scholarly journals Introducing a Pre-Determined Feedback Pool for Evaluating Students’ Online Discussion Participation

2018 ◽  
Vol 7 (1) ◽  
pp. 87-107
Author(s):  
Dilani Perera-Diltz ◽  
R.J. Davis ◽  
Sedef Uzuner Smith ◽  
Carl Sheperis
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Performance ◽  
Learning Environments ◽  
Online Discussion ◽  
Self Regulation ◽  
Online Classes ◽  
Online Learning Environments ◽  
Specific Focus ◽  
Instructor Feedback

As self-regulation for successful online learning is a relatively new focus in online education, more attention is directed toward initiatives to help students become more cognizant of their learning efforts in online learning environments. Grounded in the idea that self-regulation is feedback dependent, we argue for the necessity of instructor feedback on student performance in online classes.  The specific focus is instructor feedback on students’ online discussion contributions.  To assist instructors in managing their feedback practices in large online classes with numerous discussion entries, we present a feedback pool that includes a range of predetermined comments instructors can choose from while assessing their students’ discussion participation. 

scholarly journals Introducing a Pre-Determined Feedback Pool for Evaluating Students’ Online Discussion Participation

2018 ◽  
Vol 7 (1) ◽  
pp. 87-107
Author(s):  
Dilani Perera-Diltz ◽  
R.J. Davis ◽  
Sedef Uzuner Smith ◽  
Carl Sheperis
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Performance ◽  
Learning Environments ◽  
Online Discussion ◽  
Self Regulation ◽  
Online Classes ◽  
Online Learning Environments ◽  
Specific Focus ◽  
Instructor Feedback

As self-regulation for successful online learning is a relatively new focus in online education, more attention is directed toward initiatives to help students become more cognizant of their learning efforts in online learning environments. Grounded in the idea that self-regulation is feedback dependent, we argue for the necessity of instructor feedback on student performance in online classes.  The specific focus is instructor feedback on students’ online discussion contributions.  To assist instructors in managing their feedback practices in large online classes with numerous discussion entries, we present a feedback pool that includes a range of predetermined comments instructors can choose from while assessing their students’ discussion participation. 

scholarly journals Tracking Student Performance Tool for Predicting Students EBPP in Online Courses

2021 ◽  
Vol 16 (23) ◽  
pp. 140-157
Author(s):  
Iman Rashid Al-Kindi ◽  
Zuhoor Al-Khanjari
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Student Performance ◽  
Learning Environments ◽  
Online Courses ◽  
Online Learning Environments ◽  
Specific Focus ◽  
Overall Performance ◽  
And Performance ◽  
Improving Student Performance

Our motivation in this paper is to predict student Engagement (E), Behavior (B), Personality (P) and Performance (P) via designing a Tracking Student Perfor-mance Tool (TSPT) that obtained data directly from Moodle logs of any selected courses. The proposed tool follows the predictive EBP model that focuses mainly on student's EBP and Performance where the instructor could use it to monitor the overall performance of his/her students during the course. The results of test-ing the tool show that the developed tool gives the same as manual results analy-sis. Analyzing Moodle log of any course using such a tool is supposed to help with the implementation of similar courses and helpful for the instructor in re-designing it in a way that is more beneficial to the students. This paper sheds light on the importance of studying student's EBPP and provides interesting possibili-ties for improving student performance with a specific focus on designing online learning environments or contexts.

scholarly journals e-Assessment for learning and performativity in higher education: A case for existential learning

2016 ◽  
Author(s):  
Jennifer Charteris ◽  
Fran Quinn ◽  
Mitchell Parkes ◽  
Peter Fletcher ◽  
Vicente Reyes
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Experiential Learning ◽  
Formative Assessment ◽  
Learning Environments ◽  
Assessment For Learning ◽  
Online Learning Environments ◽  
Specific Focus ◽  
Support Students ◽  
Education Courses

<p class="Normal1">This paper provides a critical and contextualised exploration of assessment for learning (AfL) as an important area of scholarship in higher education, particularly in online learning environments. Although AfL can speak to a range of education discourses, the specific focus here is on the performativity and experiential learning discourses around individual and collective notions of AfL in online settings (e-AfL). We argue that e-AfL practices that emphasise performativity and are used primarily for technicist purposes impoverish their potential to promote learning. We explore the existential notion that e-AfL can transcend formulaic and procedural interpretations of formative assessment in higher education. Rich, divergent approaches to e-AfL can support students in higher education courses to develop their funds of identity, thereby enhancing learner reflexivity and agency.</p>

scholarly journals Adaptation and Perception of Online Learning during COVID-19 Pandemic by Albanian University Students

2021 ◽  
Vol 3 (2) ◽  
pp. 103-111
Author(s):  
Paola Xhelili ◽  
Eliana Ibrahimi ◽  
Erinda Rruci ◽  
Kristina Sheme
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Process ◽  
Online Teaching ◽  
Life Sciences ◽  
Classroom Learning Environment ◽  
Online Classes ◽  
Online Learning Environments ◽  
Internet Connection ◽  
E Learning

The aim of this study is to evaluate the perceptions and challenges of Albanian students during online learning carried out due to COVID-19 pandemic. The students were invited via email to give their perception of ongoing online learning. Responses were obtained from 627 college students from various study fields, such as natural, medical, and life sciences. The results showed that students had a more positive attitude towards the classroom learning environment. The main challenges that students faced were the unavailability of internet connection and the lack of technology devices. Students enrolled in technology-based programs and also those with high academic performance were more comfortable and satisfied with online classes (p0.001). The % of students who preferred the learning process be continued in the classroom was higher than those who preferred online education or a combination of both on-campus and online learning environments (p0.001). Students firmly state that online learning cannot replace the classroom. The findings suggested that Albanian students are not familiar enough with technology-based education. Online teaching must be integrated gradually into Albanian education depending also on students’ characteristics. The learning process must be effectively organized by professors, taking into account students’ dissatisfactions and difficulties with e-learning and considering the overall limitations of this method.

Examining Social Presence Influence on Students' Satisfaction with Online Learning Environments

2016 ◽  
pp. 1378-1404
Author(s):  
Fadi Khalil Dajani
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environments ◽  
Social Presence ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Essential Element ◽  
Online Learning Environments ◽  
Course Outcomes ◽  
Students Satisfaction

Online education has become an essential element of higher education and continues to grow with a potential to facilitate learning. Evidence indicates that many students become frustrated after their initial online experience and fail to pursue additional online courses. Little is known about the reasons why this phenomenon exists. The purpose of this chapter is to examine students' satisfaction with online learning environments guided by the Social Cognitive Theory (SCT) conceptual framework and to determine students' perceptions of social presence in the online environment. The selection of the student population from this program are due to the need to improve on the U-rate. The U-rate is the unsatisfactory rate of a course due to few factors. Such factors are low Course Level Assessment (CLA), course difficulty, content presented in the course is not clear, or students struggling with course outcomes.

Examining Social Presence Influence on Students' Satisfaction with Online Learning Environments

2015 ◽  
pp. 211-236
Author(s):  
Fadi Khalil Dajani
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environments ◽  
Social Presence ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Essential Element ◽  
Online Learning Environments ◽  
Course Outcomes ◽  
Students Satisfaction

Online education has become an essential element of higher education and continues to grow with a potential to facilitate learning. Evidence indicates that many students become frustrated after their initial online experience and fail to pursue additional online courses. Little is known about the reasons why this phenomenon exists. The purpose of this chapter is to examine students' satisfaction with online learning environments guided by the Social Cognitive Theory (SCT) conceptual framework and to determine students' perceptions of social presence in the online environment. The selection of the student population from this program are due to the need to improve on the U-rate. The U-rate is the unsatisfactory rate of a course due to few factors. Such factors are low Course Level Assessment (CLA), course difficulty, content presented in the course is not clear, or students struggling with course outcomes.

Online learning for social justice and inclusion

2019 ◽  
Vol 37 (1/2) ◽  
pp. 33-45
Author(s):  
Ricardo Montelongo ◽  
Paul William Eaton
Keyword(s):  
Social Justice ◽  
Online Learning ◽  
Online Education ◽  
Learning Environments ◽  
Graduate Student ◽  
Multicultural Competence ◽  
Reciprocal Relationship ◽  
Online Learning Environments ◽  
Content Type ◽  
Technological Tools

PurposeThe purpose of this paper is to examine the online pedagogical practices and technological tools that influenced the attainment of skills and knowledge associated with professional multicultural competence in a graduate student online course focused on social justice and inclusion.Design/methodology/approachThis qualitative case study includes a total of ten student participants. Two theoretical orientations guide the study. Mishra and Koehler’s (2006) model of technological pedagogical content knowledge is provided to understand the reciprocal relationship between content, pedagogy, knowledge and technology in online learning environments. Critical digital pedagogy (Morris and Stommel, 2018) provides insights into challenging the neutrality of technological tools and focuses on relational capacities of online learning environments. Initial coding by each researcher was reduced to thematic codes focused on technological tools, course content delivery, asynchronous and synchronous pedagogical strategies.FindingsData analysis revealed technological tools such as discussion boards, video, video conferencing and synchronous opportunities influence student engagement and learning. Further, findings reveal that the nature of online education itself – specifically asynchronocity – functions as both a distraction and possibility for online learning in multicultural education courses. Students in this study revealed the value of opportunities to engage synchronously in online learning environments. Instruction without such opportunities was disadvantageous to the learning of skills and knowledge associated with multicultural competence.Research limitations/implicationsThe study is not generalizable to the experiences of all online students and only provides a small cross-section of online graduate students enrolled in a required diversity course at one institution.Originality/valueThere is a dearth of research focused on teaching courses in diversity, equity, social justice and inclusion in fully online environments, a gap this study begins to fill. The study also enhances the authors’ understanding of graduate student education.

Investigating the Attitude of Students Towards Online Learning

2010 ◽  
Vol 2 (4) ◽  
pp. 35-47
Author(s):  
Zerrin Ayvaz Reis
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environments ◽  
Learning Models ◽  
Online Learning Environments ◽  
Instructional Content ◽  
Perceptions And Attitudes ◽  
E Learning ◽  
Education Delivery ◽  
University Officials

The evolution of Internet has provided an opportunity for offering online learning. The old online learning models are getting replaced by new e-learning models. Many universities worldwide have started offering e-learning or online learning through a variety of online learning methods. In fact, the current e-learning models are revolutionizing the instructional content delivery, learning activities, and social communication. Although online learning environments are becoming popular, there is minimal research on learners’ attitudes toward online learning environments. The purpose of this study is to explore learners’ attitudes toward online learning. Over 300 participants participated. The findings of this study of students’ perceptions and attitudes toward online learning not only will help assess pedagogical approach but also help university officials prepare Internet-based online education delivery.

Strategies to Promote Self-Regulated Learning in Online Environments

2010 ◽  
pp. 122-144 ◽  
Author(s):  
Bruce R. Harris ◽  
Reinhard W. Lindner ◽  
Anthony A. Piña
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Learning Strategies ◽  
Cognitive Processing ◽  
Online Courses ◽  
Self Regulation ◽  
Online Learning Environments ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Main Components

The primary purpose of this chapter is to present techniques and strategies that can be incorporated in online courses to promote students’ use of self-regulated learning strategies. In addition, the authors discuss why self-regulated learning skills are particularly critical in online learning environments, present a model of self-regulated learning, discuss issues related to measuring self-regulated learning, address the issue of whether or not self-regulated learning can be taught, and discuss why online learning environments are ideal environments to scaffold self-regulation. The authors present several strategies and techniques they have found successful for promoting self-regulated learning that can be readily incorporated and implemented in online courses. These strategies are organized by the three main components of the Self-Regulated Learning Model: Executive Processing, Cognitive Processing, and Motivation. The chapter concludes with a scenario that represents an idealized model of how to promote self-regulated learning in an online learning environment by employing an intelligent tutoring component as a tool to support students’ use and development of self-regulated learning tactics and strategies.

Sign in / Sign up

Export Citation Format

Share Document