The Effectiveness of Digital Badges on Student Online Contributions

2016 ◽  
Vol 54 (8) ◽  
pp. 1092-1116 ◽  
Author(s):  
Chientzu Candace Chou ◽  
Shi-Jen He
Keyword(s):  
Qualitative Data ◽  
Graduate Program ◽  
Online Courses ◽  
Student Interaction ◽  
Class Discussion ◽  
Digital Badges ◽  
Online Learning Environments ◽  
Face To Face ◽  
Class Participation ◽  
The Impact

Digital badges have been increasingly used to encourage users to achieve specific goals in learning. Recent studies have shown that badges can be effective to incentivize learners to complete specific tasks or increase learning participation in online learning environments. This study utilized a mixed research method to examine the impact of a badge system on class participation and interaction for both online and face-to-face classes in a graduate program for teacher education. Badges were issued for students who contributed to quality class discussion and peer project comments in courses with two different pedagogical orientations: read-write-reflect-comment and activity-based design. Quantitative data collected from students enrolled in courses with and without a badge system implemented and qualitative data collected from students enrolled only in courses with a badge system implemented were analyzed. The findings indicate that badges are effective in enhancing student interaction but not student participation. Compared with activity-based courses, badges could better enhance student interaction in traditional online courses that utilized read-write-reflect-comment model. Badges showed no significant effect on learner interaction in activity-based courses that were already highly interactive.

Encouraging and Increasing Student Engagement and Participation in an Online Classroom

2016 ◽  
pp. 426-447
Author(s):  
Kathryn Woods
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Prior Knowledge ◽  
Learning Environments ◽  
Online Courses ◽  
Traditional Classroom ◽  
Online Classroom ◽  
Online Learning Environments ◽  
The Impact

Advances in technology have increased opportunities for students to participate in online courses. While some instructors are beginning their careers teaching only online courses, others are discovering a need to teach sections of courses online after they have enjoyed a long career teaching in a traditional classroom. In either situation, it is important for instructors to recognize that students in online learning environments require the use of different strategies for encouraging engagement and participation in class. In this chapter, the author describes the challenges that students and instructors face specifically in the online learning environment as well as strategies for success, including how to maximize the impact of students' experiences and prior knowledge, using multiple platforms to deliver information, discouraging procrastination, setting clear expectations, encouraging individuality, capitalizing on diversity, and providing and utilizing helpful resources.

Exploring the Strategies Needed to Successfully Migrate Ground Campus Instruction to Fully Online Higher Education Courses

2021 ◽  
pp. 530-557
Author(s):  
Dawn DiPeri ◽  
Marlena Daryousef ◽  
Darrell Norman Burrell
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Design Theory ◽  
Online Courses ◽  
Face To Face ◽  
Training Support ◽  
Extreme Stress ◽  
Institutions Of Higher Learning ◽  
Education Administrators ◽  
The Impact

The impact of COVID-19 has put immediate stress on institutions of higher learning to properly and successfully migrate their traditional face to face courses to fully online. There are several components to be considered in the rapid migration of courses online including the management and support of teaching faculty which includes instructional design and training support. Faculty are under extreme stress preparing for multiple modalities but some of the practices put into place over Spring are important as we move forward in the quest for high-quality online migration of land-based courses. This study seeks to explore strategies needed by higher education administrators to successfully migrate face to face teams to fully online ones and the components of helping to support the development of online courses from face to face in a short timeframe. The study investigates management theory, instructional design theory, and the perspectives of 12 administrators tasked with supporting the rapid migration of online instruction.

scholarly journals Online learning during COVID-19 produced equivalent or better student course performance as compared with pre-pandemic: empirical evidence from a school-wide comparative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meixun Zheng ◽  
Daniel Bender ◽  
Cindy Lyon
Keyword(s):  
Online Learning ◽  
Comparative Study ◽  
Online Courses ◽  
Dental Students ◽  
Dental School ◽  
Perceived Effectiveness ◽  
Course Performance ◽  
Didactic Instruction ◽  
Face To Face ◽  
The Impact

Abstract Background The COVID-19 pandemic forced dental schools to close their campuses and move didactic instruction online. The abrupt transition to online learning, however, has raised several issues that have not been resolved. While several studies have investigated dental students’ attitude towards online learning during the pandemic, mixed results have been reported. Additionally, little research has been conducted to identify and understand factors, especially pedagogical factors, that impacted students’ acceptance of online learning during campus closure. Furthermore, how online learning during the pandemic impacted students’ learning performance has not been empirically investigated. In March 2020, the dental school studied here moved didactic instruction online in response to government issued stay-at-home orders. This first-of-its-kind comparative study examined students’ perceived effectiveness of online courses during summer quarter 2020, explored pedagogical factors impacting their acceptance of online courses, and empirically evaluated the impact of online learning on students’ course performance, during the pandemic. Method The study employed a quasi-experimental design. Participants were 482 pre-doctoral students in a U.S dental school. Students’ perceived effectiveness of online courses during the pandemic was assessed with a survey. Students’ course grades for online courses during summer quarter 2020 were compared with that of a control group who received face-to-face instruction for the same courses before the pandemic in summer quarter 2019. Results Survey results revealed that most online courses were well accepted by the students, and 80 % of them wanted to continue with some online instruction post pandemic. Regression analyses revealed that students’ perceived engagement with faculty and classmates predicted their perceived effectiveness of the online course. More notably, Chi Square tests demonstrated that in 16 out of the 17 courses compared, the online cohort during summer quarter 2020 was equally or more likely to get an A course grade than the analogous face-to-face cohort during summer quarter 2019. Conclusions This is the first empirical study in dental education to demonstrate that online courses during the pandemic could achieve equivalent or better student course performance than the same pre-pandemic in-person courses. The findings fill in gaps in literature and may inform online learning design moving forward.

scholarly journals Examining Students’ Online Course Perceptions and Comparing Student Performance Outcomes in Online and Face-to-Face Classrooms

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Dan Spencer ◽  
Traci Temple
Keyword(s):  
Academic Success ◽  
Student Success ◽  
General Education ◽  
Student Perceptions ◽  
Online Courses ◽  
Performance Outcomes ◽  
Problem Solving Skills ◽  
Instructional Format ◽  
Face To Face ◽  
The Impact

Through the use of existing grade and student survey data, this study investigated online courses offered at a public four-year university. Specifically, the study explored differences in student success rates between online and face-to-face courses for traditional undergraduate students as well as the climate of student perceptions towards online courses. Our general results suggest that students performed better in, and had higher levels of preference toward, traditional face-to-face formats. However, overall perceptions of online courses were positive, with students viewing instructional technologies as reliable and easy to use, as well as reporting that online technologies facilitated prompt feedback, enhanced their problem-solving skills, and met their learning needs. Alongside this, students exhibited positive views towards their instructors’ skill level and use of technology to support academic success. Logistic regression analyses of differences in student success across instructional formats revealed interaction effects with variables of age (nontraditional/traditional), aid status and whether or not courses were taken to fulfill general education or major requirements, suggesting a more complex effect of instructional format across student subpopulations. The variability in the results observed in the current study warrant further exploration before definitive conclusions on the impact of instructional format on student outcomes and perceptions can be made.

scholarly journals Could implementation of mifepristone address Canada’s urban–rural abortion access disparity: a mixed-methods implementation study protocol

BMJ Open ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. e028443 ◽  
Author(s):  
Wendy V Norman ◽  
Sarah Munro ◽  
Melissa Brooks ◽  
Courtney Devane ◽  
Edith Guilbert ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Community Of Practice ◽  
Diffusion Of Innovation ◽  
Qualitative Data ◽  
Training Programme ◽  
Geographical Information ◽  
Implementation Study ◽  
Theoretical Frameworks ◽  
Face To Face ◽  
The Impact

IntroductionIn January 2017, mifepristone-induced medical abortion was made available in Canada. In this study, we will seek to (1) understand facilitators and barriers to the implementation of mifepristone across Canada, (2) assess the impact of a ‘community of practice’ clinical and health service support platform and (3) engage in and assess the impact of integrated knowledge translation (iKT) activities aimed to improve health policy, systems and service delivery issues to enhance patient access to mifepristone.Methods and analysisThis prospective mixed-methods implementation study will involve a national sample of physicians and pharmacists recruited via an online training programme, professional networks and a purpose-built community of practice website. Surveys that explore constructs related to diffusion of innovation and Godin’s behaviour change frameworks will be conducted at baseline and at 6 months, and qualitative data will be collected from electronic interactions on the website. Survey participants and a purposeful sample of decision-makers will be invited to participate in in-depth interviews. Descriptive analyses will be conducted for quantitative data. Thematic analysis guided by the theoretical frameworks will guide interpretation of qualitative data. We will conduct and assess iKT activities involving Canada’s leading health system and health professional leaders, including evidence briefs, Geographical Information System (GIS)maps, face-to-face meetings and regular electronic exchanges. Findings will contribute to understanding the mechanisms of iKT relationships and activities that have a meaningful effect on uptake of evidence into policy and practice.Ethics and disseminationEthical approval was received from the University of British Columbia Children’s and Women’s Hospital Ethics Review Board (H16-01006). Full publication of the work will be sought in an international peer-reviewed journal. Findings will be disseminated to research participants through newsletters and media interviews, and to policy-makers through invited evidence briefs and face-to-face presentations.

scholarly journals “No Way Out Except From External Intervention”: First-Hand Accounts of Autistic Inertia

2021 ◽  
Vol 12 ◽  
Author(s):  
Karen Leneh Buckle ◽  
Kathy Leadbitter ◽  
Ellen Poliakoff ◽  
Emma Gowen
Keyword(s):  
Qualitative Data ◽  
Real Life ◽  
Experimental Conditions ◽  
Face To Face ◽  
Support Strategies ◽  
Autistic People ◽  
Mental Health Difficulties ◽  
The Impact ◽  
External Intervention ◽  
Conscious Control

This study, called for by autistic people and led by an autistic researcher, is the first to explore ‘autistic inertia,’ a widespread and often debilitating difficulty acting on their intentions. Previous research has considered initiation only in the context of social interaction or experimental conditions. This study is unique in considering difficulty initiating tasks of any type in real life settings, and by gathering qualitative data directly from autistic people. Four face-to-face and 2 online (text) focus groups were conducted with 32 autistic adults (19 female, 8 male, and 5 other), aged 23–64 who were able to express their internal experiences in words. They articulate in detail the actions they have difficulty with, what makes it easier or harder to act, and the impact on their lives. Thematic analysis of the transcripts found four overarching themes: descriptions of inertia, scaffolding to support action, the influence of wellbeing, and the impact on day-to-day activities. Participants described difficulty starting, stopping and changing activities that was not within their conscious control. While difficulty with planning was common, a subset of participants described a profound impairment in initiating even simple actions more suggestive of a movement disorder. Prompting and compatible activity in the environment promoted action, while mental health difficulties and stress exacerbated difficulties. Inertia had pervasive effects on participants’ day-to-day activities and wellbeing. This overdue research opens the door to many areas of further investigation to better understand autistic inertia and effective support strategies.

scholarly journals "No way out except from external intervention": First-hand accounts of autistic inertia

2020 ◽  
Author(s):  
Karen Leneh Buckle ◽  
Kathy Leadbitter ◽  
Ellen Poliakoff ◽  
Emma Gowen
Keyword(s):  
Qualitative Data ◽  
Real Life ◽  
Experimental Conditions ◽  
Face To Face ◽  
Support Strategies ◽  
Autistic People ◽  
Mental Health Difficulties ◽  
The Impact ◽  
External Intervention ◽  
Conscious Control

This study, called for by autistic people and led by an autistic researcher, is the first to explore ‘autistic inertia’, a widespread and often debilitating difficulty initiating action. Previous research has considered initiation only in the context of social interaction or experimental conditions. This study is unique in considering difficulty initiating tasks of any type in real life settings, and by gathering qualitative data directly from autistic people. Four face-to-face and 2 online (text) focus groups were conducted with 32 autistic adults (19 female, 8 male, 5 other), aged 23-64 who were able to express their internal experiences in words. They articulate in detail the actions they have difficulty with, what makes it easier or harder to act, and the impact on their lives. Thematic analysis of the transcripts found four overarching themes: descriptions of inertia, scaffolding to support action, the influence of wellbeing, and the impact on day-to-day activities. Participants described difficulty starting, stopping and changing activities that was not within their conscious control. While difficulty with planning was common, a subset of participants described a profound impairment in initiating even simple actions more suggestive of a movement disorder. Prompting and compatible activity in the environment promoted action, while mental health difficulties and stress exacerbated difficulties. Inertia had pervasive effects on participants’ day-to-day activities and wellbeing. This overdue research opens the door to many areas of further investigation to better understand autistic inertia and effective support strategies.

scholarly journals Impact of ICTs and emergency remote teaching on technical and technological education

Minerva ◽  
2021 ◽  
Vol 2 (6) ◽  
pp. 90-97
Author(s):  
Carolina Armendáriz ◽  
Diego Yumisa ◽  
Gustavo Bunay
Keyword(s):  
Professional Training ◽  
Online Courses ◽  
Educación Superior ◽  
Technological Education ◽  
Face To Face ◽  
Educacion Superior ◽  
Education Data ◽  
E Learning ◽  
The Impact ◽  
Tecnología Educativa

Due to the national state of emergency, the restriction of mobility and the adoption of teleworking are established to fulfill the activities. The Higher Institutes take on the challenge of changing face-to-face classes to remote courses through virtual platforms. The purpose of this study is to investigate the impact of ICTs and emergency remote teaching in technical and technological education. Data was collected from 140 students from 2 institutes in the city of Ambato. The impact of online courses and the use of technological tools was investigated. As a result, the students of the technological careers consider this new modality of receiving classes a learning opportunity, despite the connectivity problems that occurred in the homes, they consider that the contribution of ICTs and remote teaching as part of education distance learning is important in their professional training. Keywords: Remote emergency teaching, ICTs, connectivity, education. References [1]O. Picardo, "COVID-19: Una mirada interdisciplinaria a la pandemia..," REDICCES, 2020. [2]H. M. Abdulrahim, "transformación digital de la educación superior saudita," Asian Journal of Distance Education, 2020. [3]T. Bates, " Informes de investigación sobre Covid-19 y Aprendizaje remoto de emergencia / Aprendizaje en línea," tonybates.ca, 2020. [4]M. Bond, K. Buntins, S. Bedenlier, O. Zawacki-Richter and M. Kerres, "Mapeo de la investigación sobre la participación de los estudiantes y la tecnología educativa en la educación superior: un mapa de evidencia sistemático," Revista Internacional de Tecnología Educativa en la Educación Superior, p. 7, 2020. [5]S. Alqabbani, A. Almuwais, N. Benajiba and F. Almoayad, "Preparación para el cambio de emergencia al aprendizaje remoto durante la pandemia de COVID-19 entre los profesores universitarios," E-Learning y medios digitales, vol. 5, no. 460-479, 2020. [6]P. Bawa, "Aprendizaje en la era del SARS-COV-2: Un estudio cuantitativo del desempeño de los estudiantes en la era de la enseñanza remota de emergencia," Computers and Education Open , vol. 1, 2020. [7]S. J. G. Merchán, "Las TIC en la educación superior durante la pandemia de la COVID-19.," Las TIC en la educación superior., 2017.

scholarly journals The Persistence of Anxiety Experienced by New Generation in Online Learning

10.28945/4040 ◽  
2018 ◽  
Keyword(s):  
Online Learning ◽  
Survey Methodology ◽  
Online Courses ◽  
Online Course ◽  
Future Research ◽  
Face To Face ◽  
The World ◽  
Course Experience ◽  
New Generation ◽  
The Impact

Aim/Purpose: To investigate anxiety in online courses and its relationship with overall online courses satisfaction as it may vary with online courses experience. Background: Delivering online courses in higher education institutions continue to increase. Anxieties seem to be persistent. Although there are many technology and internet related anxieties studies, online courses anxieties are relatively scarce. The cause for this anxiety has not been resolved or addressed sufficiently. This study takes part in this quest. Methodology: A fully online course with not face to face interaction was used for the study. A survey methodology approach was used for the anxiety scale measurements. Over 1400 students participated in the survey. Contribution: Students taking online courses continue to be challenged with anxieties. Their experiences (number of courses taken) with online courses may influence their anxieties and satisfaction levels, but that has not been studies. We contribute to this body of literature. Findings: One third of students reported to continue to experience anxiety while taking their online courses. The effect of their anxieties on their satisfaction does not seem to be influenced by their online course experience. Recommendations for Practitioners: Focus on the various elements that may influence anxieties and satisfaction of students while taking courses. For IT designers, interface and point of interactions may be the aspect to pay attention to, while professors would need to consider course pedagogy and its interaction within the IT learning environment. Recommendation for Researchers: Anxiety in online learning should take front stage as it represents an underlying stream of influence on all research in the field. Further study of the effect of online course experience on satisfaction and anxiety is necessary. Impact on Society: Anxiety in learning has many detrimental effects that last a student’s career and personality over their entire life. The impact of reducing anxieties while online learning is significant and tangible especially that online learning is at its initial stages of an exponential growth and will change the world sooner than later. Future Research: Pedagogy for efficient and effective online courses to reduce anxieties and in-crease satisfaction.

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