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Business & Culture: A Virtual Exchange Across Four Countries

Pedagogy, presence, and motivation in online education, 2022
In: Perez & Orakci (Eds.). Pedagogy, presence, and motivation in online education. Hershey, USA: IGI Global Detailed Table of Contents ...Read more
Detailed Table of Contents Preface ................................................................................................................ xiii Chapter 1 The Pedagogy of Distance Education .................................................................... 1 Şenol Orakcı, Aksaray University, Turkey Savaş Karagöz, Aksaray University, Turkey The aim of this chapter is to examine and assess distance education, purpose and requirements of distance education, basic principles in the efective use of distance education, the role of teacher and student in distance education, material in distance education, and measurement and evaluation in distance education. It also aims at determining learning theories in distance education technology such as behavioral learning theory, cognitive learning theory, constructivist learning theory, adult education theory, theory of independent study, autonomy theory, theory of industrialization of teaching, connectivism learning theory, and interaction and communication theory. In the last part of the chapter, technology-supported education methods such as interactive video, teleconferencing systems, cloud technology, virtual reality, and web-based (online) training were explained in detail. Chapter 2 Online Education in Industry 5.0 ......................................................................... 22 Prasad G., Dayananda Sagar University, India Higher education in the modern era is gradually changing. Students from lecture rooms are rapidly volunteering into the digital world of the internet, embracing technologies like the distant learning with unique pedagogy. Education, to educate future citizens to operate in the feld of resource sharing, will need to undergo further adaptive changes. Flexibility of location and time, personalization of the ofer, collaboration, and adaptability are all trends of techniques and tools. This research work has been carried as a contribution towards the goals of National Education Policy 2020 framework proposed by Government of India. To equip citizens to engage in and beneft from the increasingly connected virtual and physical worlds,
together with the rising need for information alongside limited time resources, higher education will be dynamic. Chapter 3 Developing Digital Presence for the Online Learning Environment: A Focus on Digital AVC .................................................................................................... 36 Jennifer Ashley Bowens, GOAL High School, USA Digital AVC (which stands for accessibility, voice, and consistency) is a three- tiered system that helps teachers develop a digital presence in their online or hybrid classrooms. Online educators need to be able to utilize the technology available to them to intentionally create an online presence that is both appealing and inviting to students so that students are more interested in interacting with their online class and learning materials. This chapter explains how educators can create an online presence that makes students feel connected, valued, and interested in engaging in the classroom material through a more intentional focus on their own digital accessibility, digital voice, and digital consistency. Chapter 4 Developing a Positive Culture in the Online Classroom...................................... 55 Kristen Carlson, Minnesota State University, Moorhead, USA The mission of this chapter is to provide principals and teachers with an understanding of how to create a positive learning culture within an online classroom through utilization of the engagement triangle: students, teachers/school staf, and outside community members. The chapter introduces student agency through online instructional strategies and techniques for teachers to increase student motivation. Further, assessment practices are addressed in ways that can add to a positive classroom culture. At the end of the chapter, case study scenarios and refective questions will be shared for practicing P-12 teachers to consider when designing learning opportunities in their online courses. Chapter 5 Assessing Student Learning in Online and Hybrid Classrooms .......................... 73 Gökhan Kayır, Ministry of National Education, Aarburg, Switzerland Education systems and methods are shaped according to the needs of societies and technology. Today, technological possibilities bring about deep and radical changes in every feld. With the educational environments becoming computer- aided and online, the measurement and evaluation of student achievement had to be computer-assisted and online. The purpose of this chapter is to provide the basic logic of computer-based measurement and evaluation and to explain the methods. Computer-based assessment and evaluation have many benefts for students, teachers,
Detailed Table of Contents Preface ................................................................................................................xiii Chapter 1 The Pedagogy of Distance Education ....................................................................1 Şenol Orakcı, Aksaray University, Turkey Savaş Karagöz, Aksaray University, Turkey The aim of this chapter is to examine and assess distance education, purpose and requirements of distance education, basic principles in the effective use of distance education, the role of teacher and student in distance education, material in distance education, and measurement and evaluation in distance education. It also aims at determining learning theories in distance education technology such as behavioral learning theory, cognitive learning theory, constructivist learning theory, adult education theory, theory of independent study, autonomy theory, theory of industrialization of teaching, connectivism learning theory, and interaction and communication theory. In the last part of the chapter, technology-supported education methods such as interactive video, teleconferencing systems, cloud technology, virtual reality, and web-based (online) training were explained in detail. Chapter 2 Online Education in Industry 5.0 .........................................................................22 Prasad G., Dayananda Sagar University, India Higher education in the modern era is gradually changing. Students from lecture rooms are rapidly volunteering into the digital world of the internet, embracing technologies like the distant learning with unique pedagogy. Education, to educate future citizens to operate in the field of resource sharing, will need to undergo further adaptive changes. Flexibility of location and time, personalization of the offer, collaboration, and adaptability are all trends of techniques and tools. This research work has been carried as a contribution towards the goals of National Education Policy 2020 framework proposed by Government of India. To equip citizens to engage in and benefit from the increasingly connected virtual and physical worlds,  together with the rising need for information alongside limited time resources, higher education will be dynamic. Chapter 3 Developing Digital Presence for the Online Learning Environment: A Focus on Digital AVC ....................................................................................................36 Jennifer Ashley Bowens, GOAL High School, USA Digital AVC (which stands for accessibility, voice, and consistency) is a threetiered system that helps teachers develop a digital presence in their online or hybrid classrooms. Online educators need to be able to utilize the technology available to them to intentionally create an online presence that is both appealing and inviting to students so that students are more interested in interacting with their online class and learning materials. This chapter explains how educators can create an online presence that makes students feel connected, valued, and interested in engaging in the classroom material through a more intentional focus on their own digital accessibility, digital voice, and digital consistency. Chapter 4 Developing a Positive Culture in the Online Classroom......................................55 Kristen Carlson, Minnesota State University, Moorhead, USA The mission of this chapter is to provide principals and teachers with an understanding of how to create a positive learning culture within an online classroom through utilization of the engagement triangle: students, teachers/school staff, and outside community members. The chapter introduces student agency through online instructional strategies and techniques for teachers to increase student motivation. Further, assessment practices are addressed in ways that can add to a positive classroom culture. At the end of the chapter, case study scenarios and reflective questions will be shared for practicing P-12 teachers to consider when designing learning opportunities in their online courses. Chapter 5 Assessing Student Learning in Online and Hybrid Classrooms ..........................73 Gökhan Kayır, Ministry of National Education, Aarburg, Switzerland Education systems and methods are shaped according to the needs of societies and technology. Today, technological possibilities bring about deep and radical changes in every field. With the educational environments becoming computeraided and online, the measurement and evaluation of student achievement had to be computer-assisted and online. The purpose of this chapter is to provide the basic logic of computer-based measurement and evaluation and to explain the methods. Computer-based assessment and evaluation have many benefits for students, teachers,  and institutions. While the advantages include continuous monitoring of students, low cost, and rapid and equal access to many students at the same time, it is seen as a disadvantage that students have the opportunity to cheat and get outside help. Chapter 6 Online and Hybrid Student Engagement: A Duoethnography With EdTech ......96 Devery J. Rodgers, California State University, Long Beach, USA Alvaro Brito, Boise State University, USA Virtual hybrid education is challenging for the average educator and less known with the additional stresses of emergency remote education. In most cases, educators rely on trial-and-error to determine what works best in online and hybrid instruction. Through this applied research, two education technology specialists engage in a duoethnography of their support over the 2020-2021 pandemic year. Having assisted hundreds of educators in an urban K12 school district with online and hybrid engagement practices, this study answers the question, “How can technology help facilitate student engagement in online and hybrid environments?” This chapter is built from narrative analysis and provides research-based and practitioner-focused promising practice techniques and real-world solutions to educators in building and maintaining a positive digital culture. Chapter 7 Effective Methods of Teaching Asynchronous Classes .....................................123 Juliana M. Namada, United State International University Africa, Kenya Asynchronous e-learning has been popularized by the onset and rapid spread of the COVID-19 pandemic. This is because this approach of e-learning speaks to social distancing which is a key element in controlling the spread of the coronavirus. This chapter starts by defining asynchronous e-learning and contrasting it with the synchronous approach. It progresses into identifying and discussing different digital tools used in asynchronous e-learning among them threaded discussion forums, recorded live events, documented cases, emails, blogs, wikis, and reflective journals. The chapter describes interactive, mediated, active, and collaborative learning as some of the key strategies used in asynchronous e-learning. It proceeds to explain the principles used in the development of asynchronous content together with highlighting best practice in effective asynchronous teaching. The chapter ends by identifying some of the key challenges associated with asynchronous e-learning and suggests mitigation strategies for dealing with the challenges.  Chapter 8 An Investigation of Pre-Service Teachers’ Self-Regulated Learning Levels in Terms of Various Variables................................................................................150 Şenol Orakcı, Aksaray University, Turkey Mehmet Durnali, Bülent Ecevit University, Turkey Online education is one of the most dynamic and enriched forms of learning available today. The aim of the present study is to reveal the self-regulated learning levels of pre-service teacher and to determine whether these levels change in terms of their gender and class. The sample of the study consists of Aksaray University Educational Sciences Department students who received online education due to the COVID-19 global epidemic in the 2020-2021 academic year. The data of the study were collected with the “Self-Regulation in Self-Paced Open and Distance Learning Environments Scale.” The first result of the study revealed that the selfregulated learning levels of the participants were close to medium. The self-regulation scores of male students receiving online education at university were also found to be significantly higher than the scores of female students. The final result obtained from the research is the existence of a significant difference between grade level and self-regulated learning skills. Chapter 9 Business and Culture: A Virtual Exchange Across Four Countries ..................168 Marina Apaydin, American University of Cairo, Egypt John D. Branch, University of Michigan, USA Amy Gillett, University of Michigan, USA Virtual exchanges are an emerging form of learning in which students from different countries are connected via technology. The authors created a virtual exchange, Business & Culture, to connect students at institutions in the USA, Egypt, Lebanon, and Libya. The focus of the Business & Culture virtual exchange was on teaching cultural competence, a key skill in today’s increasingly globalized workplace. In this chapter, they explore the design and implementation of Business & Culture. They enumerate the challenges of incorporating the needs and resources of four different institutions. They discuss the benefits of the Business & Cultural virtual exchange to both students and instructors. And they outline the evaluation of the Business & Cultural virtual exchange, which allowed them to both gauge its effectiveness and improve its design and implementation. Chapter 10 Principal Leadership in an Online Environment: Lessons From Hybrid and Fully Virtual Learning .......................................................................................187 Aaron M. Perez, GOAL Academy, USA  Principal leadership is a role that revolves around quickly changing tasks. In a broad sense, the ability of a principal leader to communicate clearly, build culture, and empower others has positive benefits that lead to school progress. Along with these skills, another skill to consider mastering is plan development and follow-through. Besides skill-related tasks, taking time to meet with staff to connect on a personal level and empowering staff to continue their professional development is a great method for building work culture, just as the leader would expect staff to connect with students. This is one technique for modeling how one would like his or her staff to interact with students. Lastly, this chapter will focus on some lessons learned from the pandemic, specifically revolved around leading through unknown territory, being comfortable with being uncomfortable, and focusing on the fundamentals of the organization. Chapter 11 Multi-Tiered Systems of Support in the Virtual Environment: Similar, yet Different .............................................................................................................205 Faylyn R. Emma, University of Florida, USA The purpose of this chapter is to explain multi-tiered systems of support (MTSS), the process required to implement school change efforts, and how MTSS differs in the virtual environment. The chapter includes a history of legislation leading to the development of MTSS framework and recent legislative changes surrounding school improvement. The components and responsibilities within each level of education related to MTSS are examined through a hierarchy with a discussion of barriers and aspects specific to virtual schools. The chapter also incorporates necessary actions within each stage of implementation and examples of programs that have been used to improve student outcomes at each school level. Chapter 12 Perceptions of Faculty of Sport Sciences Students on Distance Education During the COVID-19 Period: Perceptions of University Students on Distance Education ............................................................................................239 Bijen Filiz, Afyon Kocatepe University, Turkey Ferman Konukman, Qatar University, Qatar Ertan Tüfekçioğlu, King Fahd University of Petroleum and Minerals, Saudi Arabia Neslihan Arıkan Fidan, Gazi University, Turkey The purpose of this study was to determine the perceptions of the sport sciences students on distance education in terms of the advantages, disadvantages, difficulties, concerns, and suggestions during the COVID-19 period. The mixed method was used in the study. Participants were 312 volunteer university students. A questionnaire and an open-ended question were used. Results indicated that male students considered  the advantages of distance education more important. In addition, students studying in the departments of Coaching Education and Physical Education and Sport Teaching considered the disadvantages of distance education more important. Female students considered the difficulties of distance education less important, and students who prefer distance education had more concerns about distance education. In conclusion, students suggested extending the duration of the lesson, strengthening the technology and internet infrastructure, conducting the lessons interactively, teaching the lessons more efficiently by the teachers, and standardizing the lesson practices. Compilation of References .............................................................................. 257 About the Contributors ................................................................................... 287 Index .................................................................................................................. 292
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