2.1 Virtual teaching: How to make E-learning work?
(according to Suna et al. 2008)
Benefits of E-learning:
- Flexibility, no strict limits of time and place
Some aspects that can affect learner’s satisfaction:
- Learner computer anxiety
- Instructor attitude toward e-Learning
- E-learning course flexibility
- E-Learning course quality
- Perceived usefulness, perceived ease of use
- Diversity in assessments
Learner computer anxiety will negatively influence satisfaction with e-Learning. Instructor’s attitude toward using computer and network technology will impact students’ attitudes and affect their performance.
Source:
Pei-Chen Suna, Ray J. Tsaib, Glenn Fingerc, Yueh-Yang Chend & Dowming Yeha. 2008. What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education. Volume 50, Issue 4, May 2008, Pages 1183–1202.
2.2 Studies about educational games
(according to Sitzmann 2011; Wouters et al. 2013)
- Educational games are more effective than conventional teaching
- They should be supplemented with other instructional learning materials
- Better when played in groups
- Active reflection: learners should articulate the new knowledge and integrate it with their prior knowledge. Learning by doing has to be supplemented with opportunities to reflect.
- Surprising events: the unexpected events yielded a higher level of deep knowledge without a decline in the reported engagement.
- Learning content and domain are more important than design
- Motivation: effect on motivation is not clear
According to the study, post training self-efficacy was 20% higher, declarative knowledge was 11% higher, procedural knowledge was 14% higher, and retention was 9% higher for trainees taught with simulation games, relative to a comparison group that was taught with conventional teaching.
Trainees learned more, relative to a comparison group, when
- simulation games conveyed course material actively rather than passively
- trainees could access the simulation game as many times as desired, and
- the simulation game was a supplement to other instructional methods.
However, trainees learned less from simulation games than the comparison group when the instruction the comparison group received actively engaged them in the learning experience.
However, a difference between leisure computer games and educational games is that the former are chosen by the players, whereas educational games are generally defined by the curriculum. Thus the learners' motivation can be lower with educational games than when playing with leisure computer games.
Sources:
- Sitzmann, T. 2011. A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64, 489–528.
- Wouters, Pieter; van Nimwegen, Christof; van Oostendorp, Herre; van der Spek, Erik D. 2013. A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology Issue: Volume 105(2), May 2013, p 249–265.
2.3 Description of the teaching session
We had two tasks during the lesson: a pre-task at the beginning of the lesson with Google Docs and a padlet task in the middle of the lesson. I think this structure was good since a task at the beginning makes students more focused on the lesson. We didn't have time to show a video at the end of the lesson, so we should have planned more carefully how long different parts are going to take.
I worked with a pair at this teaching session as I did at the first teaching session, too. That was good, since I don't have any real life experience of the work as a teacher yet. It is easier when you can share responsibility with a pair. My teaching part went otherwise fine except I noticed that I knew my own slides much better than the slides made by other group member, so I had to read the latter ones more on the paper during the teaching.
I haven't used Google Docs before this group work, so it was interesting to get to know it. I found the programme very convenient, since many people can operate on the same document at the same time with it. I could use it as a teacher for online teaching.
Preparing the teaching session went fine in my group. We used the progressing inquiry method with the preparation process. We formed the research questions and then everybody chose the topic of her/his interest to study more. We had a couple of Skype meetings and we also discussed via Facebook. In my opinion progressing inquiry is very useful for this kind of group work, where students search for scientific information. The responsibility of collecting information is divided between group members, and thus a group can collect vaster amount of information than a single person could do. On the other hand, the relevance of the collected information is evaluated within a group, which should improve the quality of the final work.
About our topic, virtual teaching, I think it's important to learn to use virtual teaching tools, since it's contemporary and can make lessons more interesting to students, whether they are in a classroom or studying remotely via the Internet. It enlarges possibilities for you as a teacher, when you know different Internet tools, since more and more teaching is organized as net pedagogy nowadays.
1. identify the need for the programme;
2. determine the aims and instructional objectives of the programme;
3. define the characteristics of the target group;
4. list the precise learning outcomes;
5. categorize learning outcomes according to Bloom’s taxonomies;
- Bloom's concept of ‘mastery learning’ (1968) involves the statement of educational objectives and their translation into learner behaviours so as to generate criteria for assessment grades at various levels in the domain (Jordan et al. 2008, 29)
6. break the material down into small units;
7. carefully sequence these units;
8. provide frequent practice to strengthen the stimulus–response bond;
9. ensure that the learner responds (does things);
10. observe and assess any behavioural changes;
11. provide opportunities for frequent learner feedback;
12. reinforce ‘correct’ behaviour with immediate rewards;
13. evaluate the effectiveness of the programme;
14. modify and improve the programme.
• Opetushallitus. http://www.oph.fi/english/curricula_and_qualifications
• Vitikka, E., Salminen, J: & Annevirta, T. 2012. OPETUSSUUNNITELMA OPETTAJANKOULUTUKSESSA. Opetussuunnitelman käsittely opettajankoulutusten opetussuunnitelmissa. Muistiot 2012:4. http://www.oph.fi/download/141692_Opetussuunnitelma_opettajankoulutuksessa.PDF
- Make a safe place
- Have a clear objectives
- Formulate and communicate your expectations of the students
- Don’t fear silence
- Set up the room for discussion
- Provide positive feedback for participation
- Show enthusiasm for the subject
- Manage both process and content
- Listen, learn, and adapt
- Simulations
- Progressive Problem Solving
- Process Drama
- Research Problems
- Co-investigations, Co-development, and Co-learning project
- Internship
- Isolated Hands-on Activities
- Thematic Projects
- Eposodic Fieds Trips
- Service Learning
- Procedual Learning
Sources
- Haugen, L. 1998. Suggestions for Leading Small-group Discussions. Center for Teaching Excellence, Iowa State University. http://www.celt.iastate.edu/teaching-resources/classroom-practice/teaching-techniques-strategies/leading-classroom-discussion/small-group-discussions/
- The group Freire's presentation
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