scholarly journals Online learning for university students on the autism spectrum: A systematic review and questionnaire study

2019 ◽  
Vol 35 (6) ◽  
pp. 111-131
Author(s):  
Dawn Adams ◽  
Kate Simpson ◽  
Lynda Davies ◽  
Chris Campbell ◽  
Libby Macdonald
Keyword(s):  
Systematic Review ◽  
Course Design ◽  
Learning Experience ◽  
Mode Of Delivery ◽  
Autism Spectrum ◽  
Online Environment ◽  
Online Delivery ◽  
Student Groups ◽  
Face To Face ◽  
Design Factors

Online course delivery is increasingly being used by universities to deliver accessible and flexible learning environments. As this mode of delivery grows it is important to consider the equity of the learning experience for all students. As online delivery may reduce challenges and stressors present in face-to-face delivery, it could be suggested that it may promote student learning for specific student groups, including those with a diagnosis on the autism spectrum. However, little is known about the experience of learning online for students on the autism spectrum. This paper presents findings from two studies: A systematic review of the literature and a survey of students on the autism spectrum studying online. From the systematic literature review, only four previous studies were identified reporting on this topic. Findings from two studies identified that the online environment provided both facilitators and barriers to the learning experience for students on the autism spectrum. Although the online environment provided flexibility for learning, how design factors are employed in online delivery may unintentionally create barriers to the learning experience for students on the spectrum. An outcome from this study has been the creation of a suite of resources to assist with course design and delivery.

scholarly journals Online Delivery of Teaching and Laboratory Practices: Continuity of University Programmes during COVID-19 Pandemic

2020 ◽  
Vol 10 (10) ◽  
pp. 291
Author(s):  
Kelum A. A. Gamage ◽  
Dilani I. Wijesuriya ◽  
Sakunthala Y. Ekanayake ◽  
Allan E. W. Rennie ◽  
Chris G. Lambert ◽  
...  
Keyword(s):  
Learning Experience ◽  
Mode Of Delivery ◽  
National Policy ◽  
Academic Standards ◽  
The Novel ◽  
Web Based ◽  
Online Delivery ◽  
Face To Face ◽  
Laboratory Facilities ◽  
Novel Coronavirus

A great number of universities worldwide are having their education interrupted, partially or fully, by the spread of the novel coronavirus (COVID-19). Consequently, an increasing number of universities have taken the steps necessary to transform their teaching, including laboratory workshops into an online or blended mode of delivery. Irrespective of the measures taken, universities must continue to maintain their high academic standards and provide a high-quality student experience as required for delivery of learning outcomes associated with each degree programme. This has created a challenge across the higher education landscape, where academics had to switch to remote teaching and different approaches to achieving laboratory delivery. As a result, students have not been receiving face-to-face teaching, and access to laboratory facilities has been limited or nearly impossible. This paper reviews numerous approaches taken by universities to deliver teaching and laboratory practices remotely, in consideration of the COVID-19 pandemic, whilst also considering the potential impacts on the student learning experience. This review is primarily focused on the fields of engineering, science and technology, based on published literature including books, reviewing web-based provision of selected universities, institutional and national policy documents.

Factors Contributing to the Effectiveness of Online Students and Instructors

2018 ◽  
pp. 1451-1462
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Students ◽  
Online Programs ◽  
Face To Face ◽  
The Face

Identifying the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This article will assist students and instructors in understanding the differences that may be experienced in the online environment versus the face-to-face environment and provide the opportunity to consider whether online learning and/or teaching is a “good fit” for them. Understanding why students and/or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

Online Student and Instructor Characteristics

2011 ◽  
pp. 2911-2916
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Effective Means ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Programs ◽  
Face To Face ◽  
Technological Advances ◽  
The Face ◽  
Instructor Characteristics

As technological advances become mainstream in higher education, many universities have begun delving into online learning as an effective means of course delivery. Transitioning from the Industrial Age to the Digital Age of learning has forced some evaluators to rethink standards of success and the idea of productivity and learning (Leonard, 1999). Understanding the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This article will also assist students and instructors in understanding the differences that may be experienced in the online environment vs. the face-to-face environment and provide the opportunity to consider whether online learning or teaching is a “good fit” for them. Understanding why students or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

Examining the Factors that Influence how Instructors Provide Feedback in Online Learning Environments

2015 ◽  
Vol 5 (4) ◽  
pp. 47-66 ◽  
Author(s):  
Susan S. Conrad ◽  
Nada Dabbagh
Keyword(s):  
Course Design ◽  
Teaching Style ◽  
Descriptive Study ◽  
Delivery Mode ◽  
Online Environment ◽  
Online Learning Environments ◽  
Online Delivery ◽  
Teaching Online ◽  
Future Behavior ◽  
Feedback Delivery

Feedback is considered to be the bridge between what has been learned and what the student should know. Feedback can correct misconceptions, motivate learners, stimulate deep thinking, and guide future behavior. However, in the online environment instructors must rely upon technologies to deliver feedback to students. To better understand the prompts and processes for online delivery of feedback, a descriptive study of higher education instructors who teach online was conducted to discover what events trigger instructor feedback and what tools the instructors choose to administer this feedback to online students. Results of the study revealed that the chosen feedback delivery mode and method are impacted by an instructor's technology expertise, the class size, and audience composition and assessment type. The study revealed that instructors teaching online have transformed their pedagogy by purposively planning feedback methods into their course design and applying reflective methods into their teaching style.

scholarly journals The search for meaningful e-learning at Canadian universities: A multi-institutional research study

2014 ◽  
Vol 15 (6) ◽  
Author(s):  
Vincent Salyers ◽  
Lorraine Carter ◽  
Alanna Carter ◽  
Sue Myers ◽  
Penelope Barrett
Keyword(s):  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Instructional Designers ◽  
Institutional Research ◽  
Predictive Capacity ◽  
Post Secondary ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning

<p>While e-learning is now characterized by a past and trends within that past, there continues to be uncertainty about how e-learning is defined and conceptualized, whether or not we like e-learning, and whether or not it is as meaningful to us as face to face learning. The purpose of this study was to document the e-learning perceptions of students at three Canadian post-secondary institutions. Key components of e-learning courses including ease of navigation, course design, resource availability, and adequacy of e-learning supports and their impact on the student learning experience were also evaluated. Based on a survey of students (n= 1,377) as well as their participation in focus groups, the following are presented as important findings: the majority of students studying in e-learning courses at the three institutions represented in the study were women; ease of navigation, course design, and previous experience with e-learning consistently demonstrated a statistically significant predictive capacity for positive e-learning experiences; and students expressed less preference for e-learning instructional strategies than their faculty. Study findings hold implications for e-learning faculty, instructional designers, and administrators at institutions of higher education in Canada and elsewhere where e-learning is part of the institutional mandate. Additionally, further research into student perceptions of and experiences with e-learning is recommended.</p>

scholarly journals Course Design using an Authentic Studio Model / Restructuration de cours au moyen d’un authentique modèle de studio de design

2013 ◽  
Vol 39 (1) ◽  
Author(s):  
Jay R Wilson
Keyword(s):  
Educational Technology ◽  
Course Design ◽  
Learning Experience ◽  
Design Studio ◽  
Graduate Course ◽  
Face To Face ◽  
Shared Space ◽  
En Face ◽  
Production Vidéo ◽  
Technology And Design

Educational Technology and Design 879 is a graduate course that introduces students to the basics of video design and production. In an attempt to improve the learning experience for students a redesign of the course was implemented for the summer of 2011 that incorporated an authentic design studio model. The design studio approach is based on the idea of working and learning in a shared space. Offering a course that employs a studio design model provides the opportunity for exchanging ideas, sharing artifacts, and developing community more deeply and more quickly. What makes this course offering different is the combination of authentic tasks incorporating both online and face-to-face design studio environments. This paper will describe how a studio design approach combined with an authentic learning design was implemented and what was learned. Educational Technology and Design 879 est un cours d'études supérieures initiant les étudiants aux rudiments de la conception et de la production vidéo. Pour améliorer l’expérience d'apprentissage, une refonte du cours a été entreprise à l'été 2011 en intégrant un authentique modèle de studio de design. L'approche « studio de design » repose sur l'idée d’un travail et d'un apprentissage réalisés dans un espace partagé. Un cours utilisant un modèle de studio de design offre la possibilité d'échanger des idées, de partager des artefacts et de développer une communauté plus en profondeur et plus rapidement. Ce qui rend ce cours unique est la combinaison de tâches authentiques qui incorporent des environnements de studio de design à la fois en ligne et en face à face. Cet article décrit comment une approche « studio de design » combinée à une conception d'apprentissage authentique a été mise en œuvre et ce qu’on en a appris.

scholarly journals Problem-based Learning in an Online Course: A case study

2006 ◽  
Vol 6 (3) ◽  
Author(s):  
James D. Cheaney ◽  
Thomas Ingebritsen
Keyword(s):  
Student Performance ◽  
Genetic Diseases ◽  
Problem Based Learning ◽  
Factual Knowledge ◽  
Online Environment ◽  
Student Groups ◽  
Face To Face ◽  
Real World Problem ◽  
Case Based Learning ◽  
Student Reactions

<P>Problem-based learning (PBL) is the use of a “real world” problem or situation as a context for learning. The present study explores the use of PBL in an online biotechnology course. In the PBL unit, student groups dealt with the ethical, legal, social, and human issues surrounding pre-symptomatic DNA testing for a genetic disease. Issues concerning implementation of PBL in the online environment are discussed, as are differences between online PBL and face-to-face PBL. This study provides evidence to suggest that PBL stimulates higher-order learning in students. However, student performance on a lower-level exam testing acquisition of factual knowledge was slightly lower for PBL students than for students who learned the same material through a traditional lecture-based approach. Possible reasons for this lower level of performance are explored. Student reactions and feedback to the PBL format yield more insight into issues surrounding the implementation of PBL in the online environment.</P> <P><STRONG>Keywords:</STRONG> problem-based learning, case-based learning, distance education, cooperative learning, genetic diseases, genetic testing, instructional design</P>

scholarly journals Using Learning Analytics to Evaluate Course Design and Student Behavior in an Online Wine Business Course

2019 ◽  
Vol 27 (4) ◽  
Author(s):  
Kerry Wilkinson ◽  
Imogen McNamara ◽  
David Wilson ◽  
Karina Riggs
Keyword(s):  
Learning Analytics ◽  
Course Design ◽  
Learning Resources ◽  
Online Delivery ◽  
Face To Face ◽  
Video Lectures ◽  
Audio Recordings ◽  
Business Course ◽  
E Learning ◽  
The Impact

This case study describes the use of learning analytics to evaluate the transition of a postgraduate wine business course from face-to-face to online delivery using e-learning course design principles. Traditionally, Foundations of Wine Science lectures were delivered face-to-face, however the decision to transition the course from semester to trimester format presented an opportunity for online delivery of lectures. This was initially achieved through audio recordings, then video lectures, supported by a range of digital learning resources intended to engage, support and enhance student learning and the student experience. Descriptive analysis of learning analytics, comprising assessment results, student evaluations of learning and teaching, and data sourced from the Learning Management System, was performed to evaluate the impact of online delivery of course content on student performance, satisfaction and engagement. The use of audio lecture recordings negatively impacted students’ perception of the overall quality of the course (including course organisation, learning strategies and learning resources). The subsequent implementation of e-learning designed video lectures was considered superior to audio recordings, albeit final grades were not significantly different between the delivery modes. However, student engagement was equal to, or better than face-to-face delivery, when content was designed specifically for an e-learning environment.

scholarly journals Student perceptions and learning outcomes of blended learning in a massive first-year core physiology for allied health subjects

2017 ◽  
Vol 41 (1) ◽  
pp. 44-55 ◽  
Author(s):  
Janelle Page ◽  
Terri Meehan-Andrews ◽  
Nivan Weerakkody ◽  
Diane L. Hughes ◽  
Joseph A. Rathner
Keyword(s):  
Student Perceptions ◽  
Allied Health ◽  
Learning Experience ◽  
School Achievement ◽  
Mode Of Delivery ◽  
Self Directed Learning ◽  
Didactic Teaching ◽  
Face To Face ◽  
Directed Learning ◽  
The Subject

Evidence shows that factors contributing to success in physiology education for allied health students at universities include not only their high school achievement and background but also factors such as confidence with their teachers and quality of their learning experience, justifying intensive and continued survey of students’ perceptions of their learning experience. Here we report data covering a 3-yr period in a physiology subject that has been redesigned for blended and online presentation. Consistent with previous reports, we show that when we undertook a blended mode of delivery, students demonstrated better grades than traditional modes of teaching; however the absence of didactic teaching in this subject resulted in lower grades overall. Students have very strong positive attitudes to weekly quizzes (80% positive approval) but report ambivalent attitudes to online self-directed learning (61% negative perception), even though they had 2-h weekly facilitated workshops. Overwhelmingly, students who undertook the subject in a self-directed online learning mode requested more face-to-face-teaching (70% of comments). From these data, we suggest that there is a quantifiable benefit to didactic teaching in the blended teaching mode that is not reproduced in online self-directed learning, even when face-to-face guided inquiry-based learning is embedded in the subject.

scholarly journals Using Telehealth to Provide Interventions for Children with ASD: a Systematic Review

2021 ◽  
Author(s):  
Yanicka L. de Nocker ◽  
Christina K. Toolan
Keyword(s):  
Systematic Review ◽  
Design Research ◽  
Autism Spectrum ◽  
Future Research ◽  
Equitable Access ◽  
Health Crisis ◽  
Face To Face ◽  
Group Design ◽  
Public Health Crisis ◽  
Empirically Supported

AbstractAs the need for accessible interventions for autism spectrum disorder (ASD) grows, empirically supported telehealth interventions become increasingly necessary. With the current COVID-19 public health crisis, in-person interventions have become largely infeasible; therefore, it is crucial that providers have information regarding the effectiveness of telehealth interventions. This systematic review evaluates and synthesizes existing group design research on telehealth ASD interventions. Sixteen articles were evaluated on implementer and child-level intervention outcomes as well as factors that promote equitable access to intervention. Findings suggest that telehealth programs are highly acceptable, comparable to face-to-face interventions, and can be an effective method of training implementers in interventions. Recommendations for future research and for maximizing equitable access to telehealth interventions are presented.

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