Zobrazeno 1 - 10
of 96
pro vyhledávání: '"Patrick R Lowenthal"'
Publikováno v:
Online Learning, Vol 28, Iss 4 (2024)
As online learning in higher education expands, institutions are challenged to meet the needs of diverse students. COVID has further emphasized the need for inclusive online course design for all learners, especially those with disabilities. We inter
Externí odkaz:
https://doaj.org/article/652b67fa0596432fafed388bcaef8393
Publikováno v:
PLoS ONE, Vol 13, Iss 6, p e0197331 (2018)
Scholars, educators, and students are increasingly encouraged to participate in online spaces. While the current literature highlights the potential positive outcomes of such participation, little research exists on the sentiment that these individua
Externí odkaz:
https://doaj.org/article/0cfaebac6d6248bc94c15e84b1bd1a2c
Publikováno v:
Open Praxis, Vol 15, Iss 4 (2023)
The COVID-19 pandemic revealed significant gaps in institutions’ ability to maintain education under crisis conditions, which is now commonly referred to as Emergency Remote Teaching (ERT). A critical analysis of the literature reveals that ERT is
Externí odkaz:
https://doaj.org/article/1bbdea64f9834dc287bf0dd920c94178
Publikováno v:
Online Learning, Vol 26, Iss 4 (2022)
Online educators regularly experiment with ways to create a sense of classroom community in the online courses they design and teach. They do this in part to battle feelings of isolation and loneliness but also to align with prevailing theories of le
Externí odkaz:
https://doaj.org/article/97fcde287abc4aac858b19cb667d884a
Publikováno v:
Online Learning, Vol 26, Iss 2 (2022)
The COVID-19 pandemic caused universities worldwide to close campuses, forcing millions of teachers and students to resort to Emergency Remote Teaching (ERT) and learning. Though necessary, the sudden move to remote delivery marked a significant depa
Externí odkaz:
https://doaj.org/article/7123c987606844baaae810f7f03139ce
Publikováno v:
Online Learning, Vol 25, Iss 4 (2021)
Online learning has traditionally relied on asynchronous text-based communication. The COVID-19 pandemic, though, has provided many faculty members with new and/or additional experience using synchronous video-based communication. Questions remain, t
Externí odkaz:
https://doaj.org/article/a9a527167337427fbebeba6731850b1c
Publikováno v:
Turkish Online Journal of Distance Education. 24:183-201
Humans have been learning at a distance for millennia. Modern information and communications technology has enabled formal distance education to be conducted online, though significant variation exists in purpose, course format, delivery methods, etc
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::61953ffe83fe81ab1765c7fbb7350f28
https://doi.org/10.17718/tojde.1090810
https://doi.org/10.17718/tojde.1090810
Autor:
Patrick R. Lowenthal, Robert L. Moore
Publikováno v:
Online Learning, Vol 24, Iss 4 (2020)
Asynchronous video-based discussions have affordances that can address some of the constraints of asynchronous text-based discussions. However, little research has been conducted on the use of asynchronous video-based discussions in online courses. A
Externí odkaz:
https://doaj.org/article/ca63a011a1b04450a0341289f27400e4
Autor:
Joanna C. Dunlap, Patrick R. Lowenthal
Publikováno v:
Open Praxis, Vol 10, Iss 1, Pp 79-89 (2018)
Over the years, online educators have learned a great deal about what works and doesn’t work when designing and facilitating online courses. During the past few years, we have used crowdsourcing to invite experienced online educators to share their
Externí odkaz:
https://doaj.org/article/dadeb154f23d418db2d9e4297f8201b8
Publikováno v:
Distance Education. 43:574-595
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3da07d96c3052ae9b40a34561f4c8abf
https://doi.org/10.1080/01587919.2022.2141608
https://doi.org/10.1080/01587919.2022.2141608