Impact of the Stringency of Attendance Policies on Class Attendance/Participation and Course Grades

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.

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

Enhancing Social Presence in Online Learning Environments - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3229-3.ch001 ◽

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.

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The impact of team-based learning on students’ perceptions of classroom community

Active Learning in Higher Education ◽

10.1177/14697874211035078 ◽

2021 ◽

pp. 146978742110350

Author(s):

Christopher W Parrish ◽

Sarah K Guffey ◽

David S Williams

Keyword(s):

Online Courses ◽

Classroom Community ◽

Course Delivery ◽

Course Satisfaction ◽

Mixed Methods Design ◽

Face To Face ◽

Need Support ◽

Team Based Learning ◽

Course Format ◽

The Impact

Developing a sense of classroom community is important in promoting course satisfaction and in helping students overcome feelings of disconnectedness, especially in online courses. When considering the various strategies identified as contributing to a sense of classroom community, instructors likely need support in which strategies and technology tools to select, as well as how to implement those strategies. This support may be especially needed for instructors seeking to translate community building practices in face-to-face settings to their online courses. Team-based learning might be used to foster a sense of classroom community among students in both face-to-face and online courses. An embedded mixed methods design was used to determine if and how students’ perceptions of classroom community varied between method of course delivery (face-to-face or online) and course format (non-TBL or TBL). The results showed whether students in face-to-face courses (non-TBL and TBL) reported a stronger sense of classroom community than those students in online courses (non-TBL and TBL). The results also revealed how students in TBL courses (face-to-face and online) described their sense of connectedness to their instructor and peers compared to those in non-TBL courses.

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Teaching In Cyberspace: The Faculty Perspective

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v1i12.2015 ◽

2011 ◽

Vol 1 (12) ◽

Author(s):

Dana V. Tesone

Keyword(s):

Course Design ◽

Online Courses ◽

Course Delivery ◽

Thought Processes ◽

Delivery Methods ◽

Web Based ◽

Preparation Phase ◽

Potential Improvement ◽

Course Delivery Methods ◽

Online Instructor

Broader audiences of students are seeking alternative course delivery methods using electronic formats. For this reason, business instructors are embracing web-based delivery modalities to accommodate the needs of such audiences. This presentation is intended for instructors choosing to enter online learning environments. It provides suggestions for student-friendly online course design, delivery and closure. Student friendly online courses begin with mental thought processes that drive course objectives and learning outcomes in the preparation phase of course development. The student friendly environment then transpires as a result of the instructor’s style during course delivery. The online instructor then leaves the audience with a final impression through course closure activities. With the final course details completed, the instructor reflects on areas of success and potential improvement to be applied to future courses.

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Motivating factors that affect enrolment and student performance in an ODL engineering programme

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v13i1.1034 ◽

2012 ◽

Vol 13 (1) ◽

pp. 238 ◽

Cited By ~ 4

Author(s):

Pushpa Ranjani Dadigamuwa ◽

Nihal Saman Senanayake

Keyword(s):

Distance Learning ◽

Student Performance ◽

Course Delivery ◽

Motivating Factors ◽

Delivery Methods ◽

Engineering Technology ◽

Face To Face ◽

Study Programme ◽

Course Delivery Methods ◽

Successful Students

The present study was carried out to determine the motivating factors for enrolling in an engineering study programme in open and distance learning (ODL) and the factors that affect the students’ performance. The study was conducted with two convenient samples of students following distance learning courses in engineering technology, conducted by the Open University of Sri Lanka and leading to the award of diploma or degree in Engineering Technology. One sample consisted of students who failed to qualify for sitting the year-end examination and the other consisted of successful students.The study showed that many students opt to follow the programme without knowing the relevance of the study programme for them. Most of the students (53%) had taken the courses believing that they could obtain a recognized degree. The students with secondary education qualifications in the mathematics stream were found to be successful, provided that they had selected the ODL programmes with an understanding of the nature of the ODL system, the percentages being 61 with 4 passes, 75 with 3 passes, and 20 with 2 passes at the General Certificate in Education (Advanced Level) examination.All successful students were of the opinion that the course delivery methods should be improved, especially face-to-face teaching, laboratory classes, and assignments.

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