A four-point-effectiveness checklist for continued student engagement with mobile technology in online courses is described in this paper. Designed for pre-service and in-service adult learners, the checklist reflects research in pedagogical practice of mobile learning, knowledge transfer, adult learning theory, and the TPaCK instructional framework. Data sources include the feedback artifacts of current online course facilitators who also contributed to this paper. Post-course assessment data from adult learners validates the success of best practices for student engagement with mobile technology when the syllabus can be held in the palm of your hand.
Keywords: Online Education, Online Learning, Transfer of Knowledge, TPaCK, Adult Learning Theory, Personalized Feedback
References:
Anderson, T. (2008). The theory and practice of online learning. (pp. 45-74). Edmonton, AB: AU Press, Athabasca University.
Blitz, C. L. (2013). Can Online Learning Communities Achieve the Goals of Traditional Professional Learning Communities? What the Literature Says. REL 2013-003. Regional Educational Laboratory Mid-Atlantic. Retrieved from http://eric.ed.gov/?id=ED54421
Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating online learning: effective strategies for moderators. Madison, Wisconsin: Attwood Publishing.
Gusley, T.R. & Yoon, K.S, (2009). What works in professional development. Retrieved from: http://www.k12.wa.us/Compensation/pubdocs/Guskey2009whatworks.pdf
Herrera, SD. (2010). Biography-driven culturally responsive teaching. New York: Teachers College Press. Loucks-Horsley, S, Stiles, K.E.,
Huber, G. P. (1991). Organizational learning: The contributing processes and the literatures. Organization science, 2(1), 88-115.
Iverson, K. (2011). Andragogy vs. pedagogy: much ado about nothing? In V. L. Cyboran, Ed.D., Chapter 2: Six Myths about Teaching Adults, a forthcoming book. Retrieved from RU Training.org database.
Kent, C., Laslo, E., & Rafaeli, S. (2016). Interactivity in online discussions and learning outcomes. Computers & Education, 97, 116-128. doi:10.1016/j.compedu.2016.03.002
Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2014). The adult learner: The definitive classic in adult education and human resource development. Routledge.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary issues in technology and teacher education, 9(1), 60-70.
Koh, J. H. L., Chai, C. S., & Tsai, C. (2014). Demographic factors, TPACK constructs, and teachers’ perceptions of constructivist-oriented TPACK. Journal Of Educational Technology & Society, 17(1), 185-196.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Loucks-Horsley, S, Stiles, K.E., Mundry, S. Love, N.,& Hewson, P.W. (2010). Designing professional development for teachers of science and mathematics. Thousand Oaks, California: Corwin.
Mathiasen, H. (2008). Is There a Nexus between Learning and Teaching?. In Understanding Learning-Centered Higher Education. Copenhagen Business School Press.
Merriam, S. (2004). The changing landscape of adult learning theory. In J. Comings, B. Garner, & C. Smith (Eds.), Review of adult learning and literacy: Connecting research, policy, and practice (pp. 199-220). Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved from:
https://www.lindenwood.edu/education/andragogy/andragogy/2011/Merriam_2004.pdf
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.
National Center for Education Statistics, nces.ed.gov. Retrieved from: https://nces.ed.gov/pubs/web/97578e.asp.
Perkins, D.N. & Salomon. (1998). Teaching for transfer. Retrieved from
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198809_perkins.pdf
Selwyn, Neil (2011). Social Media in higher education. London, Routledge.
Retrieved from: http://sites.jmu.edu/flippEDout/files/2013/04/sample-essay-selwyn.pdf
Stronge, J.H. (2002). Qualities of effective teachers. Alexandria, Virginia: ASCD.
Wenger, E. (1998). Communities of practice: Learning as a social system. Systems thinker, 9(5), 2-3.
Wiggins, G. (2010). Exploring essential questions of education: What is transfer? Retrieved from: http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=60
Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007–No. 033). Washington, DC. Retrieved from http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2007033.pdf
Other MiTE Conference posts
