(searched for: doi:10.1080/0309877x.2019.1664731)
Published: 13 November 2021
Micro-Electronics and Telecommunication Engineering pp 250-256; https://doi.org/10.1007/978-3-030-90677-1_24
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Journal of Further and Higher Education pp 1-14; https://doi.org/10.1080/0309877x.2021.1909712
Online learning was initially introduced to support face-to-face learning, but now represents a dominant pedagogical approach in Higher Education. The rapid shift from face-to-face learning to online platforms has left many academics feeling pedagogically unprepared. In this research, we initially sought to understand and enhance online student engagement in three undergraduate teacher education courses through the mapping of ‘pedagogical touchpoints’ – encounters students had with their online learning environment – to better understand their needs, preferences and behaviours as online learners, with a focus on recognising what students valued and identified as ‘engaging’. While seeking insight into the student experience through a range of data, including course feedback, survey data, interviews and researcher critical reflections, we noted that they approached their studies with a diverse range of needs and preferences for engaging in online learning, and that some aspects that were valued most highly were not necessarily identifiable or ‘measurable’, but represented less definable, but importantly – engaging qualities that students highly valued. These ‘unmeasurable’ elements were found to be related to the exercising of pedagogical care, not just in interactions between teacher and students, but an overall online pedagogy of care that permeated all aspects of course design and delivery. The research thus contributes an important insight into effective and engaging online pedagogy that forefronts the value of pedagogical care, and what this may look like when facilitating online learning.
International Journal of Health Professions, Volume 8, pp 60-71; https://doi.org/10.2478/ijhp-2021-0006
Purpose To investigate if first-year occupational therapy students who have had no on-campus, face-to-face learning experiences differed from second-, third- and fourth-year students in their perceptions and experiences of online learning during the Covid-19 pandemic. Methods One hundred and fifty-one occupational therapy undergraduate students (80.8% female; 66.2% 20–24 old) completed the Student Engagement in the e-Learning Environment Scale (SELES) and the Distance Education Learning Environment Scale (DELES). Analysis of variance (ANOVA) with bootstrapping was completed to examine the differences between first-year and senior students’ perceptions and experiences of online learning. Results Significant differences were observed across several SELES and DELES scales: peer collaboration (SELES) (p = .001), interactions with instructors (SELES) (p = .026), student interaction and collaboration (DELES) (p = .003), authentic learning (DELES) (p = .026) and active learning (DELES) (p = .013). Conclusion The findings demonstrate significant differences in first-year and senior students’ perceptions and experiences of online learning during the Covid-19 pandemic. The outcomes highlight the importance of facilitating collaborative and active engagement for all students by implementing academic, technological and social support measures within occupational therapy curricula.
Journal of Further and Higher Education, Volume 45, pp 601-615; https://doi.org/10.1080/0309877x.2020.1804536
With the rapid expansion of online learning as a dominant pedagogical approach in higher education, significant research has been undertaken to explore the impacts of internet-based technologies to promote student engagement. Current advances in online learning have fostered innovative, and often nuanced approaches to teaching and learning that have the potential to promote rich and potentially transformative learning outcomes for higher education students. However, there is a growing body of evidence that clearly highlights that online learning may have a deleterious impact on a student’s sense of connection, leading to experiences of isolation and disempowerment. Such experiences call for an ongoing reimagination of the online teaching space to ensure that students maintain a strong sense of identity within their virtual educational community. This paper emphasises an approach to online learning that serves to foster positive engagement across the student lifecycle. Using Nell Noddings’ framework of Moral Education, we engaged in the process of critical reflection on our own teaching over time, using student data to support analyses.