Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

How we Think

Since its publication in The Internet and Higher Education, Garrison, Anderson, and Archer's [Garrison, D. R., Anderson, T., & Archer, W.(2000). Critical inquiry in atext-based environment: Computer conferencing in highereducation.TheInternet andHigher Education, 2(2–3), 87–105.] community of inquiry (CoI) framework has generated substantial interest among online learning researchers.Thisliteraturereviewexaminesrecentresearchpertainingtotheoverallframeworkaswellastospecificstudiesonsocial, teaching,andcognitivepresence.Wethenusethefindingsfromthisliteraturetoidentifypotentialfuturedirectionsforresearch.Some oftheseresearchdirectionsincludetheneedformorequantitatively-oriented studies,theneedformorecross-disciplinarystudies,and theopportunitiesforidentifyingfactorsthatmoderateand/orextendtherelationshipbetween theframework'scomponentsandonline course outcomes. © 2007 Elsevier Inc. All rights reserved.

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Researching the Community of Inquiry Framework: Review, Issues, and Future Directions

by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

Thinking in Education

Student engagement is understood to be an important benchmark and indicator of the quality of the student experience for higher education; yet the term engagement continues to be elusive to define and it is interpreted in different ways in the literature. This paper firstly presents a short review of the literature regarding online engagement in the higher education environment, moving beyond discipline-specific engagement. It then presents a conceptual framework which builds upon recurring themes within the literature, including students’ beliefs, attitudes, and behaviours. The framework was developed by adopting a constant comparison method to analyse the literature, and to search for and identify current and emerging themes. The framework identifies indicators for five key elements of online engagement, and the authors propose that the framework provides a guide for researchers and academics when exploring online engagement from a conceptual, practical and research basis. Finally, the paper provides recommendations for practice, outlining how the framework might be used to reflect critically upon the effectiveness of online courses and their ability to engage students.

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An Online Engagement Framework for Higher Education

This paper will share the experiences of two instructors as they moved from teaching in a face-to-face environment to blended teaching and then to online teaching. It will describe the four year journey and shed light on the issues, perspectives and practices as the instructors reflected on the changes to their pedagogical practice and the resulting online student engagement. Data included three 1-hour interviews and an analysis of online discussion postings. The instructors reflected on their values, beliefs and assumptions about teaching and learning. As higher education has embraced online education as a way to reduce costs, increase flexibility, and enhance access to students it is important to gain an understanding of the perceptions of instructors moving into online teaching. This study found a change in the beliefs and teaching presence of the instructors from their initial resistance to online teaching to an approach which is mindful of the student experience and promotes a dialogical approach to online learning.

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From face-to-face teaching to online teaching: Pedagogical transitions

Due to increasing demands in the amount of content to be learned within a medical and health sciences curriculum, there are benefits towards exploring options for new and effective delivery modes. Augmented reality technology has the potential to enhance learning in physiology and anatomy, where students require a three-dimensional knowledge of human organ systems and structures. This study aimed to assess the effectiveness of learning when an identical lesson was delivered through augmented reality using either the Microsoft HoloLens or a mobile hand-held tablet device. Thirty-eight pre-clinical undergraduate participants completed a lesson detailing the physiology and anatomy of the brain. Pre- and post-intervention tests were provided to evaluate acquired knowledge. After the activity, participants also completed a Likert-style questionnaire to evaluate adverse health effects experienced and assess their perceptions of the module. There were no significant differences between test scores from lesson delivery in either the HoloLens or mobile-based augmented reality. However, a significant increase was reported in dizziness when using the HoloLens (25% higher, n=19, p=0.04). No other adverse health effects, such as nausea, disorientation or fatigue were observed. Both modes were effective for learning, providing evidence to support educators and developers wishing to adopt an augmented reality method of delivery in health sciences and medicine.

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HoloLens and mobile augmented reality in medical and health science education: A randomised controlled trial

This paper presents a framework for online collaborative learning, also known as telecollaboration. At the centre of this flexible framework are online collaborative educational experiences where knowledge creation and knowledge in action are the nexus of social, teaching and cognitive presence based on the Community of Inquiry model of Garrison, Anderson and Archers (1999). The framework provided should guide educators as they design, develop and implement authentic educational experiences within local, national or international settings in partnership with other educational stakeholders.

A Flexible Framework for Online Collaborative Learning

In the Community of Inquiry (CoI) model, cognitive presence indicators can be used to evaluate the quality of inquiry in a discussion forum. Engagement in critical thinking and deep knowledge can occur through reflective processes. When learners move through the four phases of cognitive presence (triggering, exploration, integration, resolution), the processes of discussion and reflection are important in developing deep understanding. In this article, data from the online discussion archives within a blended teacher-education course are analysed using the cognitive presence indicators from the CoI with the additional indicator of reflection. This study indicates that when instructors structure online discussions appropriately, learners are able to share and document their thinking and reflect on their contributions and the perspectives of others while developing new or deeper knowledge. To facilitate the coding of reflective activities and online posts the researcher proposes modifying the resolution pha...

https://journals.sagepub.com/doi/pdf/10.2304/elea.2014.11.1.46

Petrea Redmond

Papers

An Online Engagement Framework for Higher Education

From face-to-face teaching to online teaching: Pedagogical transitions

HoloLens and mobile augmented reality in medical and health science education: A randomised controlled trial

A Flexible Framework for Online Collaborative Learning

Reflection as an Indicator of Cognitive Presence.