9_Cite 2011

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Educación Tecnología

STUDENTS AND TEACHER’S ATTITUDES AND PERCEPTIONS TOWARD WIKI-BASED COLLABORATIVE PROCESS WRITING PEDAGOGY IN A PRIMARY FIVE CHINESE CLASSROOM XUANXI LI SAMUEL KAI WAH CHU MATSUKO WOO

Introduction ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Theoretical Framework of the Study ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Conceptual Model for WCPWP ,[object Object],[object Object]

Research Questions ,[object Object]

Methodology ,[object Object],[object Object],[object Object],[object Object]

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The Joyous Writing Club ,[object Object]

Research Design ,[object Object],[object Object]

Instruments ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Results and Discussion ,[object Object],[object Object],[object Object]

What are the perceptions of teacher and students towards WCPWP ? ,[object Object]

What are the perceptions of teacher and students towards WCPWP ? ,[object Object]

Conclusion ,[object Object],[object Object]

Implications ,[object Object],[object Object]

9_Cite 2011

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Adult Learning Theories Chart Part 1: Theories of Instructional Design Chart Standard and learning objective: Theory #1 (Type the theory you choose in the box) Theory #2 (Type the theory you choose in the box) Description of the Theory Key Concepts of the Theory What is the role of the instructor? What is the role of the student? CONTENT: WHAT (What do you want students to know through the learning objective?) Traditional Setting: Distance-Learning Environment: Traditional Setting: Distance-Learning Environment: CRITERIA: HOW (How the students will demonstrate their knowledge use the particular theory) Traditional Setting: Distance-Learning Environment: Traditional Setting: Distance-Learning Environment: A recommendation for incorporating technology (Technology recommendation based on the learning theory) Traditional Setting: Distance-Learning Environment: Traditional Setting: Distance-Learning Environment: Part 2: Reflection © 2017. Grand Canyon University. All Rights Reserved. ISSN 1479-4403 107 ©ACPIL Reference this paper as: Khan A et al, “Active Learning: Engaging Students To Maximize Learning In An Online Course” The Electronic Journal of e-Learning Volume 15 Issue 2 2017, (pp107-115) available online at www.ejel.org Active Learning: Engaging Students To Maximize Learning In An Online Course Arshia Khan1, Ona Egbue2, Brooke Palkie3 and Janna Madden4 1Associate Professor, Computer Science Department, University of Minnesota Duluth 2Assistant Professor, Mechanical and Industrial Engineering, University of Minnesota Duluth 3Associate Professor, Health Information management, College of St. Scholastica 4Student, Computer Science Department, University of Minnesota Duluth [email protected] Abstract: Student engagement is key to successful teaching and learning, irrespective of the content and format of the content delivery mechanism. However, engaging students presents a particular challenge in online learning environments. Unlike face-to-face courses, online courses present a unique challenge as the only social presence between the faculty and the student is via the Internet. In a recent poll conducted by the authors, 100% of the respondents considered student engagement a challenge regardless of the number of years they have been teaching online. This paper explores various strategies that can be incorporated into the design of online learning courses to foster a high level of student engagement based on multiple pedagogies. In addition, the role of collaborative student engagement tools for the design and delivery of online courses is discussed as well as the role these tools play in creating an atmosphere where students actively participate in learning activities and are contributors to lively discussions. Perspectives on various mechanisms of student engagement that are founded in classic active learning pedagogies and enhanced with new technologies are pres ...

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1. STUDENTS AND TEACHER’S ATTITUDES AND PERCEPTIONS TOWARD WIKI-BASED COLLABORATIVE PROCESS WRITING PEDAGOGY IN A PRIMARY FIVE CHINESE CLASSROOM XUANXI LI SAMUEL KAI WAH CHU MATSUKO WOO

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