Web-based Technologies for the Flipped College Classroom

( Lucy Green ) 한국교육공학회 2016 한국교육공학회 학술대회발표자료집 Vol.2016 No.1

Flipped classrooms present new opportunities for enhanced instruction that deepens critical thinking and creativity including authentic, discovery, and problem-based learning, team-driven collaboration, in-time assessment and real-time feedback, as well as personalized learning experiences. However, the implementation of this teaching structure comes with its own set of unique instructional considerations, including the organization of curriculum, design of learning activities and assessments in and outside the classroom, technology for course delivery and student learning, and both the accommodations and modifications to meet learners`` needs - all considerations that impact the role technology plays and which tools to select for flipping. While the most prevalent role of technology is in the creation and delivery of online presentations (i.e. the "lecture" and/or instructional material provided to students between one class and the next), other key roles are technology``s ability to bridge the online and classroom experiences, conduct formative and summative assessments, and enhance the classroom active learning experience. In this workshop, participants will explore free and open source webbased technologies that can be used to support both the online and the classroom components of a flipped classroom. Technologies will be selected from the American Association for School Librarians`` Best Websites for Teaching and Learning Award Winners, a list annually developed by an appointed committee of school librarians and university faculty. These free and open source web-based tools represent five broad categories: media sharing, digital storytelling, management & organization, social networking & communications, content resources, and curriculum collaboration.

The effects of Online Glossary Quizzes on Engagement and Performance in Undergraduate Business Law

( Eunbae Lee ),( Lainie Robin Harris ),( Lucy Green ) 한국교육공학회 2016 한국교육공학회 학술대회발표자료집 Vol.2016 No.1

While educators believe that understanding of domain specific vocabularies are essential in content learning, little research informs the teaching practices for glossary learning. We discuss the role of a command of domain specific terms in content learning. Informed by Self-determination theory and cognitive academic language approach, we examined the relationship between knowledge of terms and definitions and course performance. We also examined the role of autonomy, perceived competence, and engagement in glossary quiz on course performance. We collected glossary quiz scores, the number of attempts at quizzes, and the final grade from 209 Business Law undergraduate students in the United States. Students also completed presurvey and postsurvey regarding their motivation toward the course, perceived competence in discipline vocabulary, and engagement with the glossary quizzes. Students were divided into two groups in which the glossary quizzes were (a) required and graded and (b) optional and not graded. Data were analyzed using t-test and regression. There was significant relationship among quiz scores, quiz attempts, and overall course performance. While both groups valued the glossary quiz as a helpful learning activity, students`` engagement with the activity was significantly different. Students in the required group made more attempts at the quizzes and received higher scores, and perceived competence in their command of domain vocabularies than students in the optional group. However, there was no relationship among the glossary quiz score, perceived autonomy support and engagement with quizzes, perceived competence in the command of discipline vocabulary and the overall course performance. We discuss that memorization of specialized terms and definitions outside of real world context does not add value to content learning. This type of glossary quizzes would prove effective only when students actually complete them numerous times.

Critical Issues for Success in Open, Smart, and Social Learning Environments

( Insook Lee ),( Eunbae Lee ),( Katsusuke Shigeta ),( Cheolil Lim ),( Lucy Green ) 한국교육공학회 2016 한국교육공학회 학술대회발표자료집 Vol.2016 No.1

With the rapid development of information technologies and the spread of the Internet in daily life within the society, diverse ways of e-learning have been explosively growing, including social learning, flipped learning, MOOCs, Smart Learning, and etc. Recently, universities have been able to extend their learning environments using technology all over their campuses. In the current and emerging learning environments where learners willingly choose to enroll but scarcely complete (e.g., MOOCs), sustaining active self-regulation is vital (e.g., in flipped classrooms, autonomy support is rarely considered in design). Four of the panelists will discuss critical issues for success in recently expanding future-oriented technology-based educational phenomena, as follows: Various forms of e-learning have been introduced and are continuously expanding to overcome the limitations of traditional classroom education. Recently, however, due to lack of interaction between learner and instructors, ``disconnection`` has been rather frequently discussed (Hawkins, Barbour, & Graham, 2012; Song et al., 2004). Social Learning may increase the possibility of ``high touch`` in education. The more learning process becomes dynamic and complicated during social learning in the SNS environment, the more the influence of learners`` emotional experiences become prominent. Learners`` experienced emotion during the e-learning process functions as the psychological foundation for changes in cognition, attitude, and behaviors; and could present the direction of learners`` behaviors (Lee, 2015; Kang et al., 2011; Kang & Ku, 2007; Lee, 2012; Cacippo & Gardner, 1999; Hou1 & Cheng, 2012; Kim & Hodges, 2012; Nummenmaa & Nummenmaa, 2008; Rowe, 2006; Vuorela & Nummenmaa, 2004; Zembylas, 2008). Autonomy is a basic human need. According to Deci and Ryan (2000), individuals have innate needs to perceive that they are in control of their decisions and actions and that their interest and needs are respected. Autonomy fosters affective benefits, such as engagement, satisfaction, and happiness. This notion expands to educational settings as perceived autonomy has shown to enhance students`` concentration, engagement, self-regulation, time-management, and performance (Deci & Ryan, 2000; Reeve et al., 2002; Jang, Reeve, & Deci, 2010; Sierens et al., 2009; Reeve et al., 2004; van Loon et al., 2012). Research has shown that students develop more emotional connections with teachers who support their autonomy (Reeve, 2006). Widespread adoption of MOOCs with utilization of OER has put a great emphasis on the notion of sharing. For the learners`` perspective, however, sharing of knowledge and experiences may be a very effective way for learning if and only if they are engaged, and actively taken part in the learning process. The term ``engage`` here is critical to the success in MOOCs, Smart Learning Environment, and Social Learning Environment. With the rapid development of information technologies and the spread of the Internet, universities have been able to extend their learning environments using technology all over their campuses. Numerous universities have developed Open Educational Resources (OER) and Massive Open Online Courses (MOOCs) for promoting open education movement, and some institutions utilize them to improve campus education (Coursera, 2013). Those universities have introduced MOOCs as "digital textbooks" with flipped classroom approach. Ghadiri et al. (2013) survey revealed that it improves the retention rate of students completing the course. To share the benefits of online learning and reduced costs, collaboration among institutions is invaluable. A consortium of institutions should be formed to collectively promote institutional and open strategies for this educational reform. Funds from governments or philanthropic foundation could propel this innovation. In order to solve educational challenges related to increasing student outcomes, use and ongoing improvement of OER and MOOCs would be of direct benefit to their faculty and students. To begin with, the panelists will discuss the role of emotional support and perceived autonomy; and how to support learner autonomy and engagement beyond sharing, and enhance their positive emotions in the open, smart, and social learning environments. Following those topics, the roles of open education in higher education and introduce advanced practices will be discussed.