UH Faculty, Staff, and Student Works
Permanent URI for this collectionhttps://hdl.handle.net/10657/22
The collection gathers research products generated by University of Houston faculty, staff, and students
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Browsing UH Faculty, Staff, and Student Works by Department "Curriculum and Instruction"
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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 Designing Strategically for Diverse Learning(2022-02-08) Gronseth, SusieDr. Susie Gronseth discusses the main components of the Universal Design for Learning (UDL) framework and how UDL can be used to inform strategic instructional design that attends to diverse learner needs.Item Video-Based Discussion: Promoting Presence Through Interactions in Online Higher Education Courses(2019) Gronseth, Susie; Mahmoudi, LeilaVideo-based discussion is an emerging technology that can be used in online higher education courses as part of introduction, debate, personal exploration, and reflection activities. The video format bridges the distance gap in course conversations and offers benefits of providing contextual details, emotion, and individual personality while also enabling asynchronous flexibility. This chapter provides an overview of research in this area and describes an exploratory case study in which video-based discussion was used as part of an online graduate course. Data gathered included video postings and follow-up survey responses. Design guidelines and strategy recommendations are offered for planning and implementing video-based discussion activities in online higher education courses.