teaching presence design facilitation direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes

need for instructor interaction

-I will download the full article in EBSCO

-This article will give me insight into how the self-determination theory helped with student engagement during the online learning they received during covid pandemic.

-rating 7/10

Chiu, T. K. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), S14-S30.

Klein, B., Generous, N., Chinazzi, M., Bhadricha, Z., Gunashekar, R., Kori, P., Li, B., McCabe, S., Green, J., Lazer, D., Marsicano, C. R., Scarpino, S. V., & Vespignani, A. (2021). Higher education responses to COVID-19 in the United States: Evidence for the impacts of university policy (p. 2021.10.07.21264419). https://doi.org/10.1101/2021.10.07.21264419

This is a tremendous opportunity for people to leave academia. Imagine being a technical writer, business writer, poet, or creative writer. This could be a good networking opportunity.

Malpass, D. D. (n.d.). The impact of Covid-19 on students, staff and Departments of Psychology in UK Universities. This report was prepared by Dr Lisa Morrison Coulthard (Head of Research and Impact) and Laura Devlin (Research and Impact Lead). 124.

Kuepper-Tetzel, C. E., & Nordmann, E. (2021). Watch Party Lectures: Synchronous Delivery of Asynchronous Material [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/ys4jn

Händel, M., Bedenlier, S., Kopp, B., Gläser-Zikuda, M., Kammerl, R., & Ziegler, A. (2021). Visual and Verbal Engagement of Higher Education Students in Videoconferencing. PsyArXiv. https://doi.org/10.31234/osf.io/my4ze

Bedenlier, S., Wunder, I., Gläser-Zikuda, M., Kammerl, R., Kopp, B., Ziegler, A., & Händel, M. (2020, October 6). “Generation invisible“. Higher education students’ (non)use of webcams in synchronous online learning. https://doi.org/10.31234/osf.io/7brp6

The author provides a comprehensive overview of Web 2.0 technologies, their use in online learning recommendations, and considerations for implementation. (7/10)

Trends in Web 2.0 technologies and various networking modalities are briefly reviewed. Furthermore, advantages and barriers in the use of said technologies are discussed. Implementation of social media as a learning tool can be advantageous, however, it must supplement learning, not replace a structured environment. The educator should still remain present in the learning environment. And, he/she should provide appropriate support and training, as well as model, respective online tools to ensure efficacy. 6/10

The author, Anthony Bates, holds a BA in Psychology and a Ph.D. in Educational Administration. He holds over 40 years of teaching experience. In this chapter he proposes online learning is a mode of delivery versus a teaching method. In this chapter Bates compares teaching delivery methods, defines which mode students need, and weighs in on the choice between face-to-face and online teaching.

Rating: 10/10

Through a literature review of 50 articles published between 2003-2014, the authors explored aspects of online learning (teacher presence, teacher immediacy) that impact learner interest and motivation in the online environment. Recognizing that these aspects are key, the authors explore various approaches to retention the virtual setting. The multifaceted role of the instructor is reviewed as well as virtual facilitation strategies. The literature search revealed a positive correlation between teaching presence, teaching immediacy, and learner engagement and motivation. 6/10

Gurung, R. A. R., & Stone, A. (2020, September 14). You Can’t Always Get What You Want and It Hurts: Learning During the Pandemic. https://doi.org/10.31234/osf.io/wqdx8

McArdle, Elaine, September 1, and 2020. ‘Making Lemonade from Lemons’. Harvard Law Today. Accessed 7 September 2020. https://today.law.harvard.edu/making-lemonade-from-lemons/.

Wishart, A. E. (2020). Towards equitable evolution & ecology learning online: A perspective from a first-time instructor teaching evolution during COVID-19. https://doi.org/10.31235/osf.io/8srv3

Händel, M., Bedenlier, S., Gläser-Zikuda, M., Kammerl, R., Kopp, B., & Ziegler, A. (2020). Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/5ngm9

Bettinger, E. P., Fox, L., Loeb, S., & Taylor, E. S. (2017). Virtual classrooms: How online college courses affect student success. American Economic Review, 107(9), 2855-75.

COVID-19: Online teaching and learning. (n.d.). Retrieved April 24, 2020, from https://www.bera.ac.uk/news/covid-19-online-teaching-and-learning

This website is part of Angelo State University's online teaching training course for faculty members. This section outlines three prominent theories of education-Behaviorism, Social Cognitive Theory, and Constructivism-and applies them to online learning. Instructional Designers and course instructors can use this guide for the construction of meaningful and active learning environment for students. Rating: 10/10

Seems to hint to me that on-campus students may be receiving (or perceiving) a superior level of instructor support (thereby making the textbook less relevant). Interesting responsibility for F2F faculty and interesting possible criticism of the level of instructor support provided to online students.

This is a good idea.

This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)