ONLINE-COURSE DEVELOPMENT VIA DISCUSSION-FORUM ON THE STUDENTS OF PHYSIC EDUCATION  UNIVERSITAS NEGERI SEMARANG

Students of Physic Education of Universitas Negeri Semarang often find some difficulties to understand the material. During difficult times, students usually find references on the internet,ask a friend who already understand, or ask a senior friend. Mostly students have a device that can be used to access the internet. Online-course via discussion-forum can be used as a discussion facility when they find difficulties to understand. Online-course via discussion-forum developed with ADDIE development models that includes the stages of analysis, design, development, implementation, and evaluation. Online-course discussion forum contains the list of courses that can be accessed by students via internet through the website discussion.belajarfisika.web.id. Feasibility of online course discussion forum was measured through assessment sheets of feasibility test from validators and questionnaire responses from students. The results of the feasibility test from the validator and student responses indicate that criteria are eligible. Results of the questionnaire about students' perceptions of learning through online course discussion forum show that Physic Education Students of Universitas Negeri Semarang have good perceptions of learning through online-course via discussion-forums.

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Building Quality Online Courses

Teacher Training and Professional Development ◽

10.4018/978-1-5225-5631-2.ch014 ◽

2018 ◽

pp. 309-331

Author(s):

Veronica Outlaw ◽

Margaret L. Rice ◽

Vivian H. Wright

Keyword(s):

Learning Styles ◽

Online Courses ◽

Online Course ◽

Course Development ◽

Instructional Designers ◽

Design Development ◽

Proposed Model ◽

Online Course Development ◽

And Training

The authors have personally experienced the burdens of creating online courses without the assistance of trained instructional designers. Many faculty are employed in conditions where they develop online courses without the proper knowledge and training of many essential aspects that should accompany the development of an online course (e.g., design, development, learning styles, copyright, design principles, accessibility, incorporating technology, and technical skills) (Singleton et al., 2013; Speck, 2000; Wickersham et al., 2007). The authors propose and describe the use of a detailed online course development and delivery model (Outlaw & Rice, 2015) that was created to provide distance education units with a systematic approach to course development. The proposed model nourishes the partnerships between faculty and designers to improve the quality of online courses, while providing the support faculty need to successfully create online courses. The authors discuss a model that provides consistency in efforts to create efficient workflows to develop online courses.

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Website discussion forums: Results of an Australian project to promote telecommunication in dermatology

Journal of Telemedicine and Telecare ◽

10.1258/13576330260440673 ◽

2002 ◽

Vol 8 (3_suppl) ◽

pp. 5-6 ◽

Cited By ~ 2

Author(s):

Keng Chen ◽

Adrian See ◽

Stephen Shumack

Keyword(s):

Online Discussion ◽

Discussion Forum ◽

The Internet ◽

Discussion Boards ◽

Discussion Forums ◽

Online Discussion Forum ◽

Low Rate

summary Discussion forums on the Internet allow doctors to discuss issues of interest in a rapid, convenient and educational manner. In March 2002, the department of dermatology at the St George Hospital in Sydney launched a national Website with an online discussion forum for dermatologists. Features of the Website forum include the ability to moderate the discussion boards, a choice of public or private discussions and receipt of automatic email notifications. Over three months, three dermatologists posted a total of 13 messages on three different topics. The low rate of participation by dermatologists may have been due to lack of time or familiarity with the technology. Increased promotion to and education of dermatologists who are most likely to use the discussion forum may improve utilization of this means of communication.

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Building Quality Online Courses

Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-0877-9.ch015 ◽

2017 ◽

pp. 301-323

Author(s):

Veronica Outlaw ◽

Margaret L. Rice ◽

Vivian H. Wright

Keyword(s):

Learning Styles ◽

Online Courses ◽

Online Course ◽

Course Development ◽

Instructional Designers ◽

Design Development ◽

Proposed Model ◽

Online Course Development ◽

And Training

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Influence of MOOC learners discussion forum social interactions on online reviews of MOOC

Education and Information Technologies ◽

10.1007/s10639-020-10412-z ◽

2021 ◽

Author(s):

Bing Wu

Keyword(s):

Social Interactions ◽

Regression Models ◽

Online Courses ◽

Online Reviews ◽

Discussion Forum ◽

Massive Open Online Courses ◽

Online Review ◽

Discussion Forums ◽

Processing Data ◽

Learning Progress

AbstractAlthough some studies have explored massive open online courses (MOOCs) discussion forums and MOOC online reviews separately, studies of both aspects are insufficient. Based on the theory of self-determination, this paper proposes research hypotheses that MOOC learning progress has a direct impact on MOOC online reviews and an indirect influence on MOOC online reviews through social interactions in discussion forums, as well. Coursera the largest MOOC platform, is selected as the empirical research object, and data from learners who participated in the MOOC discussion forum and provided MOOC online reviews from August 2016 to December 2019 are obtained from the most popular course, “Machine Learning”. After processing, data from 4376 learners are obtained. Then, according to research hypotheses, multi regression models are constructed accordingly. The results show that the length of MOOC online review text is affected by the MOOC learning progress, the number of discussion forum posts, the number of follow, the online review sentiment and MOOC rating. This study highlights the main factors that affect MOOC online reviews. As a result, some suggestions are put forward for the construction of MOOC.

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Bring your mission to life through intentional, evaluated online course development

Dean and Provost ◽

10.1002/dap.30962 ◽

2021 ◽

Vol 23 (4) ◽

pp. 1-5

Author(s):

Halley Sutton

Keyword(s):

Online Course ◽

Course Development ◽

Online Course Development

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Pengenalan, Optimalisasi Optimalisasi Pengenalan Produk Unggulan Desa Melalui Pelatihan Website Promosi Kecamatan Patuk Gunungkidul

Dinamisia Jurnal Pengabdian Kepada Masyarakat ◽

10.31849/dinamisia.v4i3.3782 ◽

2020 ◽

Vol 4 (3) ◽

pp. 490-495

Author(s):

Astika Ayuningtyas ◽

Yuliani Indrianingsih ◽

Uyuunul Mauidzoh

Keyword(s):

Positive Impact ◽

Its Region ◽

The Internet ◽

Public And Private ◽

Tourist Destinations ◽

The World ◽

Promotional Materials ◽

Feasibility Test ◽

And Control ◽

The Web

The development of information and computerized tenology has led to what is called the Internet and the World Wide Web (WWW). In addition, the dramatic development of the Internet has given users more choice and control over content, and also provides individuals, businesses, and public and private organizations with the opportunity to generate and disseminate information. The interactive features of the web can be an effective way to build and maintain mutually beneficial relationships if the web is used properly. The presence of the Internet has proven to have a positive impact on the development of a village, sub-district or district to introduce and inform the potential of its region. This is evident in several regions of Indonesia which have successfully used Internet facilities to introduce tourist destinations to the world. Therefore, the training on the promotion website is an effort to optimize the introduction of high quality village products in the district of Patuk and is also intended to follow the results of research on the design of a promotion of superior products and tourist objects on the web in Patuk Gunungkidul district. On the basis of the website promotion feasibility test during the training for each representative in 11 villages in the Patuk sub-district, 87.36% was obtained, so that it can be said that the Introduction of superior village products via promotional materials based on the website was optimal and met the needs of users.

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Development, Implementation, and Initial Participant Feedback of an Online Anatomy and Radiology Contouring Bootcamp in Radiation Oncology

Journal of Medical Education and Curricular Development ◽

10.1177/23821205211037756 ◽

2021 ◽

Vol 8 ◽

pp. 238212052110377

Author(s):

Paige Eansor ◽

Madeleine E. Norris ◽

Leah A. D’Souza ◽

Glenn S. Bauman ◽

Zahra Kassam ◽

...

Keyword(s):

Learning Environment ◽

Radiation Oncology ◽

Medical Physics ◽

Course Completion ◽

Online Course ◽

Design Development ◽

Subject Knowledge ◽

Course Content ◽

Face To Face ◽

The Creation

BACKGROUND The Anatomy and Radiology Contouring (ARC) Bootcamp was a face-to-face (F2F) course designed to ensure radiation oncology residents were equipped with the knowledge and skillset to use radiation therapy techniques properly. The ARC Bootcamp was proven to be a useful educational intervention for improving learners’ knowledge of anatomy and radiology and contouring ability. An online version of the course was created to increase accessibility to the ARC Bootcamp and provide a flexible, self-paced learning environment. This study aimed to describe the instructional design model used to create the online offering and report participants’ motivation to enroll in the course and the online ARC Bootcamp's strengths and improvement areas. METHODS The creation of the online course followed the analysis, design, development, implementation, and evaluation (ADDIE) framework. The course was structured in a linear progression of locked modules consisting of radiology and contouring lectures, anatomy labs, and integrated evaluations. RESULTS The online course launched on the platform Teachable in November 2019, and by January 2021, 140 participants had enrolled in the course, with 27 participants completing all course components. The course had broad geographic participation with learners from 19 different countries. Of the participants enrolled, 34% were female, and most were radiation oncology residents (56%), followed by other programs (24%), such as medical physics residents or medical students. The primary motivator for participants to enroll was to improve their subject knowledge/skill (44%). The most common strength identified by participants was the course's quality (41%), and the most common improvement area was to incorporate more course content (41%). CONCLUSIONS The creation of the online ARC Bootcamp using the ADDIE framework was feasible. The course is accessible to diverse geographic regions and programs and provides a flexible learning environment; however, the course completion rate was low. Participants’ feedback regarding their experiences will inform future offerings of the online course.

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DON'T JUST SAY THANK YOU: EXPLORATION OF TYPES OF POSTS INSPIRING AND HINDERING DEEP CONVERSATIONS ONLINE

AoIR Selected Papers of Internet Research ◽

10.5210/spir.v2019i0.11049 ◽

2019 ◽

Vol 2019 ◽

Author(s):

Devayani Tirthali ◽

Yumiko Murai

Keyword(s):

Learning Community ◽

Sequential Analysis ◽

Online Discussion ◽

Discussion Forum ◽

Online Course ◽

Online Discussion Forum ◽

Personal Experiences ◽

Fixed Structure ◽

The Impact ◽

The Given

In an open online discussion forum, where there is no fixed structure or a facilitator like a course forum without any assigned themes, every participant is a facilitator shaping the direction and depth of a conversation. How can we as designers then make sure it leads to an engaging learning community that learners keep coming back to beyond the given course period? This paper reports on sequential analysis of 172 posts in 32 threads and close reading of two threads from an open online discussion forum in a free open online course, specifically looking at the impact of participant actions as facilitative moves, to gain better understanding of the types of actions that lead to deeper and sustained engagement with the ideas of interest. Sequential analysis is an approach that estimates which types of sequences of posts or interactions are most likely to occur in a threaded discussion. The results showed that sharing personal experiences attracted most responses, implying that it is important to encourage participants to share questions or cases connected to their personal experiences. In addition, somewhat paradoxically, we found that posts acknowledging responses tend to conclude and close down the conversation while posts that ask diverging questions tend to attract more discussion.

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Applying the Matrix Model in an English for Presentation Online Class during COVID-19 Pandemic: A Case Study of an Undergraduate Class in Thailand

English Language Teaching ◽

10.5539/elt.v14n9p12 ◽

2021 ◽

Vol 14 (9) ◽

pp. 12

Author(s):

Prapaporn Sompakdee ◽

Wichuta Chompurach ◽

Werachai Thanamaimas ◽

Siraprapa Kotmungkun

Keyword(s):

Online Learning ◽

Matrix Model ◽

Online Courses ◽

Private University ◽

Online Course ◽

The Matrix ◽

Online Course Development ◽

Data Collections ◽

Class Presentation ◽

Academic Year

During the COVID-19 pandemic, online learning was an important topic for scholars. A private university in Khon Kaen Province, Thailand followed a policy to create online courses for every subject to ensure that education could proceed effectively. To correspond with the policy, the Matrix Model was integrated with the online course development of an English for Presentation class at this private university. The Matrix Model is also known as SAMR which refers to Substitution, Augmentation, Modification, and Redefinition. The online course was presented in the third semester of the academic year of 2019 with 77 participants who volunteered to participate in this course. The research instruments used in this study were observation, surveying, and interview. The data collections were done at the beginning, during, and after the course to provide a comprehensive study of online learning. The data revealed both positive opinions and obstacles associated with this online learning. The results of using the SAMR model in this study do provide benefits to students and educators and show that 84% of the participants prefer online presentation over in-class presentation.

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It’s good to talk! Reflective Discussion Forums to support and develop Reflective Practice among Pre-Hospital Emergency Care Practitioners in Ireland.

Irish Journal of Paramedicine ◽

10.32378/ijp.v3i2.157 ◽

2018 ◽

Vol 3 (2) ◽

Author(s):

Chris O'Connor ◽

Joe O'Hara

Keyword(s):

Reflective Practice ◽

Emergency Care ◽

Online Survey ◽

Learning Strategy ◽

Thinking Skills ◽

Discussion Forum ◽

Discussion Forums ◽

Structured Interviews ◽

Hospital Emergency ◽

Confidentiality Agreement

BackgroundSince the mid 1980’s, reflective practice has become formally acknowledged and adopted as a key strategy for learning and has become one of the cornerstones of medical education for doctors, nurses, and many of the allied healthcare professions. In the education of pre-hospital emergency care practitioners in Ireland, it is only in the last decade that the notion of reflective practice has been tentatively approached. Indeed until recently it has largely been ignored by practitioners and educators alike, who have been slow to engage with this new way of learning. This paper explores the attitudes of practitioners to the use of a reflective discussion forum to encourage and support reflection and reflective practice among pre-hospital emergency care practitioners in Ireland. It also examines the experiences of practitioners who participated in a collaborative reflective discussion forum.LiteratureThe research was informed by reviewing literature from a number of areas including: Adult Learning, Reflective Practice, Educational Research directly relating to Emergency Medical Services (EMS), and EMS & Nursing Journals and publications.MethodologiesThis paper is part of a larger project which consisted of three cycles of action research. Data was collected via an online survey questionnaire, and by conducting a series of semi-structured interviews with participants in the reflective discussion forum. These included all three clinical levels of pre-hospital emergency care practitioners and the three hierarchical levels within the organisation.FindingsThe collaborative reflective discussion forum was found to be beneficial. Among the benefits cited were, the opportunity to draw on the experience of more experienced colleagues, the development of critical thinking skills, and the potential for use as part of a mentoring process. It was also felt that the collaborative nature of the forum had the potential to improve workplace relationships through the empowerment of the staff. Concerns were raised regarding the potential for abuse and misuse, particularly in relation to the areas of patient confidentiality and a lack of trust within organisations.RecommendationsThe establishment of a regular Reflective Discussion Forum within organisations as a key learning strategy. Any collaborative forum must be chaired by a trusted, experienced and highly skilled facilitator. A learning contract for all participants and faculty, including a confidentiality agreement, must be in place prior to the establishment of any collaborative forum.

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