Padlet

 ONLINE LEARNING

ONLINE TEACHING and LEARNING

Today's newest and most common method of distance education is online learning. It has had a significant effect on higher education over the last decade, and the increase is only expected to continue. Instructors used to have to construct their "internet classes" from the ground up, which was challenging and sometimes resulted in a disappointing performance. Today, a whole industry started growing up to help us do this. Almost all colleges nowadays use Course Management System (CMS) tools. CMS enables teachers to create and execute their courses within a flexible environment that provides a variety of resources for learning and communicating. A pedagogical revolution in how we teach and learn is being catalyzed by online learning. Online distance learning caters to the needs of an ever-increasing number of students who are inaccessible or unable to attend conventional classroom environments. These students include those that are unable to attend traditional courses, those who are unable to locate a specific class at their preferred school, those who live in rural areas, those who work full-time and can only study before or after work, and those who actually choose to study individually. Students must have access to a computer, the Internet, and the desire to learn in a non-traditional classroom to enroll in an online course. Online courses offer an outstanding method of content delivery that is not constrained by time or location, allowing students to receive instruction at any time and from any location. Learners feel that the online world makes it easier to incorporate schooling into their busy schedules. For many of today's students, the opportunity to navigate a course from any device with Internet access, 24 hours a day, seven days a week, is a huge plus.

 

 

FORMS of PRESENCE in ONLINE TEACHING

Teaching presence in online education is dependent on course design and organization, facilitation of online dialogue, and well-focused direct instruction, as opposed to face-to-face teaching, which is dependent on physical presence and teacher immediacy. While you can create an online teaching presence by planning an online course, promoting online dialogue and offering direct guidance to your students, the most important aspect of your online teaching presence is that it contributes to your students' sense of learning and culture. The creation of your online materials are the first location where students get a sense of your teaching presence. Many of the same course design elements apply to online education as they do to face-to-face teaching. The focus moves from planning class sessions to preparing learning modules with basic learning objectives, reading tasks, short teaching materials, learning exercises, discussion board posting criteria, evaluation procedures, and so on for an online learning environment. Your facilitation of online dialogue is the second-way students come into contact with your teaching presence. Establishing a manners policy at the start of the course will help you establish your classroom presence while still letting students know what you want from them in terms of online discourse.

ONLINE LEARNER ENGAGEMENT

The distance and immensity of an online course require novel methods for providing student input and directing teacher involvement, in contrast to traditional courses in which students interact with class materials in an organized and supervised manner, and teachers directly observe student activity and elicit feedback. In contrast to lecture classes, where interaction can be witnessed in person, recognizing and measuring engagement in an online world is difficult. The continued and rising need for innovative learning opportunities, along with the development of newer information systems and networking technology, has brought online learning to the heart of the educational debate. Truly committed learners are behaviorally, mentally, and emotionally invested in their learning activities in every learning setting. Time on assignment, self-regulated learning, internally driven participation in integrated cognitive method, learning experience, and development of observable outcomes are all aspects of engagement that vary by setting. Learner–learner experiences have been rare in distance education in the past. The Internet now provides for incredible amounts of learner-learner engagement and it has the ability to change the way students learn online. Often online classes, on the other hand, emphasize flexibility and individuality over engagement and teamwork. It is frequently up to the instructor to determine how many learner-learner contact can be used in their courses. However, there has been little study about how online high school teachers view, respect, and foster learner-learner experiences. Befriending, encouraging, instructing, and communicating are four student activities that have been recognized as having a positive effect on student participation and learning. Several negatives to learner–learner relationships, such as bullying and cheating, were also found by teachers. Furthermore, there tended to be a conflict between meeting the individual interests of students and needing collaborative learning experiences.

FLIPPED CLASSROOM

The Flipped Classroom is an educational technique that allows teachers to reduce the amount of direct instruction in their classroom while increasing one-on-one engagement. This approach makes use of technologies to provide students with online access to additional supportive instructional content. This frees up time in the classroom that was traditionally reserved for lecturing. Additionally, educators who use the Flipped Classroom may include additional supportive elements such as testing for learning, problem-based inquiry, and differentiation techniques, as well as build a more flexible learning atmosphere than a traditional classroom setting. The blended learning approach is seen in ‘flipped classrooms,' which reverses the conventional learning experience by providing the majority of the educational material online. Learners might be expected to comprehend and process a series of materials in their own time and at their own speed, for example. This will take the place of more conventional ‘homework' assignments assigned after class. The instructor uses the classroom sessions for interactive discussion and exploration of the subject, which replaces the more conventional instructional scenario. As a result, the actions carried out in each case are the total opposite of what is typical. The classroom has been ‘flipped' to enable students and teachers to be more involved, interacting with one another in a more individualized and concentrated manner. The more conventional lecture-style instruction is then moved to the online world. We will use the flipped classroom model to provide more dynamic and engaging online learning environments, and we can use online classrooms to build on what it means to flip. Flipped classroom design is a common learning strategy in higher education because it encourages students to participate actively and achieve results. In flipped classes, educational material is often presented in the form of an online presence, and then games are used to expand and unlock learning concepts.