หนงสอเรอง การออกแบบการวจย: วธการวจยเชงคณภาพ วธการวจยเชงปรมาณ และวธการวจยแบบผสม (Research Design: Qualitative, Quantitative, and Mixed Method Approaches) เปนหนงสอทเรยบเรยงเพออธบายเกยวกบความแตกตางของกระบวนทศนการวจยทง 2 แบบ ไดแก การวจย เชงปรมาณ และการวจยเชงคณภาพ และความจำเปนของประเดนปญหาการวจยทตองนำกระบวนทศนทง 2 มารวมกนหาขอคนพบเพอนำไปสผลการวจยทสามารถนำผลการวจยไปใชประโยชนไดอยางจรงมากยงขน เรยกวา “การวจยแบบผสมผสาน” ซงเปนหนงสอทอธบายวธการวจยทง 2 ประเภทไดอยางชดเจน และการรวมกนของกระบวนทศนการวจยทง 2 แบบอยางลงตว

Research Design: Qualitative, Quantitative, and Mixed Method Approaches

The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. With this article, we provide some expert insights into this online-learning-related PCK, with the goal of helping non-expert university teachers (i.e. those who have little experience with online learning) to navigate in these challenging times. Our findings point at the design of learning activities with certain characteristics, the combination of three types of presence (social, cognitive and facilitatory) and the need for adapting assessment to the new learning requirements. We end with a reflection on how responding to a crisis (as best we can) may precipitate enhanced teaching and learning practices in the postdigital era.

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Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity

The World Health Organization has declared Covid-19 as a pandemic that has posed a contemporary threat to humanity. This pandemic has successfully forced global shutdown of several activities, incl...

https://www.tandfonline.com/doi/pdf/10.1080/10494820.2020.1813180

Covid-19 pandemic and online learning: the challenges and opportunities

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

Schooling and the Acquisition of Knowledge

The Difference Between Emergency Remote Teaching and Online Learning

This article discusses the differences between well-planned online learning experiences and online courses offered in times of crisis or disaster. The context involves an analysis of how higher education institutions came together to adopt online classes, and what are the most effective practices to foster quality online education. Then, a definition of Emergency Remote Teaching (ERT) is developed in under to comprehend in what circumstances it occurs, what are its objectives and how to evaluate the results of that modality. The article concludes by proposing that not all people who study via ERT will give priority to the format; therefore, in the evaluations it is necessary to take into account the reality of each group involved, with flexibility and understanding

/pdf/as-diferencas-entre-o-aprendizado-online-e-o-ensino-remoto-4d5pqkd0fb.pdf

As diferenças entre o aprendizado online e o ensino remoto de emergência

The world is changing significantly, and it is becoming increasingly globalised. This means that countries, businesses, and professionals must think and act globally to be successful. Many individuals, however, are not prepared with the global competency skills needed to communicate and perform effectively in a globalised system. To address this need, higher education institutions are looking for ways to instil these skills in their students. This paper explains one promising approach using current learning principles: transnational interactive online environments in engineering education. In 2011, the TU Dortmund and the University of Virginia initiated a collaboration in which engineering students from both universities took part in one online synchronous course and worked together on global topics. This paper describes how the course was designed and discusses specific research results regarding how interactive online role-playing simulations support students in gaining the global competency skills req...

Using interactive online role-playing simulations to develop global competency and to prepare engineering students for a globalised world

While ethics has been an under-researched area in educational technology, it is receiving current recognition as a critical focus for inquiry and development. In this chapter, we review the contribution of ethics as part of the history of professionalization of the field, the development of a code of ethics for the profession, and contemporary ethics issues like cultural competence, intellectual property, accessibility and universal design, critical theory in educational technology, system ethics, and social responsibility of professionals. In addition, this chapter presents major theoretical and philosophical models for ethics that pertain specifically to technology in educational systems along with implications of research from other fields exploring the integration of ethics into policy, standards, and higher education curricula. Existing research on ethics in educational technology programs suggests a very low level of integration in such domains at present; findings from a survey of the curricular landscape and implications for future research and development are discussed along with consideration of ethics as a foundational component not only to professional standards, practices, and leadership, but also to education policy, as we highlight the role of faculty and graduate programs, practicing professionals, and scholarly associations in shaping future directions and research in this emerging domain.

Ethics of Educational Technology

While cultural competency is a stated priority for engineering education in the United States, as emphasized by Outcome H in the ABET standards, it is often difficult to engage students in immersive international experiences that develop intercultural awareness. Undergraduate engineering students face packed curricula with little or no room for languages and an often unforgiving structure that puts them a year out of course sequences if they do travel for study abroad. In this case study, the authors examine how online education can be a transformational factor in this challenge. When designed to create interactive, engaging learning across nations, online education can support joint international experiences that develop cultural competency without requiring the time and expenses that are often a barrier for students. This online model could easily be scaled up to offer more students an international collaboration opportunity without institutional reliance on study abroad. This online transnational distance learning approach saves students and universities time and money, while accomplishing the intended professional competencies.

Stephanie Moore

Papers

The Difference Between Emergency Remote Teaching and Online Learning

As diferenças entre o aprendizado online e o ensino remoto de emergência

Using interactive online role-playing simulations to develop global competency and to prepare engineering students for a globalised world

Ethics of Educational Technology

Developing Cultural Competency in Engineering Through Transnational Distance Learning