Explain what stood out to you from this module’s Assignments and/or Discussions

Explain what stood out to you from this module’s Assignments and/or Discussions

Explain what stood out to you from this module’s Assignments and/or Discussions 150 150 Nyagu

Write a reflective journal entry describing an “Aha!” moment of learning you experienced or important insight you gained during this module. Be specific and provide concrete examples. Cite (from the Learning Resources) your own investigation online and in the Walden Library, and call on your personal and professional experiences to support your ideas. Explain what stood out to you from this module’s Assignments and/or Discussions. Be specific, and provide concrete examples.

BELOW IS THE REFLECTIVE INFORMATION. I was thoroughly impressed by instructors have to design their way of educating to fit the learner. I also Attached the article where I got this information from please use this resource and the one that are included on this page.

online educators should design instruction in such a way that people from different cultural backgrounds effectively learn from it. Indeed, instructors and instructional designers, particularly those working in online learning environments, should develop the necessary skills so they are able to deliver “culturally sensitive and culturally appropriate and robust instruction.”

Resources please use a minimum of 4 of the resources

Alalshaikh, S. (2015). Cultural impacts on distance learning, online learning styles, and design. Quarterly Review of Distance Education,16(3), 67–75, 85 

Cole, I. B. (n.d.). Encouraging student reading of faculty feedback. Retrieved from http://academicguides.waldenu.edu/ld.php?content_id=7468642

Goomas, D. (2015). Integrating real-time antecedent rubrics via Blackboard into a community college general psychology class. Community College Journal of Research and Practice, 39(2), 122-131.

Hudgins, T. L., & Dolinsky, D. L. (2015). HBO toolkit: Know your audience. Retrieved from http://hbotoolkit.laureate.net/2015/09/06/know-your-audience/

Kahu, E. R., Stephens, C., Zepke, N., & Leach, L. (2014). Space and time to engage: Mature-aged distance students learn to fit study into their lives. International Journal of Lifelong Education, 33(4), 523–540.

Mireles Medina, A., Carrillo García, F., & Montes Olguín, J. (2018). Planning and allocation of digital learning objects with augmented reality to higher education students according to the VARK Model. International Journal of Interactive Multimedia and Artificial Intelligence, 5, 2, 53-57. https://www.ijimai.org/journal/sites/default/files/files/2018/02/ijimai_5_2_7_pdf_10900.pdf

Shimoni, R., Barrington, G., Wilde, R., & Henwood, S. (2013). Addressing the needs of diverse distributed students. International Review of Research in Open and Distance Learning, 14(3), 134–157

Toledo, C. A. (2015). Dog-bite reflections—Socratic questioning revisited. International Journal of Teaching and Learning in Higher Education, 27(2), 275–279.

Walden University Writing Center. (2010a). Writing Feedback Tips from the Tutors. Retrieved from http://academicguides.waldenu.edu/ld.php?content_id=4703310

Yang, J., Kinshuk, Yu, H., Chen, S.-J., & Huang, R. (2014). Strategies for smooth and effective cross-cultural online collaborative learning. Journal of Educational Technology & Society, 17(3), 208–221.