Name.

Kainat Naeem

Roll No. 37

Class. Msc self-support

Q1. Innovative pedagogies in online education?

Handbook of research on innovative pedagogies and technologies for online learning in higher education

The integration of technology has become an integral part of the educational environment. By
developing new methods of online learning, students can be further aided in reaching goals and
effectively solving problems. The Handbook of Research on Innovative Pedagogies and Technologies for
Online Learning in Higher Education is an authoritative reference source for the latest scholarly research
on the implementation of instructional strategies, tools, and innovations in online learning
environments. Featuring extensive coverage across a range of relevant perspectives and topics, such as
social constructivism, collaborative learning and projects, and virtual worlds, this publication is ideally
designed for academicians, practitioners, and researchers seeking current research on best methods to
effectively incorporate technology into the learning environment.

The chapters of this e-book comprise the pedagogical and research endeavours of a team of academics
in higher education who worked with mobile learning devices over two years on a project entitled New
Technologies: New Pedagogies project: Using mobile technologies to develop new ways of teaching and
learning. The project endeavoured to take an innovative approach not only in the creation of new,
authentic pedagogies for mobile devices but also in the action learning approach adopted for the
professional development of participants. The project involved 15 people including teachers, IT and PD
personnel. It was a large and ambitious project that resulted not only in a range of innovative
pedagogies, but in the creation of more knowledgeable and confident users of mobile technologies
among teachers

The integration of technology has become an integral part of the educational environment. By
developing new methods of online learning, students can be further aided in reaching goals and
effectively solving problems. The Handbook of Research on Innovative Pedagogies and Technologies for
Online Learning in Higher Education is an authoritative reference source for the latest scholarly research
on the implementation of instructional strategies, tools, and innovations in online learning
environments. Featuring extensive coverage across a range of relevant perspectives and topics, such as
social constructivism, collaborative learning and projects, and virtual worlds, this publication is ideally
designed for academicians, practitioners, and researchers seeking current research on best methods to
effectively incorporate technology into the learning environment.
Barriers to innovation in online pedagogy

In this article, the authors report on a study that was carried out at the University College of Borås.
Teachers using an online learning platform (WebCT) were surveyed to see to what extent they made use
of the various features available to them on the learning platform. The extent to which teachers
employed all the features was low. The article provides comparative details about the use of the various
features (chat, discussion forums, assessment etc) and analyses reasons for their underutilisation. This
case study is used to make more general points about pedagogy of online learning and discusses the
need for greater cooperation between all the stakeholders involved in putting courses online. It can be
counter productive for a university to simply impose a learning management system upon its teaching
staff and decree that they put their courses online. If a university is concerned with quality and
innovation in the education it offers its students, then a great deal of groundwork needs to be done if
teachers and students are going to get the most out of a move to blended or online learning. This article
offers a number of recommendations for ensuring that teachers embrace rather than resist a move to
innovative and quality assured online education.

New technologies, new pedagogies: Mobile learning in higher education

The chapters of this e-book comprise the pedagogical and research endeavours of a team of academics
in higher education who worked with mobile learning devices over two years on a project entitled New
Technologies: New Pedagogies project: Using mobile technologies to develop new ways of teaching and
learning. The project endeavoured to take an innovative approach not only in the creation of new,
authentic pedagogies for mobile devices but also in the action learning approach adopted for the
professional development of participants. The project involved 15 people including teachers, IT and PD
personnel. It was a large and ambitious project that resulted not only in a range of innovative
pedagogies, but in the creation of more knowledgeable and confident users of mobile technologies
among teachers and students.

Innovative Applications of Online Pedagogy and Course Design

The extensive integration of information technologies in teaching and learning in the 21st century has
initiated a dramatic change of educational paradigm. To a large extent this change was caused by the
online education. A rapid growth of online university programs raises a number of new pedagogical,
psychological and social issues. Online learning creates a learning environment that, compared to
traditional, classroom-based education, is less personal, more independent, often fragmented, rarely
systemic, distributed in space and time, and dependent on the learner rather than on the teacher. Many
problems with online education (high attrition rate, orientation at highly skilled and highly motivated
people, among other issues (The Trouble with Online College, 2013), indicate that one of its major
challenges is not the technology itself or its classroom applications, but the lack of sound, research-
based theoretical framework as the foundation of quality online learning. A comprehensive and effective
educational theory is thus crucial for the quality education. This article makes an argument for such a
theory and offers a model of online pedagogy for higher education with a focus on instruction and
instructor, student autonomy, socialization through networking and collaboration in the online learning
environment.

Disruptive pedagogies and technologies in universities

This paper is a reaction to the increasing high cost of higher education and the resulting inaccessibility
for the millions of potential learners now seeking opportunities for quality higher education
opportunities. The paper examines the cost centers associated with campus-based and online education
systems and then suggests that disaggregation may prove to be a cost-effective way to reduce tuition
payments, while maintaining quality. The paper suggests that discount service models, now available to
consumers in many industries may also be attractive in new models of higher education. The paper also
briefly looks at the Open Educational Resources University initiative, a pilot, collaborative project
attempting to test some of these innovations in a consortium of high quality, accredited public
universities. Finally, we note both the disruptive characteristics of this model and commiserate
opportunities for innovative providers of higher education.

Faculty professional development in emergent pedagogies for instructional innovation in dental

education

Innovative pedagogies have significantly impacted health professions’ education, dental education
included. In this context, faculty, defined in this study as instructor in higher education, has been
increasingly required to hone their instructional skills. The purpose of this exploratory study was to
share the design, implementation and preliminary outcomes of two programmes to enhance dental
faculty's instructional skills, the Teaching and Learning Seminar Series and the Course Director
Orientation. Data sources included faculty and student surveys developed and administered by the
researchers; data extracted from the learning management system; reports from the learning analytics
tool; and classroom observations. Participants’ satisfaction, self‐reported learning, instructional
behavioural change, and impact on student learning behaviours and institutional practice were assessed
borrowing from Kirkpatrick's 4‐level model of evaluation of professional development effectiveness.
Initial findings showed that faculty in both programmes reported positive learning experiences.
Participants reported that the programmes motivated them to improve instructional practice and
improved their knowledge of instructional innovation. Some faculty reported implementation of new
instructional strategies and tools, which helped create an active and interactive learning environment
that was welcomed by their students. The study contributes to literature and best practice in health
sciences faculty development in pedagogy and may guide other dental schools in designing professional
development programmes