Beginning the Journey to Creating an Active Online Learning Environment: Recommendations from Graduate Students

2020 ◽  
Vol 119 (6) ◽  
pp. 197-205
Author(s):  
Injeong Jo ◽  
Sojung Huh ◽  
April Bannert ◽  
Kenneth Grubb
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Learning Environment ◽  
Online Learning Environment

scholarly journals Peer feedback to facilitate project-based learning in an online environment

2013 ◽  
Vol 14 (5) ◽  
Author(s):  
Yu-Hui Ching ◽  
Yu-Chang Hsu
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Learning Environment ◽  
Mixed Method ◽  
Peer Feedback ◽  
Project Based Learning ◽  
Online Learning Environment ◽  
Online Environment ◽  
Online Instructional Design ◽  
Method Approach

<p>There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students’ participation and perceptions of peer feedback activity that supports project-based learning in an online instructional design course. Our findings indicate that peer feedback can be implemented in an online learning environment to effectively support project-based learning. Students actively participated in the peer feedback activity and responded positively about how the peer feedback activity facilitated their project-based learning experiences. The results of content analysis exploring the peer feedback reveal that learners were mostly supportive of peers’ work and they frequently asked questions to help advance their peers’ thinking. The implications and challenges of implementing peer feedback activity in an online learning environment are discussed.</p>

scholarly journals Expectations, Experiences, and Satisfaction of the Graduate Students with Distance Online Learning Environment in OMSC Graduate School during the Covid-19 Pandemic

2021 ◽  
Vol 3 (1) ◽  
pp. 14-22
Author(s):  
Venessa S. Casanova ◽  
Wenceslao M. Paguia
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Graduate Students ◽  
Learning Environment ◽  
Graduate School ◽  
Online Learning Environment ◽  
High Positive Correlation ◽  
Positive Correlation ◽  
Level Of Satisfaction ◽  
Distance Learning Environment

This descriptive study determined the level of expectations, experiences, and satisfaction of the graduate students with distance online learning environment in Occidental Mindoro State College Graduate School during the Covid-19 pandemic. The study was conducted from January 2021 until August 2021 at OMSC Labangan Campus, San Jose, Occidental Mindoro, Philippines. A total of 58 respondents selected through a simple random sampling technique participated in the study. The questionnaire was the main instrument used in gathering data for the study. Data gathered were analyzed using frequency and percentage, weighted mean, Pearson-r moment correlation, and Regression analysis.  It was found that the level of expectation, the extent of the learning experience, and the level of satisfaction with the online learning environment of the graduate school are very high.  There is a high positive correlation between expectations, experience, and satisfaction. Experience has a high positive correlation with satisfaction. None of the indicators of expectation influenced satisfaction. The social and cognitive presence influence the satisfaction of the graduate students with the distance online learning environment of the OMSC Graduate School. It was suggested to improve internet connectivity, use asynchronous and modular delivery modes of instruction, give feedback and return students' output, and the faculty must keep up their good work to improve the distance online learning environment. It was concluded that graduate student's expectation and experience greatly influence their level of satisfaction with the online distance learning environment. Concrete actions are needed to improve and optimize the processes in the distance learning environment to enhance students' experiences and increase satisfaction.

scholarly journals How people learn in an asynchronous online learning environment: The relationships between graduate students’ learning strategies and learning satisfaction | Comment apprennent les gens dans un environnement d’apprentissage en ligne asynchrone

2016 ◽  
Vol 42 (1) ◽  
Author(s):  
Beomkyu Choi
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Learning Environment ◽  
Learning Strategies ◽  
Help Seeking ◽  
Metacognitive Strategy ◽  
Online Learning Environment ◽  
Learning Satisfaction ◽  
Asynchronous Online Learning ◽  
How People Learn

The purpose of this study was to examine the relationships between learners’ learning strategies and learning satisfaction in an asynchronous online learning environment, in an attempt to shed some light on how people learn in an online learning environment. One hundred and sixteen graduate students who were taking online learning courses participated in this study. The result revealed that ‘metacognitive strategy’ and ‘time and study environment’ had positive correlations with learners’ satisfaction, while ‘help seeking’ had a negative correlation. The findings of a multiple regression analysis showed that ‘metacognitive strategy’ and ‘peer learning’ led to learners’ satisfaction in an online learning environment. The findings of this study contribute to a better understanding of how successful learning occurs in an online learning environment, and provide recommendations on designing an effective online learning. L’objet de cette étude était d’examiner les relations entre les stratégies d’apprentissage des apprenants et la satisfaction liée à l’apprentissage dans un environnement asynchrone d’apprentissage en ligne, dans le but de faire la lumière sur les façons dont les gens apprennent dans un environnement d’apprentissage en ligne. Cent seize étudiants aux cycles supérieurs qui suivaient des cours en ligne ont pris part à cette étude. Les résultats ont révélé que la « stratégie métacognitive » et « le moment et l’environnement pour l’étude » avaient des corrélations positives avec la satisfaction des apprenants, alors que « demander de l’aide » avait une corrélation négative. Les conclusions d’une analyse de régression multiple ont démontré que la « stratégie métacognitive » et « l’apprentissage entre pairs » avaient des corrélations positives avec la satisfaction des apprenants dans un environnement d’apprentissage en ligne. Les conclusions de cette étude contribuent à une meilleure compréhension des façons dont un apprentissage réussi se produit dans un environnement d’apprentissage en ligne et fournissent des recommandations sur la conception d’un apprentissage en ligne efficace.

Improving the Asynchronous Online Learning Environment Using Discussion Boards

2015 ◽  
Vol 12 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Ilene Ringler ◽  
◽  
Carol Schubert ◽  
Jack Deem ◽  
Jimmie Flores ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Discussion Boards ◽  
Asynchronous Online Learning

scholarly journals Effectiveness of Gamification in Flipped Learning

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Qualitative Data ◽  
Control Group ◽  
Online Learning Environment ◽  
Learning Approach ◽  
Interaction Data ◽  
Flipped Learning ◽  
Online Environment ◽  
Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

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