Activities to enhance learning - Essay Example

Introduction Technology can be used to enhance learning and education. Traditional rooms are increasingly being replaced by virtual classrooms in the globalised education system. Some of the systems that can be used in the promotion of online learning include the use of the audience response systems and clickers. At the same time, advanced institutions are using simulation in the laboratories to prepare the students from the professional market experiences. Distance learning happens when the learner is separated from the teacher geographically and time-wise. According to instructional technology, distance learning is the process of extending resource sharing opportunities to other classrooms through the use of video and multimedia communications. This essay aims at having a creative look into the online activities that enhance student learning, assessment and engagement through critical thinking. These analytical suggestions can greatly improve the learning outcomes of the N534 course. Activities to Enhance student learning and engagement The Internet is one of the most important media when it comes to online learning environment and technology. Online learning especially in nursing is known to reduce time and space barriers in the process of learning. Online learning can be entirely electronic or a hybrid of learning environments. Hybrid learning tends to combine virtual learning strategies with face-to-face learning. The Internet is known to have introduced the concept of pluralisation of place. This means that persons and participate in multiple environments using a virtual atmosphere. In the case of online learning, the instructor is responsible for moderating and mentoring students. However, the students are expected to have a strong self-drive. The e-learning atmosphere is known to provide a platform for students’ discussions across the continents (Allen, 2007). Students in a nursing class can access online resources, share important documents through online applications and submit examination in the online classroom (Bonk & Zhang, 2008). Technology has allowed online students to interact with faculties and mentors. In the online learning environment, materials are presented through videotaping, audio taping, and links to websites. There are interactive websites designed to host online learning environments (Bonk & Zhang, 2008). In the case of learning environments, the interaction can be real-time, which is also known as synchronous, or asynchronous. Synchronous online interactions entail the use of chat room in the process of teaching (Allen, 2007). This involves typing. Asynchronous communication means leaving messages that others can read in their convenience (Shea-Schultz & Fogarty, 2002). In the online learning strategy, the entire programs and group courses are offered online. Online learners can attend virtual universities like California Virtual University. There are unique materials that serve as a means of promoting online learning and teaching. Successful learning must be assessed on a regular basis. The method of learning has a great impact in the process of learning (Bonk & Zhang, 2008). The entire process and assessment of learning require substantial institutional and financial investment. Institutions must invest in faculty development, infrastructure, and equipment. Technology aided teaching strategies dramatically affect the way teaching and learning occurs. This challenges the traditional relationship between academic institutions and students. Students must be encouraged to participate in the learning process. This entails inviting them to speak in the classroom (Shea-Schultz & Fogarty, 2002). This learning strategy can have a profound effect if the teacher creates a safe environment for the students to learn. The teacher is expected to summarize discussion from time to time. This helps in highlighting key points and allows students to follow on the discussion (Allen, 2007). This strategy easily assesses the level of understanding among students. International students participating in virtual classrooms are aware they do not represent their cultures (Bonk & Zhang, 2008). This can make them to have reservations in the process of discussion. Virtual classrooms must enable students to seek clarifications from both the lecturer and fellow classmates. Group tasks in the international and domestic students must be structured in a way that they are inclusive (Rubenfeld & Scheffer, 2006). Therefore, the groups should have time keepers and group leaders who enable the participation of each person. This ensures that each and every member of the group participates. Small groups are known to encourage interaction in the process of learning. When it comes to online-learning, the role of students and faculties is altered. In the online teaching strategies, teachers become more of guides while students tend to be more interactive (Bonk & Zhang, 2008). Online learning has boosted enrollments in the case of nursing students. More collaboration has been encouraged through distant learning. The most ideal teaching practices have been boosted through the use of technology to develop quality learning environment for professionals, students and consumers (Allen, 2007). Technology is viewed as an integral part when it comes to teaching and promoting the learning assessment methods. Technology and global media has promoted the learning methods and outcomes for students and professionals (Hardison, 2009). The Internet environment has enhanced the updating of skills for nurses, teaching student nurses and developing the education programs in virtual learning environment. Ways of assessing learning and critical thinking Learning assessment methods have to be conceptualized through the use of online environment. Therefore, having skills in technology has a direct impact on the learning outcome in the learning profession. Virtual universities and colleges can develop websites and put online information for students (Bonk & Zhang, 2008). Learning assessment and activities are increasingly being redefined by the technology and distant learning technologies. Technology and the use of e-learning techniques have the capacity to assess the levels of interaction and participation from students around the world. However, virtual learning has coming under heavy criticism (Allen, 2007). Arguably, online learning cannot be perfect substitute for traditional learning. This is because teachers can engage students in classrooms and cast any controversies with much ease. Traditional learning is said to promote deeper understanding and other social factors that are considered important for to enhance understanding (Rubenfeld & Scheffer, 2006). However, virtual learning is becoming more flexible and responsive to the needs of the learners. Students can participate in classes through video conferencing. This means that the lecturer can respond to questions or clarifications just like in the traditional learning environment (Hardison, 2009). The learning activities include career mobility, sharing of international experiences, exposure to online resources which are virtually unlimited and sharing experiences with global professionals (Bonk & Zhang, 2008). The online media offers a unique chance for innovative and participative learning that is preparatory in nature. This means that the students using this method of learning have a better chance of using the modern techniques in a working environment. Nurses must enhance their communication skills and technical awareness through the use of Internet. Learning is enhanced from two principal categories. They include teacher student correspondence and student to student interaction. Some of the activities that enhance student learning include teaching on the need to use online learning skills and applications (Rubenfeld & Scheffer, 2006). The major technological companies have made customized applications that allow professionals and students to share information (Bonk & Zhang, 2008). This means that participants have equal access to similar resources. Students can share and edit notes through shared accounts. This must be seen in the light of traditional learning. Whereas traditional modes of learning provide a more interactive atmosphere for students, online platforms means that cross-cultural experiences can be shared in real-time. The number of professionals who can be consulted is not limited to the geographical location when it comes to electronic learning. Critical thinking skills must be taught. They assist students in developing learning strategies and avoiding plagiarism. Classroom activities must encourage feedback opportunities (Hardison, 2009). Students must understand what critical thinking skills are in their disciplinary area. The process of assessing learning and encouraging critical thinking must insist on the need for reading materials (Bonk & Zhang, 2008). Students must have the knowledge to get the main information from any text. Students using English as their second language need to have the capacity to highlight the various themes in every text. Critical thinking must involve the participation of students in the process of learning (Shea-Schultz & Fogarty, 2002). This is compounded through question and answer sessions and continuous assessment tests. In an online platform, critical thinking, and methods of assessing learning is facilitated through a chat room environment (Allen, 2007). Companies like the Google have developed Google hangout chat rooms that can facilitate discussions from multiple people in a single-chat room environment. The Skype among other companies have implemented the same. The online discussions prompt students to ask different questions that open up their scope of understanding (Hardison, 2009). Learning assessments become successful through guided readings. This entails the use of questions that guide learners in the process of discussion. In professional assessment of learning, students must be asked to give descriptive and analytical answers (Rubenfeld & Scheffer, 2006). Explanatory statements lead to interpretive meanings. In the case on virtual learning, the teacher must be in a position to test the applied meaning of the students. This indicates the level of understanding. At the same time, critical analysis gives the students the skills to improve their thinking skills into standardized and well thought out answers. Through constant evaluation, students can develop skills as critical and strategic readers. Studies show that mixing international students with local students leads to diversification of skills and experiences. Negotiating the different viewpoints becomes the rationale behind critical thinking (Rubenfeld & Scheffer, 2006). Successful teaching skills and learning outcomes involve deliberative participation of small groups. Students must be given different educational experiences. This sets the stage to valuing the process of assessment. Assessment is enhanced by the level of responsiveness displayed by the student in any learning atmosphere (Sorensen & O?, 2006). Assessment can only happen when there are requirements to be met. In an online classroom, students must be alive to the expectations of all the stakeholders (Sorensen & O?, 2006). They must have the desire to be assessed and an idea of the information expected by the lecturer. Students can send assignments and course work in the case of online or virtual classrooms. This calls for pedagogy and state-of-the-art technology in order to design effective and creative learning environments. Assessing and evaluating virtual learning experiences is different from assessing the traditional methods of learning. Conclusion Students must be psychologically ready for online learning environment if they are to make substantial progress in the learning process. Learning assessment entails sharing similar learning texts among students in the classroom and weighing their understanding through compulsory write ups. Web-based media has come under intense criticism because of the breaches in copyright laws. However, technology has altered conventional thinking. This has affected the way the effectiveness of the educational program assessment. References Allen, M. W. (2007). Designing successful e-learning: Forget what you know about instructional design and do something interesting. San Francisco, CA: Pfeiffer. Bonk, C. J., & Zhang, K. (2008). Empowering online learning: 100+ activities for reading, reflecting, displaying, and doing. San Francisco: Jossey-Bass. Hardison, C. (2009). The Collegiate Learning Assessment. RAND Corporation. Rubenfeld, M. G., & Scheffer, B. K. (2006). Critical thinking tactics for nurses: Tracking, assessing, and cultivating thinking to improve competency-based strategies. Sudbury, Mass: Jones and Bartlett. Shea-Schultz, H., & Fogarty, J. (2002). Online learning today: Strategies that work. San Francisco, CA: Berrett-Koehler. Sorensen, E. K., & O?, M. D. (2006). Enhancing learning through technology. Hershey, PA: Information Science Pub. Read More