Keep Calm and Carry on…Line: A Framework for Applying Pre-COVID Pedagogical Theory to the Shifting Online Course Environment

2021 ◽  
pp. 1-3
Author(s):  
Annie S. Ditta ◽  
Catherine M. Lussier ◽  
Annika C. Speer
Keyword(s):  
Online Course ◽  
On Line ◽  
Pedagogical Theory

scholarly journals Online Learning in Nutrition and Dietetics: Student Performance and Attitudes

2005 ◽  
Author(s):  
Dominic Upton
Keyword(s):  
Student Performance ◽  
Learning Style ◽  
Independent Learning ◽  
Online Course ◽  
Traditional Lecture ◽  
Innovative Method ◽  
Traditional Lectures ◽  
On Line ◽  
Dietetic Students ◽  
Nutrition And Dietetics

Context: Behavioural studies can form an essential component of the Nutrition and Dietetics undergraduate degree. Aims: This study aimed to firstly produce on-line teaching material in Behavioural studies suitable for undergraduate Nutrition and Dietetic students. Secondly, to explore students’ views on the online material, and record their performance when taught through this innovative method. Methods: Nutrition and Dietetics students completed an online health psychology/sociology module and their performance compared to students who completed a traditional lecture based course. Student evaluations of the online course were also recorded. Findings: Results suggested that students taught through on-line medium performed no differently to those taught through “traditional lectures”. Students appeared to enjoy the material although there was some reluctance to develop an independent learning style. Conclusion: It was apparent that material has to be developed that can both engage and motivate learners, thereby further developing independent learning, and that this may have to be tailored dependent on a number of student factors.

scholarly journals Methodical requirements for training materials of on-line courses on the platform “Higher school mathematics teacher”

2020 ◽  
Vol 166 ◽  
pp. 10011
Author(s):  
Kateryna Vlasenko ◽  
Olena Chumak ◽  
Iryna Lovianova ◽  
Daria Kovalenko ◽  
Nataliia Volkova
Keyword(s):  
Online Courses ◽  
School Mathematics ◽  
Online Course ◽  
Video Content ◽  
Educational Materials ◽  
Online Systems ◽  
Training Materials ◽  
On Line ◽  
Pdf Format

The article looks into the issue of developing methodical requirements for the structure and content of online courses. The study is dedicated to the analysis of peculiarities of developing the content of online systems and developing methodical recommendations to educational materials for online courses of training higher school mathematics teachers. The research considers the experts’ experience in preparing, structuring and developing the content for online courses and answers to volunteers who have agreed to test the educational materials of the course. The answers given by the participants have allowed estimating the quality of the developed course and detecting its insignificant drawbacks. The article discusses general requirements to the structure and content of the online course, means for the implementation of a testing subsystem, peculiarities of developing educational video content and educational materials in PDF format, issues of implementing forum and survey subsystems, as well as means of estimating learning outcomes. We have grounds to conclude that the quality of the course is determined by the range of factors, among which we point out the course organization based on weekly planning, implementation of a testing subsystem under conditions of extended functionality, creation of abilities to organize feedback.

scholarly journals Os Cursos On-line Abertos e Massivos (Mooc) como ambientes heutagógicos

2020 ◽  
Vol 101 (257) ◽  
Author(s):  
Nikoletta Agonács ◽  
João Filipe Matos
Keyword(s):  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
On Line

Os Cursos On-line Abertos e Massivos, conhecidos como Mooc (Massive Open Online Course), são ambientes de aprendizagem únicos em virtude da grande dimensão e do alcance global de participantes. A criação de ambientes de aprendizagem para grandes públicos é extremamente complexa e levanta muitas  questões de desenho devido à diversidade da origem, da competência e das experiências prévias dos participantes. A teoria de aprendizagem emergente, a heutagogia, deve ser considerada quando se trata do desenho pedagógico de um Mooc. No entanto, o potencial dessa teoria no desenho desses cursos ainda não foi examinado profundamente. Este artigo tem como objetivo mapear a literatura dos dois campos de investigação envolvidos, nomeadamente na área dos Mooc e da heutagogia,  a fim de proporcionar uma compreensão extensa e profunda sobre o potencial da teoria heutagógica para o desenho de um Mooc. Os resultados desta análise indicam que existe um hiato entre o ambiente de aprendizagem do Mooc, que requer uma elevada autonomia por parte dos participantes, e as características do público-alvo que se revela despreparado para participar desse tipo de curso, aumentando a necessidade de entender melhor os aprendentes em termos de sua prontidão para aprender no ambiente Mooc.

scholarly journals Conversações entre futuros professores de FLE: proposta de desenho para a prática on-line da interação oral na formação docente

2015 ◽  
Vol 13 (2) ◽  
Author(s):  
Maria del Carmen De la Torre Aranda ◽  
Thomas Petit ◽  
Karina Fernandes
Keyword(s):  
Design Research ◽  
Target Language ◽  
French Language ◽  
Online Course ◽  
Design Development ◽  
Design Based Research ◽  
Implementation Stages ◽  
On Line ◽  
Oral Interaction ◽  
The University

Resumo Neste artigo apresentamos uma proposta de desenho de curso em ambientes on-line para o aperfeiçoamento da competência de interação oral na formação inicial de professores de línguas estrangeiras. O acompanhamento de estudantes no período de Estágio Supervisionado do Curso Letras - Francês da UnB permitiu-nos identificar lacunas nessa competência, a partir das quais pensamos numa alternativa curricular capaz de ampliar os espaços e tempos de prática da língua alvo em contexto real. Adotamos a metodologia de Pesquisa Baseada no Desenho pelas respostas que ela traz ao nosso objetivo de conceber um curso envolvendo tecnologia digital, interação oral e mediação humana, além do vínculo essencial que ela propõe entre desenho, pesquisa e prática. De acordo com a metodologia retida, apresentamos neste texto as etapas de análise, desenho, desenvolvimento e implementação do curso de extensão universitária Conversações entre futuros professores de FLE, oferecido desde 2013 em parceria com a Université de Poitiers (França). Palavras-chave: Interação oral. Tecnologias digitais. Pesquisa baseada em desenho.   Conversations between future French teachers: a proposal of design for on-line oral interaction practice in initial training Abstract In this paper, we present the proposal for the design of an online course that aims at improving oral interaction skills in the context of pre-service foreign languages teacher training . The support given to students during the French Language Degree Supervised Internship at UnB enabled us to identify shortcomings of this skill. As a result, we considered a curricular alternative to allow more space and time for the target language practice in real context settings. We adopted the Design-Based Research methodology, because of the answers that it brings to our aim of designing a course involving digital technology, oral interaction and mediation, as well as the essential link promoted between design, research and practice. According to this approach, we hereby present the analysis, design, development and implementation stages of the extension course “Conversations between pre-service French teachers”, offered since 2013 in partnership with the University of Poitiers, France. Keywords: Oral interaction. Digital technologies. Design-Based Research.

scholarly journals Panorama da Aplicação de Massive Open Online Course (MOOC) no Ensino Superior: Desafios e Possibilidades

EAD em FOCO ◽  
2016 ◽  
Vol 6 (3) ◽  
Author(s):  
Marcos Vinícius Mendonça Andrade ◽  
Ismar Frango Silveira
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Time Frame ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Open Education ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Massive Online Open Course ◽  
On Line

Este trabalho aborda a aplicação dos Massive Open On-line Courses: MOOC: no contexto do Ensino Superior. Traz um breve histórico, características e principais tipos de MOOC, bem como os relaciona com o movimento da Educação Aberta. Demonstra através de mapeamento sistemático da literatura um panorama dos estudos publicados na área, tendo como recorte temporal o período entre 2011 e 2015. Os resultados obtidos evidenciam que a aplicação dos MOOC no Ensino Superior é apontada como tema emergente e descortina uma série de potencialidades e desafios, exigindo uma nova postura das instituições de ensino superior. Ressalta que os estudos nessa temática ainda são incipientes.Palavras-chave: MOOC, Massive Online Open Course, Ensino Superior, Educação Aberta, Tecnologias Emergentes.' Overview of the application of Massive Open Online Course (MOOC) in Higher Education: Challenges and OpportunitiesAbstractThis paper proposes to identify application of Massive Open Online Courses: MOOC: in higher education context. It provides a brief history, features and main types of MOOC as well as relates to the movement of Open Education. Demonstrates through systematic mapping of literature an overview of the studies published in the field, with the time frame the period between 2011 and 2015. The results show that the application of MOOC in higher education is seen as an emerging theme and opens up a number of potential and challenges requiring a new approach of higher education institutions. It is evident although the studies on this topic are still incipient.Keywords: MOOC, Massive Online Open Course, Higher education, Open Education, Emerging Technologies.

scholarly journals Evaluation of the "License, Master, Doctorate" reform in medical school of University of Lomé (Togo): strengths and weaknesses

2020 ◽  
Author(s):  
Julienne TECLESSOU ◽  
Essossinam KPELAO ◽  
Bayaki SAKA
Keyword(s):  
Medical School ◽  
Information And Communication Technologies ◽  
Evaluation System ◽  
Communication Technologies ◽  
International Standards ◽  
Online Course ◽  
Opinion Survey ◽  
New Information ◽  
Information And Communication ◽  
On Line

Abstract Introduction: The License, Master, and Doctorate (LMD) reform which structured high studies in three cycles has been instituted since the Bologna declaration in 1999. To be conformed to international standards, the LMD system has been instituted in university of Lomé in 2009 to foster pathways between medical and paramedical training. The purpose of this study was to evaluate the strengths and weaknesses of the LMD reform since its introduction in medical school of Lomé. Method: It was an opinion survey conducted in 4 months in University of Lomé among the medical school’s teachers about strengths and weaknesses of LMD reform since its application. The strengths were defined as all facilities brought by LMD reform in organization of courses and practices, evaluations, new Information and Communication Technologies (ICTs) (internet, video projector, courses on line). The LMD weaknesses were defined as any problem generated by the LMD system. Results: Of 113 resident teachers of the medical school of Lomé, seventy-six have completed the questionnaire (67.2%). The majority of teachers (74) thought that the introduction of LMD reform will make Lomé medical school fit into international standards. The availability of the video projectors was noted by 90.8% of the teachers and 82.9% of them used it for teaching. There was no online course. The main strengths of LMD were: a better evaluation system (33.3%), the organization of training in units with credit (28.6%), the usage of new ICTs (23.8%). Many weaknesses of LMD reform were noted by teachers: the plethoric number of students (36.2%), the absence of an intermediate diploma and pathways between studies (29.3%). The Insufficiency of human resources and material was also mentioned. Conclusion: This study highlights that LMD reform needs adaptation to local realities and improvement to ensure that students will get good training in conformity with international standards.

scholarly journals The Choice of Effective Methods and Approaches to the Design of an Online Course

2016 ◽  
Vol 11 (04) ◽  
pp. 150 ◽  
Author(s):  
A. V. Didenko ◽  
Natalia Aksenova ◽  
A. V. Loginova
Keyword(s):  
Retention Rate ◽  
Bloom's Taxonomy ◽  
Online Course ◽  
Design Practice ◽  
Good Design ◽  
Bloom’S Taxonomy ◽  
On Line ◽  
Bloom Taxonomy

The main purpose of this work is to show the importance of using process cards and Bloom’ Taxonomy that allow to raise efficiency of on-line courses. It analyses existing on-line courses and demand of such courses in its dynamics. Application of process cards and Bloom’s Taxonomy will encourage good design practice in projecting and implementing on-line courses thus improving educational results retention rate.

Learning About E-Planning

2014 ◽  
Vol 3 (3) ◽  
pp. 53-76
Author(s):  
Jennifer S. Evans Cowley ◽  
Thomas W. Sanchez ◽  
Nader Afzalan ◽  
Abel Silva Lizcano ◽  
Zachary Kenitzer ◽  
...  
Keyword(s):  
Student Outcomes ◽  
City Planning ◽  
Online Course ◽  
Peer Evaluation ◽  
Massive Open Online ◽  
Pedagogical Approach ◽  
Course Structure ◽  
Massive Open Online Course ◽  
Video Lectures ◽  
On Line

TechniCity (Technology and Cities) offered in May, 2013 was the first city planning Massive Open Online Course (MOOC). More than 21,000 students registered for the course, which was composed of video lectures, projects, assignments, peer evaluation, and on-line discussion over a four week period. This MOOC experimented with using field based learning, combined with extensive student engagement. The objective was to extend the type of learning environment typically found in city planning classes and similar to what is being done in several other disciplines. This article describes the first stage of research, describing course structure and providing initial findings on both course and student outcomes. Compared to students enrolling in traditional, for-credit classes, students in this MOOC reported a range of backgrounds, motivations, and expectations. The data collected also provide insights on student course activity including completion. This information obtained from the class can be used to improve future course offerings. This article documents a pedagogical approach that is still very new and lacking a significant base of literature and comparative studies. The article conclude by suggesting a variety of topics for further research.

scholarly journals Celular, Sala de Aula e Produção de Vídeos: MOOC para Formação Audiovisual de Professores

EAD em FOCO ◽  
2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Tarliz Liao ◽  
Ana Raquel Da Cruz Proença
Keyword(s):  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
On Line

O presente artigo aponta para as possibilidades de uso dos smartphones (celulares) como ferramenta de produção de vídeos em sala de aula. Para tanto, pretende-se discutir como a produção de vídeos consolida-se enquanto uma ferramenta potencializadora no processo de ensino e de aprendizagem, refletindo assim a necessidade de professores quanto a uma formação audiovisual para interagir nessa prática pedagógica. Analisaremos o desenvolvimento de um MOOC (Massive Open Online Course) que contribui(u) para a formação audiovisual de professores, com foco na produção de vídeos utilizando o celular. Este curso, hospedado em uma plataforma gratuita de cursos on-line, tem sua ementa apresentando conceitos básicos sobre linguagem cinematográfica, produção de roteiro e edição de vídeos, além de atividades práticas que também podem ser utilizadas no dia a dia da sala de aula. Dessa forma, destacamos que anteriormente a idéia de um professor mediar alguma atividade que envolva as TDICs em suas aulas, é necessário que este se instrumentalize, saiba aplicar ferramentas? e utilizá-las com criticidade. Palavras-chave: Formação de professores. Educação tecnológica. Formação audiovisual.

scholarly journals Evaluation of the "License, Master, Doctorate" reform in medical school of University of Lomé (Togo): strengths and weaknesses

2020 ◽  
Author(s):  
Julienne TECLESSOU ◽  
Essossinam KPELAO ◽  
Bayaki SAKA
Keyword(s):  
Medical School ◽  
Information And Communication Technologies ◽  
Evaluation System ◽  
Communication Technologies ◽  
International Standards ◽  
Online Course ◽  
Opinion Survey ◽  
New Information ◽  
Information And Communication ◽  
On Line

Abstract Introduction: The License, Master, and Doctorate (LMD) reform which structured high studies in three cycles has been instituted since the Bologna declaration in 1999. To be conformed to international standards, the LMD system has been instituted in university of Lomé in 2009 to foster pathways between medical and paramedical training. The purpose of this study was to evaluate the strengths and weaknesses of the LMD reform since its introduction in medical school of Lomé. Method: It was an opinion survey conducted in 4 months in University of Lomé among the medical school’s teachers about strengths and weaknesses of LMD reform since its application. The strengths were defined as all facilities brought by LMD reform in organization of courses and practices, evaluations, new Information and Communication Technologies (ICTs) (internet, video projector, courses on line). The LMD weaknesses were defined as any problem generated by the LMD system. Results: Of 113 resident teachers of the medical school of Lomé, seventy-six have completed the questionnaire (67.2%). The majority of teachers (74) thought that the introduction of LMD reform will make Lomé medical school fit into international standards. The availability of the video projectors was noted by 90.8% of the teachers and 82.9% of them used it for teaching. There was no online course. The main strengths of LMD were: a better evaluation system (33.3%), the organization of training in units with credit (28.6%), the usage of new ICTs (23.8%). Many weaknesses of LMD reform were noted by teachers: the plethoric number of students (36.2%), the absence of an intermediate diploma and pathways between studies (29.3%). The Insufficiency of human resources and material was also mentioned. Conclusion: This study highlights that LMD reform needs adaptation to local realities and improvement to ensure that students will get good training in conformity with international standards.

Sign in / Sign up

Export Citation Format

Share Document