Designing Online Education Courses

2001 ◽  
Vol 17 (3-4) ◽  
pp. 47-66 ◽  
Author(s):  
Guglielmo Trentin
Keyword(s):  
Online Education ◽  
Education Courses

From Learning Management System to Internet-Based Research in Mathematics Education

2015 ◽  
pp. 62-85
Author(s):  
Tianxing Cai
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Management System ◽  
Learning Management System ◽  
Mathematical Practice ◽  
Mathematical Education ◽  
Software Application ◽  
E Learning ◽  
Learning Management ◽  
Education Courses

A Learning Management System (LMS) is a software application for the administration, documentation, tracking, reporting, and delivery of e-learning education courses or training programs. The traditional distance education for mathematics has heavily relied on the application of LMS. However, the Standards for Mathematical Practice have provided the requirements to mathematics educators at all levels for the students' development. This chapter presents the introduction of the transformation from LMS to Internet-based research in the mathematical education. This is the viewpoint of the patterns, developments, changes, or phenomena within their respective fields with regards to distance education of mathematics. It also creates a broad, multidisciplinary understanding of online education across educational boundaries and demonstrates the unique future trajectories that online education has within these mathematics.

From Learning Management System to Internet-Based Research in Mathematics Education

2018 ◽  
pp. 746-770
Author(s):  
Tianxing Cai
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Management System ◽  
Learning Management System ◽  
Mathematical Practice ◽  
Mathematical Education ◽  
Software Application ◽  
E Learning ◽  
Learning Management ◽  
Education Courses

A Learning Management System (LMS) is a software application for the administration, documentation, tracking, reporting, and delivery of e-learning education courses or training programs. The traditional distance education for mathematics has heavily relied on the application of LMS. However, the Standards for Mathematical Practice have provided the requirements to mathematics educators at all levels for the students' development. This chapter presents the introduction of the transformation from LMS to Internet-based research in the mathematical education. This is the viewpoint of the patterns, developments, changes, or phenomena within their respective fields with regards to distance education of mathematics. It also creates a broad, multidisciplinary understanding of online education across educational boundaries and demonstrates the unique future trajectories that online education has within these mathematics.

From Learning Management System to Internet-Based Research in Mathematics Education

2016 ◽  
pp. 1500-1523
Author(s):  
Tianxing Cai
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Management System ◽  
Learning Management System ◽  
Mathematical Practice ◽  
Mathematical Education ◽  
Software Application ◽  
E Learning ◽  
Learning Management ◽  
Education Courses

A Learning Management System (LMS) is a software application for the administration, documentation, tracking, reporting, and delivery of e-learning education courses or training programs. The traditional distance education for mathematics has heavily relied on the application of LMS. However, the Standards for Mathematical Practice have provided the requirements to mathematics educators at all levels for the students' development. This chapter presents the introduction of the transformation from LMS to Internet-based research in the mathematical education. This is the viewpoint of the patterns, developments, changes, or phenomena within their respective fields with regards to distance education of mathematics. It also creates a broad, multidisciplinary understanding of online education across educational boundaries and demonstrates the unique future trajectories that online education has within these mathematics.

The roles of tutors and experts in designing online education courses

1999 ◽  
Vol 20 (1) ◽  
pp. 144-161 ◽  
Author(s):  
Guglielmo Trentin ◽  
Santi Scimeca
Keyword(s):  
Online Education ◽  
Education Courses

scholarly journals The evolution of online education for sports coaches: A tennis perspective

2016 ◽  
Vol 24 (68) ◽  
pp. 31-33
Author(s):  
Richard Sackey-Addo ◽  
Javier Pérez Camarero
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Online Education ◽  
Coach Education ◽  
The Future ◽  
Learning Platforms ◽  
Sports Coaches ◽  
Education Courses

This article looks at how modern coach education has progressed with the development of more resources and online learning platforms dedicated to informal and distance-learning based courses for coaches and what the effects of this means for the future of coach education courses for coaches and tutors.

Teaching Online

2011 ◽  
Vol 1 (4) ◽  
pp. 10-21
Author(s):  
Tor Söderström
Keyword(s):  
Adult Education ◽  
Teacher Training ◽  
Online Education ◽  
Special Needs ◽  
Online Teaching ◽  
Complex Relationship ◽  
Crucial Point ◽  
Teaching Online ◽  
Training Courses ◽  
Education Courses

This article examines adult online education by investigating the complex relationship between technology and community. The aim was to explore online teaching in relation to the handbook dilemma teachers meet in their teacher profession by focusing on participation and sharing opportunities. This study analysed several handbooks that aim to help teachers design and implement online education. The advice in the handbooks was contrasted against two empirical cases. Specifically, the study examined how two cases – online adult education courses and special needs teacher training courses – implemented online education with respect to participation and sharing. The analysis suggests that pedagogy is the crucial point and a planned pedagogy is absolutely necessary for designing and implementing effective online education, education that encourages participation and sharing. The findings showed that some handbooks offer meaningful guidance regarding the development of online education, but other publications were not helpful which creates a dilemma for teachers.

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.

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