Browsing by Subject "Asynchronous Learning"
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PublicationElectronic Nonverbal Cues (eNVC) and the Deeper Learning Tapestry( 2022-09) Al-Tawil, RimaPCF10 Sub-theme: Promoting Equity and Inclusion [POSTER] // This poster illustrates the findings of my recent qualitative study that adopted a reflexive narrative methodology to explore whether electronic nonverbal cues (eNVC) can contribute to deeper learning through interaction and engagement in the online course discussion forums. The rationale for focusing on asynchronous discussions emanates from their absence from the list of instructional strategies used during the pandemic-forced pivot to remote teaching. Although discussion forums constitute the primary tool for distance education offered online, studies to date suggest that instructors not only rely on video technologies for emergency teaching, but also anticipate continued use of video conferencing tools post-pandemic. Narratives gathered throughout this study suggest that such tools can add to the frustrations of students facing various challenges such as: needing more time to process information before responding, having limited access to electricity and internet connection, or living in a crowded/noisy physical space that prevents them from focusing. While discussion forums can address some of these issues by liberating the learning environment from its spaciotemporal constraints, they are often perceived as lacking the level of interaction embedded in nonverbal cues exchanged during face-to-face communication. However, an examination of the categories of nonverbal cues reveals that some of them can infiltrate asynchronous, text-based communication as eNVC, including but not limited to: chronemics, absence or pauses in communication, and visual expressions. These eNVC are interwoven with written words like strands in a tapestry, and they have the potential of influencing the learners’ and instructor’s interaction and engagement that promote deeper learning. In the last decade, the term deeper learning emerged as an umbrella term for desirable attributes of twenty-first-century secondary education that prepare learners to succeed in education, career, and civic life. Scholars also describe deeper learning as an ever-evolving spiral that emerges at the intersection of mastery, identity, and creativity. The spiral analogy is pivotal to this study, along with the symbolism of the tapestry. The poster visually represents these imageries, connecting them with the participants’ recommendations for providing every student with opportunities to experience deeper learning through interaction and engagement in the online course asynchronous discussions. // Paper ID 8321
PublicationSynchronous Learning in Legal Education: The Way Forward( 2022-09) Salpekar, Rashmi ; Dardi, MananPCF10 Sub-theme: Fostering Lifelong Learning // The spread of Covid-19 has forced many countries to impose lockdowns, for all activities, including teaching and learning. Therefore, all educational institutions suffered a massive setback. Regular classes were cancelled due to a threat to the learners’ and teachers’ lives. One of the most impacts of the pandemic on global education was the abrupt shift from classroom teaching to an online mode of teaching and learning, which affected the teaching and learning process, significantly disrupting the higher education sector. This shift in the mode of teaching has resulted in a significant change in learning, with both positive and negative consequences, and legal education is no exception. // Most of the countries are highly stringent regarding legal education. It discouraged open, distance or online learning in legal education. Online learning is divided into two categories: synchronous and asynchronous. A research analyses whether synchronous learning can be used post-pandemic in legal education and whether blended learning/hybrid teaching can be continued in legal education. During this phase of time where the world is facing a challenge of pandemic and with the advancement of technology, this research paper contends that blended learning can be used in legal education. // Paper ID 0860