Effectiveness of Audio Information for Note-Taking and Learning Activities During a Fully Online Course

2016 ◽  
Author(s):  
Minoru Nakayama ◽  
Kouichi Mutsuura ◽  
Hiroh Yamamoto
Keyword(s):  
Learning Activities ◽  
Online Course ◽  
Note Taking ◽  
Audio Information

scholarly journals Exploring the characteristics of adults’ online learning activities: a case study of EdX online institute

2021 ◽  
Vol 29 ◽  
Author(s):  
Yuewei Shi ◽  
Xi Lin
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Course Completion ◽  
Discussion Board ◽  
Learning System ◽  
Learning Activities ◽  
Learning Activity ◽  
Online Course ◽  
Learning Platform ◽  
Education Administrators

Online learning has become a prevailing trend among adult learners. Therefore, this study investigated the learning time preference and the relationship between the course completion and learning activities among adult learners based on data from one online learning platform. Results indicate that a periodical fluctuation of participating online course study exists among adult learners. Additionally, the activity of posting on the discussion board is a main learning activity factor that influences their online course completion. It is expected that this study would help online learning system designers, education administrators and instructors to better understand the characteristics of adult learners and their learning activities to provide better accessibility and flexibility in online learning environments for them.

Investigating Asynchronous Interaction Between MOOC Learners Through Forum Use and Peer Review

2019 ◽  
pp. 97-119 ◽  
Author(s):  
Alexandros Chavdoulas ◽  
Maria Pavlis Korres ◽  
Piera Leftheriotou
Keyword(s):  
Peer Review ◽  
Learning Outcomes ◽  
Learning Process ◽  
Personal Development ◽  
Learning Activities ◽  
Online Course ◽  
Asynchronous Mode ◽  
Asynchronous Interaction ◽  
Process And Outcome ◽  
E Learning

Designers, developers, and educators in an online course, where the risk of learners feeling isolated is of greater concern, should consider including learning activities that engage students with content and with each other in order to promote multiple ways of interaction and communication between learners and higher learners' engagement in the course. Interaction could be developed both in synchronous and asynchronous mode, in a direct or/and indirect (vicarious) way within the e-learning process. This chapter focuses on the development of asynchronous interaction between learners in a MOOC on personal development, provided in 2016 via a popular educational platform and how interaction affected the learning outcomes. The ways that learners asynchronously interact with each other through forum and peer review are identified and research proved that learners interact in a direct and indirect way and that the development of interaction returns multiple benefits to the learning process and outcome.

Effectiveness of Student's Note-Taking Activities and Characteristics of Their Learning Performance in Two Types of Online Learning

2018 ◽  
pp. 1049-1068
Author(s):  
Minoru Nakayama ◽  
Kouichi Mutsuura ◽  
Hiroh Yamamoto
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Blended Learning ◽  
Causal Analysis ◽  
Learning Performance ◽  
Online Course ◽  
Note Taking ◽  
Learning Behavior ◽  
Lexical Analysis ◽  
University Courses

Aspects of learning behavior during two types of university courses, a blended learning course and a fully online course, were examined using note taking activity. The contribution of student's characteristics and styles of learning to note taking activity and learning performance were analyzed, and the relationships between the two types of courses were compared using causal analysis techniques. In addition, lexical analysis of the contents of notes taken was introduced. Features of notes taken, such as the number of terms, the word ratios of student's notes and the degree of coverage of the lecturer's notes were compared. The results of the evaluation of the two types of learning styles were summarized by determining the relationships between student's characteristics and metrics of the contents of notes taken. The metrics were significantly different between the two learning styles. The contributions of students' characteristics to learning performance were also different. These results provide points to consider for the design and organization of the two types of learning.

scholarly journals Formative Assessment as an Online Instruction Intervention

2021 ◽  
Vol 19 (1) ◽  
pp. 1-16
Author(s):  
Zexuan Chen ◽  
Jianli Jiao ◽  
Kexin Hu
Keyword(s):  
Online Education ◽  
Formative Assessment ◽  
Dropout Rate ◽  
Learning Outcome ◽  
School Closure ◽  
Learning Activities ◽  
Online Course ◽  
Quick Response ◽  
Assessment Data ◽  
High Dropout Rate

Online education has long been suffering from high dropout rate and low achievement. However, both asynchronous and synchronous online instructions have to become effective to serve as a quick response to maintain undisrupted learning during the COVID-19 outbreak. The purpose of the present study was to examine student engagement, learning outcome, and students' perceptions of an online course featured with frequent tasks, quizzes, and tests as formative assessment. Data were collected from the first five weeks of a course that was temporarily converted from blended learning to be fully online in time of school closure. Analysis of students' learning records and scores indicated that students engaged themselves actively in all of the online learning activities and had gained high scores in all tasks, quizzes, and tests. In addition, students held positive perceptions towards the formative assessment.

Kolb's Learning Styles, Learning Activities and Academic Performance in a Massive Private Online Course

2018 ◽  
pp. 327-341
Author(s):  
Mario Solarte ◽  
Raúl Ramírez-Velarde ◽  
Carlos Alario-Hoyos ◽  
Gustavo Ramírez-González ◽  
Hugo Ordóñez-Eraso
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Activities ◽  
Online Course
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