The impact of different modalities on student retention and overall engagement patterns in open online courses

2017 ◽  
Vol 31 (1-2) ◽  
pp. 53-71 ◽  
Author(s):  
Kolbrún Friðriksdóttir
Keyword(s):  
Student Retention ◽  
Online Courses ◽  
The Impact

scholarly journals Determining the impact of lecture videos on student outcomes

2020 ◽  
Vol 13 (2) ◽  
pp. 25-40
Author(s):  
Barbara Robertson ◽  
Mark J. Flowers
Keyword(s):  
Student Retention ◽  
Student Outcomes ◽  
Online Courses ◽  
Student Understanding ◽  
Electoral College ◽  
Course Materials ◽  
Video Lecture ◽  
Lecture Videos ◽  
The Impact

The course materials students are expected to utilise in online instruction vary. Studies have shown that students tend to enjoy online courses with lecture videos more than those without, but few studies have measured the impact of lecture videos on student outcomes. Do lecture videos increase student understanding and retention, thus improving student outcomes? Students were provided with one or more study aids, video lecture, PowerPoint or instructor-created notes for learning about the role of the Electoral College in US presidential elections. We assessed student retention and understanding of the Electoral College with a quiz as an indicator of student outcomes. We found that the video lecture in combination with a PowerPoint was the most effective study aid.

An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Philip Ice ◽  
Angela M. Gibson ◽  
Wally Boston ◽  
Dave Becher
Keyword(s):  
Instructional Design ◽  
Student Retention ◽  
Student Satisfaction ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Public University ◽  
Cognitive Presence ◽  
Cognitive Integration ◽  
Face To Face ◽  
Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

Update of the last 2 years on the impact of the internet and social networks on the management of type 2 diabetes mellitus: simple review. (Preprint)

2020 ◽  
Author(s):  
Mayli Lañas-Navarro ◽  
Jose Ipanaque-Calderon Sr ◽  
Fiorela E Solano
Keyword(s):  
Social Networks ◽  
Mobile Applications ◽  
Health Personnel ◽  
Online Courses ◽  
The Internet ◽  
Diabetic Patients ◽  
Bibliographic Search ◽  
Use Of The Internet ◽  
And Control ◽  
The Impact

BACKGROUND Research on the use of the Internet in the medical field is experiencing many advances, including mobile applications, social networks, telemedicine. Its implementation in medical care and comprehensive patient management is a much discussed topic at present. OBJECTIVE This narrative review aims to understand the impact of the internet and social networks on the management of diabetes, both for patients and medical staff. METHODS The bibliographic search was carried out in the databases Pubmed, Virtual Health Library (VHL) and Lilacs between 2018 to 2020. RESULTS Multiple mobile applications have been created for the help and control of diabetic patients, as well as the implementation of online courses, improving the knowledge of health personnel applying them in the field of telemedicine. CONCLUSIONS The use of the Internet and social networks brings many benefits for both the diabetic patient and the health personnel, offering advantages for both.

scholarly journals The impact of the Covid-19 pandemic on adult diagnostic neuroradiology in Europe

2021 ◽  
Author(s):  
Marion Smits ◽  
M. W. Vernooij ◽  
N. Bargalló ◽  
A. Ramos ◽  
T. A. Yousry
Keyword(s):  
Online Courses ◽  
Mental Wellbeing ◽  
Personal Protection Equipment ◽  
Work Training ◽  
Healthcare Crisis ◽  
Area Of Concern ◽  
Media Channels ◽  
The Impact ◽  
Second Wave ◽  
Diagnostic Neuroradiology

Abstract Purpose The purpose of this survey was to understand the impact the Covid-19 pandemic has or has had on the work, training, and wellbeing of professionals in the field of diagnostic neuroradiology. Methods A survey was emailed to all ESNR members and associates as well as distributed via professional social media channels. The survey was held in the summer of 2020 when the first wave had subsided in most of Europe, while the second wave was not yet widespread. The questionnaire featured a total of 46 questions on general demographics, the various phases of the healthcare crisis, and the numbers of Covid-19 patients. Results One hundred sixty-seven responses were received from 48 countries mostly from neuroradiologists (72%). Most commonly taken measures during the crisis phase were reduction of outpatient exams (87%), reduction of number of staff present in the department (83%), reporting from home (62%), and shift work (54%). In the exit phase, these measures were less frequently applied, but reporting from home was still frequent (33%). However, only 22% had access to a fully equipped work station at home. While 81% felt safe at work during the crisis, fewer than 50% had sufficient personal protection equipment for the duration of the entire crisis. Mental wellbeing is an area of concern, with 61% feeling (much) worse than usual. Many followed online courses/congresses and considered these a viable alternative for the future. Conclusion The Covid-19 pandemic substantially affected the professional life as well as personal wellbeing of neuroradiologists.

Differences of instructor presence levels in predominately online versus predominately not online courses within the community college setting

2018 ◽  
Author(s):  
◽  
Marcie M. Cutsinger
Keyword(s):  
Community Of Inquiry ◽  
Online Courses ◽  
Online Course ◽  
University Of Missouri ◽  
Significance Level ◽  
Learning Modalities ◽  
Significant Difference ◽  
Instructor Presence ◽  
Community Of Inquiry Framework ◽  
The Impact

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study was to gain insight into the level of instructor presence in the predominately online versus the predominately not online course. The increase in both the number of students enrolling on online courses and the number of courses/programs offered magnifies the need to address instructor presence. This case study considers students' perception of instructor presence in a predominately online and predominately not online course. Instructor presence was examined using the Community of Inquiry framework. The Community of Inquiry is a framework used to examine social, teaching and cognitive presence and the impact of such. Data was gathered from two courses in the different learning modalities. Students were enrolled in the courses at the same time with the same instructor. Statistical analysis utilized in this study included the Mann Whitney U, Spearman's rho and Kendall tau. A significance level of P less than (.05) was used for all tests. This research found no statistically significant difference in the levels of instructor presence in a predominately online course when compared to a predominately not online course. The two significant results in relation to instructor presence and course satisfaction were mixed. Course outcome and instructor presence are addressed with discussion and recommendations for further research included. This study contributes to the research by providing further data regarding students' perception of and the significance of instructor presence.

scholarly journals Survey on the Progression of Myopia in Children and Adolescents in Chongqing During COVID-19 Pandemic

2021 ◽  
Vol 9 ◽  
Author(s):  
Wujiao Wang ◽  
Lu Zhu ◽  
Shijie Zheng ◽  
Yan Ji ◽  
Yongguo Xiang ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Online Courses ◽  
Online Classes ◽  
Outdoor Activity ◽  
Digital Devices ◽  
Eye Health ◽  
Uncorrected Visual Acuity ◽  
Health Related ◽  
The Mean ◽  
The Impact

Background: The Covid-19 pandemic restricts children and adolescents from doing normal daily activities such as playing outdoors and going to school. The incidence and prevalence of myopia have increased during the COVID-19 pandemic. The aim of this study was to investigate and evaluate the impact of the home confinement during the COVID-19 pandemic on the progression of myopia among children and adolescents in Chongqing, China.Methods: The survey was conducted by using stratified samplings. Samples were randomly selected from the 2019 National Student Physique and Health Survey database, and their visual function and refractive data were compared with those in 2020. Vision-related behavior questionnaire including digital screen exposure was applied to investigate the correlation between eye parameter and eye health-related behavior.Results: A total of 1,733 and 1,728 students were enrolled in 2020 and 2019, respectively. The percentage of myopia students was 55.02% in 2020, which was higher than that in 2019 (44.62%). The mean uncorrected visual acuity (UCVA, LogMAR, 0.35 ± 0.42) in 2020 was higher than that in 2019 (0.27 ± 0.36, P < 0.001). The mean spherical equivalent (SE) refraction (−1.94 ± 2.13 D) in 2020 was lower than that in 2019 (−1.64 ± 5.49 D, P < 0.001). For students who used digital devices for online courses, the mean SE in the television group (−1.10 ± 1.49 D) was better than that in the computer group (−2.03 ± 2.37 D, P = 0.0017) and in the cell phone group (−2.02 ± 2.09 D, P = 0.0028). The average duration of online classes (r = −0.27, P < 0.0001), the number of online classes per day (r = −0.33, P < 0.0001), as well as digital screen exposure time (r = −0.20, P < 0.0001) were negatively correlated with SE, and the average time of outdoor activity (r = 0.20, P < 0.0001) was positively correlated with SE.Conclusions: Increased digital screen exposure contributes to myopic progression in children and adolescents of Chongqing during the COVID-19 pandemic. Suitable digital devices should be provided for online classes and outdoor activity should be advocated to prevent myopic pandemic.

Mass Instruction or Higher Learning? The Impact of College Class Size on Student Retention and Graduation

2018 ◽  
Vol 13 (1) ◽  
pp. 97-118 ◽  
Author(s):  
Eric P. Bettinger ◽  
Bridget Terry Long
Keyword(s):  
College Students ◽  
Student Retention ◽  
Degree Completion ◽  
Class Size ◽  
Higher Learning ◽  
Secondary Schooling ◽  
Long Run ◽  
College Class ◽  
The Impact ◽  
Instrumental Variables Approach

This paper measures the effects of collegiate class size on college retention and graduation. Class size is a perennial issue in research on primary and secondary schooling. Few researchers have focused on the causal impacts of collegiate class size, however. Whereas college students have greater choice of classes, selection problems and nonrandom sorting make it difficult to estimate causal impacts. Using unique data and exogenous variation in class size, we estimate the impacts of class size using a sample of nearly 60,000 four-year college students. Using an instrumental variables approach to control for selection bias, the results suggest an increase in collegiate class size leads to an increase in dropout rates and a reduction in on-time degree completion, but no change in long-run degree completion.

How Social Design Influences Student Retention and Self-Motivation in Online Learning Environments

2013 ◽  
pp. 26-39 ◽  
Author(s):  
Derek E. Baird ◽  
Mercedes Fisher
Keyword(s):  
Student Retention ◽  
Course Design ◽  
Online Courses ◽  
Positive Influence ◽  
Social Design ◽  
Student Collaboration ◽  
Media Technologies ◽  
Computer Mediated ◽  
The Social ◽  
Collaborative Activities

Investigating the social structure that works in online courses helps us design for and facilitate student collaboration. The integration of social technologies, and collaborative activities into the course design has a positive influence on student retention in online courses. In this chapter, the authors present an exploratory study of computer-mediated groups that utilized this collaborative-based model to participate in online and/or blended learning courses. Participants were put into groups and observed as they constructed new knowledge using both online dialogue (synchronous and asynchronous), and social media technologies (blogs, Facebook, Twitter, wiki) as tools to support and facilitate their learning in the program.

Social Presence and Cultural Identity

2018 ◽  
pp. 136-162 ◽  
Author(s):  
Bethany Simunich ◽  
Amy M. Grincewicz
Keyword(s):  
Instructional Design ◽  
Cultural Identity ◽  
Social Presence ◽  
Culturally Responsive ◽  
Online Courses ◽  
Communication Styles ◽  
Design Strategies ◽  
Online Learners ◽  
Language Context ◽  
The Impact

This chapter explores the impact of cultural identity on social presence in online courses, as well as culturally-responsive instructional design frameworks that work to increase social presence and reduce distance for culturally diverse online learners. Social presence, which is a student's sense of being and belonging in a course, is naturally reduced in the online environment. Cultural differences, such as language, context, communication styles, etc., have been shown to further reduce a student's sense of belonging and increase feelings of isolation. Instructors, as course designers and facilitators, must understand the impact of culture on their students' sense of social presence, and use culturally-responsive instructional design strategies and methods to provide an inclusive, flexible, online learning environment.

Sign in / Sign up

Export Citation Format

Share Document