Exploring Experiences of Undergraduate Students in an Asynchronous Discussion-based Online Course: Focusing on Formation of Personal Relationships

2021 ◽  
Vol 27 (4) ◽  
pp. 1571-1597
Author(s):  
Jieun Lim ◽  
Jin Choi
Keyword(s):  
Undergraduate Students ◽  
Asynchronous Discussion ◽  
Personal Relationships ◽  
Online Course

scholarly journals Differences in Classroom Versus Online Exam Performance Due to Asynchronous Discussion

2014 ◽  
Vol 18 (2) ◽  
Author(s):  
Robert Jorczak
Keyword(s):  
Undergraduate Students ◽  
Online Discussion ◽  
Traditional Classroom ◽  
Asynchronous Discussion ◽  
Online Course ◽  
Size Difference ◽  
Exam Performance ◽  
Large Effect Size ◽  
Peer Discussion ◽  
Effect Size Difference

This study compares undergraduate student exam performance of classroom and online course sections that have nearly identical instructional designs. The sections differed only in lecturing and peer discussion activities that are typical differences of classroom and online instruction. Classroom discussion activities were synchronous speech and online discussion were asynchronous text. Composite mean exam scores show a large effect size difference that is statistically significant. Results suggest that asynchronous peer-to-peer discussion is more effective than traditional classroom lecture-discussion for undergraduate students.

scholarly journals Is Grit the Key Element to Improve the Life Attitude? A Study with Military Students from Argentina

2019 ◽  
Vol 2 (3) ◽  
pp. 30
Author(s):  
María Cecilia Barni ◽  
Florencia Teresita Daura
Keyword(s):  
Undergraduate Students ◽  
Ad Hoc ◽  
Personal Relationships ◽  
Military Students ◽  
National Defense ◽  
Attitude Test ◽  
National Defense University ◽  
First Results ◽  
Probabilistic Sample ◽  
Made In

The main goal of the study is to analyze the link between Grit and Life Attitude, and its relation with the permanence and academic performance of students from the National Defense University. This paper is mainly focused in the link between the first two constructs. Grit is defined as the passion and constancy to achieving goals, to resisting with effort and interest towards the challenges and difficulties, which is a leader’s attribute (Duckworth, Peterson, Matthews y Kelly, 2007). Life Attitude based on the existential belief that life has a purpose, that persons draw meaning from a variety of sources: recreational and creative activities, personal relationships, achievements (Reker - Woo, 2011). A non-probabilistic sample was formed, for convenience, of 162 students; a sociodemographic questionnaire designed ad hoc; the Scale of Determination (Grit Scale) (Duckworth et al., 2007), which is in the process of validation (Tortul and Daura, in evaluation) and the Life Attitude Test (LAP-R (VE-AA)) in the Spanish adaptation of Barni (2017) were administered. Statistical analysis were made from the collected data, in order to corroborate if there were differences in the variables. The first results showed differences according to career and sociodemographic variables; the undergraduate students obtained higher scores in the positive dimensions of the LAP-R than in other researches made in the same geographical context. The work evidences data of interest in the training of defense professionals, for the decision making in the educational style necessary for an integral formation as a lifelong process.

scholarly journals A flipped classroom method based on a small private online course in physiology

2019 ◽  
Vol 43 (3) ◽  
pp. 345-349 ◽  
Author(s):  
Xiao-Min Zhang ◽  
Jian-Yun Yu ◽  
Yuan Yang ◽  
Cui-Ping Feng ◽  
Jing Lyu ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Online Course ◽  
Small Scale ◽  
Control Group ◽  
Learning Needs ◽  
Significant Difference ◽  
Improved Learning ◽  
Medical University

A small private online course (SPOC) supports blended learning on a small scale, enabling students to have a more comprehensive and deeper learning experience. It also provides instructors with a flexible and feasible model to better understand the students’ learning needs and to supervise students’ learning behaviors. In this study, we adopted SPOC flipped classroom blended teaching in the physiology course for clinical undergraduate students of Kunming Medical University. Compared with the control group [lecture-based learning (LBL)], the SPOC flipped classroom method significantly increased the scores of students in the preclass test (65.13 ± 12.45 vs. 53.46 ± 8.09, SPOC vs. LBL) and postclass test (80.43 ± 14.29 vs. 69.01 ± 12.81, SPOC vs. LBL), which is induced by students’ increased interest in self-learning. More importantly, the significant difference between the preclass scores of the two groups suggested that the video lecture-based preview is more effective than the textbook-based preview. The study indicated that the SPOC flipped classroom was effective in enhancing the examination scores of students, reflecting an improved learning efficiency and a deeper understanding of the knowledge. In summary, the flipped classroom based on SPOC improves learning outcomes compared with LBL and has a wide application in the learning of basic medical courses.

scholarly journals Effectiveness of Integrating MOOCs in Traditional Classrooms for Undergraduate Students

2015 ◽  
Vol 16 (5) ◽  
Author(s):  
Maria Joseph Israel
Keyword(s):  
Undergraduate Students ◽  
Online Courses ◽  
Traditional Classroom ◽  
Online Course ◽  
Traditional Classrooms ◽  
Teachers Colleges ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Current Trends ◽  
Conventional Classroom

<p class="BodyA">The idea of a Massive Open Online Course (MOOC) has attracted a lot of media attention in the last couple of years. MOOCs have been used mostly as stand-alone online courses without credits. However, some researchers, teachers, colleges, and universities have attempted to utilize MOOCs in blended format in traditional classroom settings. This paper reviews some recent experiments in the context of current trends in MOOCs by examining methodologies utilized in blended MOOCs in a face-to-face environment. This paper further discusses the preliminary findings related to its effectiveness of learning outcomes and its impact on students and instructors in blended MOOCs format. The review of blended MOOCs in classrooms assists to form the emerging consensus on integrating MOOCs in conventional classroom settings, while highlighting potential opportunities and challenges one might face when implementing MOOCs in similar or entirely different contexts.</p>

scholarly journals Online course Geometrical Optics for undergraduate students

2017 ◽  
Author(s):  
Galina E. Romanova ◽  
Alexey V. Bakholdin ◽  
Anna O. Voznesenskaya ◽  
Tatiana V. Ivanova ◽  
Nadezhda D. Tolstoba ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Geometrical Optics ◽  
Online Course

scholarly journals Comparing Asynchronous and Synchronous Video versus Text Based Discussions in an Online Teacher Education Course

2015 ◽  
Vol 19 (3) ◽  
Author(s):  
Cynthia Clark
Keyword(s):  
Teacher Education ◽  
Undergraduate Students ◽  
Social Presence ◽  
Added Value ◽  
Teaching Presence ◽  
Online Course ◽  
Student Interviews ◽  
Online Teacher Education ◽  
Online Teacher

The purpose of this study was to investigate whether asynchronous video posts and synchronous videoconferencing would create higher levels of teaching and social presence within an online course when compared with the university’s current text-based discussion platform. Undergraduate students in an online teacher education course were randomly assigned to either the text-based discussion platform or the video-based discussion platform. A switched replications design was used and halfway through the semester students switched platforms. Analysis of student interviews and surveys administered at the end of the semester indicated self-reported perceptions of social and teaching presence were significantly higher when using the video-enabled discussion site. Implications of the added value of video, both in synchronous and asynchronous contexts, are discussed and recommendations for further study are provided.

scholarly journals Developing And Implementing An Undergraduate Finance Capstone Course For Both Onground And Online Course Delivery

2010 ◽  
Vol 3 (12) ◽  
pp. 87-94
Author(s):  
Linda S. Wiechowski
Keyword(s):  
Undergraduate Students ◽  
Core Competencies ◽  
Team Work ◽  
Course Delivery ◽  
Online Course ◽  
Capstone Course ◽  
Face To Face ◽  
Capstone Courses ◽  
Oral Presentations

Capstone courses provide an opportunity to integrate several topics and to help prepare students for the real world.  This paper examines the process of developing an undergraduate finance capstone course for both onground (face-to-face) and online course delivery.  The process begins with the determination of the core competencies employers require of recent finance undergraduate students.  Several of these core competencies are addressed in this paper, along with the challenges of assessing the competencies of team work and oral presentations skills online.

scholarly journals Predicting Learners' Performance in Virtual Learning Environment (VLE) based on Demographic, Behavioral and Engagement Antecedents

2020 ◽  
Vol 15 (09) ◽  
pp. 60 ◽  
Author(s):  
Ahmed Al-Azawei ◽  
Miami Abdul Aziz Al-Masoudy
Keyword(s):  
Academic Achievement ◽  
Learning Environment ◽  
Undergraduate Students ◽  
Prediction Accuracy ◽  
Virtual Learning ◽  
Demographic Variables ◽  
Virtual Learning Environment ◽  
Online Course ◽  
Course Assessment ◽  
Behavioral Variables

This study aims at predicting undergraduate students' performance in the Virtual Learning Environment (VLE) based on four time periods of the examined online course. This is to provide an early and continuous prediction of students' academic achievement. This research depends on data from one of the scientific courses at the Open University (OU) in Britain, which offers its lectures using VLE. The data investigated consists of 1938 students in which the influence of demographic and behavioral variables was explored first. Then, three features were generated to improve the prediction accuracy as well as examining the effect of learners' engagement on their academic performance. Accordingly, a comparison was made between the prediction accuracy of integrating the proposed features with the behavioral and demographic features and the use of the original features only. The findings suggest that some of the demographic variables and all behavioral features had a significant impact on students' performance. However, the accuracy was highly improved after using the new generated features. It was found that the level of the financial and service instability, level of participation in the course, assessment grades, the total number of clicks, the interaction with different course activities, and students' engagement were significant predictors of academic achievement.

Media Naturalness Reduction and Compensatory Channel Expansion

2014 ◽  
pp. 112-123
Author(s):  
Ned Kock ◽  
Vanessa Garza
Keyword(s):  
Undergraduate Students ◽  
Course Delivery ◽  
Online Course ◽  
Face To Face ◽  
College Information ◽  
Combined Test ◽  
The Face ◽  
Channel Expansion ◽  
The Difference ◽  
Media Naturalness

This study provides a combined test of the media naturalness and channel expansion theories with a study of communication media perceptions and use outcomes in the context of a college information systems course delivery. Data was collected from undergraduate students at the middle and end of a long semester. Approximately half of the students took the course face-to-face, and the other half online. As predicted, based on media naturalness theory, grades were significantly higher in the face-to-face condition than the online condition at the middle of the semester. Consistent with predictions based on channel expansion theory, the difference between grades obtained at the middle of the semester disappeared at the end of the semester. This study shows that online course delivery may lead to both negative and positive effects in the same semester, leading to a final outcome that is generally positive. It provides a more nuanced view of online course delivery effects, and clarifies previous empirical findings that appear paradoxical at first glance.

Developing an Online Psychological Trauma Education Course for College Students

2021 ◽  
pp. 009862832110422
Author(s):  
Amber Moss ◽  
Jacqueline M. Swank ◽  
Hope Schuermann
Keyword(s):  
Undergraduate Students ◽  
Online Teaching ◽  
Psychological Trauma ◽  
The United States ◽  
Online Course ◽  
Degree Programs ◽  
Trauma Training ◽  
Trauma Education ◽  
Viable Method ◽  
Teaching Implications

Introduction: Individuals in various career fields will interact with people who have experienced trauma while engaging in their work responsibilities, and many have limited, if any, trauma training. Therefore, there is a need to provide trauma training within undergraduate degree programs. Statement of Problem: Online learning is a viable method of meeting the need for psychological trauma education for undergraduate students. Literature Review: Education in the United States has steadily moved toward more online formats, with many students preferring the flexibility of an online course. We discuss the literature on teaching about trauma and considerations for teaching the course online. Teaching Implications: We outline components of an online undergraduate trauma education course focused on teaching students about psychological trauma. This includes presenting the course objectives, describing course assignments, and discussing considerations for the course which instructors can use in teaching about trauma. Conclusion: Instructors of higher education can use the activities and considerations discussed in this article as a guide in the development of an online trauma education course.

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