Student Usage And Perceptions Of The Value Of Recorded Lectures In A Traditional Face-To-Face (F2F) Class

More than ever before, today’s colleges and universities are employing innovative and mutually-beneficial ways to meet the needs of students. Due to increasing competition and changing demographics, institutions benefit from attracting more students as higher enrollments generate greater revenue; these additional tuition and fees are crucial as costs continue to rise and state funding declines. Alternative course delivery modalities provide flexibility that can enable more students to obtain access to a postsecondary education as well as appeal to those with different learning styles or who are looking for a less traditional college experience. In recent years, online programs have grown significantly when compared to the traditional face-to-face (F2F) environment. While both deliveries have their own advantages and thus supporters, each has its own disadvantages as well. As a result, blended or hybrid classes, which include features of both F2F and distance courses, are becoming more common. This article describes a study in which two sections of an F2F tax course offered students access to recorded lectures, and reports the results of a survey designed to ascertain student usage and perceptions of the value of this supplemental material.

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Continuing Professional Education and the Internet: Views of Alberta Occupational Therapists

Canadian Journal of Occupational Therapy ◽

10.2182/cjot.05.0006 ◽

2005 ◽

Vol 72 (4) ◽

pp. 234-244 ◽

Cited By ~ 2

Author(s):

M. Violet Pui ◽

Lili Liu ◽

Sharon Warren

Keyword(s):

Professional Education ◽

Continuing Professional Education ◽

Occupational Therapists ◽

Course Delivery ◽

The Internet ◽

Face To Face ◽

Personal Time ◽

Computer Knowledge ◽

Distance Courses ◽

Alternative Delivery

Background. Occupational therapists have identified barriers to accessing continuing professional education (CPE) in the traditional face-to-face formats. One alternative to traditional, centrally located, face-to-face CPE is course delivery through the Internet. Purpose. This study examined Alberta occupational therapists' perceptions of Internet-based CPE. Method. A questionnaire was mailed to 800 randomly sampled Alberta occupational therapists (response rate = 35.5%; n = 281). Results. Respondents pursued CPE to increase skills, knowledge and maintain clinical competency. They reported that a face-to-face CPE course was more useful than distance courses. Although almost 90% of respondents had access to computers with an Internet connection at home or at work, and nearly 65% thought that their computer knowledge was sufficient, only 2.9% had previously taken Internet-based CPE. Practice Implications. In order for the Internet to be accepted as a common, useful and alternative delivery tool for CPE in occupational therapy, the perceived barriers such as the lack of personal time, cost, and limited interaction with other learners and instructors will need to be addressed.

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Designed Learner Interactions in Blended Course Delivery

Online Learning ◽

10.24059/olj.v15i1.183 ◽

2011 ◽

Vol 15 (1) ◽

Author(s):

Reba-Anna Lee ◽

Brian Dashew

Keyword(s):

Instructional Design ◽

Best Practices ◽

Design Process ◽

Course Delivery ◽

Student Interactions ◽

Face To Face ◽

Instructional Design Process ◽

Hybrid Delivery ◽

Academic Technology ◽

Blended Course

In transitioning to a hybrid delivery model, faculty are presented with an opportunity to engage in a systematic instructional design process which can bring coursework in line with pedagogical best practices that may not exist in traditional face-to-face classes. This paper presents a model whereby Marist College Academic Technology & eLearning staff focuses faculty attention on designing effective student interactions with content, the instructor, and other students. These interactions promote deeper levels of engagement in student learning.

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Pivoting in a COVID-19 teaching environment: developing interactive teaching approaches and online assessments to improve students’ experiences

Accounting Research Journal ◽

10.1108/arj-09-2020-0302 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Kate L. Morgan ◽

Wei Chen

Keyword(s):

Online Teaching ◽

Sudden Change ◽

Course Delivery ◽

Financial Accounting ◽

Content Type ◽

Face To Face ◽

Course Materials ◽

Accounting Courses ◽

Online Assessments ◽

Short Time

Purpose The purpose of this paper is to discuss the changes made to course delivery, course materials and assessment approaches required in response to the COVID-19 pandemic which forced many changes to occur in a very short time. Design/methodology/approach It is a case study of the changes made to content, teaching methods and assessment in a postgraduate introductory financial accounting course of approximately 350 students across two terms. Findings The key findings are that the sudden change from face-to-face to online teaching to address government regulations, social distancing expectations and students’ needs required immediate changes to how content was delivered, how to interact with students (many of who were studying outside of Australia), and how to adapt to online assessments. Many of the innovations the authors describe will continue to be used in the course going forward both in face-to-face and online formats. That is, the need to change resulted in innovations that can be implemented in a post-pandemic environment. Originality/value The key value of this paper is to provide instructors with insights into the innovations the authors made to address the changed circumstances, which can be incorporated into other accounting courses in the future.

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ENHANCING ENGLISH LANGUAGE PROFICIENCY THROUGH LEARNING STYLES CENTERED ON A PERCEPTION OF MIGRATING FROM FACE-TO-FACE TO REMOTE ONLINE LEARNING CULTURE: A CASE OF A RURAL SOUTH AFRICAN UNIVERSITY

10.21506/j.ponte.2021.8.3 ◽

2021 ◽

Vol 77 (8) ◽

Author(s):

Bulelwa Makena ◽

Ntando Mpahla

Keyword(s):

Online Learning ◽

Learning Styles ◽

South African ◽

Language Proficiency ◽

English Language ◽

English Language Proficiency ◽

Learning Culture ◽

Rural South ◽

Face To Face

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Developing Inclusive Pedagogies in HE through an Understanding of the Learner-Consumer: Promiscuity, Hybridisation, and Innovation

Postdigital Science and Education ◽

10.1007/s42438-020-00110-x ◽

2020 ◽

Vol 3 (1) ◽

pp. 102-119 ◽

Cited By ~ 1

Author(s):

Angela Partington

Keyword(s):

Student Engagement ◽

Learning Styles ◽

Participatory Culture ◽

First Century ◽

Binary Opposition ◽

Current Generation ◽

Face To Face ◽

Inclusive Practice ◽

Digital World ◽

Digital Or

AbstractThis article contributes to debates about how to respond to the changing profile of Higher Education (HE) students, and the marketisation of HE, by challenging prevailing views about student engagement, in order to develop learner-centric and inclusive pedagogies which are relevant to the twenty-first century. The concepts of ‘participatory culture’ and ‘co-creativity’ are often associated with the digital world in which the current generation of students have grown up. But it is a mistake to assume that some learning styles are inherently more participatory than others: participation is not an effect of the medium or form, (analog vs digital), or the space (actual vs virtual), or the mode of interaction a (face-to-face vs networked) through which the learner participates – it is an effect of the practices involved. Students engage with a complex network of both digital and analog texts and spaces, and it is this postdigital hybrid setting within which student engagement takes place. Marketisation provides an opportunity to actively demonstrate our commitments to student-centredness and inclusive practice, by transcending the binary opposition between ‘Student as Partner’ and ‘Student as Consumer’ and recognizing that students are learner-consumers, and allowing students’ diversity to drive innovation, rather than continuing to disempower students by bolstering practices which privilege some learning styles above others, informed by the assumption that innovation is technology-led.

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Materiais Didáticos para Educação a Distância: Observando Layouts

EAD em FOCO ◽

10.18264/eadf.v6i1.362 ◽

2016 ◽

Vol 6 (1) ◽

Author(s):

Dorcas Janice Weber ◽

Lia Raquel Oliveira

Keyword(s):

Distance Education ◽

Educational Process ◽

Face To Face ◽

Effective Learning ◽

Educational Processes ◽

Materials Used ◽

Distance Courses ◽

Education Courses ◽

Training Opportunities

A inserção da educação a distância nos processos educativos formais apontou possibilidades de formação em nível superior para aqueles que estão distantes dos centros de formação e, para além disso, desvelou objetos de investigação. Um exemplo disso são os materiais didáticos, tão necessários para a efetivação da aprendizagem na modalidade a distância. A gama de materiais é grande e, por isso, é interessante conhecer o modo como eles vêm sendo desenvolvidos e utilizados por aquelas instituições que ofertam cursos nessa modalidade. É sabido que há necessidades distintas entre os alunos da educação a distância e os de cursos presenciais, que precisam estar contempladas nos materiais didáticos. Mas de fato estão? Considerando a organização do espaço de estudo como importante no processo pedagógico, como os espaços dos materiais didáticos vêm sendo organizados? Que elementos têm sido utilizados para o desenvolvimento de layouts para materiais didáticos utilizados em cursos a distância? Tais questões são tema deste escrito, que busca, a partir de um estudo de caso, observar materiais didáticos produzidos para cursos brasileiros a distância. Um olhar transversal sobre tais materiais aponta semelhanças com os produtos elaborados para a educação presencial, tão conhecida por muitos.Palavras-chave: Educação a distância; Materiais didáticos; Layout.?Didactic Materials for Distance Education: Observing LayoutsAbstract The inclusion of distance education in formal educational processes pointed training opportunities in higher education for those who are distant from training centers and, in addition, unveiled research objects. An example of this are the didactic materials, as necessary for effective learning in the distance. The range of materials is large and therefore it is interesting to know how these are being developed and used by those institutions that offer courses in this modality. It is known that there are different needs among students of distance education and presence courses that need to be addressed in didactic materials. But actually are? Considering the organization of study space as important in the educational process, as the spaces of didactic materials have been organized? What elements have been used to development layouts for the materials used in distance education courses? This questions are theme of this this written that will, with a case study, observe didactic materials produced to Brazilian distance courses. That observation shown us that analyzed materials have similarities with didactic products for face to face education.Keywords: Distance education; Didactic materials; Layout.

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AN EXPLORATION OF THE RELATIONSHIP BETWEEN INDICATORS OF THE COMMUNITY OF INQUIRY FRAMEWORK AND RETENTION IN ONLINE PROGRAMS

Online Learning ◽

10.24059/olj.v13i3.1657 ◽

2019 ◽

Vol 13 (3) ◽

Cited By ~ 2

Author(s):

Wally Boston ◽

Sebastián R. Díaz ◽

Angela M. Gibson ◽

Phil Ice ◽

Jennifer Richardson ◽

...

Keyword(s):

Social Presence ◽

Student Persistence ◽

Community Of Inquiry ◽

Student Records ◽

Attrition Rates ◽

Online Programs ◽

Face To Face ◽

The Face ◽

Community Of Inquiry Framework ◽

The Relationship

As the growth of online programs continues to rapidly accelerate, concern over retention is increasing. Models for understanding student persistence in the face-to-face environment are well established, however, the many of the variables in these constructs are not present in the online environment or they manifest in significantly different ways. With attrition rates significantly higher than in face-to-face programs, the development of models to explain online retention is considered imperative. This study moves in that direction by exploring the relationship between indicators of the Community of Inquiry Framework and student persistence. Analysis of over 28,000 student records and survey data demonstrates a significant amount of variance in re-enrollment can be accounted for by indicators of Social Presence.

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E-Mail Usage in South Pacific Distance Education

Encyclopedia of Information Science and Technology, First Edition ◽

10.4018/978-1-59140-553-5.ch183 ◽

2005 ◽

pp. 1034-1039

Author(s):

Jonathan Frank ◽

Janet Toland ◽

Karen D. Schenk

Keyword(s):

Learning Styles ◽

Research Area ◽

Web Based ◽

Group Interactions ◽

Face To Face ◽

Web Based Learning ◽

Active Research ◽

The Impact ◽

E Mail ◽

Active Research Area

The impact of cultural diversity on group interactions through technology is an active research area. Current research has found that a student’s culture appears to influence online interactions with teachers and other students (Freedman & Liu, 1996). Students from Asian and Western cultures have different Web-based learning styles (Liang & McQueen, 1999), and Scandinavian students demonstrate a more restrained online presence compared to their more expressive American counterparts (Bannon, 1995). Differences were also found across cultures in online compared to face-to-face discussions (Warschauer, 1996). Student engagement, discourse, and interaction are valued highly in “western” universities. With growing internationalization of western campuses, increasing use of educational technology both on and off campus, and rising distance learning enrollments, intercultural frictions are bound to increase.

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E-Mail Usage in South Pacific Distance Education

Online and Distance Learning ◽

10.4018/978-1-59904-935-9.ch187 ◽

2011 ◽

pp. 2325-2332

Author(s):

Jonathan Frank ◽

Janet Toland ◽

Karen D. Schenk

Keyword(s):

Learning Styles ◽

Research Area ◽

Web Based ◽

Group Interactions ◽

Face To Face ◽

Web Based Learning ◽

Active Research ◽

The Impact ◽

E Mail ◽

Active Research Area

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Online self-assessment materials: do these make a difference to student learning?

Research in Learning Technology ◽

10.3402/rlt.v8i2.11992 ◽

2011 ◽

Vol 8 (2) ◽

Cited By ~ 2

Author(s):

Mary Peat

Keyword(s):

Learning Styles ◽

Teaching And Learning ◽

Tertiary Education ◽

First Year Experience ◽

Full Time ◽

Self Assessment ◽

Small Shift ◽

Face To Face ◽

Time Work ◽

Teachers And Students

In our changing world where university students are demanding a greater say in their tertiary education, and in particular are demanding a greater flexibility in the way they receive their instruction, it is imperative that we investigate and experiment with course delivery strategies that fulfil these expectations. Online delivery of learning materials is not new, nor is it the panacea for all problems, but it does offer certain advantages for both teachers and students. The flexibility of using the Web may suit certain teaching activities, but more importantly may suit the learning styles and commitments of the students. In the current economic climate students may have to juggle university activities with employment, potentially missing some of the structured teaching and learning sessions. In addition they may not have time to use campus-based course materials or seek face-to-face assistance from staff. An Australian benchmark survey of the first-year experience (Mclnnis, James and McNaught, 1995), found the pressures of part-time work made it extremely difficult for some students to fulfil course expectations. A 1998 survey of firstyear science students at the University of Sydney revealed that 54 per cent of full-time students are undertaking some form of employment, with 31 per cent working ten hours or more per week during semester, and 14 per cent working over fifteen hours per week (Peat and Franklin, 1998). A small shift away from courses comprising all face-to-face activities to courses with a mix of face-to-face and online activities has the potential to help those very students who may otherwise give up when the pressure of time and other commitments seems too difficult to cope withDOI:10.1080/0968776000080206

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