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Direct linkFleming, Gabriella Coloyan; Hunt, Grayson; Watson, Del; Mastronardi, Marialice; You, Sally; Contreras, Lydia; Borrego, Maura; Smith, Mark J. T. – Journal of STEM Education: Innovations and Research, 2023
This paper reports on a new model for faculty hiring workshops involving three components. The first part (Part 1) of the work is an asynchronous, self-guided course that includes video reflections and commentaries from some of our own colleagues about inclusive excellence, hiring legalities, and departmental culture. The second part (Part 2) is a…
Descriptors: Teacher Selection, Teacher Workshops, Models, Asynchronous Communication
Angelica Morgan – TechTrends: Linking Research and Practice to Improve Learning, 2024
This article outlines the redesign of an undergraduate digital learning theories course, integrating scenario-based learning (SBL) and Universal Design for Learning (UDL) principles. The article incorporates scenario-based instruction using Articulate Rise 360, focusing on real-world challenges to enhance learner engagement and applicability. This…
Descriptors: Undergraduate Study, Learning Theories, Vignettes, Access to Education
Susanna Calkins; Anna Conway; Tazin Daniels; Regina F. Frey; Donald L. Gillian-Daniel; Bennett Goldberg; Robin McC. Greenler; Lucas B. Hill; Sarah Chobot Hokanson; Vanessa Johnson-Ojeda; Tershia Pinder-Grover; Sara Armstrong; Diamond Buchanan; Diane Codding; Schnaude Dorizan; Noah Green; Ivan A. Hernandez; Lisa Himelman; Tim Immelman; Omari W. Keeles; Haley Lewis; SuYeong (Sophie) Shin; Veronica Womack; Sara E. Woods; Alessandra M. York – Change: The Magazine of Higher Learning, 2024
The authors developed a free online course that centers learning about identity, power, positionality, and privilege to support inclusive teaching for STEM faculty and future faculty. Instructors across all institution types, including community college and 2-year, regional and comprehensive, and public and private research universities, utilized…
Descriptors: Online Courses, Asynchronous Communication, STEM Education, Faculty Development
Sendurur, Polat; Kilis, Selcan – Asia Pacific Education Review, 2023
Grounded on cognitive elaboration theory, this study aims to investigate how students' dyadic conceptual elaboration changed with different group compositions, namely presence/absence of instructor and unfamiliar students in online asynchronous discussion. Adopting a repeated measure experimental design, data were collected from third-year…
Descriptors: Asynchronous Communication, Computer Mediated Communication, Creative Thinking, Undergraduate Students
Download full textWingrat, Jennifer; Kuthy, Diane; Koh, Jinyoung – Metropolitan Universities, 2023
Interprofessional collaboration is considered best practice in all areas of health care, and interprofessional education (IPE) activities are an essential part of preprofessional education programs. IPE activities typically occur between healthcare profession students but not between programs outside of healthcare where professionals are likely to…
Descriptors: Occupational Therapy, Art Education, Interprofessional Relationship, Cooperation
Liu, Joseph T.; Breidenthal, Amy P.; Schaffer, Bryan – Management Teaching Review, 2023
While video clips have undoubtedly advanced the practice of management education, social cognitive theory suggests that new sources of video clips may augment ongoing diversity, equity, and inclusion (DE&I) efforts in management classrooms and organizations. In this article, we begin by reviewing social cognitive theory research that points to…
Descriptors: Social Cognition, Diversity, Equal Education, Inclusion
Reyes, José Israel; Meneses, Julio – Distance Education, 2022
Most distance universities have adopted advising practices traditionally employed in on-campus institutions. Nonetheless, little is known about the role of academic advisers while guiding students with dis/abilities to engage and achieve success in online higher education. This study aimed to explore and analyze advisers' perspectives related to…
Descriptors: Distance Education, Academic Advising, Faculty Advisers, Students with Disabilities
Ruby A. Daniels; Kathryn Appenzeller Knowles – Numeracy, 2022
With the shift to remote teaching, many instructors used Zoom for synchronous work. However, this presented issues (fatigue, turning cameras off, inequitable technical hurdles) that motivated quantitative reasoning (QR) instructors to look for asynchronous alternatives. A common technique has been textbased online discussions, which can be…
Descriptors: Inclusion, Asynchronous Communication, Computer Mediated Communication, Statistical Analysis
Shea E. Carr; Thad E. Wilson; Stacey A. Slone; Leila W. Karanja; Jennifer L. Osterhage – Advances in Physiology Education, 2024
With the rise of online instruction, a better understanding of the factors that contribute to belonging and motivation in these contexts is essential to creating optimal learning environments. Although group work is known to be beneficial to student success, few studies have investigated its role in the context of asynchronous online courses. The…
Descriptors: Online Courses, Group Activities, Student Motivation, Cooperative Learning
Barbetta, Patricia M.; Morales, Melanie – TEACHING Exceptional Children, 2022
This article discusses how three low-tech instructional strategies, typically used in face-to-face teaching, can be successfully used in synchronous and asynchronous online instruction with students with high-incidence disabilities and their typical-learning peers in inclusive online classes. The three strategies are choral responding, response…
Descriptors: Synchronous Communication, Asynchronous Communication, Online Courses, Students with Disabilities
Mendoza, Antonette; Venables, Anne – Journal of Information Technology Education: Research, 2023
Aim/Purpose: This article seeks answers to the following--(1) What describes a 'sense of belonging', inclusiveness, and well-being for students? (2) Which aspects of blended learning, synchronous and asynchronous, promote students' 'sense of belonging'? and (3) What are the state-of-the-art best practices for creating inclusive curriculum design…
Descriptors: Student Attitudes, College Students, Blended Learning, Educational Environment
Laura A. Sheets; Maureen Barry; Eileen K. Bosch – Journal of Library & Information Services in Distance Learning, 2024
This article discusses the use of the Quality Matters Rubric for Higher Education, 6[superscript th] ed. to self-review an asynchronous information literacy course. In this instance, the authors acted as reviewers and subject matter experts (SME). The Rubric proved to be a useful tool that encompasses several instructional design best practices.…
Descriptors: Outcomes of Education, Information Literacy, Courses, Course Evaluation
Roseland, Denise; Saeger, Karla – Journal of Educators Online, 2023
This study examines whether applying purposeful course design that includes a standardized, easy-to-navigate learning management system (LMS), a focus on creating teacher presence, and the establishment of an environment that provides a feeling of community and inclusion among students can foster retention when a degree program shifts from…
Descriptors: Graduate Study, Educational Quality, Educational Change, In Person Learning
Maslowski, Amy K. – Teaching of Psychology, 2022
Introduction: Creating a multiculturally aware and inclusive class is critical with students. The lack of face-to-face contact with asynchronous courses limits instructors' ability to form relationships with students. A myriad of teaching research provides strategies for incorporating multiculturalism, social justice, and identity into synchronous…
Descriptors: Educational Technology, Electronic Learning, Asynchronous Communication, Teacher Student Relationship
Montelongo, Ricardo; Eaton, Paul William – International Journal of Information and Learning Technology, 2020
Purpose: The purpose of this paper is to examine the online pedagogical practices and technological tools that influenced the attainment of skills and knowledge associated with professional multicultural competence in a graduate student online course focused on social justice and inclusion. Design/methodology/approach: This qualitative case study…
Descriptors: Electronic Learning, Educational Technology, Teaching Methods, Graduate Students
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