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Direct linkSusanna 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
Trace Lahey – Journal of Education, 2024
This study describes an initiative to support first-year teachers and address the following questions: During a year-long, asynchronous support/study group to help first-year teachers with classroom management, what SEL practices would the teachers identify as effective in supporting their classroom management and what SEL competencies would those…
Descriptors: Beginning Teachers, Classroom Techniques, Electronic Learning, Teacher Education
Jocius, Robin; O'Byrne, W. Ian; Albert, Jennifer; Joshi, Deepti; Blanton, Melanie; Robinson, Richard; Andrews, Ashley; Barnes, Tiffany; Catete, Veronica – TechTrends: Linking Research and Practice to Improve Learning, 2022
The COVID-19 pandemic led to an urgent need for professional development (PD) experiences to support teacher learning across hybrid and digital contexts. This study investigates teachers' experiences in a Virtual Pivot, a PD workshop designed to support computational thinking integration into disciplinary teaching. Participants were 151 middle and…
Descriptors: Electronic Learning, Communities of Practice, Computation, Thinking Skills
Choi, Beomkyu – Journal of Educational Technology, 2022
Online learning has been growing steadily as an essential instructional mode in most higher education settings. In response to its popularity, many studies have been conducted to provide a better understanding of how learning occurs in this environment. Various frameworks and theories have been adopted to examine learning in this environment.…
Descriptors: Online Courses, Asynchronous Communication, Communities of Practice, Metacognition
Download full textTrespalacios, Jesus; Uribe-Florez, Lida J. – Turkish Online Journal of Distance Education, 2020
Building a sense of community (SoC) is an important process in the success of distance education and students' retention. However, developing a community in online learning environments is not an easy task. The purpose of this research study is to explore perceptions of graduate students on SoC and learning after using different collaborative…
Descriptors: Distance Education, Graduate Students, Student Attitudes, Communities of Practice
Oyarzun, Beth; Hancock, Charlotte; Salas, Spencer; Martin, Florence – Journal of Digital Learning in Teacher Education, 2021
With the arrival of the COVID-19 pandemic in March 2020, teacher colleges across the country suddenly shifted to online. In many cases, faculty, wary of shortchanging students of a meaningful learning experience, leveraged synchronous meetings as a way of compensating for the abrupt removal of face-to-face (F2F) interactions. This mixed-methods…
Descriptors: Synchronous Communication, Communities of Practice, COVID-19, Pandemics
Talyn, Becky; Callori, Sara J.; Cerwin, Karen; Chao, Mike; Cousins, Kimberley R.; Hood, Carol; McGill, Sally F.; Metcalf, Anthony E.; Woodney, Laura – Journal of College Science Teaching, 2021
Faculty learning communities (FLCs), established prepandemic to disseminate and discuss evidence-based teaching practices as part of an NSF-funded project, Investigating Student Success Using Evidence-Based Strategies-eXpanded (ISSUES-X), proved effective at facilitating learning during a pandemic. As our university made the decision to operate…
Descriptors: Teacher Collaboration, Communities of Practice, COVID-19, Pandemics
Wiley, Brittany Anais – ProQuest LLC, 2021
The purpose of this practitioner-based self-study was to examine critical race pedagogy (CRP) in online course instruction and design. This was a qualitative study that used narrative inquiry and grounded theory methodological approaches to explore my Africana literature courses taught in an asynchronous online instructional mode of delivery…
Descriptors: African Studies, African Culture, Literature, Teaching Methods
Ricevuto, Joanne; McLaughlin, Laura – Stylus Publishing LLC, 2022
In a classroom setting interaction among students is the norm. How do you replicate that informality, spontaneity, and focus online? This book provides you with a framework to think about the different kinds of engagement you want to foster -- whether participation, collaboration, or quick feedback -- and then introduces you to available online…
Descriptors: Active Learning, Classroom Communication, Online Courses, Teaching Methods
Baran, Evrim; AlZoubi, Dana – Journal of Technology and Teacher Education, 2020
Teacher education programs all around the world are challenged with the emergency transition to remote teaching due to the COVID-19 pandemic. Human-centered design can help generate creative solutions to the pedagogical problems that teacher educators face during this transition. In this paper, we present a case of the Advanced Learning…
Descriptors: Instructional Design, Distance Education, Electronic Learning, Teaching Methods
Ozogul, Gamze; Zhu, Meina; Phillips, Tanner M. – Online Learning, 2022
Online instructional design and how to engage students cognitively in online asynchronous courses have been an ongoing question. This case study presents an intentional design of an asynchronous online graduate course to foster cognitive presence. The research questions investigate students' cognitive presence (CP) captured by two measures:…
Descriptors: Group Discussion, Computer Mediated Communication, Predictor Variables, Instructional Design
Soto, Melissa; Gupta, Dittika; Dick, Lara; Appelgate, Mollie – Journal of University Teaching and Learning Practice, 2019
Higher education faculty benefit from participating in communities of practice focused on developing and improving their own instruction. However, collaborators with common interests are not always located at the same physical location. In this article, we share how participation in a technology-facilitated lesson study provided the means for five…
Descriptors: College Faculty, Faculty Development, Educational Technology, Technology Uses in Education
Talakoub, Chelsea – Region 15 Comprehensive Center, 2020
Due to the COVID-19 pandemic, the world of education has had to abruptly pivot to relying heavily on digital methods of delivery. For teachers, much of their professional learning has gone digital as well. To help those in charge of developing and delivering teacher professional learning online, this knowledge brief produced by the Region 15…
Descriptors: COVID-19, Pandemics, Distance Education, Teaching Methods
McCarroll, Julie; Hartwick, Peggy – Online Learning, 2022
In this paper, we focus on perceived cognitive presence (CP) in three sections of an intermediate level English for Academic Purposes (EAP) course facilitated online. The researchers intend to demonstrate how lesson design, scaffolding, and a blend of synchronous and asynchronous delivery create perceived CP. Data was collected from the CoI survey…
Descriptors: Cognitive Processes, Learner Engagement, Lesson Plans, Online Courses
Junus, Kasiyah; Suhartanto, Heru; R-Suradijono, Sri Hartati; Santoso, Harry Budi; Sadita, Lia – Journal of Educators Online, 2019
An online discussion forum has the potential to facilitate collaborative learning that improves students' critical thinking. To explain the collaborative online learning experience, the Community of Inquiry (CoI) model has been proposed by a group of researchers. The model captures an in-depth and meaningful collaborative online learning process…
Descriptors: Learning Strategies, Metacognition, Cooperative Learning, Critical Thinking
