Efecto del Aula Invertida como Estrategia Didáctica en el Rendimiento Académico
Abstracto
En los últimos años, con el avance tecnológico, se han experimentado cambios trascendentales en la educación, donde el docente poco a poco ha ido adaptándose a nuevos desafíos de enseñanza, con ello ha tenido que aprender a implementar nuevas técnicas de enseñanza-aprendizaje tecnológicas como el uso de PowerPoint, videos, proyectores, programas computacionales, entre otros. Sin embargo, estos elementos no han sido suficientes para evitar la falta de motivación y el déficit de atención en los estudiantes, lo cual representa una gran preocupación entre los docentes de hoy en día.
El objetivo de esta investigación ha sido evaluar y analizar la significancia e impacto en el rendimiento académico por medio de la nueva implementación de metodología didáctica llamada Aula invertida en las asignaturas de español, inglés y matemáticas dirigidas en un colegio de enseñanza superior en Los Ángeles, California.
De acuerdo a los resultados, el estudio fue orientado principalmente a conocimientos de recursos virtuales de aprendizaje y a los nuevos mecanismos de las tecnologías de la Información y Comunicación (TIC). La medición de los resultados fueron diseñados por medio del sistema de análisis estadístico de t de student y alpha de Cronbach para una mayor fiabilidad.
Associate Professor, Departments of Social Sciences, Psychology Division
Institution: Bronx Community College of the City University of New York (CUNY)
Flourishing in a New Country: Resiliency among Dominican English Language Learners at Bronx Community College
The present research studies two Dominican English language learners going to Bronx Community College utilizing internal and environmental advantages to overcome language, immigration, academic, and personal challenges. Through the methodology of oral history, the anecdotes of two Dominican Republic residents who are English language learners were documented and examined. The results show the participants’ experience of the following challenges: separation from family, issues while learning English, and financial challenges. Despite the overwhelming number of barriers experienced by the participants, they graduated from Bronx Community College and faced setbacks by using the following resiliency strategies: psychological strength to effectively deal with the challenges, seeking support from family and friends, establishing understanding relationships with the faculty and staff, and working on a bi-cultural ethnic identity.
2155 University Avenue, Bronx Community College, City University of New York
Bronx, New York 10453-2804
Online Learning for Higher Education to Enhance Access, Student Experiences, and Course Outcomes
Abstract
This paper presents a pedagogical approach and assessment of student performance in a Stellar Astronomy course taught in an online class section and a traditional class section at the Bronx Community College of the City University of New York. The two-year Associate in Arts and Sciences degree program at Bronx Community College offers an astronomy course to fulfill the core science course requirement. The use of an online learning environment in Astronomy for the core science course requirement offers many advantages for students, especially for working students, to enhance their science learning experience. The use of smart technology for a quicker assessment of students’ performances in promptly graded weekly submissions and access to technology-rich Smartwork Astro tours, Astro dictionary, and Nebraska simulations overcomes the various pedagogical challenges of face-to-face classroom settings. Access to online learning allows more students to be reached within a limited time as well as the maintenance of detailed records of student interactions, weekly submissions, and the comprehensive assessment of student performance. Online learning access for a core science course requirement in undergraduate education mitigates barriers to higher education, encourages student-centered learning, and advances teaching in the digital age of the 21st century.
Clinical Associate Professor, Ferkauf Graduate School of Psychology
& Adjunct Assistant Professor
Institution: Queensborough Community College of the City University of New York (CUNY)
Promoting Academic Success through Resilience and Hardiness
There is no doubt that life itself is ever-changing. In fact, we are changing from the minute we are conceived. Some of this is part of our natural maturation process – or the unfolding of developmental changes across our lifespan. Life events and situations can also force us to change and, at times, can be stressful. Researchers have identified characteristics related to our personality that indicate how well we adapt – or don’t – to these changes. Studies on resiliency and hardiness (Bonnano, 2004; Maddi, 2002) have shown that those individuals high in resilience or hardiness are better equipped to handle this stress. Furthermore, some individuals have been shown to thrive under stressful circumstances.
College life includes academic, financial, and social demands which can place excessive stress on students. Some students may lack the coping or problem solving skills necessary to meet these new demands. Students who have a hard time coping may be at risk for academic failure and drop-out. According to Fentress & Collopy (2011), one contributing factor can be a low academic self-efficacy (i.e., their perceptions of their own academic ability). They found that higher dropout rates of first generation college students may be linked to low academic self-efficacy, whereas high self-efficacy may be linked to high retention and resiliency. Maddi (2002) also found that academic success was related to a construct he called hardiness.
Kate Wolfe, Ph.D.
Assistant Professor, Psychology
Behavioral & Social Sciences Dept.Chair
Educational Technology & Leadership Council (ETLC)
Co-Chair Hostos Online Learning Assessment (HOLA) Committee
Faculty Liaison to Education Technology
Hostos Community College of the City University of New York (CUNY)
Kate Wolfe earned her Ph.D. in Social Psychology at the University of Houston. She is an Assistant Professor of Psychology in the Behavioral and Social Sciences Department at Hostos Community College, CUNY. She is a social psychologist with research interests in quantitative reasoning and quantitative literacy among urban community college students, student perceptions of online learning, using iPads in teaching, linking general psychology and statistics to help reduce the number of remedial math courses taken by students, and urban college student attitudes toward sexual minorities. Regarding quantitative reasoning, she is interested in student perceptions of their own quantitative literacy and student abilities in performing QR tasks such as analyzing pie charts. She co-chairs the Hostos Online Learning Initiative and is chair of the Educational Technology and Leadership Council. This project resulted in numerous conference presentations as well as an article in the Hispanic Educational Technology Services Online Journal in Spring 2016, Hostos Online Learning Assessment: A Survey of Student Perceptions. In 2014-2015 she was a Visiting Scholar at Teachers College, Columbia University as Fellow of the Metropolitan Colleges Institute for Teaching Improvement, a program that focused on the nature of a liberal education at urban colleges. She is beginning the research on attitudes of students in a Hispanic-serving institution toward others based on gender identity or sexual orientation with particular attention on allied health students.
Contact info: Address: Hostos Community College, 500 Grand Concourse B-346, Bronx, NY 10451 Phone: 718-518-6894 Email:KWOLFE@hostos.cuny.edu
Carlos Guevara holds a BS and Master degrees in Computer Science from CUNY & NYU Poly, and is currently pursuing his doctorate degree in Instructional Technology at Teachers College, Columbia University. With over 15 years of experience in Higher Education, Carlos works at Hostos Community College, CUNY, as Director of the Office of Educational Technology and Co-Director of the Center for Teaching and Learning. Carlos is also Chair or the HEO Organization at Hostos, and Founder of the Ecuadorian Youth Organization, and Ecuadorian Scholars Fund.
Dr. Jacqueline M. DiSanto is an Associate Professor and Unit Coordinator (for Early-Childhood Education) in the Education Department at Hostos Community College of the City University of New York. She earned a B.S. and M.A. in Business Education (NYU), a professional diploma in Administration (Fordham), and an Ed.D. (St. John’s University) in Instructional Leadership. Her areas of publication includes: online education, learning styles, translanguaging, and faculty development. She is a founding member of the Peer Observation and the Scholarship of Teaching and Learning Committees, and a member of the Instructional Evaluation Committee and college-wide Senate. She is a co-investigator in a grant-funded consortium for Open Educational Resources; Dr. DiSanto is coordinating the efforts to convert the complete 60-credit A.A.S. in Early-Childhood Education from for-pay textbook reliance to providing all content without charge to students.
Contact info:
Jacqueline M. DiSanto, Ed.D.
Assistant Professor, Early-Childhood Education
Hostos Community College, CUNY
Email: jdisanto@hostos.cuny.edu
Iber Poma Coordinator of Student Services, Educational Technology
Hostos Community College of the City University of New York (CUNY)
Poma have worked in the Educational Technology field for over 20 years. He have earned an AA and a BS in Computer Science. He had also developed workshop curriculum and taught hybrid and fully Online Workshops for Students; and have participated in the creation of guidelines for Hybrid and Fully Online at Hostos for faculty. The “Are you Ready” tool in Blackboard for online students was created seeking to understand exactly what hybrid or online learning means at Hostos. Through his involvement in Educational Technology, he had seen first-hand that EdTech has the potential to become a catalyst of change for faculty–streamlining time-consuming processes (like lesson planning, reporting, and attendance) and simplifying communication through Blackboard. Poma feels that the engagement between faculty and students are one of the key ingredients to really embrace online teaching by using technology tools to accomplish this modality of learning.
Contact info:
Coordinator of Student Services, Educational Technology
Hostos Community College, CUNY Email:ipoma@hostos.cuny.edu
Wilfredo Rodríguez, works at the office of Educational Technology Coordinator since April 2012, after holding different positions at the college. He oversees the daily operations of the office and implement many different projects. He began as an ESL/Spanish tutor back in 2002 in the Coordinated Undergraduate Program (CFP). After working for two years in CFP and also facilitating writing workshops, he began working as an administrative assistance in 2004 for the Title V Grant. When the grant expired, he went to work for the Office of Academic Affairs as a HEO where undertook different responsibilities. Rodríguez holds a M.S. and B.S. in Computer Science from Lehman College, CUNY. After graduating, he continuously keep renovating and updating knowledge in the field by researching the newest technology and how it adapts to education. He’s always fascinated by programming and how it improves productivity and human life in general. Wilfredo also had been programming in Asp.net MVC framework for a couple of years already and already have developed many applications and supported many others that he inherited when the programmer left from the Educational Technology Department.
Contact info: Address: Hostos Community College – CUNY, 500 Grand Concourse, C-556, Bronx, NY 10451 Phone: 718-319-7973 Email:WRODRIGUEZ@hostos.cuny.edu
Article 1: Advances in Technology Pave the Path to Actual Learning
Author: Prof. Toni Hernen- Brzeski
Instructor, Education & Reading Bronx Community College
Prof. Hernen-Brzeski joined Bronx Community College in 2010 as an adjunct lecturer in reading. She’s currently holding the position as an instructor in the Education and Reading Department. Prior to coming to Bronx Community College, she an elementary school teacher in both the Rockville Centre School District and the New York City Department of Education. Received her B.A. in History from Queens College and my M.A. in Elementary Education from C.W.Post Long Island University.
Her teaching interests include, remedial reading, child study, elementary education, and student development. Hernen-Brzeski also worked with the New York City Teaching Fellows Program where mentored and observed first year teachers. Developed a new course for the First Year Seminar Program for Bronx Community College and presented at the CUNY Conference for Best Practices. Along with her work at Bronx Community College, she have also helped pilot the first year debate team at York College.
Primary research interests are in the fields of elementary education with specific interests in pedagogy, child development, and effective use of technology in the classroom to promote learning. Currently reside on Long Island with husband and two children. In her free time she’s a youth girl’s lacrosse coach and enjoy exploring new and exciting attractions across the city and country.
Article 2: Análisis sobre los riesgos de seguridad generados por usuarios para las tecnologías de información y comunicación (TIC)
Author: Dr. Isabel Candal Vicente
Associate Professor Universidad del Este, Ana G. Méndez University System (AGMUS)
Isabel Candal Vicente is an Associate Professor of Management Information System at Universidad del Este, Ana G. Méndez University System (AGMUS). She received her Ph.D. from the San Pablo-CEU University, Spain. Her current research interests include data warehouse, data mining and information security. She has published, presented her work in many journals, and in international and national conferences.
Contact info:
Address: IEN, Business School, B-11 Paseo del Prado, San Juan, Puerto Rico 00926
email: icandal@suagm.edu Phone: (787) 398-5186
Fax: (787) 754-9665
Co-Author: Dania I. Osorio Concepción
Article 3: Factores que facilitan u obstaculizan el avalúo del aprendizaje en la educación general de las instituciones de Educación Superior.
Author: Dr. Mariela T. Collazo
Assistant Vice President for Planning Universidad Metropolitana
Her major areas of experience includes: development, implementation and evaluation of annual and long term Institutional Strategic Plan in Higher Education, Government Agencies and Corrections and Rehabilitation Programs. Monitor formative and summative evaluation of institutional development plans in Higher Education and Government Agencies. Ensure proper coordination between the plans, proposed development plan, according to the needs and priorities and fiscal projections. Support the assessment and institutional effectiveness and ensure that the findings and recommendations are integrated into development plans. Support the self-study for institutional accreditation and licensing processes in higher education. Evaluator of Research Proposals – US Department of Education/Title V Programs, needs assessment and or characteristics of labor market in higher education and government agencies, and assessment of the social, economic and urban situation of municipalities.
Some research are: Learning Assessment of General Education at a Private Higher Education Institution in Puerto Rico: a case study (2013), Conceptualizing a learning assessment model of general education for the School of Education of the Metropolitan University: analysis of the alignment of competencies and their development in the classroom (2010), and Models and learning assessment practices in general education (2010).
Dr. Collazo has a Ph.D. in Education – Specialization in Teaching (2013) from the Universidad de Puerto Rico, Rio Piedras Campus, a Master in Planning (license 722) from the Universidad de Puerto Rico, Cayey Campus and a Bachelor in Psychology (Magna Cum Laude, 1997).
Contact info:
Address: 1399 Ana G. Mendez Ave., San Juan, PR 00926
Phone: (787) 766-1717 Ext. 7418
Mobile: (787) 316-9739
Email: mcollazo@suagm.edu
Article 4: Impacto de aspectos visuales y estéticos en la Educación a Distancia.
Author: Dr. Lisbel M. Correa
Assistant Professor – Distance Learning Department Center of Innovation and Creativity in Education (CICE) Coordinator Distance Learning Associate Deanship Inter American University of Puerto Rico, Ponce Campus
Dr. Lisbel M. Correa Suárez is Assistant Professor of the Distance Learning Department, and the Coordinator of the Center of Innovation and Creativity in Education of the Distance Learning Associate Deanship. She owns a Doctored Degree in Instructional Technology and Distance Education of the Fischler School of Education of Nova Southeastern University, and a Master Degree in Educational Technology of Caribbean University. Dr. Correa also has successfully worked as an online instructor for sub-graduate and graduate Programs, and has also provide exceptional contributions by creating standardized processes for online courses instructional design. Has actively worked as a leader for the evaluation, development and reinforcement of the assessment processes of the Associate Dean of Distance Education. Furthermore, she designed the institutional training program for online instructors. As well as other online courses for sub-graduate and graduate program.
Article 5: La inteligencia emocional en la Educación a Distancia.
Author: Dr. Carmen Luisa Hernández
Full time professor EDP University of Puerto Rico
Carmen Luisa Hernández has a Bachelor’s Degree in Philosophy, and a Master’s Degree in Arts, with concentration in History from the University of Puerto Rico, Río Piedras Campus. She also has a Master’s Degree in Information Systems from EDP University and a Ph. D. in Educative Innovation from the Instituto Tecnológico de Estudios Superiores de Monterrey (ITESM).
Actually she works as a full time professor in EDP University and for over fifteen years she has taught in classroom and online mode in various universities of Puerto Rico. At EDP University she was in charge of the foundation and accreditation of the online program, and of the development of the politics and capacitation of professors of the online mode. She was in charge of the Technological Development Office and directed the Academic Institutional Assessment Committee. Currently she also offers her expertise knowledge in educative innovation through the Learning Consultant Corporation, LLC.
Article 6: La oferta académica en línea de Puerto Rico: Actualización a otoño 2014.
Author: Dr. Marcos Torres- Nazario
Full professor Distance Education Department Inter-American University of Puerto Rico, Ponce Campus
Dr. Marcos Torres-Nazario teaches online and face-to-face courses of statistics and research, at the Inter American University of Puerto Rico (IAUPR) Ponce Campus. He received the degree of Doctor of Education in Educational Administration from the Inter American University Metro Campus. Also completed a Post Master Certificate in Institutional Research from Florida State University. In 2013 completed a Master Degree in Research and Evaluation at the University of Puerto Rico, Río Piedras Campus. Recently, finished the ELearning Expert Certificate from FATLA.
Article 7: Los estudiantes a distancia de Puerto Rico: Datos por nivel y tipo de Institución.
Author: Dr. Marcos Torres- Nazario
Full professor Distance Education Department Inter-American University of Puerto Rico, Ponce Campus
Dr. Marcos Torres-Nazario teaches online and face-to-face courses of statistics and research, at the Inter American University of Puerto Rico (IAUPR) Ponce Campus. He received the degree of Doctor of Education in Educational Administration from the Inter American University Metro Campus. Also completed a Post Master Certificate in Institutional Research from Florida State University. In 2013 completed a Master Degree in Research and Evaluation at the University of Puerto Rico, Río Piedras Campus. Recently, finished the ELearning Expert Certificate from FATLA.
Article 8: Unified Communication Technology: The Considerations for Adoption for Administration and Pedagogy.
Author: Patricia Kahn, Ph. D.
Assistant Vice President for Technology Systems The College of Staten Island, CUNY
Patricia Kahn, Ph.D. is the Assistant Vice President for Technology Systems at the College of Staten Island (CSI) where she oversees the operations of all information technology services. Dr. Kahn has many years of service in higher education technology services. Prior to coming to CSI, Dr. Kahn served as the Executive Director of Information Technology Services at Brookdale Community College from 2009 – 2014. While at Brookdale, she oversaw and directed all information technology activities and was the focal point on technology for the campus community and the primary liaison with Educational Services and vendors providing services for the development and management of IT resources. Prior to Brookdale, Dr. Kahn obtained extensive experience in academic technology and distance learning during her nine year tenure at Montclair State University. There she held various administrative positions including Director of Technology Training and Integration.
Dr. Kahn received her BS in Computer Information Systems and an MBA in Finance from Manhattan College. She received her Ph.D. in Education from Capella University, with a concentration in Instructional Design and Online Learning. Her favorite past time is spending time with family and friends as well as her Wheaten Terrier.
Contact info:
Address: The College of Staten Island, CUNY, 2A-303A
Phone: 718-982-2209
Email: patricia.kahn@csi.cuny.edu
Article 1: Assessment of a Technology-Enhanced Review Workshop before Exam in an Undergraduate Human Anatomy and Physiology Course.
Author 1: Seher Atamturktur, PhD.
Associate Professor
Department of Biological Science
Bronx Community College, CUNY
Dr. Atamturktur have taught a wide range of courses including Anatomy and Physiology I and II, Medical Terminology, Introduction to Behavioral Neuroscience, Microbiology and General Biology in the past 22 years. She received a Presidential Grant, a Teaching with Technology Grant and a PSC-CUNY Grant. Therefore, developed activities to improve student learning through technology and problem based learning activities. She also developed and taught pre-A&P workshops, and A&P workshops before the final exams along with my colleagues. Dr. Atamturktur co-designed an interdisciplinary Behavioral Neuroscience course and co-organized Biology Symposium Series.
Associate Professor Department of Biological Sciences Bronx Community College, CUNY
Dr. Lee received his PhD in Biology at the CUNY Graduate Center with a thesis on the interaction of actin and microtubule in the cytoskeleton of non-mammalian blood cells. As part of his post-doctoral training, he studied the organization and dynamics of microtubules in fission yeast at Columbia University. Currently, he’s teaching courses in Human Anatomy and Physiology at Bronx Community College, with emphasis on molecular and cellular dynamics. Pedagogical research interest and experience include the development and application of tools and resources to enhance information retention, critical thinking, and quantitative reasoning.
Contact info:
Address: Bronx Community College |2155 University Avenue| Bronx, New York 10453
Phone: 718-289-5539
E-mail: kyeng.lee@bcc.cuny.edu
Author 3: Rujin Tian, PhD.
Associate Prof.
Dept of Biological Science
Bronx Community College, CUNY
While teaching Honors Biology for advanced students and conducting neuroscience research with NSF-sponsored undergraduate students in collaboration with Columbia University, I am currently developing a tech-based (mobile apps and molecular technology) curriculum for DNA barcoding. This includes plant identification with Google Maps and Garden Compass, field trips for plant sampling, hands-on assignments for DNA isolation and amplification, phylogenetic tree generation with DNA SUBWAY and 3D reconstruction of protein structure by Swiss-Pdb Viewer.
Article 2: Gamification as a Teaching Strategy: It is Effective?
Author: David Sturges, Ph. D.
University of Texas-Pan American (Soon to be the University of Texas-Rio Grande Valley)
Dr. Sturges, an associate professor at the University of Texas-Pan American, teaches and consults in strategic planning and organizational development based on andragogical online teaching and learning concepts and practices. He holds a Ph.D. from the University of North Texas, an MBA from East Texas State University, and BBA from Abilene Christian University of Dallas. Prior to entering academics, Dr. Sturges spent 13 years in professional practice of advertising and public relations. During the past three years, Dr Sturges teaching as focused on the UTPA Accelerated MBA program. He is published in the HETS Journal, the Journal of International Business, the Management Communication Quarterly and others. His publications have focused on communication in organizations and academics including emphasis on improving teaching methods for business learning. Dr. Sturges has received the Hormel Meritorious Teaching Award and the UTPA Innovations in Distance Learning Award, as well as nomination for the University of Texas System Outstanding Faculty Award.
Article 3: Growth of the Open Educational Resource Movement
Author 1: Prof. Christine Mooney
Associate Professor Queensborough Community College, CUNY
Christine Mooney is an Associate Professor in the Business Department at Queensborough Community College. Christine Mooney is an attorney duly admitted to practice law in the State of New York. Prof. Mooney has served as the Faculty Mentor for the Queensborough business plan team since 2013. This year Prof. Mooney served as the Principal Investigator for a grant provided by Capital One Bank to run a CUNY Wide Entrepreneurship Program for Community College students.
Assistant Professor
Queensborough Community College , CUNY
Leslie L. Francis is an Assistant Professor at CUNY-Queensborough Community College (“QCC”) in Bayside, NY where he teaches Business Law and Business Management. He has taught for fifteen years, five years at QCC and ten years as an Adjunct Professor at CUNY-York College in Jamaica, NY. Additionally, Mr. Francis is an attorney duly admitted to practice law in the State of New York and in the federal district courts of the Eastern and Southern Districts of New York, including the Bankruptcy Court.
Contact info:
Address: Business Department, Queensborough Community College/CUNY
Administration Building, Room 405 |222-05 56th Avenue
Bayside, NY 11364
Phone: 718-281-5783
Article 4: Matrícula de estudiantes a distancia en Puerto Rico: Actualización a Otoño 2013
Author: Dr. Marcos Torres-Nazario
Full professor Distance Education Department Inter-American University of Puerto Rico, Ponce Campus
Dr. Marcos Torres-Nazario teaches online and face-to-face courses of statistics and research, at the Inter American University of Puerto Rico (IAUPR) Ponce Campus. He received the degree of Doctor of Education in Educational Administration from the Inter American University Metro Campus. Also completed a Post Master Certificate in Institutional Research from Florida State University. In 2013 completed a Master Degree in Research and Evaluation at the University of Puerto Rico, Río Piedras Campus. Recently, finished the ELearning Expert Certificate from FATLA.
Senior Teacher University of Buenos Aires (UBA) and
National University of La Plata (UNLP), Argentina
Educational Psychologist. Master of Education.
University Teacher and Researcher. Category I.
Teacher of Postgraduate courses and seminars.
Director of master and doctoral thesis.
First author of research projects related to Cognitive Psychology.
Article 6: Structuring Hybrid and Online College Courses
Author: Janet Michello, Ph.D
Associate Professor Social Science, LaGuardia Community College of the City University of New York
Professor Janet Michello teaches social science courses, including hybrid Introduction to Sociology, at LaGuardia Community College of the City University of NY. Her doctorate in sociology was awarded by the University of Akron while in a dual program with Kent State University. She is author of the book, Social Patterns as Sources of Separation, and co-author of the text, A Sociology of Mental illness, in addition to a number of other publications. She is currently working on a resource book for hybrid and online introductory sociology courses.
Article 7: Using Learner Profiling Technique to Predict College Student’s Tendency to Choose ELearning Courses: A Two-step Cluster Analysis
Author 1: Cheng-Chang “Sam” Pan, PhD, PMP, MBA
Associate Professor of Educational Technology
The University of Texas at Brownsville
Professor Cheng-Chang “Sam” Pan teaches online as an associate professor of Educational Technology at The University of Texas at Brownsville (soon to be The University of Texas Rio Grande Valley). He has developed and directed the E-Learning Certificate program since 2009. Professor Pan earned a Ph.D. in Education with a specialization in Instructional Technology and a M.A. in Educational Technology from the University of Central Florida. He also received a M.B.A. in Business Administration from Texas A&M University – Commerce. He is a certified Project Management Professional (PMP) by Project Management Institute (PMI). His current research includes the design of e-learning in the context of project management and strategic management of distance education enterprises.
Contact info: Address: One West University Blvd., Main 1.306| Brownsville, TX 78520
The University of Texas at Brownsville
Phone: (956) 882-7805
Email: Sam.Pan@utrgv.edu or Sam.Pan@utb.edu
Author 2: Francisco Garcia, MEd
Distance Education Manager
The University of Texas at Brownsville
Francisco Garcia serves as a Manager and Lead Instructional Designer for the Online Learning Department at The University of Texas at Brownsville. He manages a multidisciplinary team that designs and develops online and hybrid courses. Mr. Garcia and his team provide Instructional Design leadership to faculty supporting more than 600 online courses per year. Mr. Garcia has served on Distance Education Committees, at the state level, developing best practices and guidelines for Online Instruction. He has also been a presenter in different state, national, and international Distance Education and Instructional Technology conferences. Mr. Garcia holds Bachelor of Applied Arts and Sciences and a Master of Education in Educational Technology from The University of Texas at Brownsville.
Mr. Garcia is also the Inaugural Director for the Center for Online Learning and Teaching Technology at the University of Texas Rio Grande Valley. He is leading the establishment of a comprehensive research center for online teaching, learning and technology with the appropriate human resources and proper organizational structure that will facilitate best practices in teaching and learning online and academic rigor, integrate next generation of online technologies to maximize student learning outcomes, increase course offerings that reduce time-to-degree, and increase enrollments.
Director
Office of Educational Technology
Hostos Community College
An innate leader and fighter, born in Quito-Ecuador, first-generation college student, holds a BS and Master degrees in Computer Science from CUNY & NYU Poly, and is currently pursuing his doctorate degree in Instructional Technology at Teachers College, Columbia University. With over 15 years of experience in Higher Education, Carlos currently works at Hostos Community College as Director of the Office of Educational Technology; where he provides vision to strengthen and bring innovation to teaching and learning through technology. Carlos has established a successful organizational culture shift around technology adoption, implementing initiatives centered on mentoring and communities of practice. Carlos is a frequent presenter of a variety of academic technology topics in several national and international conferences. His main research areas of interest are online learning, social networking in education, and game-based learning.
Carlos has recently been elected as Chair of the Hostos HEO Organization, has also Chaired the HETS Distance Learning Task Force, and other several committees at the College. Carlos is also the President and Co-Founder of the Ecuadorian Youth Organization, which mission is to promote the intellectual growth of the Ecuadorian Youth through education. Carlos has also established the Ecuadorian Scholars Fund, which annually provides scholarships for students to continue their college education. Coming from a humble background, and facing many challenges to accomplish his goals, Carlos is convinced that the secrets for success are persistence, humbleness, creativity, and always setting the next goal in life and career.
By: Dr. Alexander Vaninsky
Professor of Mathematics Hostos Community College The City University of New York
Abstract
The paper presents an experience of providing students with online office hours in the video conferencing mode. Blackboard Collaborate was used in a post – calculus course taught in a community college, providing additional office hours for students from the convenience of their homes and workplaces. Most students demonstrated positive attitudes, while some of them were not fully comfortable with the online environment and preferred personal communications. We discuss short- and long-term perspectives of this teaching technique that is a step towards an efficient and affordable way of online teaching and learning of mathematics.
Kate Wolfe, Ph.D.
