From a1cf72584f373c9632c237c809d5d8799fbfbf5b Mon Sep 17 00:00:00 2001 From: richelbilderbeek Date: Fri, 11 Oct 2024 10:40:34 +0200 Subject: [PATCH] Fix markdown --- events/20240918/20240918.md | 38 ++++++++++++++++++++++++++----------- 1 file changed, 27 insertions(+), 11 deletions(-) diff --git a/events/20240918/20240918.md b/events/20240918/20240918.md index e57a653..4f59062 100644 --- a/events/20240918/20240918.md +++ b/events/20240918/20240918.md @@ -2,11 +2,16 @@ - Discussion leader: Richel - Date: 2024-09-18 -- Paper: Lockman, Alison S., and Barbara R. Schirmer. "Online instruction in higher education: Promising, research-based, and evidence-based practices." Journal of Education and e-Learning Research 7.2 (2020): 130-152. [Download page](https://eric.ed.gov/?id=EJ1258655) +- Paper: Lockman, Alison S., and Barbara R. Schirmer. + "Online instruction in higher education: Promising, research-based, + and evidence-based practices." + Journal of Education and e-Learning Research 7.2 (2020): 130-152. + [Download page](https://eric.ed.gov/?id=EJ1258655) ## Meeting notes -- Feedback can be left anonymously [here](https://docs.google.com/forms/d/e/1FAIpQLSebEw4skZfLKZcr3zm3Oq3Du1ZnlNCc4d7HHQrbRFkCblDLIA/viewform?usp=sf_link) +- Feedback can be left anonymously + [here](https://docs.google.com/forms/d/e/1FAIpQLSebEw4skZfLKZcr3zm3Oq3Du1ZnlNCc4d7HHQrbRFkCblDLIA/viewform?usp=sf_link) and will be published online publicly - The person leading the discussion determines how to do that, my ideas may not be representative (and that is fine :-) ) @@ -44,7 +49,8 @@ - Yellow: teaching cycle, from `[Bell, 2020]`. -> Purple: influence with effect size, from [The Visible Learning website](https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/), +> Purple: influence with effect size, from +> [The Visible Learning website](https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/), > and `[Hattie, 2008]` and `[Hattie, 2023]`. corpus: @@ -81,23 +87,33 @@ corpus themes: - synchronous environments encourages active learning - synchronous environments requires greater student motivation - synchronous environments requires greater proficiency with the technology - - faculty feedback is more important to students than peer feedback, and timeliness and usefulness are qualities of effective feedback. - - Given the student perception that feedback can feel threatening, findings from a few studies indicate that perception of instructor presence can mitigate these feelings and improve student motivation. + - faculty feedback is more important to students than peer feedback, + and timeliness and usefulness are qualities of effective feedback. + - Given the student perception that feedback can feel threatening, + findings from a few studies indicate that perception of + instructor presence can mitigate these feelings and improve student motivation. - metacognitive support improves student higher level thinking - selection of learning partners in group activities is a factor in student success. - - mixed results whether the number and quality of instructor posts are related to student participation on discussion forums and course achievement - - mixed effectiveness from interventions designed to increase student participation in discussion forums – such as incorporation of orientation sessions, visual materials, and social media venues - - no significant correlations between viewing videos as preparation for in-class sessions and tests and learning outcomes + - mixed results whether the number and quality of instructor posts + are related to student participation on discussion forums and course achievement + - mixed effectiveness from interventions designed to + increase student participation in discussion forums – such as + incorporation of orientation sessions, visual materials, and social media venues + - no significant correlations between viewing videos as preparation + for in-class sessions and tests and learning outcomes - social media does not facilitate academic learning - - viewing videos as preparation for in-class sessions and tests has no effect on course achievement + - viewing videos as preparation for in-class sessions and tests + has no effect on course achievement - students are inconsistent in accessing videos - student engagement - - greater interaction with online course content is related to better course grades and satisfaction + - greater interaction with online course content is related to + better course grades and satisfaction - peer and instructor interaction are not consistently related to course satisfaction - student success factors - no correlations were found between student learning style and online course achievement - personal self-efficacy and Internet self-efficacy predict online academic achievemen - - online course achievement is increased by past academic success, motivation, family support, workload management, and digital literacy + - online course achievement is increased by past academic success, + motivation, family support, workload management, and digital literacy Effective face-to-face teaching: