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The COVID-19 pandemic has thrown much of higher education into disarray, but amid this storm are opportunities to redesign teaching and learning in dy 
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Feedback is a powerful construct in the design of quality online learning, and quantified dimensions of learners’ feedback experiences can be leverage
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Prior to COVID-19, the faculty at Beijing Jiaotong University (BJTU), Weihai campus, did not teach or offer courses online. But BJTU, Weihai seized th
ben's curator insight,
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First, pedagogic strategies (the ones instructional designers talk about) are based on general learning theoretical concepts: Behaviorism, Instructivism, Cognitivism, Constructionism, Constructivism, Socio-constructivism, Situated learning, etc. There’s often an overlap between these theories that explain how people learn and how one could bring people to learn. But I have seen over the years, we often put this under the one catch-all category, or banner of Constructivism, but it’s much more than that. It’s kind of like saying ‘Pedagogy’ when it’s so much more that that.
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Eddie Maloney, executive director of Georgetown's Center for New Designs in Learning and Scholarship, makes the case for a new academic discipline built around the study of educational technology, learning analytics and instructional design.
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Despite ongoing debate about the effects of online learning, a report from the Pew Internet and American Life Project and Elon University shows that a majority of technology stakeholders expect it to transform higher education by 2020.
In a report released today, Pew and Elon University said that 60 percent of internet experts, researchers, observers and users polled said they agreed that by 2020, “there will be mass adoption of teleconferencing and distance learning to leverage expert resources … a transition to ‘hybrid’ classes that combine online learning components with less-frequent on-campus, in-person class meetings.” By comparison, 39 percent endorsed the contrary position that “in 2020 higher education will not be much different from the way it is today.” Via Daniel Tan, Kim Flintoff
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For many students, the Covid-19-driven online learning experiment has so far fallen flat, with seven out of ten rating their online courses as worse than the in-person classes in which they were initially enrolled. But, when it comes to learning, not everything online is created equal.
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Quality assurance measures can help institutions successfully bridge the gap between emergency remote instruction and quality online learning.
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As educators delve into the world of remote and online learning, we must be mindful of the need to retain professional boundaries at the same time as working to maintain a high level of support for students.
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It turns out online teaching and learning aren’t inherently better or worse than the face-to-face variety — just different.
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Abstract
The range of technologies available to support teaching and learning in higher education continues to grow exponentially. There is a growing expectation for educators to be well informed and familiar with the many suitable technologies and systems that are available to be used for delivering courses online, and to complement classroom (face-to-face) education. Detailed evidence of the perceptions and applications of the use of e-technologies is needed to inform not only teaching practice, but also policy development. These e-technologies need to be matched to pedagogical styles in order for online teaching and learning to be successful. Based on 33 semi-structured interviews, this paper presents a study of staff experiences of e-technologies, using Chickering and Gamson's 'Seven Principles of Good Practice' to provide educators with information about the most appropriate e-technology to support their pedagogical aims.
KF: iJET is a web-based journal that adheres to an open access policy. Registration is required to access the articles but it is free - you can register as both Author and Reader in the same process.
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