scholarly journals Learning from a rapid transition to emergency remote teaching: Developing a typology of online business education designs

2020 ◽  
Author(s):  
Elaine Huber ◽  
Celina McEwen ◽  
Peter Bryant ◽  
Matthew Taylor ◽  
Natasha Arthars ◽  
...  
Keyword(s):  
Online Learning ◽  
Business Education ◽  
Lessons Learned ◽  
Pedagogical Practice ◽  
Online Learning Environments ◽  
Health Crisis ◽  
Design Elements ◽  
Online Business ◽  
Rapid Transition

Many universities had to pivot their teaching into an online space in response to the COVID-19 health crisis. How can we leverage the lessons learned from our design of these spaces to provide superior student learning experiences? This study describes the development of a classification system to appraise our rapidly transitioned online units of study. Underpinned by active learning pedagogy, 234 online learning sites from a leading Australian Business School were reviewed and three types of sites emerged, content, student and teacher-centred. The quality of these online sites were evaluated using a modified framework from the literature focusing on elements of design across five domains. Findings indicated that the overall range of quality of sites was mirrored across all three types, with the majority categorised as ‘good’. Analysis of the design elements of this typology will help build capacity in the design of online learning environments and guide pedagogical practice in business education.

Improving the Quality of Online Learning Environments

2017 ◽  
pp. 278-300
Author(s):  
Komar Parveen Khan
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Specific Model ◽  
Design Guidelines ◽  
Online Learning Environments ◽  
Design Models ◽  
Design For Learning

In spite of the numerous changes in technology in the past decades, designers continue to utilize traditional instructional design models as a foundation for designing teaching and learning materials, which may not be suited for the design and development of online learning environments. A study was conducted to investigate the characteristics of an online-specific design model called Proactive Design for Learning (PD4L) (Sims, 2012; Sims & Jones, 2003) and its ability to address limitations of traditional design models. The study was conducted to examine in what ways the PD4L model would contribute to enhance the quality of online learning. Based on this research, this chapter will be able to provide readers with ideas on the ways the elements of an online specific model can serve as design guidelines, a framework or “a set of guiding principles” (Sims, 2011) for designers and developers to create quality teaching and learning environments.

scholarly journals Maintaining Quality in Online Learning Environments

2019 ◽  
Vol 7 (12) ◽  
pp. 361-367
Author(s):  
Melissa Aldredge ◽  
Sarah DuBois ◽  
Diane Mobley ◽  
Elizabeth Prejean ◽  
Margaret Vienne
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Academic Quality ◽  
Online Classroom ◽  
Careful Planning ◽  
Online Learning Environments ◽  
Security Issues ◽  
Secure Learning

The online classroom continues to play an ever increasing role in higher education. There are proven, research-based pedagogical techniques available to instructors who want to create online courses that are both dynamic and engaging. With careful planning, online learning can provide students with a positive learning experience without sacrificing the academic quality of learning. Addressing security issues and challenges is vital to maintaining the desired academic rigor and quality. This paper discusses these important security issues and offers a variety of solutions for facilitating a secure learning environment.

scholarly journals Lessons learned from developing online training for humanitarians

2017 ◽  
pp. 419-432 ◽  
Keyword(s):  
Online Learning ◽  
High Performance ◽  
Online Training ◽  
Lessons Learned ◽  
Red Cross ◽  
Significant Difference ◽  
Practical Guidelines ◽  
Training Programmes ◽  
Stock Of Knowledge

A comprehensive online learning programme with more than 200 courses was built by the International Federation of Red Cross and Red Crescent Societies between starting with 2009 and 2015, offering development opportunities to the Red Cross and Red Crescent (RCRC) volunteers and staff to broaden their understanding, to strengthen their organisations, and to be better prepared in providing humanitarian aid. While it is difficult to say to what extent factors such as training, job mentoring, and induction programmes contribute to job performance and to an organisation’s efficiency, it is certain that staff and volunteers willing to undertake courses are more open to transformative and creative approaches, more prepared to tackle with new challenges, more likely to have a stock of knowledge and competencies broader than their own specialisation. Learning and “knowing to learn” are conditions for competitiveness and high performance. Over time, generally speaking, implementation of training as a priority personnel policy proved to have the most significant effects on productivity growth, therefore, efforts towards building a learning culture and delivering quality (online) learning are key for developing organisations, their staff, and the quality of services provided. An online training would make a significant difference in learners’ behaviour if it follows several practical guidelines in development, accompanied by thorough checklists to ensure relevance, consistency, alignment and to assist training programmes’ lifecycle.

scholarly journals Reviewing the Review: An Assessment of Dissertation Reviewer Feedback Quality

2016 ◽  
Vol 13 (1) ◽  
pp. 45-60 ◽  
Author(s):  
Tara Lehan ◽  
◽  
Heather Hussey ◽  
Eva Mika ◽  
◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Random Sample ◽  
Faculty Members ◽  
Online Learning Environments ◽  
Ongoing Training ◽  
Doctoral Candidate ◽  
Feedback Quality ◽  
Dissertation Process

Throughout the dissertation process, the chair and committee members provide feedback regarding quality to help the doctoral candidate to produce the highest-quality document and become an independent scholar. Nevertheless, results of previous research suggest that overall dissertation quality generally is poor. Because much of the feedback about dissertation quality provided to candidates, especially those in online learning environments, is written, there is an opportunity to assess the quality of that feedback. In this study, a comparative descriptive design was employed using a random sample of 120 dissertation reviews at one online university. Common foundational errors across dissertations and strengths and growth areas in reviewer feedback were noted. Whereas reviewer feedback quality was acceptable overall, there were significant differences across reviewers. Based on the findings, increased discourse, standardization of psychometrically sound measures that assess reviewer feedback quality, and ongoing training for faculty members who review dissertations might be warranted.

The Value of Social Presence in Developing Student Satisfaction and Learning Outcomes in Online Environments

2015 ◽  
pp. 120-132
Author(s):  
Michael Marmon
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Learning Environments ◽  
Social Presence ◽  
Geographic Distance ◽  
Transactional Distance ◽  
Online Learning Environments ◽  
Transactional Distance Theory ◽  
History Of

As humanity continues into the twenty-first century, online or distance education is emerging as a viable alternative to the learning that is occurring in traditional university-level learning environments. While there is little difference in the quality of learning and information being presented between these two methods, there are distinct differences in the interactions occurring between students and instructors. Specifically, the presence of physical geographic distance creates a feeling of isolation in the minds of the students participating in these online learning environments. This chapter examines the concept of isolation through the lens of Moore's Transactional Distance Theory, which offers an explanation for why such attitudes permeate in this method of instructing students. Moreover, by discussing the history of the medium and the importance of Moore's Transactional Distance Theory, it is possible determine the best practices and procedures for creating a feeling of social presence in online learning environments.

Does the type of feedback channel used in online learning environments matter? Students’ perceptions and impact on learning

2019 ◽  
pp. 146978741989130
Author(s):  
Anna Espasa ◽  
Rosa M Mayordomo ◽  
Teresa Guasch ◽  
Montserrat Martinez-Melo
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Active Role ◽  
Video Feedback ◽  
Online Environment ◽  
Feedback Channel ◽  
Online Learning Environments ◽  
Use Of Technology ◽  
Quasi Experimental

Dialogic feedback demands an active role by lecturers and students to become effective. However, sometimes students do not engage with the feedback received. The use of technology and different channels to provide feedback (using audio and video feedback) in online learning environments could contribute to make students more active with the feedback and improve its effectiveness. The aim of this article is to investigate the use of different feedback channels (text, audio or video) and contrast their impact on academic achievement, as well as to analyse whether the feedback channel influences students’ perception of feedback in terms of their preferences. A quasi-experimental study was designed, whereby students received feedback both after they had drawn up the first draft of a written assignment and upon its completion. The results suggest that the channel through which feedback is provided does not have a bearing on performance. However, the study does identify significant differences between the quality of the first draft and that of their final submission. With regard to preferences, students preferred the video channel over the audio or written channels. In addition, they perceived video as the channel that is most conducive to greater interaction and dialogue between lecturers and students, and that also produces the greatest sense of closeness. The results obtained are discussed in light of their importance in an online environment.

scholarly journals THREE INSTITUTIONS, THREE APPROACHES, ONE GOAL: ADDRESSING QUALITY ASSURANCE IN ONLINE LEARNING

2013 ◽  
Vol 17 (4) ◽  
Author(s):  
Marwin Britto ◽  
Cristi Ford ◽  
Jean-Marc Wise
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Online Learning ◽  
Online Education ◽  
Rapid Growth ◽  
Quality Standards ◽  
Lessons Learned ◽  
Academic Programs ◽  
Different Types

The rapid growth of online academic programs in higher education has prompted institutions to develop processes and implement strategies to ensure the quality of their online offerings. Although there is no “one-size-fits-all” approach, there are “quality” standards which institutions can effectively implement regardless of context. This paper examines approaches from three different types of institutions in addressing quality assurance in online education on their respective campuses. Specifically, this paper presents three case studies and describes each institution’s 1) background and overview, 2) quality definition, 3) approach to quality assurance, 4) models and approaches, 5) goals, 6) successes, 7) challenges, and 8) lessons learned. A comparison reveals that despite differences in scope, size, location, mission and extent of online development, there is consistency in the institutions’ strategies to addressing quality assurance in online learning.

Virtual Learning Post COVID-19

2022 ◽  
pp. 76-106
Author(s):  
Chloe Papavasiliou ◽  
Samantha Papavasiliou
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
South Australia ◽  
Virtual Learning ◽  
Teacher Engagement ◽  
Critical Factors ◽  
Online Learning Environments ◽  
Factors Influencing ◽  
Rapid Transition ◽  
Digital Engagement

The impacts of COVID-19 on education have changed how many schools and education providers deliver education with the rapid transition to online learning environments. This research highlights the critical factors influencing student and teacher engagement while also highlighting opportunities for educators to enhance the engagement for their students, utilising results from two focus groups and qualitative surveys through a case study on school districts across South Australia. This provided an understanding of the critical factors influencing teacher and student engagement and identified opportunities for improvements to the levels of student engagements through online learning environments. This research has identified best practices within schools and across the Department of Education that can support virtual learning and digital engagement into the future. In addition, through the identification of critical factors influencing student and teacher engagement, exploration of opportunities to support students and improve overall digital engagement can be identified.

Improving the Quality of Online Learning Environments

2020 ◽  
pp. 507-529
Author(s):  
Komar Parveen Khan
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Specific Model ◽  
Design Guidelines ◽  
Online Learning Environments ◽  
Design Models ◽  
Design For Learning

In spite of the numerous changes in technology in the past decades, designers continue to utilize traditional instructional design models as a foundation for designing teaching and learning materials, which may not be suited for the design and development of online learning environments. A study was conducted to investigate the characteristics of an online-specific design model called Proactive Design for Learning (PD4L) (Sims, 2012; Sims & Jones, 2003) and its ability to address limitations of traditional design models. The study was conducted to examine in what ways the PD4L model would contribute to enhance the quality of online learning. Based on this research, this chapter will be able to provide readers with ideas on the ways the elements of an online specific model can serve as design guidelines, a framework or “a set of guiding principles” (Sims, 2011) for designers and developers to create quality teaching and learning environments.

scholarly journals Lessons Learned from a Pandemic: One Medical School’s Response to COVID-19

2020 ◽  
Author(s):  
Peter Gilbey ◽  
Lilach Malatskey ◽  
Nomy Dickman ◽  
Daniel Glikman ◽  
Amnon Albeck ◽  
...  
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Academic Excellence ◽  
Online Lectures ◽  
High Satisfaction ◽  
The Future ◽  
Challenges And Opportunities ◽  
Rapid Transition

Abstract Background: The COVID-19 pandemic disrupted medical education. Social distancing prevented students from gathering in any setting. Teaching became less effective due to lack of staff, cancellation of procedures, transition to telehealth and shortages of personal protective equipment. Medical schools’ responses to previous lockdowns are not well documented. On March 13th 2020, all universities in Israel were closed and a transition to online learning was implemented. All clinical rotations were temporarily suspended. We describe changes to teaching and learning during the pandemic, and the evaluation of these changes.Methods: Several surveys were performed. Selected faculty members were asked to comment on the transition to online learning, and assess which practices could possibly be adopted for future use.Results: Overall satisfaction with online learning was high. High satisfaction was also reported regarding the delivery of online lectures, efficient transition to online teaching, and the maintenance of academic excellence despite the challenges of COVID-19. Twenty-three percent of medical students preferred to continue exclusive online learning in the future. Forty-five percent advocated for blended learning, mainly online. Selected challenges and opportunities are discussed.Conclusions: The rapid transition to online teaching and learning was successful. Lessons learned and recommendations for the future are presented.

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