Abstract:
Closed campuses, working remotely, and physical distancing have changed the way we work, teach, learn, shop, attend conferences, and interact with family and friends. But the Covid-19 pandemic has not changed what we know about creating high-end online education. Two decades of research has shown that online education often fails to fulfill its promise, and the emergency shift to remote instruction has, for many, justified their distrust and dislike of online learning. Low interactivity remains a widely recognized short-coming of current online offerings. Low interactivity results, in part, from many faculty not feeling comfortable being themselves online. The long-advocated for era of authentic assessments is needed now more than ever. Finally, greater support is needed for both underrepresented students and for faculty to move beyond basic online instruction to create a strong continuum of care between the teaching and learning environment and the student support infrastructure. For those who have been long-term champions of online education, it has never been more important to confront the three biggest challenges that continue to haunt online education – interactivity, authenticity, and support. Only by confronting these challenges squarely can instructors, educational developers, and their institutions take huge steps towards better online instruction in the midst of a pandemic and make widespread, high-quality online education permanently part of the “new normal.”
Abstract
NearPod is a multiplatform e-learning tool that allows students to engage with each other and the lecturer in real time, independent of learning space size or type. This research investigatedthe impact of NearPod use in two different third level educational settings. The rationale was thepractical implementation of key trends in higher education,and enhancing the student learning experience,through the integrationof BYOD (Bring Your Own Device) and flipped classroom learning. One aim of this project wastoidentify if NearPod, could address these trends in a simple, cost effective way. Secondly, the research sought to investigate if embedding engaging technology into the learning environment could enhance the student learning experienceand create a truly interactive environment. The impactof NearPod as aninteractivelearning tool was evaluated in terms of student interaction, engagement and participation through NearPod facilitated synchronous learning activities. Evaluative datawerecollected in several forms; anonymous questionnaires, academic facilitated discussion fora withpurposefully sampled students and astaff reflective diary. The data were qualitativelyand quantitatively analysed,leading toa triangulated data setensuring only valid themes emerged. Overall, the students perceived use of the technology,and the academic’s personal reflective writings,suggestedthat the learning environment evolved towards a student-orientated, interactivespace where the students took ownership for their participation in the learning activity. Students became responsible for constructing their learning ‘product’; created by the students, for the students and hence, their learning overall.