Strategies for Encouraging Active Learning, Interaction, and Academic Integrity in Online Courses

2005 ◽  
Vol 19 (1) ◽  
pp. 13-18 ◽  
Author(s):  
Sharon Kleinman
Keyword(s):  
Active Learning ◽  
Academic Integrity ◽  
Online Courses

An Analysis of Online Courses: With Special Reference to SWAYAM

2019 ◽  
Vol 9 (S1) ◽  
pp. 19-22
Author(s):  
B. Vinodh Kumar ◽  
A. Dhanapal ◽  
K. Tharmar
Keyword(s):  
Active Learning ◽  
Education Policy ◽  
Special Reference ◽  
Online Courses ◽  
Faculty Members ◽  
Subject Category ◽  
Learning Path ◽  
Major Subject

This paper examines the online courses of SWAYAM (Study Webs of Active – Learning for Young Aspiring Minds programme) project which is developed by MHRD, Government of India to achieve the three cardinal principles of Education Policy viz., access, equity and quality. The data were collected from SWAYAM website (https://swayam.gov.in) for this study during Sep-2018 and further analyzed by top ten major subjects, learning path, top five Institutions and top five faculty members. It is found that total 1556 online courses has contributed by 15 major subjects and further it is found that in major subject category of Engineering has contributed 935 online courses and Architecture & Planning has contributed 2 online courses.

Active Learning Strategies for Online Learning

2018 ◽  
pp. 199-231
Author(s):  
Josh Gordesky ◽  
Andrew Cohen ◽  
Oliver Huebler ◽  
Olivia Jardine ◽  
Raphaela Brandner
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Social Presence ◽  
Adaptive Learning ◽  
Concept Maps ◽  
Retrieval Practice ◽  
Online Courses ◽  
Spacing Effect ◽  
Online Instructors ◽  
Active Learning Strategies

Online concept maps and digital, adaptive learning flashcards are introduced as two active learning resources that increase the social presence in online courses. These resources apply the spacing effect, which improves learning when the study sessions are appropriately spread out instead of cramming the information into one long session. Also, retrieval practice, which occurs when the learner is required to visualize the response instead of passively reviewing the answer, is used with these resources as well. Strategies for using online concept maps and digital, adaptive learning flashcards are discussed to provide online instructors with ideas on how they can use these tools to build rapport in the online classroom that leads to meaningful learning experiences.

A Collaborative Active Learning Model as a Vehicle for Online Team Learning in Higher Education

2018 ◽  
pp. 40-59 ◽  
Author(s):  
Soo Jeoung Han ◽  
Doo Hun Lim ◽  
Eulho Jung
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Team Learning ◽  
Online Courses ◽  
Learning Model ◽  
Team Members ◽  
Wide Range ◽  
Online Setting ◽  
Successful Team ◽  
Effective Use

As more higher education faculty use team-based assignments in online courses across a wide range of university disciplines, research on team learning as one of the pedagogical approaches in higher education has become more relevant. The authors reviewed active learning as a type of instructional method for team members' satisfaction and active engagement in their learning processes. Therefore, this chapter explores team learning as an effective online learning model that also facilitates effective use of learning management systems (LMS). Additionally, the chapter examines essential strategies to work and learn as a successful team in an online setting. With the intent of supporting faculty and practitioners of higher education who adopt an online team learning method, the authors propose an active learning model for online team learning and specific guidelines to utilize the model.

Framework for Technology-Enriched Active Class Learning of Physics in Secondary Schools in Kenya

2021 ◽  
pp. 131-151
Author(s):  
Elizabeth Sarange Bosire Abenga ◽  
Elijah Owuor Okono ◽  
Mzee Awuor ◽  
Sarah Otanga
Keyword(s):  
Active Learning ◽  
Online Courses ◽  
Learning Ability ◽  
Self Directed Learning ◽  
Learning Opportunity ◽  
Personal Learning ◽  
Expert Opinions ◽  
Directed Learning ◽  
Personal Learning Network ◽  
Physics Labs

Active learning transforms the learning process and activities from tutor focused to learner-cantered and is driven by the learner's learning ability. In other words, active learning provides an opportunity for self-directed learning that enables the learners to engage with the learning materials at personal level and pace. Thus, this chapter argues that active learning can provide equal learning opportunity for every single learner irrespective of the differences in their personality traits that would otherwise affect how they learn. Hence, this chapter proposes a framework for technology-enriched active learning for young learners that provides a personalized learning that deviates from the traditional “fit-for-all” classroom setups that tends to favour only the extrovert students. The proposed framework leverages advancement in technology such as personal learning network, virtual physics labs, massive open online courses, and crowd-sourced expert opinions to provide the learners with just-in-time active learning opportunity.

scholarly journals Learning Management Systems Comparison

10.28945/2873 ◽  
2005 ◽  
Author(s):  
Barbara Lewis ◽  
Virginia MacEntee ◽  
Shirley DeLaCruz ◽  
Catherine Englander ◽  
Thomas Jeffrey ◽  
...  
Keyword(s):  
Active Learning ◽  
Online Courses ◽  
Learning Management Systems ◽  
Traditional Classroom ◽  
Management Systems ◽  
Learning Theories ◽  
Online Course ◽  
Social Nature ◽  
Product Features ◽  
Learning Management

The trend toward conversion from traditional classroom to online courses follows the shift of learning theories from the behaviorist orientation that portrays learning as a primarily passive activity to theorist orientation which emphasize the active, reflective and social nature of learning. Learners are increasingly considered to be active constructors rather than passive recipients of knowledge. As this trend increases, questions have surfaced regarding the choice of a learning management system (LMS) to use in developing an online course. The selection of an LMS is critical to student success. That selection needs to be based on both the objectives of the online course and the students’ needs. The LMS must have components that will allow the instructor to create a course that emphasizes active learning experiences. This paper will compare nine learning management systems and highlight the product features which enhance their ability to accommodate active learning.

Using Second Life® for Situated and Active Learning in Teacher Education

2016 ◽  
pp. 641-666
Author(s):  
Barbara L. Ludlow ◽  
Melissa D. Hartley
Keyword(s):  
Teacher Education ◽  
Active Learning ◽  
Special Education Teachers ◽  
Second Life ◽  
Online Courses ◽  
Three Dimensional ◽  
Distance Education Program ◽  
Virtual Campus ◽  
Virtual Simulations ◽  
Specific Learning

Preservice and inservice special education teachers used Second Life® as the educational platform in online courses in a graduate level distance education program. Faculty designed the virtual learning experiences to facilitate situated and active learning through the creation of a virtual campus and course-specific learning activities. The purpose of this chapter is to describe how instructors designed environments and activities to optimize learning in a three-dimensional virtual immersive environment, to report students' responses to learning in the virtual world, and to discuss the implications of virtual simulations for teacher education.

scholarly journals The Launch of a Joint Library/Writing Centre Online Course on Academic Integrity

2013 ◽  
Vol 8 (2) ◽  
pp. 258 ◽  
Author(s):  
Cari Merkley
Keyword(s):  
Active Learning ◽  
Academic Writing ◽  
Academic Integrity ◽  
Research University ◽  
Lessons Learned ◽  
Online Course ◽  
Research Libraries ◽  
Online Module ◽  
Design Case Study ◽  
Online Library

Objective – To outline the collaborative development of an online course addressing academic integrity by a university’s library system and writing centre. Design – Case study. Setting – A public research university in the Midwestern United States. Subjects – 1650 students who completed the online module. Methods – Oakland University (OU) Libraries and the Writing Centre began to collaborate on the development of a new online course on academic integrity in 2011. It was felt that an existing online library tutorial on plagiarism no longer met the needs of students and faculty. The development of the course was informed by the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education (2000) as well as a research study investigating students’ use of sources in their scholarly writing across several institutions. Moodle, the institution’s learning management system (LMS), was used to develop the learning object. Main Results – OU Libraries and the Writing Centre launched the six-part online course entitled “Using and Citing Sources” in January 2012. They developed modules around learning outcomes in five broad categories: defining academic integrity and plagiarism; the use of sources in academic writing; paraphrasing; quoting; and citation. The final module provided students with an opportunity to practise lessons learned in the first five modules. The use of the LMS to design and host the course limited the tutorial to registered students, but provided developers with access to additional course functionality without labour-intensive coding. It also allowed Writing Centre staff to access students’ performance data on the modules prior to their appointments. Improvements over the previous online tutorial included expanded content on academic ethics and referencing, more active learning elements, video content, and the opportunity for students to choose discipline-specific examples. In the first four months of its availability, 1650 students completed the course, with 3330 attempts overall. Conclusion – The diverse perspectives and expertise that individuals from OU Libraries and the Writing Center brought to their collaboration greatly informed the development of the course. The time and effort saved by using the university’s existing LMS to develop interactive content and the focus on providing students with opportunities for active learning within the course contributed to the project’s success.

scholarly journals Academic Integrity of Graduate Online Students in a Curriculum and Instruction Program

2017 ◽  
Vol 2 (4) ◽  
pp. 1 ◽  
Author(s):  
Charlotte Larkin ◽  
Susan Szabo ◽  
Alma Mintu-Wimsatt
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Academic Integrity ◽  
Curriculum And Instruction ◽  
Online Courses ◽  
Preventative Measures ◽  
Learning Platform ◽  
University Policies ◽  
Setting Parameters

With the continued growth of online courses, the academic integrity of students has received much attention. While cheating is certainly not a new phenomenon, the role of technology in the learning environment has mitigated the effectiveness of traditional preventative measures to maintain academic integrity. This research seeks to examine perceptions of cheating among online graduate students enrolled in a Curriculum and Instruction (C&I) program. We found that in general, students believe that cheating is more prevalent and more likely to occur in an online learning platform. Moreover, despite students’ awareness of university policies and consequences, this has not deterred some from cheating. However, it appears that faculty engagement in setting parameters for what constitutes cheating is important.

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