Online Learning and Community Cohesion

In effect, we stand at a nexus of hope and anxiety around how to build community cohesion; in this book we examine ... point was to observe that most governments expect schools to do more than provide an academic education for children; ...

Online Learning and Community Cohesion

National governments and multi-national institutions are spending unprecedented amounts of money on ICT on improving the overall quality of school learning, and schools are increasingly expected to prepare young people for a global economy in which inter-cultural understanding will be a priority. This book explores and analyzes the ways ICT has been used to promote citizenship and community cohesion in projects that link together schools in different parts of the world. It examines the theoretical framework behind such work and shows the impact of initiatives in the Middle East, Canada, the USA, England, Northern Ireland, the Republic of Ireland and elsewhere in the European Union. This is a critical examination of the technologies that have been deployed, the professional development that has been provided and an evaluation of what constitutes good practice, particularly in terms of what collaborative learning really means for young people. Many of these initiatives have enabled young people to develop more positive relations with culturally and religiously different neighbours, but this work has just begun. Continuing international tensions over matters of identity and faith require that we better understand the political context for such work so that we might shape future directions more deliberately and more clearly.

Online Learning and Community Cohesion

This book explores and analyzes the ways ICT has been used to promote citizenship and community cohesion in projects that link together schools in different parts of the world.

Online Learning and Community Cohesion

National governments and multi-national institutions are spending unprecedented amounts of money on ICT on improving the overall quality of school learning, and schools are increasingly expected to prepare young people for a global economy in which inter-cultural understanding will be a priority. This book explores and analyzes the ways ICT has been used to promote citizenship and community cohesion in projects that link together schools in different parts of the world. It examines the theoretical framework behind such work and shows the impact of initiatives in the Middle East, Canada, the USA, England, Northern Ireland, the Republic of Ireland and elsewhere in the European Union. This is a critical examination of the technologies that have been deployed, the professional development that has been provided and an evaluation of what constitutes good practice, particularly in terms of what collaborative learning really means for young people. Many of these initiatives have enabled young people to develop more positive relations with culturally and religiously different neighbours, but this work has just begun. Continuing international tensions over matters of identity and faith require that we better understand the political context for such work so that we might shape future directions more deliberately and more clearly.

Blended and Online Learning for Global Citizenship

Online learning and community cohesion: Linking schools. New York and London: Routledge. Austin, R., & Turner, R. (2020). The role of blended learning for community cohesion: Lessons from Northern Ireland.

Blended and Online Learning for Global Citizenship

By showcasing international, European, and community-based projects, this volume explores how online technologies and collaborative and blended learning can be used to bolster social cohesion and increase students’ understanding of what it means to be a global citizen. With the pace of technology rapidly increasing, Blended and Online Learning for Global Citizenship draws timely attention to the global lessons being learned from the impact of these technologies on peace building, community development, and acceptance of difference. In-depth case studies showcasing successful projects in Europe, Northern Ireland, and Israel explore blended learning and illustrate how schools and educators have embraced online technologies to foster national and international links both within and beyond communities. This has, in turn, equipped students with experiences that have informed their attitudes to cultural and political conflicts, as well as racial, ethnic, and social diversity. Building on the authors’ previous work Online Learning and Community Cohesion (2013), this thought-provoking text will be of interest to researchers, academics, and postgraduate students in the fields of international and comparative education. Educators and school leaders concerned with how multiculturalism and technology play out in the classroom environment will also benefit from reading this text.

Social Presence in Online Learning

(National Center on Universal Design for Learning, 2016). This model aligns with the components of social presence, as both instructors and students find opportunities to, for example, build community cohesion to more meaningfully ...

Social Presence in Online Learning

Published in Association with The Online Learning Consortium. img src="https://www.presswarehouse.com/sites/stylus/images/OLClogo.jpg"/a Social presence continues to emerge as a key factor for successful online and blended learning experiences. It is commonly described as the degree to which online participants feel connected to one another. Understanding social presence with its critical connections to community-building, retention, and learning outcomes allows faculty and instructional designers to better support and engage students. This volume, Social Presence in Online Learning, addresses the evolution of social presence with three distinct perspectives, outlines the relevant research, and focuses on practical strategies that can immediately impact the teaching and learning experience. These strategies include creating connections to build community, applying content to authentic situations, integrating a careful mix of tools and media, leveraging reflective and interactive opportunities, providing early and continuous feedback, designing with assessment in mind, and encouraging change in small increments. Because student satisfaction and motivation plays a key role in retention rates and because increased social presence often leads to enriched learning experiences, it is advantageous to mindfully integrate social presence into learning environments. Social Presence in Online Learning brings together eminent scholars in the field to distinguish among three different perspectives of social presence and to address how these viewpoints immediately inform practice. This important volume: • Provides an overview of the evolution of social presence, key findings from social presence research, and practical strategies that can improve the online and blended learning experience • Differentiates three distinct perspectives on social presence and explains the ideas and models that inform these perspectives • Explores specific ways in which social presence relates to course satisfaction, retention, and outcomes • Offers practical implications and ready-to-use techniques that are applicable to multiple disciplines • Introduces current research on social presence by prominent researchers in the field with direct inferences to the practice of online and blended learning • Looks at future directions for social presence Social Presence in Online Learning is appropriate for practitioners, researchers and academics involved in any level of online learning program design, course design, instruction, support, and leadership as well as for graduate students studying educational technology, technology-enhanced learning, and online and blended learning. It brings together multiple perspectives on social presence from the most influential scholars in the field to help shape the future of online and blended learning.

The Disruptive Power of Online Education

Online learning and community cohesion: Linking schools. Routledge research in education, 98. New York, NY: Routledge. Belliveau, G. (2006). Collective playbuilding: Using arts-based research to understand a social justice drama process ...

The Disruptive Power of Online Education

This book explores how higher education institutions across the globe respond to the disruptive changes triggered by online technologies. Contributions address transformations regarding program design, business models and pedagogical interventions in a digital teaching environment.

Online Learning Communities

The qualitative data support the empirical results and explain why the community may have had its impact by identifying factors that led to the communities' cohesion. INTRODUCTION Asynchronous distance education, as a learning tool, ...

Online Learning Communities

This book makes a contribution to the field of distance education by presenting key perspectives on the state of the field and examining and discussing specific current trends and issues faced by the distance learning community. To this end, the book brings together Quarterly Review of Distance Education’s most respected authors and other internationally known experts in the field of distance education to provide insight into a wide array of themes revolving around current work on communities of learning in distance education.

Handbook for Online Learning Contexts Digital Mobile and Open

... think critically Clarity on expectations Consistency in group and group work Facilitates Social cohesion Deep learning & social cohesion Deep learning & social cohesion Personal relations Social cohesion over 90% (Uijl et al. 2017).

Handbook for Online Learning Contexts  Digital  Mobile and Open

This book addresses the gap in the literature concerned with global case studies of successful Digital, Mobile and Open Education. The book shares experiences from international teaching and learning projects at all levels of Education, and provides advice for future policy and investment in digital teaching and learning and Open Education projects. It also provides an expectation on the future capacity and sustainability of Open Education.

Student Teacher Interaction in Online Learning Environments

deliberation, and action in an online learning environment (Garrison, Anderson, & Archer, 2000; Swan et al., 2008). ... The five-fold social presence model consists of affective association, community cohesion, interaction intensity, ...

Student Teacher Interaction in Online Learning Environments

As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. Student-Teacher Interaction in Online Learning Environments provides successful strategies and procedures for developing policies to bring about an awareness of the practices that enhance online learning. This reference book provides building blocks to help improve the outcome of online coursework and discusses social presence to help improve performance, interaction, and a sense of community for all participants in an online arena. This book is of essential use to online educators, administrators, researchers, and students.

The SAGE Encyclopedia of Online Education

To communicate effectively, instructors in online institutions should be deliberate in utilizing a social presence ... Community cohesion is the student's perception of the group of learners, including the instructor, as a community.

The SAGE Encyclopedia of Online Education

Online education, both by for-profit institutions and within traditional universities, has seen recent tremendous growth and appeal - but online education has many aspects that are not well understood. The SAGE Encyclopedia of Online Education provides a thorough and engaging reference on all aspects of this field, from the theoretical dimensions of teaching online to the technological aspects of implementing online courses—with a central focus on the effective education of students. Key topics explored through over 350 entries include: · Technology used in the online classroom · Institutions that have contributed to the growth of online education · Pedagogical basis and strategies of online education · Effectiveness and assessment · Different types of online education and best practices · The changing role of online education in the global education system

E Learning in the 21st Century

Online learning provides a unique dimension to the face-to-face learning community that builds group cohesion. It encourages greater participation and thereby creates a greater sense of being part of the group.

E Learning in the 21st Century

The second edition of E-Learning in the 21st Century provides a coherent, comprehensive, and empirically-based framework for understanding e-learning in higher education. Garrison draws on his decades of experience and extensive research in the field to explore the technological, pedagogical, and organizational implications of e-learning. Most importantly, he provides practical models that educators can use to realize the full potential of e-learning. This book is unique in that it focuses less on the long list of ever-evolving technologies and more on the search for an understanding of these technologies from an educational perspective. The second edition has been fully revised and updated throughout and includes discussions of social media and mobile learning applications as well as other emerging technologies in today’s classrooms. This book is an invaluable resource for courses on e-learning in higher education as well as for researchers, practitioners and senior administrators looking for guidance on how to successfully adopt e-learning in their institutions.

Techniques for Fostering Collaboration in Online Learning Communities Theoretical and Practical Perspectives

Face-to-face teaching prior to online discussion also led to improvements in instructor immediacy, greater focus on the learning activity, and higher levels of social presence, especially social cohesion between group members and there ...

Techniques for Fostering Collaboration in Online Learning Communities  Theoretical and Practical Perspectives

"This book provides a focused assessment of the peculiarities of online collaborative learning processes by looking at the strategies, methods, and techniques used to support and enhance debate and exchange among peers"--Provided by publisher.

Collaborative Learning in a Global World

Shonfeld, M., Hoter, E., & Ganayem, A. (2013). Israel: Connecting cultures in conflict. In R. Austin & B. Hunter (Eds.), Online learning and community cohesion: Linking schools (pp. 41–58). New York, NY and London: Routledge.

Collaborative Learning in a Global World

The 21st century has brought about changes in every aspect of life through ubiquitous technology and Internet-based social media. The distances between cultures and continents have narrowed, the world has become flat, and multicultural work-teams composed of members from different countries have become a daily reality in global businesses. However, in many ways these global changes in work practices have only just begun to have an impact on education. To better prepare students for the information age, researchers and policy makers largely agree about the skills needed for shared knowledge construction. Indeed, the education systems in several different countries have begun to integrate these skills into teaching and learning and are placing a strong emphasis on their implementation (Melamed et al, 2010; Resta et al, 2011). In 2015 the OECD PISA exam for the first time, included assessment of collaborative problem-solving in its country-by-country comparison. Collaborative learning is not a trivial challenge nor is it intuitive for all teachers and learners. One must acquire and practice the essential skills in order to successfully work in a team. Consequently it is essential to train teachers in collaborative teamwork, as they must serve as role models for students. In addition, new tools and practices become available at a rate that outpaces the abilities of many higher education institutions to adopt and implement. This book surveys the current state of the field and provides theoretical guidance and practical examples to help meet the gaps in research, development and practice.

eLearning Engagement in a Transformative Social Learning Environment

The chapter will explain the concept of social presence in online teaching and learning and will highlight the ... Community cohesion includes the behaviors or gestures within the course than unite members, such as sharing tips or ...

eLearning Engagement in a Transformative Social Learning Environment

Distance learning and remote learning have been developing options within the eLearning and talent training realms for over two decades, yet distance learning has become a significant reality within the past few months, especially as the COVID-19 pandemic has forever impacted the K-12, higher education, and adult training and talent development workforce solutions. Within the rapid shift into remote and distance learning environments, the curricular design and instructional design are understood as necessary. However, there is a need to understand aspects around social learning within eLearning environments. It is important to understand the opportunity of moving towards transformative social learning environmental engagement and experiences within distance and remote learning environments to improve the ability to understand social learning in eLearning environments. eLearning Engagement in a Transformative Social Learning Environment focuses on supporting and enhancing remote and distance learning (eLearning) instructional experiences, discusses the strategic role of social learning within eLearning environments, and enhances levels of engagement, transformative learning, and talent attainment environments. This book provides insights and support towards policies and procedures within instructional and training decision making around social learning needs and support. The chapters will explore social learning opportunities and support, modeling social learning engagement, communities of practice, and instructional processes of eLearning. The intended audience is teachers, curriculum developers, instructional designers, professionals, researchers, practitioners, and students working in the field of teaching, training, and talent development.

User Centered Design of Online Learning Communities

Neither community looks much like the virtual communities discussed in the literature for the main reason that their ... The Dublin group in particular enjoyed the social cohesion of their Saturday morning meetings and the pub lunches ...

User Centered Design of Online Learning Communities

"This book is anchored in the concept that information technology empowers and enhances learners' capabilities adopting a learning summit on using the machine for the augmentation of human intellect for productivity, improvement, and innovation at individual, organizational, societal, national, and global levels"--Provided by publisher.

Virtual Learning Communities

I am really enjoying being involved in this learning community and find it great to be learning again. ... form and his research indicates that there is a link between the use of narratives and the social cohesion of the community.

Virtual Learning Communities

· What are the characteristics of a successful learning community? · How are successful communities facilitated and maintained? · What lessons can be learnt from existing learning communities? · What type of learning community will suit your organisation or situation? This user-friendly guide is written to help managers, professionals and learners, planning, facilitating or participating in online learning communities, as part of a structured learning programme, as an approach to continuous professional development, as a means of improving performance at work or as a dynamic approach to innovation and collaborative working. The book is relevant to senior mangers with a responsibility for strategic planning and change management. This can include new work practices involving working in multi-professional teams across traditional boundaries. It aims to engage readers in identifying key issues in relation to their own work situation and prompts readers to find their own solutions. Virtual Learning Communitiesprovides practical guidance and includes extensive examples, case studies and activities. It is key reading for those involved in e-learning courses, professional trainers and staff developers with a responsibility for CPD, and professionals involved in facilitating new approaches to group work.

Online Learning Communities and Teacher Professional Development Methods for Improved Education Delivery

The underlying fundamental question is whether e-learning is becoming a goal rather than a provocative method; ... plays a crucial liason here; we may expect youngsters to link to many more sources of expertise and social cohesion.

Online Learning Communities and Teacher Professional Development  Methods for Improved Education Delivery

"This book features innovative applications for the integration of technology into everyday teaching practices"--Provided by publisher.

Emergence and Innovation in Digital Learning

The value of social presence for effective online teaching and learning is commonly highlighted. ... positive correlations between students' satisfaction with their courses and programs and levels of the sense of community cohesion.

Emergence and Innovation in Digital Learning

Educational systems worldwide are facing an enormous shift as a result of sociocultural, political, economic, and technological changes. The technologies and practices that have developed over the last decade have been heralded as opportunities to transform both online and traditional education systems. While proponents of these new ideas often postulate that they have the potential to address the educational problems facing both students and institutions and that they could provide an opportunity to rethink the ways that education is organized and enacted, there is little evidence of emerging technologies and practices in use in online education. Because researchers and practitioners interested in these possibilities often reside in various disciplines and academic departments the sharing and dissemination of their work across often rigid boundaries is a formidable task. Contributors to Emergence and Innovation in Digital Learning include individuals who are shaping the future of online learning with their innovative applications and investigations on the impact of issues such as openness, analytics, MOOCs, and social media. Building on work first published in Emerging Technologies in Distance Education, the contributors to this collection harness the dispersed knowledge in online education to provide a one-stop locale for work on emergent approaches in the field. Their conclusions will influence the adoption and success of these approaches to education and will enable researchers and practitioners to conceptualize, critique, and enhance their understanding of the foundations and applications of new technologies.

Research Anthology on Developing Effective Online Learning Courses

Although many new online teachers quickly equate social presence with learning, social presence drew its roots from ... overarching concept with five interconnected components: affective association, community cohesion, ...

Research Anthology on Developing Effective Online Learning Courses

In the current educational environment, there has been a shift towards online learning as a replacement for the traditional in-person classroom experience. With this new environment comes new technologies, benefits, and challenges for providing courses to students through an entirely digital environment. With this shift comes the necessary research on how to utilize these online courses and how to develop effective online educational materials that fit student needs and encourage student learning, motivation, and success. The optimization of these online tools requires a deeper look into curriculum, instructional design, teaching techniques, and new models for student assessment and evaluation. Information on how to create valuable online course content, engaging lesson plans for the digital space, and meaningful student activities online are only a few of many current topics of interest for promoting student achievement through online learning. The Research Anthology on Developing Effective Online Learning Courses provides multiple perspectives on how to develop engaging and effective online learning courses in the wake of the rapid digitalization of education. This book includes topics focused on online learners, online course content, effective online instruction strategies, and instructional design for the online environment. This reference work is ideal for curriculum developers, instructional designers, IT consultants, deans, chairs, teachers, administrators, academicians, researchers, and students interested in the latest research on how to create online learning courses that promote student success.

Advanced Research and Trends in New Technologies Software Human Computer Interaction and Communicability

in ALNs to work with remote learning resources, including online content, as well as instructors, and other learners, ... But there is still no holistic approach to building social cohesion between students in online courses, ...

Advanced Research and Trends in New Technologies  Software  Human Computer Interaction  and Communicability

"This book presents scientific, theoretical, and practical insight on the software and technology of social networks and the factors that boost communicability, highlighting different disciplines in the computer and social sciences fields"--Provided by publisher.

Interdisciplinary and Practical Approaches to Managerial Education and Training

... ESTABLISHING LEARNING COMMUNITIES AND SOCIAL COHESION IN ONLINE LEARNING Settings In the synchronous phases of online learning, both teaching and social presence play an important role throughout the course of our degree programs.

Interdisciplinary and Practical Approaches to Managerial Education and Training

In the last decades, the development of innovative practices has gained considerable interest. New generations of students have grown up in a very different environment from their predecessors, one influenced by information and communications technology (ICT). In a globalized world, ICT is changing the way businesses create and capture value, how and where we work, and how we interact and communicate. Thus, some of the traditional teaching methods are rapidly becoming obsolete and unattractive to the new generation of students. Despite the increase in the development of new teaching approaches in recent years, relevant questions related to learning objectives, suitable methodologies, and impact assessment remain unanswered. Interdisciplinary and Practical Approaches to Managerial Education and Training addresses the best practices, laboratory methods, policies, protocols, and practical approaches to managerial education and training. Covering a wide range of topics such as training programs, teacher education, and online learning, it is ideal for academics, university teachers, researchers, students, public and private institutions, and professionals in managerial training education.