Browsing by Author "Walsh, Pamela"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Open Access
    Communities of Learning and Support through ePortfolios: Student Empowerment, and Lifelong Learning for Students and Teachers
    (2022-09) Hoven, Debra; Prokopetz, Rita Zuba; Al-Tawil, Rima; Walsh, Pamela
    PCF10 Sub-theme: Inspiring Innovations // During this pandemic, as educational institutions worldwide shifted their teaching approaches, the realization has strengthened of the need for flexible, learner-centred, authentic assessment. As learning interventions that promote reflection and self-regulation, ePortfolios are considered alternative methods of assessment in classrooms that are in-person, blended, or entirely online. In facilitated instruction, ePortfolios are deployed to enhance educational experiences since they enable students to express their learning in various modes – text, audio, video, visual. The flexibility that eportfolios offer: online and/or offline, on desktops, laptops, or mobile, make them accessible to learners worldwide, thus providing educators with a pedagogical approach that is inclusive, collaborative, and innovative. Critical elements of ePortfolios include students documenting and reflecting on learning of skills, knowledge and competencies, linking formal and workplace learning, participating in communities of learning, and developing multi-modal digital literacies and communication skills. // Paper ID 1329
  • Thumbnail Image
    Item
    Open Access
    The Move to Online Learning and WeChat during the Covid-19 Pandemic Experiences of a Foreign English Language Instructor
    (2022-09) Cole, Paula; Walsh, Pamela
    PCF10 Sub-theme: Inspiring Innovations // This study explores the experiences of an English language instructor who provided on-site instruction for English language learners at a university in China before the Covid-19 pandemic and online from North America during the pandemic. Classes were structured using the WeChat virtual environment in 2020 and 2021. Learning activities included individual and group work. Data was collected using autoethnographic methods including practitioner reflection on action, archival materials such as teaching journals and logs, and students’ feedback on their learning experiences. Findings are related to student confidence and motivation, and collaborative peer learning. // Paper ID 9850
  • Thumbnail Image
    Item
    Open Access
    The Transnational Student Learning Experience: Giving Voice to Internationalization Practices that Enhance Lifelong Learning and Transformation
    (2022-09) Heiser, Rebecca; Lazou, Chrysoula; Mavraki, Anastasia; Psychogiou, Maria; Palalas, Aga; Walsh, Pamela
    PCF10 Sub-theme: Fostering Lifelong Learning // Transnational distance education is a strategic practice that contributes to the internationalization of higher education. However, little is known about the transnational student learning experience and the practices necessary to support intended outcomes, including preparing post-graduates with essential skills and competencies for employment and lifelong learning within their local communities, country of origin, and globalized economy. Therefore, this study explores the factors contributing to the success and challenges encountered during a graduate program undertaken at an open, distance education university in Canada from the perspective of Greek female graduates. By employing a collaborative autoethnography approach, researcher-participants explored critical components including accessibility, communication, international perspectives and application, and transformation for lifelong learning to support quality dimensions in internationalization practices. As a result, we find a need for a more purposeful and comprehensive integration of internationalization practices across an institution to support and enhance the knowledge process that flows across borders through online learning environments and communication. // Paper ID 1025