scholarly journals Anatomical self-efficacy of undergraduate students improves during a fully online biology course with at-home dissections

2021 ◽  
Author(s):  
Jacob P. Youngblood ◽  
Emily A. Webb ◽  
Logan E. Gin ◽  
Peter van Leusen ◽  
Joanna R. Henry ◽  
...  
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Online Courses ◽  
Professional School ◽  
College Courses ◽  
Hands On ◽  
Viable Approach ◽  
Science Instructors ◽  
At Home

Student enrollments in online college courses have grown steadily over the past decade, and college administrators expect this trend to continue or accelerate. Despite the growing popularity of online education, one major critique in the sciences is that students are not trained in the hands-on skills they may need for the workforce, graduate school, or professional school. For example, the Association of American Medical Colleges has recommended that medical schools evaluate applicants on their motor skills and observation skills, yet many online biology programs do not offer opportunities for students to develop these skills. In on-campus biology programs, students commonly develop these skills through hands-on animal dissections, but educators have struggled with how to teach dissections in an online environment. We designed a fully online undergraduate biology course that includes at-home, hands-on dissections of eight vertebrate specimens. Over three course offerings, we evaluated changes in four student outcomes: anatomical self-efficacy, confidence in laboratory skills, perceptions of support, and concerns about dissections. Here, we describe how we implemented at-home dissections in the online course and show that students taking the course gained anatomical self-efficacy and confidence in multiple laboratory skills. Based on open-ended responses, the students perceived that their experiences with the at-home dissections facilitated these gains. These results demonstrate that at-home, hands-on laboratories are a viable approach for teaching practical skills to students in fully online courses. We encourage science instructors to introduce at-home laboratories into their online courses, and we provide recommendations for instructors interested in implementing at-home laboratories.

Opinion of Computer Science Instructors and Students on MOOCs in an Indian University

2018 ◽  
Vol 47 (2) ◽  
pp. 205-212 ◽  
Author(s):  
Pushp Sra ◽  
Pinaki Chakraborty
Keyword(s):  
Artificial Intelligence ◽  
Computer Science ◽  
Undergraduate Students ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Computer Networking ◽  
Classroom Teaching ◽  
Massive Open Online ◽  
Effective Form ◽  
Science Instructors

Massive open online courses (MOOCs) have lately emerged as an effective form of distance education. Computer science is one of those disciplines in which MOOCs are quite common. We conducted a survey to know the opinion of computer science instructors and undergraduate students on MOOCs in an Indian university in March 2018. Of the 26 instructors and 273 students who participated, 73% instructors and 87% students reported to have attended MOOCs. We found that 50% instructors and 72% students considered MOOCs to be a more comprehensive source of knowledge and 54% instructors and 76% students felt that MOOCs let students learn faster when compared to courses taught in a classroom. Moreover, 58% instructors believed that the courses they teach in classrooms can also be taught effectively through MOOCs. The instructors and students appreciated several aspects of MOOCs. However, the students had an opinion that MOOCs can augment classroom teaching but cannot replace it. MOOCs on computer programming (22%), artificial intelligence (9%), and computer networking (8%) were found to be particularly popular among the students.

Investigating different options in course delivery – traditional vs online: is there another option?

2018 ◽  
Vol 35 (4) ◽  
pp. 230-239 ◽  
Author(s):  
Ashley Hass ◽  
Mathew Joseph
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Online Courses ◽  
Content Type ◽  
Liberal Arts University ◽  
Face To Face ◽  
Traditional Courses ◽  
Southwest Region ◽  
Southwest Usa

Purpose The purpose of this paper is to examine students’ perceptions of online vs traditional (face-to-face) course offerings at the business school of a liberal arts university in southwest USA. The research compares perceptions of students who have been subjected to online education along with those who have not been exposed to online education and examines likelihood to take online courses. Design/methodology/approach Paper and pencil surveys were distributed in different classes in business classes at a university in southwest USA. The target group was undergraduate students. Findings The results indicate that overall, students have neutral perceptions about online courses, while favorable perceptions are strongly associated with likelihood to take online courses. Moreover, prior exposure with online courses is not a significant factor in forming favorable perceptions about online courses. Research limitations/implications The present research is limited in generalizability and the institution surveyed in the southwest region is new to online courses offering in their curriculum and not all the participants had prior experience with online courses. Originality/value Although this paper compares online education with traditional, another option for methods of education include hybrid models incorporating both. A possible third option not discussed through this research is a hybrid or blended learning course, a combination of both online and traditional courses. This opens the options for the student, as hybrid courses can be built with many different options. One includes using technology for “screencasts” or lectures online.

Experimental Analysis of Students’ Satisfaction Factors in E-Learning Environment: A Case Study on Saudi Arabian University

2017 ◽  
Vol 16 (02) ◽  
pp. 1750018 ◽  
Author(s):  
Hussein Abdel-Jaber
Keyword(s):  
Online Education ◽  
Self Efficacy ◽  
Online Courses ◽  
Learning Assessment ◽  
Saudi Students ◽  
Self Regulated Learning ◽  
Perceived Satisfaction ◽  
Regulated Learning ◽  
E Learning ◽  
Students Satisfaction

Despite the proliferation of studies outlining the immense benefits obtained from e-learning, the understanding of students’ satisfaction with e-learning in developing countries is still unclear. Therefore, this paper investigates the relationship between Saudi students’ satisfaction with online courses and a number of individual, as well as institutional characteristics cited as robust predictors of students’ satisfaction in the educational literature. These include: students’ levels of internet self-efficacy, self-regulated learning, assessment of course and instructors’ interactivity and their evaluation of the Learning Management System (LMS) used. The results indicated that students’ internet self-efficacy and self-regulated learning constitute critical factors influencing students’ satisfaction with e-learning. Further, students’ assessment of course, as well as instructors’ interactivity are found to marginally affect perceived satisfaction with e-learning among Saudi students. The LMS used (Blackboard) seemed to be the weakest factor influencing students’ experience with online education. Overall, based on the results obtained and in order to maximise the benefits of e-learning; this paper recommends for Saudi universities to extensively use LMS to increase the interactions among primary stakeholders: students–instructors, students–students and students–LMS.

scholarly journals Study Protocol for a Comprehensive Virtual Professional Development Model to Improve Self-efficacy to Teach Food Literacy in Undergraduate Students

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 1275-1275
Author(s):  
Melanie Gerdes ◽  
Lyndsey Ruiz ◽  
Anna Jones ◽  
Rachel Scherr ◽  
Gretchen George
Keyword(s):  
Professional Development ◽  
Online Education ◽  
Reflective Practice ◽  
Community Of Practice ◽  
Nutrition Education ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Development Model ◽  
Food Literacy ◽  
Professional Development Model

Abstract Objectives To determine the effectiveness of a comprehensive professional development model (CPDM) adapted for virtual instruction in its ability to improve self-efficacy related to food literacy and development of remote food literacy education. Methods Undergraduate students (n = 12) from two universities participate in a yearlong CPDM. In the first semester, undergraduates attend weekly meetings focused on online learning platforms; building community of practice; reviewing learning models, theories, and pedagogy; and building skills to support social and emotional learning. Undergraduates participate in reflective practice throughout the CPDM to advance their teaching skills. In the second semester, undergraduates develop online modules supporting remote instruction for the learner-centered curriculum Teens CAN: Comprehensive Food Literacy in Cooking, Agriculture, and Nutrition. Undergraduates develop virtual lesson procedures and content to be pilot tested with the community of practice. Results Upon project conclusion, undergraduates will complete a retrospective questionnaire measuring self-efficacy to teach nutrition. They will also participate in an in-depth interview that mirrors the reflective practice, where they reflect on what they gained and wished to change for future CPDM projects. Conclusions In response to the COVID-19 pandemic, utilizing strategies from in-person CPDMs in virtual professional development may provide an efficient, effective, and equitable methodology to connect with undergraduate students and improve their self-efficacy to teach while providing training and skills. This virtual methodology may serve two purposes; decreasing attrition in participation by removing barriers such as travel and scheduling, but also enhancing the delivery of nutrition education through utilization of modern technology. Limitations of remote instruction are numerous, but providing opportunities for undergraduates to develop skills in online education has the potential to broaden the reach of health-focused programming delivered by agencies with limited staff during and after the COVID-19 pandemic. Funding Sources USDA NIFA SPECA; USDA NIFA NNF.

scholarly journals Online Instruction Based on Task-based Language Teaching

2021 ◽  
Vol 5 (3) ◽  
pp. p30
Author(s):  
Liu Zhixuan
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Language Teaching ◽  
Innovative Teaching ◽  
English Class ◽  
Teachers And Students

The outbreak of the COVID-19 caused many Chinese universities to initiate online teaching. This paper aimed to develop Task-based Language Teaching (TBLT) practices in online courses to enable teachers and students in China to employ TBLT appropriately and effectively. This research made a case study which was conducted as an online English class with a total of 28 undergraduate students at a university in Guangdong, China. The findings show that the transition from the traditional classroom to online education was successful. This innovative teaching mode promotes students to become the initiator of learning. Besides, the switched roles between students and teachers, advantages as well as problems of this approach have been pointed out. This case study could provide pedagogical implicatures for online English teaching and learning practically and theoretically, which helps to develop new forms that could assist teachers and students to adopt TBLT in class.

493 Awardee Talk: Filling Knowledge Gaps in Quantitative Genetics Through Online Education

2021 ◽  
Vol 99 (Supplement_3) ◽  
pp. 218-219
Author(s):  
Ronald M Lewis
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Quantitative Genetics ◽  
Industrial Revolution ◽  
Online Courses ◽  
Simulation Game ◽  
Knowledge Gaps ◽  
Web Based ◽  
Credit Hours ◽  
Apply Genetic

Abstract The genomic revolution has been compared to the industrial revolution, with caveats that it has happened faster and will have a far greater impact on our lives. Interpreting and using knowledge emanating from this revolution requires unique skills. Providing education in quantitative genetics that keeps pace with that need, particularly where expertise and funds are limited, remains challenging. One solution is sharing resources and capacities across-institutions to deliver high-quality instruction online. Beginning with 4 universities in 2007, expanding to 7 in 2012, a multi-state U.S. consortium built an online Masters-level curriculum in quantitative genetics and genomics. Sixteen courses were developed, each revised based on review by 2 academic peers and an instructional designer. Over 330 students from 34 U.S. and 5 international institutions have completed over 1,200 credit hours. Anonymous student feedback has been overwhelmingly positive. The curriculum was established with funding from two USDA-NIFA Higher Education Challenge grants. In 2015 it was integrated into AG*IDEA, a national consortium offering online courses in agriculture. A permanent infrastructure was thereby established with students earning formal academic credit. Only students matriculated at one of 19 AG*IDEA member universities can enroll directly, sadly limiting access, especially to international students. A potential constraint of online instruction is a disconnect with students. In some courses, a blended-learning format has been introduced with a weekly virtual recitation session. To increase engagement, an experiential learning opportunity also is offered. This entails a web-based simulation game—CyberSheep—where students apply genetic principles to a virtual breeding cooperative. Additionally, CyberSheep is typically played by 400 undergraduate students at 5 U.S. universities each academic term, contributing to their learning of animal genetics. Outcomes of these initiatives demonstrate that online training can be an effective tool to fill knowledge gaps in quantitative genetics, with opportunity to reach a wider audience.

scholarly journals Online College Education For Computer-Savvy Students: A Study Of Perceptions And Needs

2009 ◽  
Vol 6 (6) ◽  
Author(s):  
Belal A. Kaifi ◽  
Bahaudin G. Mujtaba ◽  
Albert A. Williams
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
Undergraduate Students ◽  
New Technologies ◽  
Online Courses ◽  
College Education ◽  
Demographic Variables ◽  
High Demand ◽  
Current Technology

With new technologies and cyberspace-literate students, distance education has been in high demand and more schools are getting into online education. As such, understanding the needs of current and prospective learners has become especially important for success in the new millennium. Based on the learners’ needs and current technology status, this study provides a review on the feasibility of online education for modern students in a developed nation. Based on the survey of 203 undergraduate students, this research provides an assessment of their views, needs, and wants for the feasibility of offering online courses and programs. Such demographic variables as gender, ethnicity and education demonstrated statistically significant results. Recommendations are provided for administrators to enhance their online offerings as a result of the feedback from students. The document further explores online education, online operation, and other such variables that impact the success of students in higher education. 

scholarly journals Perspectives on Online Undergraduate Research

2021 ◽  
Vol 23 ◽  
Author(s):  
Arriane Pirhalla ◽  
Crystal Marull
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Courses ◽  
Undergraduate Research ◽  
Future Research ◽  
Online Research ◽  
University Of Florida ◽  
Post Graduate ◽  
Research Programs ◽  
The University

With the rise of online education surrounding the current global situation, facilitating engaging, communicative and interesting online courses and research has become increasingly more important. This study surveyed various undergraduate students at the University of Florida (n=114), gathering perspectives on their awareness of, interest in and opinions on online undergraduate research and courses. This study found that a majority of students (74.58%, n=88) surveyed were not aware of online research programs like the University Scholars Program, despite majority (71.67%, n=81) indicating they were at least moderately interested in the program. Students also overwhelmingly rated research as being  very or extremely important, especially for post-graduate work or school. This paper discusses the implications of relationships between these responses, and touches on suggested future research.

scholarly journals African American Males Learning Online: Promoting Academic Achievement in Higher Education

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
Susan G Salvo ◽  
Brett Welch ◽  
Kaye Shelton
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
African American ◽  
Online Education ◽  
Undergraduate Students ◽  
African American Males ◽  
Online Courses ◽  
Course Completion ◽  
Online Course ◽  
Attrition Rates

Online education is expanding within higher education. However, attrition rates for African American males enrolled in higher education in general, and in online courses specifically, is on the rise. Because the future of our nation depends on how well our educational institutions develop, nurture, and deploy talent, an investigation was conducted to identify factors that promoted online course completion among African American male undergraduate students. Ten males who successfully completed online courses were interviewed, and significant themes were identified. Factors that contributed to online course completion were financial assistance, prior academic achievement, previous information technology (IT) training, continuous academic enrollment, student selection of topics perceived as uncomplicated and less demanding or familiar due to sufficient prior knowledge, use of handheld digital devices, and a non-prejudicial learning environment. Based on these findings, recommendations are made that include strategies policymakers and educationists can implement to promote academic achievement and degree attainment among African American males in higher education.

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.

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