TCC 2021 Proceedings

Permanent URI for this collectionhttps://hdl.handle.net/10125/81439

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Now showing 1 - 9 of 9

A Novel Approach for an Autonomous discussion forum facilitator in an asynchronous learning environment
(2021) Morton, Kyle; Carroll, Marilyn; Morton, Kyle - Parker University; Carroll, Marilyn - Strayer University
This paper provides evidence that an autonomous discussion forum facilitator (AD Bot) model using natural language processing and fuzzy logic can enhance student engagement in online discussion forums. This model promotes student-to-student and student-to-instructor engagement and increases knowledge attainment of subject topics discussed, where students receive timely feedback to their discussion post and exposure to relevant supplemental content. Ultimately, allowing a student to no longer perceive interaction within online discussion forums to be impersonal.
Why Online Learning is a Feminist Endeavor and Opportunity
(2021) Schneider, Jennifer; Schneider, Jennifer - The Community College of Philidelphia
The breadth and associated “complexity and controversy” of feminist theory, work, and active research offers many productive lessons and insights in online learning contexts (Kohli and Burbules, 2012, p. 68). This essay explores both how and why online learning (and in online learning in higher education contexts, in particular) is a feminist endeavor and opportunity. A variety of practical reflections and applications are shared, as well.
Promoting Equity and Mitigating Bias in Online Grading Feedback
(2021) Schneider, Jennifer; Schneider, Jennifer - The Community College of Philidelphia
It is no secret that grading feedback is a powerful influence on how well and whether one learns (Hattie, 2012). However, the topic of equity and grading feedback is less often discussed. Issues of bias persistently arise when evaluating grading feedback. Instructors often bring biases, some unconscious, some conscious, to the grading process. Bias can result from a variety of factors, including prior knowledge of student grades and scores, race, class, ethnicity, gender, and other factors (Malouff et al., 2014). This presentation seeks to raise awareness and infuse a more intentional reflection on bias, equity, and inclusion into the online feedback process. Original checklists are shared as tools to promote more reflection and inclusivity in the online grading feedback process.
Teams in the Virtual Classroom A Sharing of Practical Experience
(2021) Ringler, Ilene; Ringler Ilene - Purdue University Global
The rise of remote workers has demanded a change in the way employees work together. While teams have contributed to organizational success for many years, and will continue to play an important role, the new paradigm necessitates that teams complete a greater portion of their work in without face to face interactions typical in an office environment. Educational institutions will need to educate employees on the new skills that are required. Incorporating team projects and providing support for team success in the classroom will be instrumental in helping organizations continue to achieve success in incorporating virtual teams into their workplace and culture
Google for Education as a Learning Management System, Do the Benefits Outweigh the Ethical Concerns?
(2021) Lossec, Nathalie; Milar, Nicholas; Lossec, Nathalie - Tampere University of Applied Sciences; Millar, Nicholas - Tampere University of Applied Sciences
Educational technology companies hailed themselves as saviors during the first COVID-19 lockdown. Private Learning Management Systems (LMSs) like Google for Education or Microsoft Teams for Education saw their user base grow exponentially thanks to the open endorsement from governments worldwide. The governmental decision in response to an unpreparedness to a full pivot to online learning enabled Edtech services to launch fast implementation to facilitate learning during this period. Google for Education rose to the challenge and has regularly updated their tools to entrench their position. A rushed and incautious implementation of a private LMSs can be seen as naive and short-sighted, given Alphabet Inc.’s track record on unethical considerations regarding data privacy. In this paper, the rise of Google for Education as a solution to online learning is reviewed by two teachers and end-users with a holistic view of the prospective privacy issues. Furthermore, the benefits and concerns regarding the incautious adoption of EdTech tools provided by companies with questionable ethical records are discussed.
Novel Cost-Effective Internal Live Online Proctoring Solution
(2021) Kujath, Amber S.; Schafer, Kathrine M.; Taylor, Brandon C.; Kujath, Amber S. - Rush University/Rush University Medical Center; Schafer, Kathrine M. - Rush University/Rush University Medical Center; Taylor, Brandon C. - Rush University/Rush University Medical Center
Live, in-person proctoring is the industry standard for highstakes exams in nursing education. The COVID-19 pandemic resulted in an abrupt mandatory shutdown of the on-campus testing center. The contracted vendor that provided a live online proctoring option was unable to meet the increased demand of pandemic-related requests for service. The vendor was unable to accommodate simultaneous exams in a limited window to maintain test integrity. University staff were not performing regular on-site duties and were available to be redeployed as proctors. Using existing university licenses for the learning management system, web conferencing program, and exam security software, an internal live online proctoring protocol was developed for prelicensure graduate nursing course exams.Job aids for both proctors and students were developed. Course faculty provided professional development, including role-play, for proctors. Proctors and students participated in pilot testing of the protocol using a mock exam prior to full implementation. Using this proctoring protocol, 879 exams were successfully administered between April and August 2020. This novel internal live online proctoring protocol maintains industry standards, ensures test integrity, optimizes existing human resources, and anecdotally promotes proctor and nursing student satisfaction.
Future of the Physical Learning Spaces Use by Educators
(2021) Khamitova, Aiman; Khamitova, Aiman - Florida State University
This paper reflects about the future of physical learning spaces emphasizing its potential in supporting educators during pandemic restrictions and beyond. Despite the budgetary and political pressures, there is a need to further develop learning infrastructure where physical space is its crucial component. Bringing an example of a recently finalized refurbishment of the Innovative Learning Hub space at Nazarbayev University, the author discusses the ways of its efficient usage by educators.
Looking in the Post-Covid Crystal Ball: Utopian and Dystopian Possibilities for Dubai Private Schools Offering Synchronous Blended Learning
(2021) Dawson, Charlotte; Keating, David; Dawson Charlotte - Tampere University of Applied Sciences; Keating, David - Tampere University of Applied Sciences
The Covid-19 pandemic has caused unprecedented change and rapid adaptation within the education sector. Like many other countries, schools in the United Arab Emirates (UAE) have had to respond to this rapid change with very little time or preparation. This paper focuses on the situation in private schools located in Dubai, UAE as they move forward from the initial pivot to emergency online learning towards new variants of blended and hybrid learning. Using a collaborative speculative fiction framework to describe two contrasting scenarios, characterized as dystopian and utopian, the authors consider these possible futures from the perspective of wellbeing, assessment, curriculum, educator qualities and pedagogy. While recognizing the opportunities that the increasing use of educational technology provides, the authors also caution with regard to the increasing normalization of surveillance and trust embodied in algorithmic technologies. The use of speculative fiction futures allows the exploration of these contrasting possibilities. The authors argue that the experience and feedback of teachers and students should not be neglected as education further adapts to the new educational realities.
Everyone Teaches, Everyone Learns: Reconceiving Communities of Inquiry
(2021) Beckett, Kelvin; Becket, Kelvin - Purdude University Global
Online discussions conceived as communities of inquiry (CoI) should place as much emphasis on learners teaching teachers as teachers teaching learners. First, in CoI as originally conceived, learners teaching teachers is a possibility. Teachers and learners are identified in the first instance as “participants.” Second, online discussions succeed or fail depending on participants’ level of engagement. Learner teaching and teacher learning increase the chances of success by increasing the ways participants can contribute to discussions. Third, given that participants in CoI are intended to search for and find collaborative solutions to shared problems, it is just as important that learners share their solutions with teachers as it is for teachers to share theirs with learners. Fourth, the CoI model is based on the American philosopher John Dewey’s “new order of conceptions.” Dewey demonstrated at his Laboratory School in Chicago that students, regardless of age, can contribute as much as or even more than teachers to the solution of shared problems. Finally, learner teaching is important even when it seems that teachers know “everything” and learners know “nothing.” Dewey taught us that students never learn exactly what teachers teach, because the experience they bring to it is unique to them. Sharing what they actually learn tests teacher knowledge, and together they take one step closer to achieving a truly collaborative solution to the problem being investigated.

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