How rich media and discussion boards in online classes can foster student learning and an understanding of online social activism

2017 ◽  
pp. 225-235
Author(s):  
Tia C.M. Tyree
Keyword(s):  
Student Learning ◽  
Social Activism ◽  
Discussion Boards ◽  
Online Classes ◽  
Rich Media

scholarly journals Online Courses The Real Challenge Is Motivation

2008 ◽  
Vol 4 (6) ◽  
pp. 1-6 ◽  
Author(s):  
Cynthia F. Bennett ◽  
Kathaleena E. Monds
Keyword(s):  
Distance Education ◽  
Student Success ◽  
Intrinsic Motivation ◽  
Online Courses ◽  
Academic Disciplines ◽  
Discussion Boards ◽  
Online Classes ◽  
Online Student ◽  
Student Groups ◽  
E Mail

Among the academic disciplines, business has led the way in offering Internet courses to its students. While online classes give students more opportunity and flexibility to integrate courses into their daily schedules, many concerns have developed from this form of distance education. Research on distance education indicates that the keys to effective online versus traditional classes includes the development of new teaching methods, frequent and timely interaction through e-mail, weekly discussion boards, the use of collaborative student groups, and an appreciation for students with multiple backgrounds and experiences. All of these keys are practical; however, when you consider the old adage you can take a horse to the water, but you cant make him drink, the researcher believes that intrinsic motivation can play a key role in online student success. This research paper was designed to 1) exam literature related to online courses, 2) discuss some indicators that support the notion that intrinsic motivation is attributable to student success; and 3) provide some strategies that may be used to increase intrinsic motivation in online courses.

scholarly journals Perception of Instructor Presence and Its Effects on Learning Experience in Online Classes

10.28945/4611 ◽  
2020 ◽  
Vol 19 ◽  
pp. 475-488
Author(s):  
Chongwoo Park ◽  
Dong-gook Kim
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Future Research ◽  
Online Classes ◽  
Communication Tool ◽  
Interactive Communication ◽  
Instructor Presence

Aim/Purpose: One of the most critical challenges to the student learning experience in online classes would be providing interactions between students and instructors as effective as in face-to-face learning. This study introduces perceived instructor presence as a way to promote such interactions and investigates its effects on student learning experience in online learning. Background: Drawing upon theories of constructivism and social presence, this study proposes a research model to explore the causal relationships from the interactivity of a communication tool to the perception of instructor presence and to student learning experiences such as engagement and satisfaction. Methodology: The survey method was used to collect data from online business classes where an interactive communication tool was required to use for class communication and collaboration. Partial Least Squares analysis was used as the primary data analysis tool. Contribution: This study introduces perceived instructor presence in the online learning context and empirically tests its effects on the online learning experience. This study also contributes to the online learning literature by confirming the constructivist’s point of view on learning that interactions lead to better learning experiences, in the online learning environment. Findings: The study results show that the use of an interactive communication tool in online learning fosters strong student-instructor interactions and promotes students’ perceptions of instructor presence, which eventually enhances student engagement and satisfaction in online classes. Recommendations for Practitioners: This study recommends practitioners (e.g., teachers and professors) to use more interactive communication tools such as Microsoft Teams and Slack to promote the instructor presence in their online classes, which ultimately increase student engagement and satisfaction. Practitioners are also recommended to develop and use any other teaching methods or activities that can increase perceived instructor presence, which has a direct impact on student engagement in online learning. Recommendation for Researchers: While the fellow researchers can take one of the future research directions in this paper, it is recommended to consider more fundamental approaches to the study of online learning. For example, the concept of presence is a radical difference when courses are moved from face-to-face to online learning. Future research could investigate how various types of presence can play differently in online learning. Impact on Society: Better learning experiences are likely to have a significant impact on society’s well-being, and the findings of this study suggest how student learning experiences can be improved in online classes. Furthermore, this is particularly useful when many face-to-face classes were forced to switch to online classes abruptly during the COVID-19 pandemic as many students, parents, and educators were concerned with online learning experiences. Future Research: A replication study with different communication tools in various courses would be good future research to support the generalizability of the findings. Another interesting future research is to employ other types of dependent variables, such as tool adoption and academic performance. It would be worth investigating how different types of learning experiences can be associated with various learning tools. As this study finds that an interactive communication tool is associated with student engagement, gamification can be associated with student enjoyment in online learning.

Cyber Truancy on Online Classes: An Examination of its Impact on Student Learning and Involved Legalities in Light of the Pandemic

2021 ◽  
Author(s):  
JAVIER JOSE RAMELLE E. ◽  
DELA ROSA RONNELL D. ◽  
SALAZAR JASTHYNE CATES B. ◽  
MIJARES RALKEE E. ◽  
CRUZ JOCELYN P. ◽  
...  
Keyword(s):  
Student Learning ◽  
Online Classes

scholarly journals Como fazer um telejornal universitário em redena pandemia:O caso doESPM no Ar

2020 ◽  
Vol 7 ◽  
pp. 1-16
Author(s):  
Leandro Olegário ◽  
Heidy Vargas
Keyword(s):  
Student Learning ◽  
Social Distance ◽  
Media Convergence ◽  
Online Classes ◽  
Porto Alegre ◽  
Remote Education ◽  
Teacher Student ◽  
The Social ◽  
The Face

This article maps elements of laboratory production of the ESPM no Ar newscast conducted by ESPM / SP during the pandemic period of the new coronavirus. The context of remote education promoted the integrated work of subjects from the Journalism courses in São Paulo, Porto Alegre andRio de Janeiro in a program shown live. The case study is adopted as methodology in order to observe aspects of the construction of the informative audiovisual product in the light of the changes stressed by technology and media convergence. Changes in the production routine and changesin the teacher-student learning relationship are identified in the face of the social distance and entirely online classes.

Teaching with Instructional Assistants: Enhancing Student Learning in Online Classes

2015 ◽  
Vol 37 ◽  
pp. 90-103 ◽  
Author(s):  
Tiffany Bourelle ◽  
Andrew Bourelle ◽  
Sherry Rankins-Robertson
Keyword(s):  
Student Learning ◽  
Online Classes ◽  
Instructional Assistants

Measuring Effectiveness in Online Instruction

2010 ◽  
pp. 222-227
Author(s):  
Louis B. Swartz ◽  
Michele T. Cole ◽  
Daniel J. Shelley
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Student Learning ◽  
Online Courses ◽  
Educational Programs ◽  
Traditional Classroom ◽  
Educational Institutions ◽  
Future Trends ◽  
Access To Education ◽  
Online Classes

To remain competitive, expand access to education, and meet the needs of students, institutions of higher education are offering larger numbers of online courses. Asonline instruction increases, educational institutions, students and society need to make sure that onlinecourses and programs are as effective as traditional classroom courses and educational programs. To address this need, this paper focuses on the question, “Are onlinecourses and programs as effective as those taught in the classroom?” Numerous authors have addressed the question of the effectiveness of online classes (Keegan, D., 1996; Russell, T., 1999; Schulman, A.H. and Sims, R.L., 1999; Harasim, L. 2000; Ryan, R.C. 2000; Rivera, J.C. and Rice, M.L., 2002; Bernard, R.M., et al, 2004; Frantz, P.L. and Wilson, A.H., 2004; Suanpang, P., Petocz, P. and Kalceff, W., 2004; Fjermestad, Hiltz, S. and Zhang, Y. 2005; Weaver-Kaulis, A. and Crutsinger, C., 2006). Most studies center on student satisfaction and/or student learning. The studies have produced mixed results. This paper provides a summary of a number of important studies on theeffectiveness of online courses and educational programs. It synthesizes the results from the studies and presents possible reasons for the differences in findings. It concludes with a discussion of future trends and suggestions for areas of further study.

scholarly journals Improving Student Learning Through Required Exposure to Other Students' Code via Discussion Boards

2020 ◽  
Author(s):  
Kyle Feuz ◽  
Linda DuHadway ◽  
Hugo Valle ◽  
Richard Fry ◽  
Kim Murphy
Keyword(s):  
Student Learning ◽  
Discussion Boards ◽  
Improving Student Learning

scholarly journals AN EXAMINATION OF SENSE OF CLASSROOM COMMUNITY AND LEARNING AMONG AFRICAN AMERICAN AND CAUCASIAN GRADUATE STUDENTS

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Alfred P. Rovai ◽  
Michael K. Ponton
Keyword(s):  
African American ◽  
Graduate Students ◽  
Student Learning ◽  
Online Courses ◽  
Group Discussion ◽  
Classroom Community ◽  
Discussion Boards ◽  
Advance Student ◽  
White Sample ◽  
Education Administrators

Higher education administrators and faculty members seek ways in which to advance student learning in online courses, and student affairs professionals seek ways to promote a sense of belonging and connectedness of students to their schools. The present study examined how a set of three classroom community variables were related to a set of two student learning variables in a predominantly White sample of 108 online African American and Caucasian graduate students. Using canonical correlation, the two subscales of the Classroom Community Scale and the mean number of messages posted each week to the online course’s group discussion boards were found to be related significantly to perceived learning and total points earned in the course along a single dimension. Moreover, African American students scored significantly lower across all five variables than their Caucasian peers, suggesting that the achievement gap that exists in many traditional educational programs also exists in graduate ALN programs and that this gap extends to sense of community.

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