Browsing by Author "Zhang, Haoyue"
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Item Connecting learners through technology in COVID-19: Facilitating pre-service teacher collaboration during the pandemic(Association for the Advancement of Computing in Education (AACE), 2020) Gronseth, Susie; Fu, Jingyuan; Hebert, Waneta; Zhang, Haoyue; Ugwu, Lydia; Nguyen, PhuongWhen the COVID-19 global health crisis disrupted a University semester in-progress, instructors for the technology integration courses at a large, public university faced multiple challenges in maintaining instructional continuity and community. Specifically, we explored instructional strategies and technologies that would foster online learner engagement and connection during this time. We redesigned course activities for the online format and utilized mobile instant messaging, digital whiteboard, and synchronous session technologies in conjunction with the learning management system functionality. Early results based on instructor reflections and student feedback offer insights into how the collaborative strategies and tools have fostered meaningful social connectedness for students and instructors during the pandemic. Suggestions for collaborative technology applications to support online teaching are provided.Item Perceptions About Pedagogical Challenges for College Instructors in the Flipped Classroom(2022-06-08) Zhang, Haoyue; Lee, Mimi Miyoung; Gronseth, Susie; McNeil, Sara G.; Chauvot, Jennifer; Sheu, Feng-RuBackground: Flipped classroom as an instructional approach has received growing attention because of its perceived benefits, such as supporting personalized learning, effective use of time in class, and transforming traditional teaching. Most studies on flipped classroom focus on student learning outcomes. The instructor plays an essential role in designing and delivering flipped classroom experiences, yet there is limited research about instructor perceptions of the flipped classroom. Instructors initially face a myriad of challenges as they adopt the flipped classroom approach relating to the use of technology tools, instructional material organization, and adjustments to the new facilitative roles. Purposes: This study aimed to investigate the perceptions of higher education instructors who had taught using a flipped classroom approach for more than two semesters in order to identify instructor-experienced challenges relating to this pedagogical stance. In this study, the pedagogical stance is conceptualized as how instructors design and deliver flipped classroom experiences and how these experiences feed back into their understandings and applications of the flipped classroom. Research questions include (1) What do college instructors consider to be the essential elements in designing and delivering their flipped classrooms? (2) How do they implement the elements in their flipped classrooms? (3) How do the instructors view pedagogical challenges of implementing flipped classrooms? Methods: This study used a qualitative study design to address the research questions. Instructors who adopted the flipped classroom approach for more than two semesters were recruited through a purposeful sampling technique. Two rounds of semi-structured interviews with eleven participants were conducted for rich information about the participants’ experiences. Inductive thematic analysis was adopted to analyze the data following Braun and Clarke’s framework. Document analysis of syllabi and instructional handouts was conducted to triangulate the data. Results: The data show that the participants have an inconsistent understanding of the flipped classroom approach. Three essential elements were identified from the ways the participants define, design, and implement the flipped classroom; these center on preparation work, in-class interactivities, and the connectivity between the preparation work and interactivities. The ways instructors viewed the pedagogical challenges in flipped classrooms are presented from three aspects: instructor role change, the teacher-student relationship, and individualized instruction. Conclusion: The flipped classroom approach affords higher education instructors flexibility in instructional delivery. However, the teacher-student relationship is dynamic in a flipped classroom and provides a challenge for the instructors to let students be free to learn and, in the meantime, progress towards the designed goals and objectives. Furthermore, during the in-class time, the instructors need to make constant judgment calls to customize the instruction for each student. Future research is needed to examine the extent to which higher education instructors co-construct knowledge with students.