Note this item – nothing specific to K-12, but several interesting articles.
Dear MERLOT Community Member,
Here is a link to the May 2022 issue of the MERLOT newsletter “From the Vineyard”:
We are proud to distribute this newsletter three times a year to MERLOT members.
We hope you enjoy it.
Cheers,
The MERLOT Team
I received several citation notices from one of my open scholarship networks that looked like this:
This was actually a full issue of Online Learning posted by one of the editors, so the first specific article was:
Abstract
Even before COVID-19, literacy graduate coursework was increasingly offered online, replacing the traditional campus-based courses This study investigated how graduate literacy students perceive coursework in an online learning environment. This understanding is important because (a) student perceptions regarding online learning are critical to motivation and learning; and (b) faculty designing courses need to consider student voice in course development. This survey research queried literacy master’s degree candidates their perceptions prior to and after taking online classes, their confidence levels using technology, and about the technological tools that have impacted their learning. Results indicated initial perceptions of online learning changed positively after engagement in coursework, but course design influenced collaboration and engagement. Statistical significance was found in changes in initial perceptions of online learning to a more positive overall feelings toward online learning. The results of this study raise important considerations for implementing online coursework for literacy graduate students.
Keywords
graduate, technology, student perceptions, online education, literacy
I received several citation notices from one of my open scholarship networks that looked like this:
This was actually a full issue of Online Learning posted by one of the editors, so the second specific article was:
Abstract
Decades of rapid development in information and communication technologies (ICTs) have resulted in tremendous global evolution in computer and online instruction. Many developing countries, however, are still struggling to successfully integrate ICTs in their teaching and learning practices, subsequently leading to slower rates of adapting digital learning pedagogies. To understand how blended instruction might operate in higher education in a developing country, this study explored students’ perspectives on the implementation of blended learning in a first-year chemistry program delivered in the Philippines. Through the resource-based learning framework, multiple types of online learning resources were employed for blended delivery of topics on periodic trends, chemical bonding, Lewis structures, molecular shape and polarity through the learning management system, Moodle. To understand the students’ experiences, a mixed methods approach was employed through a survey, focus groups, and learning analytics. Despite the scarcity of technological resources (such as access to a reliable internet connection) 57.5% of 447 student respondents favoured blended learning because of the flexibility, wider access to different types of interactive learning resources, variety of learning activities, and perceived increase in learning productivity. While the majority of respondents (75.7%) had ICT skills sufficient for education, much fewer had access to computers (19.7%). 40.0% of students self-reported that they preferred a traditional mode of instruction primarily due to the perceived difficulty of chemistry as subject matter and the students’ perceived need for a physically-present teacher to explain concepts face-to-face and to respond to questions that would arise anytime during the learning period.Keywords
blended learning, first-year chemistry, resource-based learning
I received several citation notices from one of my open scholarship networks that looked like this:
This was actually a full issue of Online Learning posted by one of the editors, so the first specific article was:
Abstract
Through an exploratory case study, this research sought to determine the applicability of the Community of Inquiry in the K–12 setting. There are research gaps to leverage support for blended learning and flexible learning options to benefit Filipino youth and school-leavers under the Alternative Delivery Mode of the Philippine K–12 system. This study was driven by the following research questions: How is cognitive presence manifested in the blended learning interactions? In what ways do the interactions of cognitive presence with the other presences characterize learning community building? Three blended learning classes were examined based on data collected through surveys, student focus group discussions, teacher interviews, class observations and archived data. Through constant comparison analysis and descriptive statistics, evidence revealed cognitive presence across its categories in the form of connectedness, collaborative work, trust and reciprocation, and shared views on technology by K–12 teachers and learners. The analysis affirmed “regulating learning” as the intersection of cognitive presence and teaching presence. Implications for practice and recommendations for further research are discussed through the study’s proposed modifications on the cognitive presence categories, indicators, and the survey instrument for the K–12 setting where teacher-directed pedagogies or collaborative inquiry processes have not been thoroughly co-opted.
Keywords
Cognitive presence, blended learning, Community of Inquiry, Philippines, K-12, shared metacognition, self-regulation
Notice of another event tomorrow that may be of interest to some readers.
Dear MERLOT-SkillsCommons Community,
One of the roles MERLOT-SkillsCommons plays in the OER community is to share exemplary practices demonstrated by our members and partners. Revising and remixing OER has been one of the challenges and we’d like to share how Western Dakota Technical College has taken on that challenge and succeeded. Join us in a webinar this week.
TOPIC: Western Dakota Technical College has taken OER created by SkillsCommons (www.skillscommons.org) which is focused on preparing industry experts learning to become excellent instructors. Donna Hanks, the WDTC Instructional Technology and Design Specialist, will explain how and why she revised and remixed the openly licensed “Jumpstart to Successful Instruction” open courseware by adding assessments and learning activities to improve the learning impact.
WHO SHOULD ATTEND: Community college faculty and department chairs in career and technical education (CTE) programs, industry trainers and HR professionals, high school CTE teachers and program directors, workforce development professionals, and faculty development professionals.
WHEN: Join us for this FREE and OPEN webinar on April 14, 2022 at 2:00 pm Eastern Time
HOW: Register for this FREE and OPEN webinar at https://csulb.zoom.us/meeting/register/tZ0td-2rrTooG9SyOopd_v86X2cnjIxLH-BZ
Hope to see you there!
Cheers,
The MERLOT-SkillsCommons Team
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