Unified Methodologies, Formats and Outlines in Online Engineering Education

2010 ◽  
Author(s):  
Amir Salemi ◽  
Reza N. Jazar
Keyword(s):  
Online Education ◽  
Engineering Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Learning Effectiveness ◽  
General Applicability ◽  
Text Book ◽  
Teaching Methodologies ◽  
Online Technology ◽  
Made In

Online education in engineering is developing as the communication technology advances. Although many online courses are being presented worldwide they have not been broadly accepted. For the online engineering education to be well successful and outperform traditional on-campus education, much has been done since ten years ago. To satisfy the five pillars in online education introduced by Sloan Consortium, there are still rooms for improvement[1]. Access, Learning effectiveness, student satisfaction, faculty satisfaction and cost effectiveness are the five metrics that drive investigations into online education. Problems related to “access” have been largely solved since the beginning of online technology era. Still, many substantive issues remain in gaining attention share and providing optimum modalities to specific classes of learners. Significant progress has also been made in “learning effectiveness”, however not much methodologies and guidelines have been developed to define outlines for transferring engineering text book into interactive/multimedia format featuring non-solitary, instructor-led activities with high communication attributes. Costs for creating and running online courses have plummeted over the decade and the average expense of online courses has decreased in recent years specially due to reducing the call on classroom space. This is a positive indication that online engineering education could potentially cost less than traditional on-campus education down the track. This research will shed light on online engineering education and will develop methodologies, formats and outlines with the aim of creating interactive online engineering courses. The methodologies and guidelines will be ideally covering all courses with general applicability and could be used as reference for all educational institutes that are keen to provide and develop online engineering education. This research will also define teaching methodologies in online engineering education that fit each course with less instructors’ influence and with consideration of specific classes of learners. The extent of instructors’ influence in online engineering education for each course will also be defined as part of this research. The outcome of this research will be used by engineering disciplines for implementation of online engineering education and to improve the efficiency of education.

Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

2021 ◽  
pp. 1-15
Author(s):  
Michael Marmon
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Courses ◽  
Course Delivery ◽  
Transactional Distance ◽  
Delivery Methods ◽  
Learner Identity ◽  
Face To Face ◽  
Course Delivery Methods

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

The Power of the Human Face in Online Education

2019 ◽  
Vol 10 (1) ◽  
pp. 13-26 ◽  
Author(s):  
Dale Patterson
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Course ◽  
Human Face ◽  
Online Delivery ◽  
Course Materials ◽  
Personal Level ◽  
Education Courses

The modern student exists in a highly technical and digitally driven educational world. Online delivery of courses and interactions, with the primary purpose of enhancing learning, and access to learning opportunities is becoming almost mainstream. Yet, despite the broad availability of online education courses and systems, the completion rates and levels of student satisfaction with online courses remains comparatively low. Studies have indicated that online students are seeking personal engagement to drive their learning. This project looked at the importance of having a human face at the heart of the online course materials to help develop a more personal level of engagement. The project, carried out between 2016 and 2018, involved a randomized control trial of 84 students, and compared two sets of course materials, for a common course topic, one with human face-based resources, and one without. The results clearly showed a significant increase in student engagement with the human face-based resources, but the learning outcomes, for those who completed, were not significantly different between the two groups.

Faculty Actions that Result in Student Satisfaction in Online Courses

2010 ◽  
Vol 14 (4) ◽  
Author(s):  
Lana C Jackson ◽  
Stephanie J Jones ◽  
Roy C Rodriguez
Keyword(s):  
Community College ◽  
Online Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Descriptive Statistics ◽  
College Level ◽  
Online Classroom ◽  
Web Based ◽  
Faculty Behaviors ◽  
Education Courses

This study identified faculty actions which positively influenced student satisfaction in the online classroom at the community college level. The escalating demand for Internet-based, distance education courses has been met by an increased inventory of them. However, while online education has been in existence for over a decade, standardized practices in the online classroom have not been fully identified, developed, and implemented. Data was collected from student evaluations of web-based courses at two Texas community colleges. Descriptive statistics, bivariate correlations and multiple regressions were used to identify faculty behaviors which affected the satisfaction of students enrolled in these courses. The results of the study indicated that faculty actions within online courses appeared to impact student satisfaction. The identification of faculty actions which impact student satisfaction in online courses will greatly assist colleges and universities in strengthening their abilities to provide quality online experiences for their students.

Emergence of Successful Online Courses

2014 ◽  
pp. 641-651
Author(s):  
Amy L. Sedivy-Benton ◽  
Andrew Hunt ◽  
Teri L. Hunt ◽  
James M. Fetterly ◽  
Betty K. Wood
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Social Climate ◽  
National Standards ◽  
High Quality ◽  
The Social ◽  
Traditional Courses ◽  
The Common

This chapter seeks to investigate the common characteristics that make online courses high quality. With an increase in online education and the increased attention to national standards and accreditation, there is a need for research to focus on the quality of online education. The literature related to online education suggests that more studies compare traditional courses with online courses as well as ways to affect the social climate of online courses and programs than the quality of online education. Questions to be considered range from, “How much time do instructors spend developing online courses compared to traditional courses?” to “What are the students’ perspective of the quality of online courses / instruction?” McGorry (2003) suggests seven constructs “to evaluate quality and learning in online courses: flexibility, responsiveness and student support, student learning, interaction, technology and technical support, and student satisfaction” (p. 162).

Emergence of Successful Online Courses

2018 ◽  
pp. 1-12
Author(s):  
Amy L. Sedivy-Benton ◽  
Andrew L. Hunt ◽  
Teri L. Hunt ◽  
James M. Fetterly ◽  
Betty K. Wood
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Social Climate ◽  
National Standards ◽  
High Quality ◽  
The Social ◽  
Traditional Courses ◽  
The Common

This chapter seeks to investigate the common characteristics that make online courses high quality. With an increase in online education and the increased attention to national standards and accreditation, there is a need for research to focus on the quality of online education. The literature related to online education suggests that more studies compare traditional courses with online courses as well as ways to affect the social climate of online courses and programs than the quality of online education. Questions to be considered range from, “How much time do instructors spend developing online courses compared to traditional courses?” to “What are the students' perspective of the quality of online courses / instruction?” McGorry (2003) suggests seven constructs “to evaluate quality and learning in online courses: flexibility, responsiveness and student support, student learning, interaction, technology and technical support, and student satisfaction” (p. 162).

DELES Analysis of E-Learning Environments

2017 ◽  
pp. 128-150 ◽  
Author(s):  
Hunter Keeney ◽  
Kaye Shelton ◽  
Diane Mason ◽  
J. Kenneth Young
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Student Satisfaction ◽  
Learning Environments ◽  
Online Courses ◽  
Personal Relevance ◽  
Sample Population ◽  
Student Centered ◽  
Student Centered Learning ◽  
Instructor Support

As online education expands, more data is needed on how to optimize its effectiveness in higher education settings. This chapter highlights a quantitative study that utilized the Distance Education Learning Environments Survey (DELES), to test the effects of student-centered learning constructs on student satisfaction in online courses. The sample population consisted of 306 students taking masters-level online courses in education or nursing at a university in Southeast Texas. Descriptive statistics and data were analyzed by correlation analysis and stepwise regression. Results of analyses showed personal relevance and authentic learning had the strongest correlations with student satisfaction, whereas the strongest predictors of student satisfaction were personal relevance and instructor support. The findings of the study described herein can provide beneficial insight regarding the design of effective online learning environments in higher education and improving the quality of the student experience.

scholarly journals Towards Simulation Aided Online Teaching: Material Design for Applied Fluid Mechanics

2018 ◽  
Vol 14 (12) ◽  
pp. 112
Author(s):  
Gonca Altuger-Genc ◽  
Yue Han ◽  
Yegin Genc
Keyword(s):  
Online Education ◽  
Fluid Mechanics ◽  
Engineering Education ◽  
Online Teaching ◽  
Online Courses ◽  
Material Design ◽  
Abstract Concepts ◽  
Novel Approach ◽  
Hands On ◽  
Online Setting

Learning is shifting from synchronous in-class settings to asynchronous online platforms in an attempt to make education accessible to wider audience. However, certain vital components of engineering education, such as laboratory work and hands-on practices, are harder to conduct online. Understanding how technology can help offering such components online can impact the quality of online education a great deal. The goal of this study is to improve the effectiveness of online courses in engineering. Particularly, we aim to transform some of the hands-on practices that are fundamental for engineering education into online setting. We first explored existing literature and found that real-time experimentation can be carried out with the help of online modules. We then designed two simulations for a fluid mechanics lab. We expect these simulations to be used to support teaching and evaluation of fluid mechanics through various assignments that utilize these simulations.  This study surveys how online modules have been studied in effort to relax the time and location constraints of in-class education. Drawing upon the literature review it proposes a novel approach to incorporate simulations to ground learning of abstract concepts such as buoyancy.

Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

2018 ◽  
pp. 1-19
Author(s):  
Michael Marmon
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Courses ◽  
Course Delivery ◽  
Transactional Distance ◽  
Delivery Methods ◽  
Learner Identity ◽  
Face To Face ◽  
Course Delivery Methods

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

Strategies for Improving Instructor-Student Communication in Online Education

2003 ◽  
pp. 156-168
Author(s):  
Stuart C. Freedman ◽  
Steven F. Tello ◽  
David Lewis
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Social Distance ◽  
Online Courses ◽  
Learning Goals ◽  
Future Research ◽  
Individual Student ◽  
Access To Higher Education ◽  
Online Lecture ◽  
Conceptual Confusion

This chapter identifies potential communication barriers between instructor and students in an online educational environment, and suggests ways to reduce or eliminate them. There are at least five such barriers—social distance, conceptual confusion, fear and mistrust, isolation and disconnectedness, and lost efficacy—which, when present, are likely to diminish the effectiveness of an online course. Several approaches to structuring online lecture notes and composing individual student messages are proposed that are hypothesized to increase the likelihood that student satisfaction and learning goals will be achieved. It is assumed that the application of these communication tactics will enhance the attractiveness of online courses, particularly among students who would not otherwise have access to higher education. Suggestions for future research are proposed.

Various Aspects of the Human Factor in Online Education

2016 ◽  
Vol 60 (1) ◽  
pp. 1279-1283
Author(s):  
Shantimora Gala Nikolaeva ◽  
Dan Nathan-Roberts
Keyword(s):  
Online Education ◽  
Human Factor ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Human Computer Interactions ◽  
Massive Open Online ◽  
Teaching Methodologies ◽  
Computer Interfaces ◽  
Key Aspects ◽  
Psychological Processing

The goal of this proceeding is to summarize the current research trends in human factors of studying Massive Open Online Courses (MOOCs), and to quantify the frequency of literature publications each of these trends. This proceeding performs quantitative analysis of 154 sources, grouped by key aspects of research: psychological, technological, and physiological, and by the main object/subject of study: learner, instructor, or teaching methodologies. Based on the results of this analysis, two suggestions can be made: a.) further research of effective human-computer interactions in online education may involve studying basic physiological and psychological processing of information received through mobile devices and computer interfaces, and b.) more attention may be devoted to instructor’s side of MOOCs: their experience, needs, and feedback.

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