Nussli, Natalie

Profilbild
E-Mail-Adresse
Geburtsdatum
Projekt
Organisationseinheiten
Berufsbeschreibung
Nachname
Nussli
Vorname
Natalie
Name
Nussli, Natalie

Filter

2021 - 20222
Filter zurücksetzen

Einstellungen

Hochschule: Pädagogische Hochschule × Thema: ubiquitous learning ×

Suchergebnisse

Gerade angezeigt 1 - 2 von 2
  • Vorschaubild
    Publikation
    Capturing the successes and failures during pandemic teaching: An investigation of university students’ perceptions of their faculty’s emergency remote teaching approaches
    (SAGE, 21.12.2022) Nussli, Natalie; Oh, Kevin; Davis, Jason P. [in: E-Learning and Digital Media]
    This research investigates teacher candidates’ experiences during two semesters of imposed remote instruction during a pandemic. Through qualitative research interviewing, the perceptions of a purposeful sample of five preservice teachers were captured to investigate the faculty’s emergency remote teaching approaches. The theory-based interview guide was developed based on six concepts, namely, feedback, care, student engagement, choices, collaboration, and autonomous learning. The results present factors affecting the quality of feedback. Several challenges were identified in the way and the timing in which content was structured, presented, and released. The interviewed participants’ engagement levels were determined by regular synchronous interaction, highly structured learning platforms, and precise communication. The challenges of collaboration, a lack of social cohesion, and a lack of adaptations made to the digital curriculum affected students’ motivation, engagement, and efficiency levels. Distinct structures, clearly communicated purposes, and a well-defined organization were considered to be key to ensuring learning autonomy. The study contributes to refocusing efforts with a view towards post-pandemic teaching.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Culturally responsive pedagogy, Universal Design for Learning, ubiquitous learning, and seamless learning. How these paradigms inform the intentional design of learner-centered online learning environments
    (IGI Global, 02/2021) Nussli, Natalie; Oh, Kevin; Panconesi, Gianni; Guida, Maria [in: Handbook of Research on Teaching with Virtual Environments and AI]
    The purpose of this theoretical chapter is to develop a one-stop checklist that assists educators in providing online teaching grounded in the principles of culturally responsive pedagogy (CRP), Universal Design for Learning (UDL), ubiquitous learning (u-learning), and seamless learning. The authors explore how these paradigms inform the intentional design of learner-centered approaches in online learning environments and what an integrated approach could look like. This chapter will be relevant for faculty in higher education aiming to offer online curricula that emphasize active, collaborative, constructive, authentic, and goal-directed learning.
    04A - Beitrag Sammelband