Innovation

3.8. Recommendations for Online Teachers

3.8.1. Preparation

3.8.2. Execution

3.8.3. Evaluation

3.9. Further Research

Chapter 4

Experiencing What Students Experience: The Importance of Matching Professional Development to the Intended Mode of Instruction

4.1. Introduction.

4.2. Current Higher Education Practices in Professional Development for Online Teaching

4.3. Benefits and Challenges of Different Professional Development Modalities

4.4. Community of Inquiry (CoI) Theoretical Framework

4.5. Methodology of Qualitative Study of Faculty Enrolled in Online and Blended Professional Development

4.6. Qualitative Results

4.6.1. Limitations

4.7. Recommendations for Designing Effective Online/Blended Professional Development

4.8. Future Research and Next Steps in Online/Blended Professional Development

Chapter 5

Online Teaching as a Working Practice

5.1. Introduction

5.1.1. The Technology

5.1.2. The Students' Lack of Attention and Interest

5.1.3. Teachers' Knowledge and Knowing-How

5.1.4. The Organization of the Chapter

5.2. Practice Theory

5.3. Case Study

5.3.1. Strengths and Limitations of Case Studies

5.4. Data Selection

5.4.1. DECG-A Case Study

5.4.2. The Role of the Researcher

5.5. Data Presentation of DECG from 2016 to 2018

5.5.1. Division of Labor

5.5.2. The Technology

5.5.3. 2016

5.5.3.1. The Students' Lack of Attention and Interest

Session 1

Session 5

5.5.3.2. The Teachers' Knowledge and Knowing-How

5.5.3.3. The Teachers' Professional Doing

5.5.4. 2017

5.5.4.1. The Technology

5.5.4.2. The Students' Lack of Attention and Interest

5.5.4.3. The Teachers' Knowledge and Knowing-How

5.5.4.4. The Teachers' Professional Doing

5.5.5. 2018

5.5.5.1. The Technology

5.5.5.2. The Students' Lack of Attention and Interest

5.5.5.3. The Teachers' Knowledge and Knowing-How

5.5.5.4. The Teachers' Professional Doing

5.5.6. Limitations of the Data

5.6. Analysis

5.6.1. Technology.

5.6.2. The Students' Lack of Attention and Interest

5.6.3. The Teachers' Knowledge and Knowing-How

5.6.4. Changes in Working Practices

Enhancing the Use of Available Technology Through Collaboration

Improving the Students' Attention and Interest

Development of Knowing-How and New Ways of Doing

Recommendations

The Students' Attention and Interest

Development of Knowing-How

New Ways of Doing

Part III: The Students' Perspective

Chapter 6

Digital Capabilities, Study Practices and Covid-19 Pandemic: A Case Study of Veterinary and Psychology Undergraduate Students in the UK

6.1. Introduction

6.2. Research Questions

6.3. Methods

6.3.1. Sampling: Curricular Structure

6.3.2. Questionnaire

6.3.3. Participants

6.4. Data Analysis

6.4.1. Limitations

6.5. Results

6.5.1. Students' Use of Devices and Digital Applications for Independent Study

6.5.2. Qualitative Responses Regarding New Study Habits and/or Digital Capabilities

6.5.2.1. 'Disruption'

6.5.2.2. 'Adaptation'

6.5.2.3. 'Preservation'

6.5.3. Pedagogical Mis-Match

6.5.4. Self-Regulation and Digital Capabilities

6.5.5. Digital Learning Activities of Veterinary Science and Psychology Students

6.5.6. Digital Capabilities and Attitudes to Digital Learning

6.6. Discussion of Findings

6.6.1. COVID-19: Study Practices and Digital Capabilities

6.6.1.1. Disruption

6.6.1.2. Adaptation

6.6.1.3. Preservation

6.6.1.4. Pedagogical Mismatch

6.6.2. Digital Devices, Applications and Learning Activities: A Comparison

6.6.3. Attitudes to Digital Learning: A Comparison

6.7. Success Factors for Digital Capabilities and Study Practices

6.7.1. Matching Pedagogy with Active and Peer Learning Opportunities

6.7.2. Supporting Self-Regulation Strategies.

6.7.3. Clear Communication and Expectations

6.8. Barriers for Digital Capabilities and Study Practices

6.8.1. Individual Students

6.8.2. Curriculum

6.8.3. Wider

Part IV: Emerging Technologies

Chapter 7

A Review of 20 Years of Adaptive E-Learning

7.1. Introduction

7.2. Methods

7.3. E-Learning and the Emerging Technologies for Education

7.3.1. E-Learning

7.3.2. Adaptive E-Learning

7.3.2.1. Parameters for Adaptive E-Learning

7.3.2.2. Adaptation to Cognitive Habilites

7.3.2.3. Adaptation to Motivation and Learning Abilities

7.3.2.4. Adaptation to Learning Styles (LS)

7.3.2.5. Adaptation to Student Knowledge

7.3.2.6. Hybrid Adaptation

7.3.3. Adaptive Models

7.3.3.1. Domain Models

7.3.3.2. Adaptation Model

Adaptive Content

Adaptive Navigation

Adaptive Presentation

7.3.3.3. Student Model

7.3.4. Virtual Reality and Augmented Reality in E-Learning

About the Editor

Index

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Notes:

Description based on print version record.

ISBN:

1-5361-9598-7

OCLC:

1248598158