The power of feedback.

Flip your classroom: Reach every student in every class every day

Implementing Change Patterns Principles And Potholes

Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

Seven Principles for Good Practice in Undergraduate Education: Faculty Inventory. Institutional Inventory.

Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America

The purpose of the study is to investigate the concern developments of first-time distance education instructors using the concerns-based adoption model (CBAM). This study used stages of concern (SoC), a component of CBAM, as its theoretical framework. A descriptive case study was implemented, which focused on the adaptation processes of nine instructors lecturing for the first time via distance education. The instructors attended a two-day training, which was designed based on their initial concerns. Then instructors implemented their courses for four weeks via distance education. While the informational and personal stages (self-concerns) decreased compared to the initial findings, the consequence stage increased in intensity. However, self-concerns remained predominant in the process despite the reduction in self-concerns and increase in the consequence stage. Based on the findings, the implications for distance education and recommendations for addressing the instructors’ concerns are discussed. Recommendations for alleviating the concerns of first-time distance education instructors include: the provision of ongoing concern-based interventions that incorporate technological, pedagogical, and content knowledge; providing working examples related to distance education from which instructors can learn vicariously; and encouraging collaboration among instructors.

/pdf/investigating-the-concerns-of-first-time-distance-education-gyx11c7hbi.pdf

Investigating the Concerns of First-Time Distance Education Instructors

The purpose of the study is to explore student–content, student–interface, student–instructor, and student–student interactions in a flipped classroom (FC)‐based undergraduate engineering course using the transactional distance (TD) theory. Understanding student interactions that occur in and out of the classroom to reduce the TD can help one design and develop high‐quality FC‐based courses and, thus, produce better learning outcomes and teaching experiences. A mixed‐methods case study was implemented in a Probability and Statistics course, and 37 undergraduate students from a developing university's faculty of engineering participated in the study. Data were collected via an anonymous online survey and focus group interviews. The initial findings indicated that the FC approach facilitated the students’ learning process and increased their interest in the course. Furthermore, the students found favorable student–content, student–instructor, student–interface, and student–student interactions. Based on the findings, all interaction types and their relationship with each other in the scope of the FC approach were discussed. Recommendations for reducing the TD include preparing videos that are understandable and comprehensive enough to be studied by students, provision of sufficient support, and positive attitude to students by instructors, encouraging collaboration among students, and utilizing easy‐to‐use digital platforms.

Student interactions in a flipped classroom‐based undergraduate engineering statistics course

This study explores university instructors' opinions regarding emergency remote education practices during the COVID-19 pandemic. This research included 248 university instructors from 29 universities in Turkey. The findings revealed the instructors' positive and negative opinions, educational preferences, and support demands. While instructors found the process useful in terms of cost-effectiveness, providing individualized learning environments, and supporting ubiquitous learning, their negative opinions stemmed from course-, student-, technology-, and instructor-related factors. The instructors demanded support in technology and training aspects, and they preferred face-to-face education rather than blended and distance education. This study suggests considering the technological pedagogical content knowledge (TPACK) framework for professional development programs. As well, it emphasizes the importance of open educational resources and collaboration efforts at the institution level to share digital resources to eliminate the digital divide and digital literacy issues.

The University Instructors' Opinions About Emergency Remote Education in Turkey

The main purpose of this study is to investigate the factors for success and course completion through the lens of participants in a Massive Open Online Courses (MOOCs) system implemented in Turkey. Thirty-two participants were selected on the basis of purposive sampling among 5000 enrolled users from 10 MOOCs, who were then classified into 3 types –lurking, moderately active, memorably active– based on their participation rate in the course activities. The data were collected via the use of two semi-structured interviews. According to the findings, the factors for success in MOOCs to the participants were divided into three categories: instructor effectiveness, course design, and personal factors. As to the factors for course completion, the categories identified were the instructor, course design, personal factors, technical issues, and affordability/clarity. The findings regarding success and course completion were discussed in detail and recommendations were provided to enhance participation in MOOCs.

/pdf/factors-for-success-and-course-completion-in-massive-open-hb4igemk1f.pdf

Factors for Success and Course Completion in Massive Open Online Courses through the Lens of Participant Types.

Concern Based Adaption Model (CBAM) was used as the theoretical framework for examining the Stages of Concerns of English Language pre-service teachers regarding the use of a Wiki for English as Foreign Language (EFL) classes.  Stages of concern are used as a measure for adaptation of new technologies to instruction. Learning by Design (LBD) instructional method was implemented for three weeks in the context of an undergraduate course, “Approaches to English Language Teaching”, in the department of Foreign Language Education. A single group pretest-posttest design was used where the Stages of Concern Questionnaire (SoCQ) of 14 pre-service teachers were measured and analyzed. Results of the Wilcoxon Signed Rank test showed that there was statistically significant difference between the Consequence and Collaboration concerns pre and post-test scores. However, the analysis showed no statistically significant difference in the Unconcerned, Informational, Personal, Management, and Refocusing stages of the pre-service teachers. Keywords: Stages of concern, English language pre-service teachers, wiki, technology integration

/pdf/investigating-pre-service-english-teachers-stages-of-concern-ryrwlce23a.pdf

Halil Kayaduman

Papers

Investigating the Concerns of First-Time Distance Education Instructors

Student interactions in a flipped classroom‐based undergraduate engineering statistics course

The University Instructors' Opinions About Emergency Remote Education in Turkey

Factors for Success and Course Completion in Massive Open Online Courses through the Lens of Participant Types.

Investigating Pre-Service English Teachers’ Stages of Concern Toward Using Wiki