Overview

Educators are continuously seeking ways to engage their students in active learning processes and are faced with challenges that include engaging students in learning activities, promoting meaningful learning experiences, and providing effective experiences for every student. Studies that investigate instructors' experiences are limited since more focus is given to students. Future research calls for teachers' innovative contributions in introducing new strategies and teaching approaches to further involve students, increase student attendance in online sessions, and employ a variety of technological tools. Fostering Meaningful Learning Experiences Through Student Engagement is an essential reference source for the latest scholarly information on curriculum development, instructional design, and pedagogical methods for fostering student engagement learning initiatives. The book examines engagement and meaningful learning techniques in both face-to-face and online instruction. Covering topics that include active learning, language learning, teacher experiences, and teacher-student relationships, this book is ideally designed for teachers, instructional designers, curriculum developers, academicians, researchers, professionals, and students that believe that stronger or improved student engagement should be their instructional objectives and wish to engage students in learning activities that promote meaningful learning experiences.

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9781799868828

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Elli Doukanari is currently an Associate Professor of Linguistics at the University of Nicosia. She has previously taught at various institutions, including the University of Cyprus and Georgetown University (USA), and has given a series of seminars on the Greek language, history and society at the Foreign Service Institute (FSI), U.S. Department of State. She has been a Member of the Review Bioethics Committee for the Clinical Trials on Medicinal Products of Human Use, Cyprus National Bioethics Committee (2015-2018). She has served as the: Associate Head of the Department of Languages and Literature, University of Nicosia; Coordinator for the Languages Programs, Intercollege, Larnaca; Chief Examiner for the Oral and Written Michigan Certificate Examinations, Hellenic American Union, Greece; and Chief Examiner for the Proficiency Examinations in Modern Greek, Georgetown University. Dr. Doukanari holds a Ph.D. and an M.S. degree in Linguistics from Georgetown University, and a B.A. in Greek and English Languages and Literatures from the National and Kapodistrian University of Athens, Greece. She is specialized in Sociolinguistics, Discourse and Conversational Analysis, Language and Gender, Pragmatics, Anthropological Linguistics, Ethnography, Psycholinguistics, and the Teaching of Technical Writing. Her work is of interdisciplinary nature. Her research interests and publications are in the areas of: Cyprus Verbal Dueling (Chattista); Greek Language and the Greek-Cypriot Dialect; Language, Gender and Sexuality; National, Gendered and Cultural Identity; Discourse Analysis of Narratives, Conversations, the Media and Social Media; Diglossia and Dimorphia; Language and Technology; Language Planning, Acquisition, Learning and Teaching of Greek as a First or Second Language; and Innovative Research and Teaching/Learning Pedagogies in Higher Education. Her research work has been presented in numerous international conferences and published in scientific journals, books and conference proceedings. Nikleia Eteokleous (female) holds a PhD in Educational Administration with emphasis in Educational Technology (confirmed 2004), M. Ed in Instructional Systems (2003), and M. Ed in Educational Administration (2002) from the Pennsylvania State University and BA in Public and Business Administration (Specialization: Finance) (2001) from the University of Cyprus. She works as an Associate Professor in Educational Technology at the Educational Sciences Department, School of Educational and Social Sciences at Frederick University. She is also the Head of the Distance Learning Committee (responsible for policy development, strategic planning, and professional development training). She is also the co-founder of Robotics Academy. Her research interests focus on technology integration in the educational practice, teacher education and technology, designing learning environments enhanced with technology and online learning environments. She is also involved in research activities related to open and online distance learning, and the integration of robotics in the educational practice.

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