Content Delivery--Auto or Manual?: An Extension to Online Learning

2014 ◽  
Author(s):  
T. Hui Teo
Keyword(s):  
Online Learning ◽  
Content Delivery

Cognitive Apprenticeship and Writing in Distance and Online Learning

2011 ◽  
pp. 282-288
Author(s):  
Vanessa P. Dennen ◽  
Kerry J. Burner
Keyword(s):  
Online Learning ◽  
Learning Experiences ◽  
Cognitive Apprenticeship ◽  
Content Delivery ◽  
Learning Activities ◽  
Web Based ◽  
Threaded Discussions ◽  
Summative Assessments ◽  
Natural Result ◽  
Assessment Activities

As online learning has matured, it has increasingly used Web-based technologies to support communication and interactions among participants (e.g. students, instructors, and mentors) in addition to content delivery. Many online learning experiences depend heavily on text-based interactions to support learning, practice, and assessment activities. Threaded discussions forums are particularly useful learning activities, as is the exchange of word-processed documents for formative and summative assessments. These activities are a natural result of the desire to connect people via technology while taking advantage of asynchronous communication’s convenience.

scholarly journals PaCE Yourself: Impact of COVID-19 on Patient-Centered Care Experience

Pharmacy ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 43
Author(s):  
Kristen Wilhite ◽  
Mikael Jones ◽  
Clark Kebodeaux
Keyword(s):  
Online Learning ◽  
Student Assessment ◽  
Content Delivery ◽  
Laboratory Simulation ◽  
Student Outcome ◽  
Patient Centered ◽  
Care Experience ◽  
Course Content ◽  
Assessment Performance ◽  
Novel Coronavirus

(1) Background: The outbreak of the novel coronavirus, COVID-19, forced colleges of pharmacy to implement new online learning methodologies to ensure that students could complete required courses. This transition was especially acute for laboratory simulation courses that require students to practice professional skills. This study aims to compare student assessment performance within a simulation-based laboratory course for students who completed the module prior to and after the online transition. (2) Methods: This study was a retrospective cohort comparison of student outcome performance with two distinct content delivery methods. Students were organized into two tracks at the beginning of the semester to determine the order of the simulation module. The online learning transition occurred in-between the delivery of the same module, which allowed comparison of online versus in-person content delivery with consistent assessment. Remediation rates on each assessment were compared using chi-squared tests. (3) Results: Student pharmacists across the first and second professional year performed similarly despite in-person or online course formats, with no significant differences in remediation rates. (4) Conclusions: Pharmacy course content, including laboratory-based simulation activity, may produce similar assessment performance when using online content delivery. Further research into hybrid or mixed-delivery models may enhance learning without affecting assessment performance.

scholarly journals Face to Face vs. Online Instruction: An Analysis

2021 ◽  
Vol 58 (2) ◽  
pp. 5948-5953
Author(s):  
Sujatha.U , Bhuvaneshwari Palanisamy
Keyword(s):  
Online Learning ◽  
Online Instruction ◽  
Content Delivery ◽  
Electronic Media ◽  
Traditional Classroom ◽  
Classroom Teachers ◽  
Online Instructors ◽  
Course Content ◽  
Face To Face

The role of instructors in face to face and online instruction has few things in common but many things in contrast. Other than the strong foundation of knowledge, traditional classroom teachers have more responsibilities like adaptability, motivating and encouraging active participation, listening to students, enhance collaboration with other students, etc. Traditional classroom teachers create a new society and an active learning environment for the students inside the classroom whereas the role of online instructors is contravening and never-ending. In online instruction designing a course, content delivery, activities, assignments, and examination are done in the absence of students. The flexibility in online learning, though communication is done through electronic media to an extent, considerably reduces the interaction between the teachers and learners and makes either of them to work in isolation. This paper discusses the advantages, disadvantages, and other aspects of face to face and online learning

It Takes a Village

2013 ◽  
pp. 141-152
Author(s):  
Nicole A. Cooke
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Courses ◽  
Content Delivery ◽  
Degree Program ◽  
Asynchronous Learning ◽  
Online Learning Environment ◽  
Online Classroom ◽  
Curricular Content

Online asynchronous learning is increasingly popular in academia, providing learners with new modes of content delivery and affording new levels of convenience regarding when and how people complete degree program coursework. The same technology that benefits learning can also challenge it, and online courses should strive to be as inclusive, rigorous, interactive, and content-rich as their on-campus counterparts. One method of achieving this parity is to have guest lecturers in the online classroom. Multiple instructor voices add diversity of thought and practical expertise and enrich the standard curricular content. They also contribute to creating the online learning environment and provide a basis for discussion, elaboration, reflection, and long lasting learning.

Pembelajaran Zakat Secara Atas Talian

2019 ◽  
pp. 185-201
Author(s):  
Nur Nazira Rahim ◽  
Hasanah Abd Khafidz ◽  
Zulkefli Aini
Keyword(s):  
Social Media ◽  
Online Learning ◽  
Content Analysis ◽  
Industrial Revolution ◽  
Content Delivery ◽  
Basic Knowledge ◽  
Thematic Content Analysis ◽  
Thematic Content ◽  
On Line ◽  
Micro Learning

Online learning is an important medium in the era of globalization affected the industrial revolution 4.0. It is a medium to disseminate information and develop something specifically related to learning zakat. Learning about zakat through online learning can be achieved through  mediums such as Youtube, website, social media and applications. The technology-assisted learning has its own peculiarities in terms of content delivery to user. However, learning about zakat on-line generally is a form of micro learning and basic knowledge that caused the user to lose control of the topics thoroughly. Therefore, the study was carried out to study the content of learning zakat on-line. The methodology of this study users thematic content analysis. The study found that there is a lack of learning of zakat on-line compared with the content debated by jurists in textual sources. Accordingly, the implication of this study is that academics should develop a medium of online learning which a more complete and comprehensive. Abstrak Pembelajaran atas talian merupakan medium penting dalam era globalisasi yang terkesan daripada revolusi industri 4.0. Ia merupakan medium bagi menyebarkan dan mengembangkan sesuatu maklumat khususnya berkaitan pembelajaran zakat. Pembelajaran mengenai zakat secara atas talian boleh dicapai melalui medium seperti Youtube, laman sesawang, media sosial dan aplikasi. Kaedah pembelajaran berbantukan teknologi ini mempunyai keunikan tersendiri dari segi penyampaian kandungan mengenai zakat kepada pengguna. Walaubagaimanapun pembelajaran zakat secara atas talian umumnya merupakan satu bentuk pembelajaran mikro dan ilmu asas sahaja yang menyebabkan pengguna tidak dapat menguasai topik-topik secara menyeluruh. Oleh itu, kajian dilakukan untuk mengkaji kandungan pembelajaran zakat secara atas talian. Metodologi kajian ini menggunakan kaedah analisis kandungan secara tematik. Hasil kajian mendapati terdapat kekurangan kandungan pembelajaran zakat secara atas talian berbanding kandungan yang dibahaskan oleh fuqaha dalam sumber tekstual. Sehubungan dengan itu, implikasi daripada kajian ini ialah ahli akademik perlu membangunkan satu medium pembelajaran atas talian yang lebih lengkap dan menyeluruh.  

Expanding online learning in community psychology: A dialogue

2013 ◽  
Author(s):  
Bill Berkowitz ◽  
Cesareo Fernandez ◽  
Christina Holt ◽  
Leonard Jason ◽  
Sarah Callahan ◽  
...  
Keyword(s):  
Online Learning ◽  
Community Psychology
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