Analyses of Online Course Syllabi for Planned Interactions and Learner Support

2021 ◽  
pp. 125-141
Author(s):  
Sandra A. Rogers ◽  
Gurupreet K. Khalsa
Keyword(s):  
Online Course ◽  
Learner Support ◽  
Course Syllabi

scholarly journals Working with XML for Flexible Management of Online Course Syllabi

2006 ◽  
Vol 5 (2) ◽  
pp. 322-328 ◽  
Author(s):  
Zeynel Cebeci ◽  
Fuat Budak . ◽  
Mehmet Tekdal .
Keyword(s):  
Online Course ◽  
Course Syllabi ◽  
Flexible Management

Investigating Online Instructors' Experiences With Constructivist Pedagogy in a Private University

2019 ◽  
pp. 217-249
Author(s):  
Sally R. Beisser ◽  
Chuck A. Sengstock
Keyword(s):  
Professional Development ◽  
Online Courses ◽  
Private University ◽  
Online Course ◽  
Software Training ◽  
Online Instructors ◽  
Constructivist Pedagogy ◽  
Course Syllabi ◽  
Online Pedagogies ◽  
Training And Support

This study supports the significance of professional development for online instructors to design and develop online courses. Data collection from an e-survey of 100 instructors, a focus group, and review of online course syllabi revealed that instructors who teach fully online courses lack on-going university wide support for training in using the learning management system (LMS) to launch their courses, as well as knowledge of research-based pedagogies such as constructivism, to teach their courses. In particular, instructors want more training and support in order to teach effectively in an online environment. Results include the need for university wide training and support for online instructors, available centralized resources, software training for instructors, especially adjuncts, a course in online pedagogies such as constructivism, peer mentoring for instructors, formal and informal sharing opportunities, and support for the online students themselves.

Learning Analytics Considered Harmful

2012 ◽  
Vol 16 (3) ◽  
Author(s):  
Laurie P Dringus
Keyword(s):  
Big Data ◽  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Research Community ◽  
Current Status ◽  
Online Course ◽  
Full Potential

This essay is written to present a prospective stance on how learning analytics, as a core evaluative approach, must help instructors uncover the important trends and evidence of quality learner data in the online course. A critique is presented of strategic and tactical issues of learning analytics. The approach to the critique is taken through the lens of questioning the current status of applying learning analytics to online courses. The goal of the discussion is twofold: (1) to inform online learning practitioners (e.g., instructors and administrators) of the potential of learning analytics in online courses and (2) to broaden discussion in the research community about the advancement of learning analytics in online learning. In recognizing the full potential of formalizing big data in online coures, the community must address this issue also in the context of the potentially "harmful" application of learning analytics.

Valor dos massive open online course (MOOC) na educação para a cidadania

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Hermano Carmo ◽  
Teresa Maia e Carmo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Tecnología Educativa

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: processo de mudança acelerada, desigualdade crescente e fibrilhação dos sistemas de poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que tanto têm constituído gigantesco desafio aos sistemas educativos quanto configuram a urgência de ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Nesse contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, sua diversidade e seu potencial ainda em aberto. Confrontando a nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.Palavras-chave:Conjuntura. Macrotendências. Educação para a cidadania. MOOC. Tecnologia educativa. Paradigma digital.Link: http://revista.ibict.br/inclusao/article/view/4171/3642

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