The paper introduces the concept of Engaged Learning Environment, which is achieved through perso... more The paper introduces the concept of Engaged Learning Environment, which is achieved through personalized learning experience involving life situations. The paper summarizes the most effective approaches taken to establishing group discussions in asynchronous online art history courses, discusses learner engagement strategies in the eLearning environment, describes best practices for the optimal use of discussion boards, analyzes the effects of role playing in online discussion environments, and compares different types of assignments and their learning outcomes. The analysis provides case studies to support this argument, drawing on examples from over sixty online undergraduate art history modules taught over the last eight years using Virtual Learning
The paper discusses learner assessments methods in asynchronous online art and architectural hist... more The paper discusses learner assessments methods in asynchronous online art and architectural history courses and evaluates their effectiveness; it analyzes the following types of assignments and compares their learning outcomes: timed online quizzes and tests, discussion board topics, illustrating art-historical and architectural terms, compiling visual style guides. Based on students' testimonies and observations of over ninety online courses developed and taught over the last nine years the author argues that, despite recent instructional ideology, timed tests should not be dismissed from the online classroom and should be used as an effective tool to ensure students' familiarity with basic concepts and students' command of the factual material, and that a variety of assessment techniques should be used to ensure the widest possible range of learning outcomes.
International journal of technology, knowledge and society, 2012
The author argues that the online environment lends opportunities for development of critical thi... more The author argues that the online environment lends opportunities for development of critical thinking and creation of a collaborative learning environment not available in the face-to-face classroom. The author compares student participation, test results, the quality of writing assignments in art history survey courses she taught online and face to face at the same university. Not only can critical thinking be encouraged and facilitated by introducing challenging and intriguing topics in group discussions and blogs, but the specific nature of online communication provides a unique and positive atmosphere for discussion: anonymity fosters participation among students who are less fond of public speaking, schedule flexibility means students can do research before posting to discussion boards, a lack of time constraints means discussions do not have to “end” when “class” is over, visibility of discussion postings to the entire class means that students can and do learn from their peers, and the variety of available tools means students can incorporate images, audio/video clips and graphics into their analytical reflections. This paper summarizes the most effective approaches taken to establishing group discussions in asynchronous online courses, discusses learner engagement strategies in the e-learning environment, describes best practices for the optimal use of discussion boards, analyzes learning outcomes of discussion board assignments compared to in-class essays and writing assignments
The paper discusses learner assessments methods in asynchronous online art and architectural hist... more The paper discusses learner assessments methods in asynchronous online art and architectural history courses and evaluates their effectiveness; it analyzes the following types of assignments and compares their learning outcomes: timed online quizzes and tests, discussion board topics, illustrating art-historical and architectural terms, compiling visual style guides. Based on students' testimonies and observations of over ninety online courses developed and taught over the last nine years the author argues that, despite recent instructional ideology, timed tests should not be dismissed from the online classroom and should be used as an effective tool to ensure students' familiarity with basic concepts and students' command of the factual material, and that a variety of assessment techniques should be used to ensure the widest possible range of learning outcomes.
Distance learning poses new problems for instructors and changes the traditional understanding of... more Distance learning poses new problems for instructors and changes the traditional understanding of instructional design. The adaptation of traditional, face-to-face courses to asynchronous online format entails redefining pedagogical practices and presents new challenges for designers and instructors resulting from the lack of direct student-instructor interaction. This is particularly pertinent in art history courses, where critical thinking, group discussions, critiquing works of art as well as assessment methods heavily rely on student’s physical presence in the classroom. Faculty members are skeptical of the effectiveness of distance learning and voice their concerns. The paper questions whether it is possible to ensure students’ proper command of the course material, develop critical thinking, and effectively engage learners in the online environment. The author describes approaches that she has developed, experimented with and found to be effective in asynchronous online art hi...
Visigothic monuments display architectural and sculptural features which are hard to explain in 7... more Visigothic monuments display architectural and sculptural features which are hard to explain in 7th c. Western Europe. These features include high level of stone craftsmanship, cruciform plans, tall and narrow sprayed windows, horseshoe shaped arches, vaulted spaces, monumentality combined with small size, figural, geometric, and floral ornamental motifs applied to unusual areas for Western Christian architecture. Since many individual Visigothic features can be traced to Roman, Syrian, or Byzantine monuments, these traditions are considered instrumental in creation of Visigothic architectural vocabulary. More recently, a growing number of studies point to Islamic art as a possible source of influence and thus support later, post-Islamic dating of this group of monuments. However, none of these interpretative schemes fully explains the presence of all features of Visigothic art. I argue that 7th c. Armenian architecture is a stronger candidate for a prototype for Visigothic stone ar...
The paper introduces the concept of Engaged Learning Environment, which is achieved through perso... more The paper introduces the concept of Engaged Learning Environment, which is achieved through personalized learning experience involving life situations. The paper summarizes the most effective approaches taken to establishing group discussions in asynchronous online art history courses, discusses learner engagement strategies in the eLearning environment, describes best practices for the optimal use of discussion boards, analyzes the effects of role playing in online discussion environments, and compares different types of assignments and their learning outcomes. The analysis provides case studies to support this argument, drawing on examples from over sixty online undergraduate art history modules taught over the last eight years using Virtual Learning
The International Journal of Technology, Knowledge, and Society, 2012
The author argues that the online environment lends opportunities for development of critical thi... more The author argues that the online environment lends opportunities for development of critical thinking and creation of a collaborative learning environment not available in the face-to-face classroom. The author compares student participation, test results, the quality of writing assignments in art history survey courses she taught online and face to face at the same university. Not only can critical thinking be encouraged and facilitated by introducing challenging and intriguing topics in group discussions and blogs, but the specific nature of online communication provides a unique and positive atmosphere for discussion: anonymity fosters participation among students who are less fond of public speaking, schedule flexibility means students can do research before posting to discussion boards, a lack of time constraints means discussions do not have to “end” when “class” is over, visibility of discussion postings to the entire class means that students can and do learn from their peers, and the variety of available tools means students can incorporate images, audio/video clips and graphics into their analytical reflections. This paper summarizes the most effective approaches taken to establishing group discussions in asynchronous online courses, discusses learner engagement strategies in the e-learning environment, describes best practices for the optimal use of discussion boards, analyzes learning outcomes of discussion board assignments compared to in-class essays and writing assignments
The adaptation of traditional, face-to-face courses to the online format presents both challenges... more The adaptation of traditional, face-to-face courses to the online format presents both challenges and opportunities. Many pedagogical practices need to be rethought when designing online courses. A successful online course needs to be intellectually stimulating and engaging. The chapter demonstrates how to create an engaging learning environment without any additional budget. The author describes approaches that she has developed, experimented with, and found to be effective in asynchronous online art history courses, as well as learner engagement strategies she has implemented in the eLearning environment. Advantages of scenario-based discussions board assignments and the effects of role playing in discussion forums are discussed. The author shares examples of personalized discussion board assignments aimed to motivate online learners, create a collaborative learning environment, improve peer-to-peer interaction, and prevent plagiarism.
The paper introduces the concept of Engaged Learning Environment, which is achieved through perso... more The paper introduces the concept of Engaged Learning Environment, which is achieved through personalized learning experience involving life situations. The paper summarizes the most effective approaches taken to establishing group discussions in asynchronous online art history courses, discusses learner engagement strategies in the eLearning environment, describes best practices for the optimal use of discussion boards, analyzes the effects of role playing in online discussion environments, and compares different types of assignments and their learning outcomes. The analysis provides case studies to support this argument, drawing on examples from over sixty online undergraduate art history modules taught over the last eight years using Virtual Learning
The paper discusses learner assessments methods in asynchronous online art and architectural hist... more The paper discusses learner assessments methods in asynchronous online art and architectural history courses and evaluates their effectiveness; it analyzes the following types of assignments and compares their learning outcomes: timed online quizzes and tests, discussion board topics, illustrating art-historical and architectural terms, compiling visual style guides. Based on students' testimonies and observations of over ninety online courses developed and taught over the last nine years the author argues that, despite recent instructional ideology, timed tests should not be dismissed from the online classroom and should be used as an effective tool to ensure students' familiarity with basic concepts and students' command of the factual material, and that a variety of assessment techniques should be used to ensure the widest possible range of learning outcomes.
International journal of technology, knowledge and society, 2012
The author argues that the online environment lends opportunities for development of critical thi... more The author argues that the online environment lends opportunities for development of critical thinking and creation of a collaborative learning environment not available in the face-to-face classroom. The author compares student participation, test results, the quality of writing assignments in art history survey courses she taught online and face to face at the same university. Not only can critical thinking be encouraged and facilitated by introducing challenging and intriguing topics in group discussions and blogs, but the specific nature of online communication provides a unique and positive atmosphere for discussion: anonymity fosters participation among students who are less fond of public speaking, schedule flexibility means students can do research before posting to discussion boards, a lack of time constraints means discussions do not have to “end” when “class” is over, visibility of discussion postings to the entire class means that students can and do learn from their peers, and the variety of available tools means students can incorporate images, audio/video clips and graphics into their analytical reflections. This paper summarizes the most effective approaches taken to establishing group discussions in asynchronous online courses, discusses learner engagement strategies in the e-learning environment, describes best practices for the optimal use of discussion boards, analyzes learning outcomes of discussion board assignments compared to in-class essays and writing assignments
The paper discusses learner assessments methods in asynchronous online art and architectural hist... more The paper discusses learner assessments methods in asynchronous online art and architectural history courses and evaluates their effectiveness; it analyzes the following types of assignments and compares their learning outcomes: timed online quizzes and tests, discussion board topics, illustrating art-historical and architectural terms, compiling visual style guides. Based on students' testimonies and observations of over ninety online courses developed and taught over the last nine years the author argues that, despite recent instructional ideology, timed tests should not be dismissed from the online classroom and should be used as an effective tool to ensure students' familiarity with basic concepts and students' command of the factual material, and that a variety of assessment techniques should be used to ensure the widest possible range of learning outcomes.
Distance learning poses new problems for instructors and changes the traditional understanding of... more Distance learning poses new problems for instructors and changes the traditional understanding of instructional design. The adaptation of traditional, face-to-face courses to asynchronous online format entails redefining pedagogical practices and presents new challenges for designers and instructors resulting from the lack of direct student-instructor interaction. This is particularly pertinent in art history courses, where critical thinking, group discussions, critiquing works of art as well as assessment methods heavily rely on student’s physical presence in the classroom. Faculty members are skeptical of the effectiveness of distance learning and voice their concerns. The paper questions whether it is possible to ensure students’ proper command of the course material, develop critical thinking, and effectively engage learners in the online environment. The author describes approaches that she has developed, experimented with and found to be effective in asynchronous online art hi...
Visigothic monuments display architectural and sculptural features which are hard to explain in 7... more Visigothic monuments display architectural and sculptural features which are hard to explain in 7th c. Western Europe. These features include high level of stone craftsmanship, cruciform plans, tall and narrow sprayed windows, horseshoe shaped arches, vaulted spaces, monumentality combined with small size, figural, geometric, and floral ornamental motifs applied to unusual areas for Western Christian architecture. Since many individual Visigothic features can be traced to Roman, Syrian, or Byzantine monuments, these traditions are considered instrumental in creation of Visigothic architectural vocabulary. More recently, a growing number of studies point to Islamic art as a possible source of influence and thus support later, post-Islamic dating of this group of monuments. However, none of these interpretative schemes fully explains the presence of all features of Visigothic art. I argue that 7th c. Armenian architecture is a stronger candidate for a prototype for Visigothic stone ar...
The paper introduces the concept of Engaged Learning Environment, which is achieved through perso... more The paper introduces the concept of Engaged Learning Environment, which is achieved through personalized learning experience involving life situations. The paper summarizes the most effective approaches taken to establishing group discussions in asynchronous online art history courses, discusses learner engagement strategies in the eLearning environment, describes best practices for the optimal use of discussion boards, analyzes the effects of role playing in online discussion environments, and compares different types of assignments and their learning outcomes. The analysis provides case studies to support this argument, drawing on examples from over sixty online undergraduate art history modules taught over the last eight years using Virtual Learning
The International Journal of Technology, Knowledge, and Society, 2012
The author argues that the online environment lends opportunities for development of critical thi... more The author argues that the online environment lends opportunities for development of critical thinking and creation of a collaborative learning environment not available in the face-to-face classroom. The author compares student participation, test results, the quality of writing assignments in art history survey courses she taught online and face to face at the same university. Not only can critical thinking be encouraged and facilitated by introducing challenging and intriguing topics in group discussions and blogs, but the specific nature of online communication provides a unique and positive atmosphere for discussion: anonymity fosters participation among students who are less fond of public speaking, schedule flexibility means students can do research before posting to discussion boards, a lack of time constraints means discussions do not have to “end” when “class” is over, visibility of discussion postings to the entire class means that students can and do learn from their peers, and the variety of available tools means students can incorporate images, audio/video clips and graphics into their analytical reflections. This paper summarizes the most effective approaches taken to establishing group discussions in asynchronous online courses, discusses learner engagement strategies in the e-learning environment, describes best practices for the optimal use of discussion boards, analyzes learning outcomes of discussion board assignments compared to in-class essays and writing assignments
The adaptation of traditional, face-to-face courses to the online format presents both challenges... more The adaptation of traditional, face-to-face courses to the online format presents both challenges and opportunities. Many pedagogical practices need to be rethought when designing online courses. A successful online course needs to be intellectually stimulating and engaging. The chapter demonstrates how to create an engaging learning environment without any additional budget. The author describes approaches that she has developed, experimented with, and found to be effective in asynchronous online art history courses, as well as learner engagement strategies she has implemented in the eLearning environment. Advantages of scenario-based discussions board assignments and the effects of role playing in discussion forums are discussed. The author shares examples of personalized discussion board assignments aimed to motivate online learners, create a collaborative learning environment, improve peer-to-peer interaction, and prevent plagiarism.
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Papers by Anahit Ter-Stepanian