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This research study examines virtual collaborative learning for programming education in Hong Kong tertiary institutions. It aims to understand the roles of teachers, students, and synchronous and asynchronous communication services. Eight students will participate in pairs using communication technologies like VNC and instant messaging, along with face-to-face lessons over one semester. Data will be collected through video recordings of lessons, field notes, and student interviews. The data will then be analyzed by transcribing student interactions and summarizing interviews using analysis software.

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MITE/MILM 6025 Methods of Research and Inquiry Research Plan Introduction Doris Lin 25 July 2007

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Adult Learning Theories Chart Part 1: Theories of Instructional Design Chart Standard and learning objective: Theory #1 (Type the theory you choose in the box) Theory #2 (Type the theory you choose in the box) Description of the Theory Key Concepts of the Theory What is the role of the instructor? What is the role of the student? CONTENT: WHAT (What do you want students to know through the learning objective?) Traditional Setting: Distance-Learning Environment: Traditional Setting: Distance-Learning Environment: CRITERIA: HOW (How the students will demonstrate their knowledge use the particular theory) Traditional Setting: Distance-Learning Environment: Traditional Setting: Distance-Learning Environment: A recommendation for incorporating technology (Technology recommendation based on the learning theory) Traditional Setting: Distance-Learning Environment: Traditional Setting: Distance-Learning Environment: Part 2: Reflection © 2017. Grand Canyon University. All Rights Reserved. ISSN 1479-4403 107 ©ACPIL Reference this paper as: Khan A et al, “Active Learning: Engaging Students To Maximize Learning In An Online Course” The Electronic Journal of e-Learning Volume 15 Issue 2 2017, (pp107-115) available online at www.ejel.org Active Learning: Engaging Students To Maximize Learning In An Online Course Arshia Khan1, Ona Egbue2, Brooke Palkie3 and Janna Madden4 1Associate Professor, Computer Science Department, University of Minnesota Duluth 2Assistant Professor, Mechanical and Industrial Engineering, University of Minnesota Duluth 3Associate Professor, Health Information management, College of St. Scholastica 4Student, Computer Science Department, University of Minnesota Duluth [email protected] Abstract: Student engagement is key to successful teaching and learning, irrespective of the content and format of the content delivery mechanism. However, engaging students presents a particular challenge in online learning environments. Unlike face-to-face courses, online courses present a unique challenge as the only social presence between the faculty and the student is via the Internet. In a recent poll conducted by the authors, 100% of the respondents considered student engagement a challenge regardless of the number of years they have been teaching online. This paper explores various strategies that can be incorporated into the design of online learning courses to foster a high level of student engagement based on multiple pedagogies. In addition, the role of collaborative student engagement tools for the design and delivery of online courses is discussed as well as the role these tools play in creating an atmosphere where students actively participate in learning activities and are contributors to lively discussions. Perspectives on various mechanisms of student engagement that are founded in classic active learning pedagogies and enhanced with new technologies are pres ...

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