From e-teaching to online learning: Evolution in engineering course design

2010 ◽  
Author(s):  
M. Yousef Ibrahim ◽  
Charlotte Brack
Keyword(s):  
Online Learning ◽  
Course Design

Instructional Delivery And Assessment Strategies For Online Learning In Uzbekistan

2020 ◽  
Vol 02 (12) ◽  
pp. 54-61
Author(s):  
Radjabova Gulnoza Guyosiddinovna ◽  
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Course Design ◽  
Negative Impact ◽  
Instructional Delivery ◽  
Online Surveys ◽  
World Languages ◽  
Assessment Strategies ◽  
Further Development

This article focuses on the experience with the online learning of undergraduate students of Uzbek State World Languages University. The aim of the article is to reveal whether online eduaction has positive or negative impact on the achievements of undergraduate students; and what should be done to make it successful and engaging. Data were collected through the students’ achievents on the basis of two courses. Moreover, online surveys were done to investigate how the learners evaluate their experience regarding online learning. The results of the experiment have shown that the absense of real interactions between learners and teacher complicated the challenge of understanding the content of courses. The results point out that further development of the course design and assessment strategies are necessary.

scholarly journals Integrating students’ perspectives about online learning: a hierarchy of factors

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Montgomery Van Wart ◽  
Anna Ni ◽  
Pamela Medina ◽  
Jesus Canelon ◽  
Melika Kordrostami ◽  
...  
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Large Scale ◽  
Success Factors ◽  
Course Design ◽  
Instructional Support ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Future Research ◽  
Social Comfort

AbstractThis article reports on a large-scale (n = 987), exploratory factor analysis study incorporating various concepts identified in the literature as critical success factors for online learning from the students’ perspective, and then determines their hierarchical significance. Seven factors--Basic Online Modality, Instructional Support, Teaching Presence, Cognitive Presence, Online Social Comfort, Online Interactive Modality, and Social Presence--were identified as significant and reliable. Regression analysis indicates the minimal factors for enrollment in future classes—when students consider convenience and scheduling—were Basic Online Modality, Cognitive Presence, and Online Social Comfort. Students who accepted or embraced online courses on their own merits wanted a minimum of Basic Online Modality, Teaching Presence, Cognitive Presence, Online Social Comfort, and Social Presence. Students, who preferred face-to-face classes and demanded a comparable experience, valued Online Interactive Modality and Instructional Support more highly. Recommendations for online course design, policy, and future research are provided.

scholarly journals GLOBAL CLASSROOM: A CASE STUDY IN ONLINE LEARNING ON SUSTAINABLE CITIES

2019 ◽  
Author(s):  
Nadine Ibrahim ◽  
Allison Van Beek
Keyword(s):  
Online Learning ◽  
Engineering Students ◽  
Course Design ◽  
Civil Engineering ◽  
Learning Experience ◽  
Sustainable Cities ◽  
Diverse Classroom ◽  
Design Learning ◽  
Global Classroom

A new learning opportunity among civil engineering students is learning about urbanization in cities, which combines the sub-disciplines of civil engineering in a seamlessly interdisciplinary manner.  One of the greatest benefits of learning about a global phenomenon such as urbanization is introducing the opportunities to offer examples of the technological, cultural and social diversity surrounding the evolution of urban design, technologies and sustainable strategies from global cities. The ability to have a globally diverse classroom to bring in these perspectives and create a learning experience that captures this information sharing and exchange can be created through course design, learning activities, and assessments, hence the “global classroom.”  The authors present a case study of the global classroom for the online course “Sustainable Cities: Adding an African Perspective” and share their perspective on learner-driven formats that support the global classroom, which hinges upon students’ own interest and commitment to an online learning format.  

scholarly journals Evaluating Online Course Quality: A Study on Implementation of Course Quality Standards

2020 ◽  
Vol 24 (4) ◽  
Author(s):  
Whitney Zimmerman ◽  
Barbara Altman ◽  
Bethany Simunich ◽  
Kay Shattuck ◽  
Barbra Burch
Keyword(s):  
Quality Assurance ◽  
Online Learning ◽  
Course Design ◽  
Quality Standards ◽  
Online Course ◽  
Faculty Professional Development ◽  
Course Quality ◽  
Peer Reviewers ◽  
Relationship Of ◽  
The Relationship

This study examined the relationship of intentional faculty professional development, intentional online course design, and informal course reviews to the results of official interinstitutional peer review within higher education institutions. Quality MattersTM (QM) provided the setting for this exploration of the relationship of three independent variables at the course level at institutions that have voluntarily implemented QM online learning quality assurance tools and processes. Data for this study were extracted from a larger statistical project conducted regularly by QM, which included the results of 5,436 online course reviews completed between September 2014 and May 2020 at 360 institutions. These courses were assessed for meeting quality standards in structured, interinstitutional, reviews, conducted by three faculty peer reviewers. QM provided the setting and data for this study; however, the study was not about QM. Instead, it was about exploring the relationships of variables within an institution’s control in the quest for benchmarking and improving online learning. Having and disseminating online course quality standards does not ensure implementation of those standards and quality assurance processes. This observational study provides a better understanding of how the implementation of those standards and quality assurance processes might impact outcomes.

scholarly journals A Care-Centered Approach to Online Learning Design and Pedagogy

2021 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Heather Robinson ◽  
Whitney Kilgore ◽  
Maha Al-Freih
Keyword(s):  
Online Learning ◽  
Course Design ◽  
Learning Experience ◽  
Methodological Approach ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Effective Learning ◽  
Learner Perspective ◽  
Instructor Behaviors

Researchers in the field of online learning have raised concerns over its lack of focus on the affective/emotional aspect of the online learning experience, despite a strong research base indicating the important role that emotions play in successful and effective learning (Ch’ng, 2019). Utilizing a phenomenological methodological approach, the researchers interviewed online students and coded transcripts based on Noddings’ Ethics of Care Framework (1984) to explore the phenomenon of care in online learning in an effort to bridge this gap and deepen our understanding of the feeling of caring and being cared-for. These findings add to the literature on the role of emotions in online learning as viewed through the lens of care-theory. The findings highlight course design issues and instructor behaviors that promote a climate of care in an online environment from a learner perspective. These findings may be of benefit to inform future teacher preparation programs.

Introduction to Online Learning and the Adult Learner

2018 ◽  
pp. 172-182
Author(s):  
Rosana Stan ◽  
Éva Kállay
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Learning Process ◽  
Course Design ◽  
Adult Learner ◽  
Practical Implication ◽  
Digital Natives ◽  
Digital Immigrants ◽  
Web Technologies ◽  
Advantages And Disadvantages

Web technologies are changing old patterns of learning. Online learning is simultaneously a tool and a challenge in improving our learning process because working online is a fundamental competence for today's society. Rethinking needs and course design for online learning to be applied to all subjects at all levels (digital natives and digital immigrants as well) is, maybe, the biggest challenge in education. It is necessary to give teachers adequate training to teach using technologies in a way that supports specific pedagogical mode. Online learning for adult learners has both advantages and disadvantages. Research into online learning is an emerging field and all of this information has practical implication for design and tutoring online activities in the case of adult learners.

Taking a Hard Look at the Soft Skills of Online Course Design and Online Teaching in Higher Education

2017 ◽  
pp. 158-181
Author(s):  
Kevin P. Gosselin ◽  
Maria Northcote ◽  
Kristi D. Wuensche ◽  
Trudy Stoddard
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Course Design ◽  
Soft Skills ◽  
Online Course ◽  
Online Course Design ◽  
Post Secondary ◽  
Online Educators

Over the past few decades, substantial growth has occurred in online education in general, and this has been particularly true of the higher education sector. Most universities and post-secondary institutions now offer students the opportunity to enroll in online pre-tertiary, vocational, undergraduate and/or postgraduate courses. While some of these courses are successful for the learners who enroll in them, others have been found somewhat deficient, often criticized for their lack of humanization, interaction, communication and online presence. This chapter examines the role of the so-called soft skills of online course design and online teaching that are seen as vital for online educators who are responsible for the facilitation of high quality online learning. Along with a review of relevant literature about the soft skills of online teaching, the chapter presents three institutional case studies from which a set of practically-focused recommendations for promoting the design of humanized online learning environments has been developed.

Online Nurse Education

2008 ◽  
pp. 1024-1031
Author(s):  
Jane Klobas ◽  
Ciro Sementina ◽  
Stefano Renzi
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Course Design ◽  
Online Collaboration ◽  
Online Course ◽  
Market Segments ◽  
Wide Scale ◽  
Online Distance Learning ◽  
Online Distance ◽  
Collaborative Activities

In many countries, healthcare professionals are required to participate annually in compulsory continuing medical education (CME). The effort involved in providing wide-scale training led the Italian Ministry of Health to support pilot courses using online distance learning. This article reports the results of a short survey which aimed to gauge the potential of online CME for nurses in Italy. Most of the 152 respondents, all of whom had completed an online course, supported the inclusion of some form of collaborative learning. Three possible market segments for online learning emerged from the study: nurses who prefer to study alone, those who would appreciate collaborative activities well-integrated into course design, and those who would prefer courses that include online collaboration of any kind. The authors conclude that online learning is a suitable mode for enabling participation in CME for accreditation, but caution that further research is required to confirm that the preferences of nurses who have experienced online distance learning are shared by those who have not.

How Is Your Connection?

2021 ◽  
pp. 133-150
Author(s):  
Rebeqa Rivers
Keyword(s):  
Job Satisfaction ◽  
Online Learning ◽  
Real Time ◽  
Nonverbal Communication ◽  
Course Design ◽  
Online Courses ◽  
Social And Emotional Learning ◽  
Social And Emotional ◽  
Traditional Course ◽  
Metacognitive Guidance

Traditional course design assumes a synchronous, in-person learning environment and relies on a skilled instructor to observe nonverbal communication and guide interactions between learners. However, the nature of online learning has changed instructor-student connections so that providing real-time, guided interactions and feedback are not always practical. The loss of these interactions has particularly affected social and emotional learning (SEL), or how people recognize and manage emotions, empathize with, and relate to others, and make responsible decisions. SEL—popularly known as emotional intelligence, EI, or EQ—has gained recognition as the foundation of vital “soft skills” that contribute to improved job satisfaction, performance, and productivity. When institutions simply convert in-person curricula to digital, the resulting online courses often do not account for the loss of real-time SEL and metacognitive guidance from an instructor. This chapter provides guidance on how to integrate SEL into the design of online courses.

Introduction to Online Learning and the Adult Learner

2021 ◽  
pp. 76-87
Author(s):  
Rosana Stan ◽  
Éva Kállay
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Learning Process ◽  
Course Design ◽  
Adult Learner ◽  
Practical Implication ◽  
Digital Natives ◽  
Digital Immigrants ◽  
Web Technologies ◽  
Advantages And Disadvantages

Web technologies are changing old patterns of learning. Online learning is simultaneously a tool and a challenge in improving our learning process because working online is a fundamental competence for today's society. Rethinking needs and course design for online learning to be applied to all subjects at all levels (digital natives and digital immigrants as well) is, maybe, the biggest challenge in education. It is necessary to give teachers adequate training to teach using technologies in a way that supports specific pedagogical mode. Online learning for adult learners has both advantages and disadvantages. Research into online learning is an emerging field and all of this information has practical implication for design and tutoring online activities in the case of adult learners.

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