scholarly journals Balancing Grace

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Courtney J. W. Fecske
Keyword(s):  
Online Instruction ◽  
Online Course ◽  
Culture Of Learning ◽  
Spring Break ◽  
The Right

Before handing out my midterm exam the Thursday before Spring Break, the unease in the classroom was palpable. I questioned, is it the right thing to do to give a midterm exam now? Two days prior we learned online instruction would begin the week after spring break for the week and possibly longer. This was an unprecedented scenario. I never took a seminar titled, How to Continue Teaching During a Pandemic. I resolved myself with the attitude of we’ll get through this together; let’s get it done. Before passing out exams, I informally assessed students to see how many had taken an online course before, few hands raised. I then asked how everyone was feeling in regard to our inevitable online transition. Students expressed anxiety and worry because they had never taken a class titled, How to Continue to Learn During a Pandemic. As educators as we move ahead to an uncertain culture of learning, we must strive to listen and learn, grow in our pedagogies, and balance grace and flexibility with expectation.

Classroom Preferences

2010 ◽  
pp. 1268-1279
Author(s):  
Chuleeporn Changchit ◽  
Tim Klaus
Keyword(s):  
Student Retention ◽  
Online Instruction ◽  
Online Courses ◽  
Retention Rates ◽  
Online Course ◽  
Online Programs ◽  
Traditional Courses ◽  
Course Offerings

Advances in technology have enabled instructors to design online courses that better meet the needs of students. Online courses generally are adaptations of traditional courses; some courses are more suitable for such online instruction. As the trend of online course offerings continues, universities must understand factors that lead to students’ preferences since online courses can be costly to develop and implement and inappropriate online coursescan lead to lower student retention rates. This study focuses on students’ perceptions of online courses. The results identify issues that affect students’ perceptions and this study concludes by suggesting ways for universities to design online programs that better suit the desires of students.

Curriculum and Online Course Development Framework

2021 ◽  
pp. 223-251
Author(s):  
Piti G. Kanjanapongpaisal ◽  
Florence Wolfe Sharp
Keyword(s):  
Online Instruction ◽  
Online Course ◽  
Online Curriculum ◽  
Development Framework ◽  
The World ◽  
Online Course Development ◽  
Key Issues ◽  
Solid Foundation ◽  
Development Phases

The online pivot necessitated by the COVID-19 pandemic of 2020 has placed online instruction in the spotlight. While schools and universities around the world quickly moved classes online and kept students learning, it became apparent that most institutions and instructors lacked a solid foundation in creating online curriculum. Recognizing that online instruction is here for the long-term, building skills in creating and managing the online curriculum is essential. This chapter covers the history and foundations of curriculum, explores key issues and opportunities for educators just getting started with online learning, and recommends foundational practices for developing effective online curriculum. The approach takes a practical perspective, stepping through the curriculum development phases and concluding with a look at some of the challenges curriculum developers and instructors face.

Benefits of a Content Multi-Purposing Model

2011 ◽  
pp. 148-151
Author(s):  
Evan T. Robinson
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Learning Opportunities ◽  
Traditional Education ◽  
Online Course ◽  
Educational Materials ◽  
Education Programs ◽  
Course Materials ◽  
Revenue Streams ◽  
The Right

The intent of action is the achievement of something decisive. Within any business, decisiveness is hopefully linked to the successful generation of revenue due to the right product being introduced to the right market at the right time. The challenge is to ensure that once a product is released to the market, that the most revenue possible can be earned. In the case of higher education, one potential product is distance education offerings that provide learning opportunities to students who cannot participate in traditional education. The development of distance educational materials for online use, however, can be costly, and subsequent revenue streams may generates little or no revenue, which occurs with many distance education programs. This can be resolved, however, by the strategic re-purposing of online course materials that may have been developed for distance education.

scholarly journals A Haven for Learning: Gaining Professional Knowledge through Sincere Conversation in an Online Reading Course

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Deborah A Graham
Keyword(s):  
Professional Knowledge ◽  
Online Course ◽  
Active Listening ◽  
Online Reading ◽  
Self Reflection ◽  
Online Setting ◽  
The Right ◽  
Reading Teacher ◽  
First Time ◽  
Verbal Exchanges

As an educator teaching an online course for the first time, I observed that the teachers in my class engaged in meaningful and sincere conversation and gained deep insight and greater awareness about their practice. Sincere conversation obviously differs from brief verbal exchanges operating at the surface level. It is conversation that invites self-reflection and contemplation through reciprocal trust, respect, and active listening. This study discusses how sincere dialogue, which leads to greater understanding of what it means to be an effective reading teacher, was enhanced during an online reading course. It highlights how the right conditions created in an online setting can encourage relationships and lead to professional knowledge. Quand j’ai enseigné un cours en ligne pour la première fois, j’ai remarqué que les élèves enseignants qui se trouvaient dans ma classe avaient des conversations constructives et sincères, qu’ils comprenaient bien leur profession et qu’ils en prenaient davantage conscience. Les conversations sincères diffèrent des courts échanges verbaux qui se déroulent en surface. Il s’agit de conversations qui invitent l’auto-réflexion et la contemplation par le biais d’une confiance et d’un respect réciproques, et d’une écoute attentive. Cette étude présente la manière dont le dialogue sincère, qui mène à une meilleure compréhension de ce que cela signifie d’être un enseignant de lecture efficace, a été mis en valeur lors d’un cours en ligne sur la lecture. Elle met en relief la manière dont les meilleures conditions créées dans un cours en ligne peuvent encourager des rapports et mener à la connaissance professionnelle.

scholarly journals Students churn prediction task in MOOC

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Lisitsyna Liubov
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Intelligent System ◽  
Online Course ◽  
Churn Prediction ◽  
Building Models ◽  
Common Task ◽  
Machine Learning Applications ◽  
Low Efficiency ◽  
The Right

Churn prediction is a common task for machine learning applications in business. In this paper, this task is adapted for solving problem of low efficiency of massive open online courses (only about 5% of all the students finish their course). The approach is presented on course "Methods and algorithms of the graph theory" held on national platform of online education in Russia. This paper includes all the main steps to build an intelligent system to predict students who are active during the course, but not likely to finish it. The first part consists of constructing the right sample for prediction, EDA and choosing the most appropriate week of the course to make the predictions on. The second part is about choosing the right metric and building models. Also, an approach with using ensembles as stacking to increase the accuracy of predictions is proposed. As a result, a general approach to build a churn prediction model for online course is reviewed and discussed. This approach can be used for making online education more adaptive and intelligent for a separate student.

scholarly journals An Empirical Study Of Student Attitudes Toward Acceptance Of Online Instruction And Distance Learning

2011 ◽  
Vol 4 (11) ◽  
pp. 23 ◽  
Author(s):  
Dat-Dao Nguyen ◽  
Yue Jeff Zhang
Keyword(s):  
Distance Learning ◽  
Online Instruction ◽  
Student Attitudes ◽  
Online Courses ◽  
Online Course ◽  
Online Classes ◽  
Delivery Methods ◽  
Web Based ◽  
Learning Domains ◽  
Student Preference

This study investigates to what extent student attitudes toward acceptance of online instruction and Distance Learning are affected by determinants such as demographics, learning environment, learning domains, delivery methods, and web-based instructional technology. Logistic Regression and Discriminant Analysis use statistically significant determinants to predict student preference on future online classes. Factor Analysis provides an exploratory model of online learning acceptance having three factors; namely, Communication/Feedback, Course Outcome, and Effort Required. Practical implications of findings and insights on field observations are offered. Overall, students agreed that they had learned sufficient knowledge from an online course. Students satisfied with their recent learning outcome tend to take more online courses in the future.

Measuring the Effects of Cognitive Preference to Enhance Online Instruction through Sound ePedagogy Design

2015 ◽  
Vol 7 (1) ◽  
pp. 21-35
Author(s):  
Marlina Mohamad ◽  
Elspeth McKay
Keyword(s):  
Online Instruction ◽  
Statistical Power ◽  
Research Programme ◽  
Interactive Effects ◽  
Online Course ◽  
Test Analysis ◽  
Cognitive Preference ◽  
Analysis System ◽  
Programming Knowledge ◽  
Testing Instruments

Researchers are keen to know whether online instruction is effective and whether people learn anything while undertaking an online course. To this end, a research programme was devised to evaluate an ePedagogy, which involves the interactive effects of online instructional strategies enhanced with text-plus-textual metaphors or text-plus-graphical metaphors, and cognitive preference for learning basic programming concepts. The QUEST Interactive Test Analysis System () was used to measure cognitive performance, ensuring an absence of error measurement in the programming knowledge testing instruments. Reliability of these instruments was therefore assured through the calibration afforded by the QUEST estimate that provided predictability of the research design. A means analysis of the QUEST data, using the approach to size effect and statistical power, further quantified the significance of the findings.

Transitioning from Face-to-Face to Online Instruction

2008 ◽  
pp. 1179-1189 ◽  
Author(s):  
Cindy S. York ◽  
Dazhi Yang ◽  
Melissa Dark
Keyword(s):  
Information Security ◽  
Online Education ◽  
Online Instruction ◽  
Online Courses ◽  
Online Course ◽  
Face To Face

This article briefly reviews two important goals in online education: interaction and presence. These are important goals in online education because they are linked to learning and motiva-tion to learn. The article provides guidelines and an extended example of how to design an online course in information security in a manner that will enhance interaction and presence. This article’s contribution is to provide guidelines with a corresponding extended and concrete example for those who are tasked with designing and delivering online courses. Although the guidelines and example were targeted to the field of information security, they can be readily adopted by other disciplines.

scholarly journals The Internet As a Medium for Online Instruction

1997 ◽  
Vol 58 (5) ◽  
pp. 433-444 ◽  
Author(s):  
Rama Vishwanatham ◽  
Walter Wilkins ◽  
Thomas Jevec
Keyword(s):  
Online Instruction ◽  
Task Force ◽  
Initial Distribution ◽  
Online Course ◽  
The Internet ◽  
Knowledge Gain ◽  
Introductory Course ◽  
Instructional Role ◽  
E Mail

A task force of librarians developed an introductory course on the Internet which was conducted over the university’s e-mail network. This sixteen-lesson course was distributed via listserv to students, staff, residents, and faculty, some using university facilities and some using equipment at their home or office, in various locations throughout the state. Initially, more than 450 people subscribed. Subscribers received two lessons a week for eight weeks. Lessons were made available via FTP or gopher after initial distribution. Content included basic information, troubleshooting advice, and exercises for practice. Pre- and post-tests were conducted via listserv to assess the participants’ prior knowledge and subsequent knowledge gain. This article describes the development of the online course. It also discusses the results of pre- and post-tests, and the implications for the library’s instructional role of using an online instruction medium.

Student engagement in distance learning environments: A comparison of threaded discussion forums and text-focused Wikis

First Monday ◽  
2008 ◽  
Author(s):  
Fei Gao ◽  
David Wong
Keyword(s):  
Online Discussion ◽  
Idea Generation ◽  
Online Course ◽  
Discussion Forums ◽  
Threaded Discussion ◽  
Assigned Reading ◽  
Focus Depth ◽  
The Right ◽  
Prior Experiences

The purpose of this study was to improve the quality of students' online discussion of assigned readings in an online course. To improve the focus, depth, and connectedness of online discussion, the first author designed a text-focused Wiki that simultaneously displayed the assigned reading and students' comments side by side in adjacent columns. In the text-focused Wiki, students were able to read the assigned text in the left column and type their comments or questions in the right column adjacent to the sentence or passage that sparked their interest. In post-participation surveys, data were gathered about students' experiences in the text-focused Wiki and prior experiences in threaded discussion forums. Students reported more focus, depth, flow, idea generation, and enjoyment in the text-focused Wiki.

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