Examining the Pedagogy of Online Education and Technology
Todd Shoepe, Health and Human Sciences, Faculty Associate 2012 - 2013
Online and technology mediated education are likely to become ever more important in higher education. What aspects of teaching and learning do online tools and technology lend themselves to? What are their advantages? What are the challenges? How different are online and technology-mediated instruction from traditional pedagogy? What kind of online instruction and technology can support the educational mission of LMU and its Strategic Plan?
We will facilitate the dialogue about the opportunities and state of online instruction through discussions and presentations. Programming will also focus on the role of technological pedagogy in different kinds of classrooms and learning contexts. Through panels, workshops, and mentorship, we plan to address the efficacy and concerns of online instruction and discuss currently available online tools and methods. We will supplement the programming through reviews of available tools and literature on online education and technology.
- Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Lachman, N, Pawlina, W. (2009), "Assessing the Integration of Audience Response System Technology in Teaching of Anatomical Sciences", Anat SciEduc., 2/4, 160-166.
- DeBourgh, G.A. (2008), "Use of classroom 'clickers' to promote acquisition of advanced reasoning skills", Nurse Education in Practice, 8, 76-87.
- Levesque, A.A (2011), "Using clickers to facilitate development of problem-solving skills", Life Sciences Education, 10, 406-417.
Flipping the Classroom
Class flipping "means that the events that have traditionally taken place inside the classroom now take place outside the classroom" (Lage et al.,2000). Also known as inverting the classroom, this technique promotes a move from a professor-centric lecture format to a student-centric working classroom. Students are expected to view, listen to, or read lecture material through pre-recorded video/audio segments or lecture notes in order to appear in class prepared for planned activities which might include problem solving, group work, project development, discussion, creative works, or homework. In contrast to traditional formats, flipping allows students more time in the presence of the professor during the times that they are most engaged in the application of the material.
- Grabe, M., Christopheron, K. (2008), "Optional student use of online lecture resources: resource preferences, performance and lecture attenda", Journal of Computer Assisted Learning, 24, 1-10.
- Lage, M.J., Platt, G.J., Treglia, M. (2000), "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment", Journal of Economic Education, 31/1.
- Mazur, E., Watkins, J. (2009), "Just-in-Time Teaching and Peer Instruction", in: Just in Time Teaching Across the Disciplines, eds. Scott Simkins and Mark Maier, Sterling (VA): Stylus, 39-62.
- McFarlin, B.K. (2008), "Hybrid lecture-online format increases student grades in an undergraduate exercise physiology course at a large urban university", Advances in Physiology Education, 32, 86-91.
- Prunuske (2012)
- Strayer, J.F. (2012), "How learning in an inverted classroom influences cooperation, innovation and task orientation", Learning Environments Research, 15/2, 171–193.
- Vatovec, C., Basler, T. (2009), "Podcasts as Tools in Introductory Environmental Studies", Journal of Microbiology & Biology Education, 10, 19-24.
10/3/12: Engaged Technology and Experiential Learning
11/5/12: Flipping the Class: What Does it Look Like and Would it Work for Me?
11/20/12: Creative with Clickers: Enhancing Teaching and Learning