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Course Design for University Teachers
Universities and their teachers are more than ever required to (re)design their courses considering online environments. Although face-to-face teaching remains fundamental, exploring online alternatives is becoming increasingly necessary. Still, how can university teacher designers proceed with such a change in their courses? What is the most effective way to design an online course? How can university teacher designers attract the attention of students and make teaching interesting and compelling? Evidence-Based Blended and Online Learning: Course Design for University Teachers answers these questions. It provides a thorough evidence-based overview of each step required to make an effective course redesign.
The book is aimed at teachers and, more significantly, teacher designers committed to redesigning their courses based on solid principles. The book’s design approach makes it much easier to translate the results of educational research on applying blended learning in educational practice.
Jan Nedermeijer has worked as an educational expert for several universities and as a senior expert for PUM Netherlands in several countries. The book synthesises the results of the numerous course- and curriculum-development projects he has conducted over many years. His approach can help university teachers implement IT in feasible, practical and interesting ways.
Evidence-Based Blended and Online Learning gives lecturers tailor-made pedagogical suggestions for designing modern higher education. Course design tasks are re-described, using features from technical design, problem solving, and design thinking, where creative design has a unique and essential role.
The book is aimed at teachers and, more significantly, teacher designers committed to redesigning their courses based on solid principles. The book’s design approach makes it much easier to translate the results of educational research on applying blended learning in educational practice.
Jan Nedermeijer has worked as an educational expert for several universities and as a senior expert for PUM Netherlands in several countries. The book synthesises the results of the numerous course- and curriculum-development projects he has conducted over many years. His approach can help university teachers implement IT in feasible, practical and interesting ways.
Evidence-Based Blended and Online Learning gives lecturers tailor-made pedagogical suggestions for designing modern higher education. Course design tasks are re-described, using features from technical design, problem solving, and design thinking, where creative design has a unique and essential role.
Course Design for University Teachers
Universities and their teachers are more than ever required to (re)design their courses considering online environments. Although face-to-face teaching remains fundamental, exploring online alternatives is becoming increasingly necessary. Still, how can university teacher designers proceed with such a change in their courses? What is the most effective way to design an online course? How can university teacher designers attract the attention of students and make teaching interesting and compelling? Evidence-Based Blended and Online Learning: Course Design for University Teachers answers these questions. It provides a thorough evidence-based overview of each step required to make an effective course redesign.
The book is aimed at teachers and, more significantly, teacher designers committed to redesigning their courses based on solid principles. The book’s design approach makes it much easier to translate the results of educational research on applying blended learning in educational practice.
Jan Nedermeijer has worked as an educational expert for several universities and as a senior expert for PUM Netherlands in several countries. The book synthesises the results of the numerous course- and curriculum-development projects he has conducted over many years. His approach can help university teachers implement IT in feasible, practical and interesting ways.
Evidence-Based Blended and Online Learning gives lecturers tailor-made pedagogical suggestions for designing modern higher education. Course design tasks are re-described, using features from technical design, problem solving, and design thinking, where creative design has a unique and essential role.
The book is aimed at teachers and, more significantly, teacher designers committed to redesigning their courses based on solid principles. The book’s design approach makes it much easier to translate the results of educational research on applying blended learning in educational practice.
Jan Nedermeijer has worked as an educational expert for several universities and as a senior expert for PUM Netherlands in several countries. The book synthesises the results of the numerous course- and curriculum-development projects he has conducted over many years. His approach can help university teachers implement IT in feasible, practical and interesting ways.
Evidence-Based Blended and Online Learning gives lecturers tailor-made pedagogical suggestions for designing modern higher education. Course design tasks are re-described, using features from technical design, problem solving, and design thinking, where creative design has a unique and essential role.
Reflections on Good Practices
In this book two fields meet, Technology Education with its long history, and Maker Education, a relative new shoot in the educational field. Both focus on learning through making and both value agency and motivation of learners. The purpose of this book is to understand and analyze the kind of informal and formal educational activities that take place under the umbrella of the Maker Movement and then relate this to the field of Technology Education to uncover what researchers, innovators and teachers in this field can learn from the principles, ideas and practices that are central to the Maker Movement and vice versa.
The book contains two types of chapters. The first type is case study chapters that span from Mexico, China, Korea, Denmark, the Netherlands to Kenya and from primary to tertiary level, showing a variety of good practices in maker education including both formal and informal contexts. In the subsequent thematic chapters, dedicated authors have used the case studies to reflect on themes such as curriculum reform, social learning, materiality, spatial thinking, informal versus formal learning as well as the sustainability of learning and relate what is happening in Maker Education with Technology Education to imagine possible futures for Maker Education.
The book contains two types of chapters. The first type is case study chapters that span from Mexico, China, Korea, Denmark, the Netherlands to Kenya and from primary to tertiary level, showing a variety of good practices in maker education including both formal and informal contexts. In the subsequent thematic chapters, dedicated authors have used the case studies to reflect on themes such as curriculum reform, social learning, materiality, spatial thinking, informal versus formal learning as well as the sustainability of learning and relate what is happening in Maker Education with Technology Education to imagine possible futures for Maker Education.
Reflections on Good Practices
In this book two fields meet, Technology Education with its long history, and Maker Education, a relative new shoot in the educational field. Both focus on learning through making and both value agency and motivation of learners. The purpose of this book is to understand and analyze the kind of informal and formal educational activities that take place under the umbrella of the Maker Movement and then relate this to the field of Technology Education to uncover what researchers, innovators and teachers in this field can learn from the principles, ideas and practices that are central to the Maker Movement and vice versa.
The book contains two types of chapters. The first type is case study chapters that span from Mexico, China, Korea, Denmark, the Netherlands to Kenya and from primary to tertiary level, showing a variety of good practices in maker education including both formal and informal contexts. In the subsequent thematic chapters, dedicated authors have used the case studies to reflect on themes such as curriculum reform, social learning, materiality, spatial thinking, informal versus formal learning as well as the sustainability of learning and relate what is happening in Maker Education with Technology Education to imagine possible futures for Maker Education.
The book contains two types of chapters. The first type is case study chapters that span from Mexico, China, Korea, Denmark, the Netherlands to Kenya and from primary to tertiary level, showing a variety of good practices in maker education including both formal and informal contexts. In the subsequent thematic chapters, dedicated authors have used the case studies to reflect on themes such as curriculum reform, social learning, materiality, spatial thinking, informal versus formal learning as well as the sustainability of learning and relate what is happening in Maker Education with Technology Education to imagine possible futures for Maker Education.
Theory, Research, and Practices
Reaching out into the rural English teaching and learning environment led to compiling these chapters that exemplify the possibilities and achievements of teachers worldwide. Often with overly large classes, isolation, and few resources, English instruction leads to extrinsic success for their students with future educational, professional, and economic outcomes. In other instances, the fruits of teachers’ labor become intrinsic motivators for learners who value learning and critical thinking. English in the international curriculum has perceived value for developing human and social capital, as indicated in these authors’ personal and professional journeys.
This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and share this work in his honor.
Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki, Monica A. Baker, Xingtan Cao, Mary Coady, Florent Domenach, Lee E. Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri P. Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wąsikiewicz-Firlej, Jing Yixuan, Jing Zhiyuan and Dai Chang Zhi.
This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and share this work in his honor.
Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki, Monica A. Baker, Xingtan Cao, Mary Coady, Florent Domenach, Lee E. Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri P. Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wąsikiewicz-Firlej, Jing Yixuan, Jing Zhiyuan and Dai Chang Zhi.
Theory, Research, and Practices
Reaching out into the rural English teaching and learning environment led to compiling these chapters that exemplify the possibilities and achievements of teachers worldwide. Often with overly large classes, isolation, and few resources, English instruction leads to extrinsic success for their students with future educational, professional, and economic outcomes. In other instances, the fruits of teachers’ labor become intrinsic motivators for learners who value learning and critical thinking. English in the international curriculum has perceived value for developing human and social capital, as indicated in these authors’ personal and professional journeys.
This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and share this work in his honor.
Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki, Monica A. Baker, Xingtan Cao, Mary Coady, Florent Domenach, Lee E. Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri P. Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wąsikiewicz-Firlej, Jing Yixuan, Jing Zhiyuan and Dai Chang Zhi.
This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and share this work in his honor.
Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki, Monica A. Baker, Xingtan Cao, Mary Coady, Florent Domenach, Lee E. Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri P. Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wąsikiewicz-Firlej, Jing Yixuan, Jing Zhiyuan and Dai Chang Zhi.
Abstract
Using a narrative inquiry approach (Connelly & Clandinin, 1990; Witherell & Noddings, 1991), we present five English teachers’ narrative experiences of English language teaching (ELT) in a rural primary school in China. Anchored in the theoretical concept of teacher cognitions (Borg, 2003, 2006, 2015), we thematically analyzed (Braun & Clarke, 2012) the narratives to reveal how the participating teachers’ prior schooling, professional training, the context they were situated in, and classroom practices informed the ways they perceived the problems and challenges as well as the efforts they made to overcome those challenges. Our findings suggest that the teachers tended to transfer their positive learning experiences into teaching (Davin et al., 2017), that they reported having felt insecure about their professional identity due to a situation that is specific to the teaching profession in China—Zhuan Gang (job transfer) teachers (Xiong & Xiong, 2017), and that they were observed to use wishful thinking as orienting bases for exercising teacher agency (Kayi-Aydar, 2019; White, 2004). Based on the findings, we provide implications for policy reform, pedagogical improvement, and teachers’ professional development that could benefit ELT in rural educational settings.
Abstract
English has blithely enjoyed its hegemonic force in Indonesian education sectors in the last decades, given its association as a language of modernization (Coleman, 2016; Zein, 2019) and its imagined “convertibility value” (Park & Wee, 2012, p. 25). English also has been desired as an asset considered important to liberate socio-economic disadvantages (Floris, 2014; Sah & Li, 2018; Zacharias, 2013). It thus led to a fundamental reform in Indonesian education policy that eventually mandates English as a required subject in all schools: public, state, and religious-based schools (Zein et al., 2020), and EMI for natural science subjects in “International Pilot Project State-run Schools” (locally termed RSBI). Such a romanticism of English as a linguistic capital has also influenced pesantren—Islamic boarding schools, especially in rural areas, to finally offer a bilingual program of Arabic and English, as to compete against public schools and to proclaim equal footing with those of schools introducing EMI and with emerging ‘International’ Islamic Boarding schools (IIBS) based in urban areas. Some studies have looked at the curriculum, classroom management, and students’ and teachers’ perception towards English (language teaching) in Indonesian bilingual pesantren (see Bin-Tahir et al., 2017; Habibi et al., 2018), while other studies examined emerging varieties of ‘Muslim English’ (Kirkpatrick, 2020; Mahboob, 2009; McLellan, 2020). This chapter employs a hybrid approach of autobiography and biographies of bilingual pesantren’s alumni in relation to their desire to pursue ELT in peripheral bilingual pesantren, pedagogy of the ELT, and socio-cultural capitals of English. Unlike ‘developed’ bilingual pesantren and IIBS that can get easier access to English language resources and funding for instance, peripheral bilingual pesantren often suffer in terms of sufficient materials, teachers, and exposure to English, resulting in some undesirable outcomes, for instance, students’ inadequate English language competence or mediocre ELT education.
Abstract
Recognizing that the categorization of immigrant students as “underrepresented minorities” in higher education can occlude the challenges of immigrant and refugee students, the author of this case study explores how five Somali students, most of whom started their college careers in a rural Midwestern town of under 10,000 people, have persisted in their educational pursuits as they moved on to larger, more urban environments. Foregrounding lessons learned in their pre-college experiences in the United States or, in the case of one student, Uganda, this study suggests that these students have continued to make use of strategies developed early on as a foundation upon which they continue to build as they navigate the challenges of their college years in rural, and then, urban settings. Making use of Tinto’s (1993) Longitudinal Model of Institutional Departure as well as theories of positive acculturation, both of which Ibrahim (2015) made use of in his study of Somali community college students in Minneapolis, this study also uses data gleaned in interviews with two EL staff (the Coordinator and the District Liaison) in most of the students’ rural school district. Most interviewees reported the importance of strong bonds with teachers and Somali peers. However, a progression into more diverse peer groups from high school to 4-year college was also noted, despite persistent encounters with racism in the rural and urban settings in which they live.
Abstract
The chapter focuses on Georgia’s educational policies and bilingual education implementations to accommodate Latino Dual Language Learners (DLL s) academic success in primary and secondary education. The purpose of this study was to investigate if rural educational institutions are implementing equitable bilingualism that promotes and fosters multicultural and multilingualism as assets. I used document analysis and completed a close reading analysis to assess if Georgia’s ESOL programs are equitable based on bilingual research that prompts multilingualism in education. The study found that Georgia’s educational policies continue to adhere to subtractive (traditional) bilingualism and promote an English-only curriculum in the bilingual classroom (Owens, 2020). Specifically, I address how these policies affect Latino Dual Language Learners in rural areas. Finally, I discuss ways rural educators can promote equitable bilingual instruction in English-only and subtractive bilingual curricula.
Abstract
In Bangladesh, competency in English is considered a vehicle for economic progress both by individuals and the government. The language predominates in higher education, administration, judiciary, trade, and foreign communication. The teaching of English is mandatory in all schools, rural as well as urban, from the first year. The results in rural areas, however, are widely criticized in both national media and research. Research indicates that urban-rural disparities are a worldwide concern in developed countries like Australia as well as in countries in South Asia, South-East Asia, and Africa. This paper reports research that explores the chasm that exists between urban and rural areas in Bangladesh regarding the opportunity for learning English. It presents a series of narratives that explore the difference in educational opportunities between rural and urban regions in Bangladesh, particularly relating to English language teaching and learning. It also examines the disjunction between life experiences in rural areas and classroom learning of English. The intention is to add accounts of lived experience to illustrate and enrich the statistical information that has been published. Participants’ narratives highlight the challenges in gaining education in rural areas, especially for girls, the limited access to effective English language learning, and the alienation of English from the lived experience of rural people.