A design experiment on technology‐based learning progress feedback in a graduate‐level online course

2021 ◽  
Author(s):  
Min Kyu Kim
Keyword(s):  
Online Course ◽  
Design Experiment ◽  
Graduate Level ◽  
Learning Progress

Assessment in the Online Classroom

2016 ◽  
pp. 152-167
Author(s):  
Mark Patrick Ryan
Keyword(s):  
Online Courses ◽  
Discussion Board ◽  
Online Course ◽  
Graduate Level ◽  
Online Learners ◽  
Online Classroom ◽  
Online Instructors ◽  
Course Materials ◽  
Period Data ◽  
Online Quizzes

This study used quantitative and qualitative data from more than 500 online learners who took secondary, undergraduate, and graduate level online courses during the period 2010 through 2014 and who provided feedback on multiple iterations of those two assessment forms during that period. Data from twelve online course instructors' perceptions were also gathered. Findings include recommendations that instructors of online courses plan discussion board prompts that are narrow in scope, require use of course materials, and are closely monitored by the instructors throughout the posting process. Online quizzes and tests should, whenever possible, allow students immediate access to feedback and results, as such feedback is very well received by students. Various important lessons for online instructors and course planners are shared.

The Burden of Alleviating the Burden During a Pandemic: Emotional literacy as a tool for online course design, adaptation, and evaluation

eLearn ◽  
2021 ◽  
Vol 2021 (4) ◽  
Author(s):  
Petra Robinson ◽  
Maja Stojanović
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Course Design ◽  
Online Course ◽  
Future Research ◽  
Graduate Level ◽  
Emotional Literacy ◽  
Online Course Design

During the COVID-19 pandemic, most, if not all, courses were shifted to online learning formats. In this article, we share our experiences related to teaching and learning in a completely online, condensed (seven-week) graduate-level course during the fall 2020 semester. More specifically, we discuss the important role of emotional literacy as a mechanism for framing online course design, adaptation, and evaluation. We explore emotional literacy in terms of its necessity in teaching and learning in online contexts during a pandemic, beyond the scope of other obviously important non-traditional literacies, such as technological and informational literacies. To conclude, we offer practical suggestions for online course design, adaptation, and evaluation using emotional literacy as a framework and provide considerations for future research.

Linking online course design and implementation to learning outcomes: A design experiment

2012 ◽  
Vol 15 (2) ◽  
pp. 81-88 ◽  
Author(s):  
Karen Swan ◽  
Daniel Matthews ◽  
Leonard Bogle ◽  
Emily Boles ◽  
Scott Day
Keyword(s):  
Learning Outcomes ◽  
Course Design ◽  
Online Course ◽  
Design Experiment ◽  
Online Course Design ◽  
Design And Implementation

Cultivating Teaching Presence and Social Presence Through Multimedia Intervention

2020 ◽  
pp. 140-160
Author(s):  
Wanju Huang
Keyword(s):  
Learning Community ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Discussion Board ◽  
Student Feedback ◽  
Teaching Presence ◽  
Online Course ◽  
Graduate Level ◽  
Personal Learning ◽  
Multimedia Intervention

This chapter examines the influence of weekly check-in videos on students' learning and their perceptions of a learning community within an online graduate-level course. The weekly check-in videos provided in the examined course were created using a systematic approach – a series of items that aim to enhance learning and the idea of learning community. Student feedback was collected through a questionnaire that included seven open-ended questions and the Community of Inquiry survey. Video view counts and students' discussion board interactions were also utilized to evaluate the effectiveness of the videos. The positive feedback from the data reiterates that online students need to feel connected with their peers, instructor, and the institution and benefits from more personal learning experiences. The chapter also provides suggestions and strategies for how to use weekly check-in videos to build a learning community in an online course.

An Evaluation of Interteaching in an Asynchronous Online Graduate-Level Behavior Analysis Course

2018 ◽  
Vol 45 (3) ◽  
pp. 264-269
Author(s):  
Chrystal Jansz Rieken ◽  
Wesley H. Dotson ◽  
Stacy L. Carter ◽  
Annette K. Griffith
Keyword(s):  
Behavior Analysis ◽  
Online Courses ◽  
Course Delivery ◽  
Online Course ◽  
Graduate Level ◽  
Traditional Lecture ◽  
Face To Face ◽  
Video Chat

Interteaching (IT) has demonstrated more effective and durable learning than traditional lecture-style teaching. Whereas IT’s effectiveness has been established in traditional face-to-face courses, there is a need to extend the evaluation of IT to increasingly common course delivery modalities such as online courses. The purpose of the present study was to compare IT and traditional online course delivery across two sections of the same graduate-level course. IT was adapted by having students form pairs to video chat synchronously about comprehension questions, submit a teaching record, and then listen to the instructor’s recorded follow-up lecture to address the questions from the paired discussion. Results showed that students in the IT section performed better on average on quizzes and most assignments.

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