Browsing by Author "Altowairiki, Noha"
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- ItemOpen AccessDeveloping teaching presence in online learning through shared stakeholder responsibility(2015-05-12) Altowairiki, Noha; Johnson, CarolOnline learning is a contemporary learning environment common in post-secondary education (Allen & Seaman, 2013). There are various components that contribute to successful online learning stakeholders. From the Community of Inquiry framework, there are three important considerations for developing effective online learning environments: cognitive presence, social presence and teaching presence. One of the three presences, teaching presence is “thoughtful, focused and attentive” (Garrison, Cleveland-Innes & Fung, 2010, p. 32) and responsible for the balance of student learning needs through developing and maintaining social and cognitive processes (Garrison, 2011). As identified by Garrison (2011), “teaching presence represents perhaps a greater challenge in an e-learning environment” (Garrison, 2011, p. 25). Qualitative evidence suggests that teaching presence supports learner sense of community through meaningful participation, increases learner satisfaction through careful design of the learning experiences, and maintains the development of cognitive and social processing (Szeto, 2015). Therefore, to better enable instructor understanding of teaching presence, this poster presentation outlines the critical development process for creating effective teaching presence in the online learning environment. Specifically, we visually describe and outline four elements: preparing the stakeholders, designing the facilitation, implementing the facilitation and evaluating the facilitation. Together these components address the innovative learning practices necessary for developing teaching presence in the online learning environment through shared stakeholder responsibility.
- ItemOpen AccessInstructors’ and Students’ Experiences with Online Collaborative Learning in Higher Education(2013-07-29) Altowairiki, Noha; Lock, JenniferThe purpose of this multi-case study was to examine the collaborative learning process in two online graduate courses over 13 weeks. The collaboration was assessed through instructors’ and students’ perspectives in terms of what factors successfully supported collaboration, what factors had a negative impact on collaboration, and what recommendations could be made to enhance future experiences. Data were collected from various sources: semi-structured interviews, documentation, synchronous and asynchronous discussion forums, and online observation. Findings from the study identified three essential conditions that were required to support online students’ collaboration: 1) building a safe environment; 2) helping students to feel comfortable; and 3) preparing students for meaningful collaboration. Also, the study identified factors that should be considered in designing online collaborative learning and the necessary structures and scaffolds that need to be in place to support online collaborative learning. Online collaborative learning requires planning, managing, and facilitating.
- ItemOpen AccessIt's Not Just a Book Club: A Novel Approach to Prepare Researchers for Practice(University of Calgary, 2015-06) da Rosa dos Santos, Luciano; Altowairiki, Noha; Johnson, Carol; Liu, Yang (Flora); Hill, Laurie; Lock, Jennifer; Werklund School of EducationA diverse group of researchers faced the challenge of developing practical proficiency in using Universal Design for Learning (UDL). In order to address the problem, the group initiated a book club strategy to develop a common understanding of principles of UDL. Their book club supported collaborative and reflective discussions, which informed their practice. In this paper, we share our lived experiences with book club as a professional learning strategy. Out of this experience, three recommendations are offered: intentional selection of the book, shared facilitation in support of a community of practice, and fostering collaborative professional learning.
- ItemOpen AccessMoving Toward a Universal Design for Learning Mindset: A Case Study Transforming a Pre-Service Teacher Field(2015-05-13) Altowairiki, Noha; Johnson, Carol; Liu, Yang (Flora); da Rosa dos Santos, Luciano; Hill, Laurie; Lock, JenniferContemporary learning in higher education embraces an array of instructional strategies and approaches, including online and blended learning. Blended learning involves between 30-79 percent of the class occurring in an online environment (Allen & Seaman, 2013). As we design and develop online and blended learning environments, consideration needs to be given to the three principles of Universal Design for Learning (UDL): 1) “provide multiple means of engagement”; 2) “multiple means of representation”; and 3) “provide multiple means of action and expression” (p. 89). The integration of UDL principles in learning helps to facilitate motivation, persistence, self-regulation, personalization of learning, and learning community participation (Meyer et al., 2014). In this interactive session, we will share a UDL approach that conceptualized a framework for planning, implementing, and assessing a University of Calgary blended learning approach used for a pre-service teacher education field experience course. The participants of the session will engage in a discussion focused on the following questions: 1) What factors influence the shift of using UDL principles in designing online and blended learning; and 2) What key strategies support the implementation of UDL principles in online and blended learning environments (i.e., design, develop, and evaluate)? The aim of this session is to examine of how principles of UDL enhance learning for all students in online and blended environments.
- ItemOpen AccessOnline Instructors’ Teaching Practices with the Use of Universal Design for Learning in Higher Education(2018-01-10) Altowairiki, Noha; Lock, Jennifer; Jacobsen, Michele; Friesen, SharonThe implementation of Universal Design for Learning (UDL) in designing and facilitating online learning addresses diverse learning needs and preferences. UDL provides multiple ways for students to engage in learning, various methods to display content, and diverse options to demonstrate knowledge. Integrating UDL into online teaching and learning approaches requires considerable preparation and support. A case study was used to explore online instructor practices for the development of teaching capacity in the design and facilitation of a graduate program based on UDL principles. The following research question guided the investigation: How do instructors develop their capacity to design and facilitate online learning using UDL principles? Multiple stakeholders including instructors, academic leaders, instructional designers, and educational development providers participated in the study. The aim of the research was to provide a holistic picture of the UDL implementation process from preparation through final outcomes. Data were collected from semi-structured interviews and documents. The findings from the study indicated that effective UDL integration requires strong leadership presence to set the stage through having clear vision and strategic plans, ensuring sufficient resources and educational development opportunities are in place, and creating a recognition and reward system. Further, the use of community of practice as an educational development method was a major factor in supporting the development of teaching capacity for the online instructors, thus fostering UDL integration. For example, the online instructors and the Academic Coordinator met regularly to collaboratively design the courses, provide peer feedback, exchange resources, and reflect on their teaching practice. Having such a learning community influenced the instructors’ sense of belonging and satisfaction; accordingly, the instructors were more engaged in the development process. The findings and implications of this study contribute to the body of knowledge regarding UDL integration in higher education context. Meaningful UDL implementation involves thoughtful considerations of what to do before, during, and after the integration.