scholarly journals Development, Implementation, and Initial Participant Feedback of an Online Anatomy and Radiology Contouring Bootcamp in Radiation Oncology

2021 ◽  
Vol 8 ◽  
pp. 238212052110377
Author(s):  
Paige Eansor ◽  
Madeleine E. Norris ◽  
Leah A. D’Souza ◽  
Glenn S. Bauman ◽  
Zahra Kassam ◽  
...  
Keyword(s):  
Learning Environment ◽  
Radiation Oncology ◽  
Medical Physics ◽  
Course Completion ◽  
Online Course ◽  
Design Development ◽  
Subject Knowledge ◽  
Course Content ◽  
Face To Face ◽  
The Creation

BACKGROUND The Anatomy and Radiology Contouring (ARC) Bootcamp was a face-to-face (F2F) course designed to ensure radiation oncology residents were equipped with the knowledge and skillset to use radiation therapy techniques properly. The ARC Bootcamp was proven to be a useful educational intervention for improving learners’ knowledge of anatomy and radiology and contouring ability. An online version of the course was created to increase accessibility to the ARC Bootcamp and provide a flexible, self-paced learning environment. This study aimed to describe the instructional design model used to create the online offering and report participants’ motivation to enroll in the course and the online ARC Bootcamp's strengths and improvement areas. METHODS The creation of the online course followed the analysis, design, development, implementation, and evaluation (ADDIE) framework. The course was structured in a linear progression of locked modules consisting of radiology and contouring lectures, anatomy labs, and integrated evaluations. RESULTS The online course launched on the platform Teachable in November 2019, and by January 2021, 140 participants had enrolled in the course, with 27 participants completing all course components. The course had broad geographic participation with learners from 19 different countries. Of the participants enrolled, 34% were female, and most were radiation oncology residents (56%), followed by other programs (24%), such as medical physics residents or medical students. The primary motivator for participants to enroll was to improve their subject knowledge/skill (44%). The most common strength identified by participants was the course's quality (41%), and the most common improvement area was to incorporate more course content (41%). CONCLUSIONS The creation of the online ARC Bootcamp using the ADDIE framework was feasible. The course is accessible to diverse geographic regions and programs and provides a flexible learning environment; however, the course completion rate was low. Participants’ feedback regarding their experiences will inform future offerings of the online course.

scholarly journals Copyright for Online Teaching

2020 ◽  
pp. 148-156
Author(s):  
Christine Fruin
Keyword(s):  
Online Teaching ◽  
Fair Use ◽  
Management Systems ◽  
Course Management Systems ◽  
Online Course ◽  
Online Classroom ◽  
Course Content ◽  
Face To Face ◽  
Course Materials ◽  
Digital Or

When supporting instructors in the development of online course materials, librarians frequently encounter questions regarding fair use and other copyright and licensing issues surrounding the delivery of course content in an online classroom or through course management systems that support traditional face-to-face teaching. The fair use statute is the primary law by which use of course materials online is evaluated. However, considerations of contract or license agreements must also be made when using digital or streaming materials. Special considerations exist as well depending on the material type.

scholarly journals Student Initiative Empowers Engagement for Learning Online

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Houston Heflin ◽  
Suzanne Macaluso
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Online Courses ◽  
Online Course ◽  
Online Learning Environment ◽  
Self Assessment ◽  
Face To Face ◽  
Amount Of Information

Assessing the degree to which students engage and learn from their online courses will be important as online courses are becoming more ubiquitous. This study sought to capture student perceptions of their independence as learners, their level of engagement, their effort exerted, and the amount of information they learned in online courses. The study was conducted over three years with 455 students who completed a self-assessment at the end of an intensive summer online course. Results showed an equal number of students agreeing and disagreeing that online courses help students learn the same amount of information encountered in a face-to-face course. The majority of students reported they were more independent (84.4%), were more engaged (54.5%) and exerted more effort (57.4%), in their online course than a typical face-to-face class. Recommendations are made for faculty creating online courses who have the opportunity to coach students on how to succeed in the online learning environment.

Genesis of an Online Course

2004 ◽  
Vol 19 (3) ◽  
pp. 321-343 ◽  
Author(s):  
Amy E. Dunbar
Keyword(s):  
Classroom Environment ◽  
Online Course ◽  
Chat Room ◽  
Student Surveys ◽  
Learning Methods ◽  
Face To Face ◽  
Educational Environments ◽  
Synchronous Learning ◽  
Course Material ◽  
The Creation

This paper presents a descriptive and evaluative analysis of the transformation of a face-to-face graduate tax accounting course to an online course. One hundred fifteen students completed the compressed six-week class in 2001 and 2002 using WebCT, classroom environment software that facilitates the creation of webbased educational environments. The paper provides a description of the required technology tools and the class conduct. The students used a combination of asynchronous and synchronous learning methods that allowed them to complete the coursework on a self-determined schedule, subject to semi-weekly quiz constraints. The course material was presented in content pages with links to Excel® problems, Flash examples, audio and video files, and self-tests. Students worked the quizzes and then met in their groups in a chat room to resolve differences in answers. Student surveys indicated satisfaction with the learning methods.

Using Course Maps for Easy Classroom to Computer Transition

2011 ◽  
pp. 2226-2230
Author(s):  
Stephanie J. Etter ◽  
Lisa T. Byrnes
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Online Course ◽  
History Of Higher Education ◽  
Web Based ◽  
Course Content ◽  
Face To Face ◽  
Learning Programs ◽  
History Of

Online learning is the fastest growing segment in the educational marketplace (Conhaim, 2003). As the number of online courses increases and distance learning programs grow in popularity, questions of quality and comparability of online courses with traditional methods naturally arise (Schulman & Sims, 1999). While online learning is the fastest growing educational segment, partly in thanks to on-campus students who choose to take courses online, there are still debates about not only the quality of the course content, but the quality of the technology used as well. According to Bowman (2003), in “the history of higher education, online classes are relatively new, and it is yet to be determined how to take full advantage of the technology” (p. 73). Traditional face-to-face courses, which may have been proven successful in terms of evaluations and outcomes assessments, are increasingly being converted to online courses. A study by Smith, Ferguson, and Caris (2000) concluded: “Contrary to intuition, current Web-based online college courses are not an alienating, mass-produced product. They are a laborintensive, highly text-based, intellectually challenging forum which elicits deeper thinking on the part of the students” (p. 67). Converting a traditional classroom course that is intellectually challenging and that elicits deeper thinking into an online course that can do the same can be a harrowing task. The process of converting a face-to-face course into an online course without compromising the course’s integrity and quality is a difficult burden to overcome. The burden of the conversion process can be eased, however, through the use of course maps.

scholarly journals Exploring learner to content interaction as a success factor in online courses

2012 ◽  
Vol 13 (4) ◽  
pp. 152 ◽  
Author(s):  
Tekeisha Denise Zimmerman
Keyword(s):  
Online Courses ◽  
Critical Role ◽  
Course Completion ◽  
Online Course ◽  
Success Factor ◽  
Course Content ◽  
Course Materials ◽  
Significant Relationships ◽  
Content Interaction ◽  
Factor Data

<p>Interaction plays a critical role in the learning process. For online course participants, interaction with the course content (learner-content interaction) is especially important because it can contribute to successful learning outcomes and course completion. This study aims to examine the relationship between learner-content interaction and course grade to determine if this interaction type is a contributing success factor. Data related to student interaction with course content, including time spent reviewing online course materials, such as module PowerPoint presentations and course videos and time spent completing weekly quizzes, were collected for students in three sections of an online course (<em>N </em>= 139). The data were then correlated against grades achieved in the course to determine if there was any relationship. Findings indicate statistically significant relationships between the amount of time the learner spent with the content and weekly quiz grades (<em>r </em>= .-72).  The study concludes that learners who spent more time interacting with course content achieve higher grades than those who spent less time with the content.<br /><br /></p>

scholarly journals A Web-based Blended Learning Environment for Programming Languages: Students’ Opinions

2017 ◽  
Vol 5 (3) ◽  
pp. 211 ◽  
Author(s):  
Mustafa Yağci
Keyword(s):  
Data Collection ◽  
Learning Environment ◽  
Blended Learning ◽  
Programming Languages ◽  
Learning Goals ◽  
Data Collection Tool ◽  
Web Based ◽  
Course Content ◽  
Face To Face ◽  
E Learning

A learning environment which increases the desire and efforts of students to attain learning goals leads to greater motivation and success. This study examines the negative and positive opinions of students regarding the effectiveness of the learning process and students’ success in a computer programming course in which face-to-face and web-based e-learning methods were blended. The study, for which the case study method is used, was carried out over a 12 week period with the participation of 44 students. A data collection tool consisting of open-ended questions was applied to the participants at the end of the process. The replies given by the participants to the data collection tool were analyzed using qualitative analysis techniques. At the end of the research, the evaluation and satisfaction scores of the students regarding the web-based blended learning environment were found to be positive to a high degree. The positive opinions of the students were focused particularly around four themes, namely "facilitating learning through the learning environment"; "providing interaction opportunities"; "encouraging research", "video support for the course". Negative opinions were gathered around the themes of "lack of sufficient teaching time", "experiencing technical failures", "course badly scheduled" and "comprehensiveness of the course content".

A Design Theory for Vigilant Online Learning Systems

2018 ◽  
pp. 2006-2027
Author(s):  
M. Keith Wright
Keyword(s):  
Online Learning ◽  
Design Theory ◽  
Systems Design ◽  
Course Completion ◽  
Learning Systems ◽  
Online Course ◽  
College Courses ◽  
Face To Face ◽  
Course Management Software ◽  
Information Systems Design Theory

There is now a preponderance of evidence suggesting that the types of online course management software (OCMS) used in purely online undergraduate college courses, do not meet the needs of younger immature students. These students often lack the learning skills necessary to succeed in such courses, nor do the popular OCMS include the vigilance mechanisms to guide such students to successful course completion in the absence of face-to-face human instruction. This paper explores the literature relevant to design theory, learning theory, decision support, and vigilance, to extend information systems design theory to a design theory of vigilant online learning systems. It is hoped that this research note will help guide software developers and academics studying how to design future online learning systems for the immature student.

scholarly journals Diversity of Online Behaviours Associated with Physical Attendance in Lectures

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Amelia Brennan ◽  
Akshay Sharma ◽  
Pablo Munguia
Keyword(s):  
Large Scale ◽  
Online Course ◽  
Course Content ◽  
Face To Face ◽  
Course Materials ◽  
Use Of Technology ◽  
Online Behaviour ◽  
Online Access ◽  
Changes Over Time ◽  
Over Time

A common use of technology in higher education is the provision of online course materials, invoking an investigation of the ways in which students engage with online course content, and how their participation changes over time. This is particularly necessary in the context of high absenteeism from lectures, where online access may be the only way in which particular students are engaging with the course. In this study, we examine large-scale patterns of attendance in class, as well as four types of access to online materials. We define two online behavioural metrics — richness and evenness — to capture the distribution of online behaviours within 255 courses, and examine how these change over time. We find that both physical and online attendance decrease throughout the semester, but the fraction of students present online is considerably higher than the fraction present in lectures. Students adapt their online behaviour, and rare behaviours disappear over time. It is important to consider how we provide content, both face-to-face and online, in order to ensure that as many students as possible are accessing this content in ways that we intend.

A Design Theory for Vigilant Online Learning Systems

2016 ◽  
Vol 8 (1) ◽  
pp. 13-33 ◽  
Author(s):  
M. Keith Wright
Keyword(s):  
Online Learning ◽  
Design Theory ◽  
Systems Design ◽  
Course Completion ◽  
Learning Systems ◽  
Online Course ◽  
College Courses ◽  
Face To Face ◽  
Course Management Software ◽  
Information Systems Design Theory

There is now a preponderance of evidence suggesting that the types of online course management software (OCMS) used in purely online undergraduate college courses, do not meet the needs of younger immature students. These students often lack the learning skills necessary to succeed in such courses, nor do the popular OCMS include the vigilance mechanisms to guide such students to successful course completion in the absence of face-to-face human instruction. This paper explores the literature relevant to design theory, learning theory, decision support, and vigilance, to extend information systems design theory to a design theory of vigilant online learning systems. It is hoped that this research note will help guide software developers and academics studying how to design future online learning systems for the immature student.

Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class

2017 ◽  
Vol 18 (1) ◽  
pp. 11-24 ◽  
Author(s):  
Alison S Burke ◽  
Brian Fedorek
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Learning Environment ◽  
Knowledge Building ◽  
Course Content ◽  
Face To Face ◽  
Class Time ◽  
Online Lectures ◽  
Inverted Classrooms ◽  
Flipped Classrooms

“Flipped” or inverted classrooms are designed to utilize class time for application and knowledge building, while course content is delivered through the use of online lectures and watched at home on the students’ time. It is believed that flipped classrooms promote student engagement and a deeper understanding of the class material. The purpose of this study is to compare self-reported student engagement in three separate course modalities: traditional face-to-face lecture class, flipped class, and an online class. It is hypothesized that the flipped class will report higher levels of student engagement because of the nature of the active learning environment.

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