scholarly journals Do online courses provide an equal educational value compared to in-person classroom teaching? Evidence from U.S. survey data using quantile regression

2021 ◽  
Vol 29 ◽  
pp. 85
Author(s):  
Manini Ojha ◽  
Mohammad Arshad Rahman
Keyword(s):  
Online Education ◽  
Survey Data ◽  
Online Courses ◽  
The United States ◽  
Full Time ◽  
Online Classes ◽  
Educational Value ◽  
Highly Educated ◽  
Nationally Representative ◽  
Full Time Employment

Education has traditionally been classroom-oriented with a gradual growth of online courses in recent times. However, the outbreak of the COVID-19 pandemic has dramatically accelerated the shift to online classes. Associated with this learning format is the question: what do people think about the educational value of an online course compared to a course taken in-person in a classroom? We address this question and present a Bayesian quantile analysis of public opinion using a nationally representative survey data from the United States. We find that previous participation in online courses and full-time employment status favor the educational value of online courses. We also find that the older demographic and females have a greater propensity for online education. In contrast, highly educated individuals have a lower willingness towards online education vis-à-vis traditional classes. Regional variations in the propensity to value online classes also exist. Besides, covariate effects show heterogeneity across quantiles which cannot be captured using probit or logit models.

The Costs of Obesity among Full-Time Employees

2005 ◽  
Vol 20 (1) ◽  
pp. 45-51 ◽  
Author(s):  
Eric Finkelstein ◽  
Ian C. Fiebelkorn ◽  
Guijing Wang
Keyword(s):  
The United States ◽  
Overweight And Obesity ◽  
Medical Expenditures ◽  
Full Time ◽  
Econometric Methods ◽  
Obese Female ◽  
Grade Ii ◽  
Female Employees ◽  
Nationally Representative ◽  
Full Time Employment

Purpose. To quantify annual costs attributable to obesity, including both increased medical expenditures and absenteeism, separately for overweight and three categories of obesity (i.e., obesity grades I, II, and III) among men and women with full-time employment. Design. Standard econometric methods were used to separately estimate overweight and obesity-attributable medical expenditures and absenteeism. Setting. The civilian noninstitutionalized population of the United States. Sample. Two nationally representative and publicly available datasets (with response rates of at least 60%) were restricted to participants 18 to 64 years old and employed fulltime for the entire year. The final datasets used to estimate obesity-attributable medical expenditures and absenteeism included 20,329 and 25,427 adults, respectively. Measures. Annual medical expenditures and missed work days due to illness or injury. Analysis Results. Overweight and obesity-attributable costs range from $175 per year for overweight male employees to $2485 per year for grade-II obese female employees. The costs of obesity (excluding overweight) at a firm with 1000 employees are estimated to be $285,000 per year. Conclusions. Obesity results in significant increases in medical expenditures and absenteeism among full-time employees. Approximately 30% of the total costs result from increased absenteeism, and although those with grade-III obesity represent only 3% of the employed population, they account for 21% of the costs due to obesity. These estimates do not consider other potential costs associated with obesity, including disability and presenteeism.

scholarly journals Pandemic enforcement: E-working and e-learning joined their efforts globally

2021 ◽  
Vol 129 ◽  
pp. 01002
Author(s):  
Michal Beno ◽  
Jozef Hvorecky
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Slovak Republic ◽  
Optimal Solution ◽  
Value Added ◽  
Full Time ◽  
Global Features ◽  
Hybrid Education ◽  
University Teachers ◽  
E Learning

Research background: E-learning and e-working collaborated on a voluntary basis for long. The global COVID-19 lockdown enforced them to a rapid worldwide transition to work, teach, and learn from home. Purpose of the article: Our main aim is to identify the interrelations between e-learning and e-working during the pandemic period. Considering e-working as the 1st pillar and e-learning as the 2nd pillar, we ask: What structure can we build above them? What are its global features? Methods: Our study uses a comparative analysis. We juxtapose results of a survey among 120 full-time Austrian e-workers on their experience with e-working and e-learning with one of 172 university teachers in Czech and Slovak Republic. Our findings can be applied far beyond their local frontiers. Findings & Value added: Among the employees, 40% are facing some difficulties with face-to-display work. Only 40% of the employees would like to work at cubicles after the pandemic, 30% prefer hybrid (combination of online and on-site) and 30% full e-working. 75% of e-workers participated in online courses. 45% of them wander whether schools and universities are prepared for e-learning. 60% highlight that education system needs to invest in its ICT to be better prepared for online education; 70% recommend hybrid education as the optimal solution. 40% of them believe that online learning is more challenging compared to traditional onsite learning. Some of their suggestions contradict the opinion of university educators. A majority of them considers online education as a temporary replacement.

Facilitation of Online Teaching and Learning

2010 ◽  
pp. 626-642 ◽  
Author(s):  
Geraint Lang
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Full Time ◽  
Student Body ◽  
Online Teaching And Learning ◽  
High Expectations ◽  
Face To Face ◽  
Course Work ◽  
Full Time Employment

Twenty First Century Education is undergoing change not only to keep in step with the emerging technological innovations, but also to address the needs and meet the high expectations of a technically sophisticated student body. Physical manifestations of these changes may be seen in new institutional building work. Technologically, the Facebook Generation of students in our universities expect online access across the campus, not only to all manner of information and social networks, but to their course work. A growing body of the student population now remain in full time employment, enrolled via online courses. Their virtual access to teaching and learning requires a different form of tuition to that generally experienced in face to face lectures. Online teaching and learning is a facilitated process, which this chapter seeks to explain. The role of the facilitator is explained, along with the process of online learning, with reference to an established online degree course, Ultraversity.

Understanding Female Gun Ownership

2016 ◽  
Vol 12 (1) ◽  
pp. 43-71 ◽  
Author(s):  
Maria D. H. Koeppel ◽  
Matt R. Nobles
Keyword(s):  
United States ◽  
Survey Data ◽  
Fear Of Crime ◽  
General Social Survey ◽  
The United States ◽  
Gun Ownership ◽  
Social Survey ◽  
Male And Female ◽  
Nationally Representative ◽  
New Research

This research examines female gun ownership trends from 1973 to 2010. Nationally representative General Social Survey data are used to compare rates for male and female gun ownership. In light of the specific marketing trends by gun manufacturers beginning in the mid-1990s as well as previous findings within the literature, we test (a) whether an increase in female gun ownership is observed from 1973 to 2010, (b) whether female gun owners report increased fear of crime, and (c) the extent to which other gun-owning motivations, especially hunting, shape women’s gun ownership. Our analysis confirms a decline in women’s gun ownership, but in contrast to previous studies emphasizing a link between fear of crime and female gun ownership, we find that hobbies and lifestyle factors may better explain women’s interests in firearms. We could conclude by highlighting avenues for new research that better take into account the heterogeneity of gun ownership in the United States.

scholarly journals Students’ Views on ICT for English Learning During the Pandemic

2021 ◽  
Vol 2020 (1) ◽  
pp. 338
Author(s):  
Junko Yamamoto ◽  
Brian Teaman
Keyword(s):  
Online Education ◽  
Learning Style ◽  
Online Courses ◽  
Motivation To Learn ◽  
Online Classes ◽  
Ict Skills ◽  
Know How ◽  
New Learning ◽  
Information And Communication ◽  
Academic Year

The 2020 academic year had schools throughout Japan and the world pivot to online education because of the Covid-19 pandemic. As our research site is a technology-friendly university, having started universal iPad use in 2012, we knew our students had the tools and necessary skills to get online. We wanted to know how our students received online classes and what impact the 2020 online courses had on their confidence in ICT (Information and Communication Technology) skills and motivation to learn both for online courses and out-of-class learning. The interviews showed increased confidence in ICT skills. The motivation to learn was generally positive, although demotivating factors were also observed. For the most part, interviewees got used to the new learning style and carried out tasks successfully. 2020年度は、 Covid-19 パンデミックのために世界中の学校でオンライン教育が行われた。 本研究が行われた大学ではICT（情報通信技術）を多用しており、2012年からiPadによる英語教育を行っている。そのためすべての学生がオンライン授業に対応するツールとそれに必要なスキルを持っていた。その学生達が、2020年春学期のオンラインクラスをどのように受講したのか、オンラインコースがICTスキルへの自信や英語学習動機などにどのような影響を与えたかを調査した。インタビューを通して、ICTスキルに対する自信が高まっていることが示された。動機づけは全体的にみて向上しているものの、やる気を失わせる要素も散見された。全体的にみて、学生達は新しい授業形態に慣れ、課題をこなすことができたと考える。

Faculty Participation in Online Higher Education

2018 ◽  
pp. 2000-2013 ◽  
Author(s):  
Michael S. Hoffman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Courses ◽  
The United States ◽  
Faculty Participation ◽  
Education Programs ◽  
Online Higher Education ◽  
Student Demand ◽  
Education Report

In the past decade, enrollments in distance education, and specifically online education, have grown dramatically in the United States. According to the 2009 Sloan Report (), enrollments in online courses increased from 9.6% of total postsecondary enrollments in 2002 to 25.3% in 2009. Unfortunately, a number of barriers exist that may result in an inability of higher education institutions to provide quality online education programming in sufficient scale to meet the expected student demand. The Managing Online Education report () identifies the resistance of faculty towards teaching in an online environment as foremost among ten factors that “impede institutional efforts to expand online education programs” (p. 1). An understanding of the factors that both motivate and discourage faculty member participation in online education programs is critical if institutions are to leverage their existing faculty to meet the current and future demand for online education. This case study first presents a number of motivating and inhibiting factors and then discusses how St. Bonaventure University leveraged these factors in an attempt to boost faculty participation in online education.

scholarly journals Communicating an Institutional Mission in Online Courses: A Mixed-Method Approach to Improve Student Experience

2020 ◽  
pp. 105256292096563
Author(s):  
Emily R. Lean ◽  
Brooke Glover Emery
Keyword(s):  
Online Education ◽  
Mixed Method ◽  
Environmental Sustainability ◽  
Online Courses ◽  
Quality Education ◽  
Online Classes ◽  
Institutional Mission ◽  
High Quality Education ◽  
The Look ◽  
Method Approach

The purpose of this study was to determine which techniques work best to positively communicate an institutional mission in an online education format. The overarching goal of our research is to better understand how to create and maintain online classes that help universities pursue a specific mission while offering a high-quality education. Whatever the mission, be it religion, equality, social responsibility, or environmental sustainability, students must see and feel it in all interactions. Overall, personalization of online courses seems to be the overarching request of students, with the opportunity to cocreate the learning environment favored. By giving students the option to be involved in the look and development of the course as well as professors expressing their beliefs and being more personal and intentional, the mission is more authentically perceived in the online environment. Although this study was framed in the context of a religion-based mission, the findings from this study can be applied to any organization with a strong mission.

The State of Online Education in Kinesiology in the United States

2014 ◽  
Vol 3 (4) ◽  
pp. 177-185 ◽  
Author(s):  
Matthew T. Mahar ◽  
Tyler R. Hall ◽  
Michael D. Delp ◽  
James R. Morrow
Keyword(s):  
United States ◽  
Online Education ◽  
Online Courses ◽  
The United States ◽  
The State ◽  
Administrator Perceptions ◽  
Education Funding ◽  
Academic Rigor ◽  
Online Delivery ◽  
Face To Face

Administrators of kinesiology departments (N = 101) completed a survey that requested information about online education, funding for online courses, and administrator perceptions of the rigor and future of online courses. More master's (n = 18) than undergraduate degree (n = 9) programs were totally online. Forty-nine percent of institutions provide funding to faculty and 37% provide funding to departments for online offerings. Respondents indicated concern about the rigor of online courses. Sixty-one percent indicated that academic rigor is a concern of faculty, 42% did not feel that totally online courses were as rigorous as face-to-face classes, and 65% indicated tests for online courses are not proctored. Despite concerns, 76% indicated they expect to have some or many online courses in the next 5-10 years. Few respondents indicated they expected to have no online courses or almost totally online delivery of courses. Online delivery of instruction is impacting kinesiology, and expansion of online education is likely.

scholarly journals The Evolving Knowledge Management Adult Learner

2019 ◽  
pp. 1-14 ◽  
Author(s):  
Jeff Stevens ◽  
Jim Chen ◽  
Kay Zekany ◽  
Mitch Adrian
Keyword(s):  
United States ◽  
Adult Learners ◽  
Adult Learner ◽  
Longitudinal Research ◽  
The United States ◽  
Full Time ◽  
Professional Needs ◽  
Parent Status ◽  
Part Time ◽  
Full Time Employment

This longitudinal study examines the perceptions, attitudes, and preferences of the adult learners in higher education institutions in the United States. A qualitative design was utilized, engaging respondents from six geographic regions in the United States. This three-year, longitudinal research results were compared and contrasted with the eight principles of the Council for Adult and Experiential Learning, and best practices for meeting the educational and professional needs of the adult learner were proposed [1]. Since Knowles [2] published his seminal work on adult learners and their unique characteristics, there have emerged a growing number of studies categorizing these students.  Also known as nontraditional students, these individuals have been identified as sharing distinctive commonalities, such as: (1) full time employment with part-time enrollment, (2) dependent support (whether married or single parent status), (3) flexibility in academic and professional advisement, (4) acknowledgement of work- and life-experiences, and (5) are constrained by time limitations [3,4,5]. 

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