Online Education & Role of Communication

2021 ◽  
Vol 3 (4) ◽  
Keyword(s):  
Online Education

scholarly journals Online Higher Education: Beyond the Hype Cycle

2015 ◽  
Vol 29 (4) ◽  
pp. 135-154 ◽  
Author(s):  
Michael S. McPherson ◽  
Lawrence S. Bacow
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Flipped Classroom ◽  
College Level ◽  
Hype Cycle ◽  
Online Higher Education ◽  
Faculty And Administrators ◽  
Selective Schools ◽  
Start Ups

When two Silicon Valley start-ups, Coursera and Udacity, embarked in 2012 on a bold effort to supply college-level courses for free over the Internet to learners worldwide, the notion of the Massively Open Online Course (MOOC) captured the nation's attention. Although MOOCs are an interesting experiment with a role to play in the future of higher education, they are a surprisingly small part of the online higher education scene. We believe that online education, at least online education that begins to take full advantage of the interactivity offered by the web, is still in its infancy. We begin by sketching out the several faces of online learning—asynchronous, partially asynchronous, the flipped classroom, and others—as well as how the use of online education differs across the spectrum of higher education. We consider how the growth of online education will affect cost and convenience, student learning, and the role of faculty and administrators. We argue that spread of online education through higher education is likely to be slower than many commenters expect. We hope that online education will bring substantial benefits. But less-attractive outcomes are also possible if, for instance, legislators use the existence of online education as an excuse for sharp cuts in higher education budgets that lead to lower-quality education for many students, at the same time that richer, more-selective schools are using online education as one more weapon in the arms race dynamic that is driving costs higher.

Abstract 168: Impact of Continuing Medical Education on the Treatment of Hypertriglyceridemia with Omega-3 Fatty Acids

2016 ◽  
Vol 9 (suppl_2) ◽  
Author(s):  
Amy Larkin ◽  
Michael LaCouture ◽  
George Boutsalis ◽  
Harold Bays
Keyword(s):  
Fatty Acids ◽  
Medical Education ◽  
Fatty Acid ◽  
Online Education ◽  
Continuing Medical Education ◽  
Primary Care Physicians ◽  
Omega 3 Fatty Acids ◽  
Omega 3 ◽  
Omega 3 Fatty Acid

Introduction: The less prominent role of triglycerides in determining cardiovascular risk keeps these lipids from being top-of-mind for practicing clinicians, yet epidemiologic data affirm that hypertriglyceridemia contributes to atherosclerotic disease development and progression. We sought to determine if online continuing medical education (CME) could improve the clinical knowledge and competence of primary care physicians (PCPs) and cardiologists regarding hypertriglyceridemia and the use of omega-3 fatty acids in its treatment. Methods: The effects of two educational interventions about advances in hypertriglyceridemia treatment (activity 1) and educating patients about omega-3 fatty acid products (activity 2) were analyzed to determine efficacy of online education presented in the form of online video-based roundtable discussions. The activities launched online in May and June, 2015 respectively, and data were collected through July, 2015. The effects of education were assessed using knowledge- and case-based matched pre-assessment/post-assessments. The effect sizes were calculated with Cohen’s d (> 0.8 is large, 0.8-0.4 is medium, and < 0.4 is small). Results: In total, 842 PCPs and 75 cardiologists who completed all pre/post assessment questions in any of the two activities during the study period were included in analyses. Significant overall improvements were seen for PCPs (activity 1: n = 452, P <.05, effect d= 0.68; activity 2: n = 390, P <.05, effect d= 0.96) and cardiologists (activity 1: n = 35, P <.05, effect d= 0.77; activity 2: n = 40, P <.05, effect d= 0.9). Compared with baseline, specific areas of improvements include: • 22% more PCPs and 31% more cardiologists identified weight loss as a nonpharmacological intervention that can effectively lower triglyceride levels for overweight/obese patients with hypertriglyceridemia, (both P < .05) • 35% more PCPs and 32% more cardiologists identified the appropriate dosing of prescription omega-3 fatty acids (both P <.05) • 23% more PCPs ( P < .05) and 20% more cardiologists ( P =.068 ) recognized that reducing the risk for pancreatitis is a primary medical objective in patients with severe elevations in triglyceride levels Areas identified as needing additional education include: • 57% of all physicians remain unaware that omega-3 fatty acids reduce apolipoprotein C3 • 61% of PCPs and 60% of cardiologists did not demonstrate a thorough understanding of the differences between prescription omega-3 fatty acids and omega-3 supplements Conclusion: This study demonstrates the success of a targeted educational intervention with two educational components on improving knowledge, competence, and clinical decision-making of PCPs and cardiologists regarding hypertriglyceridemia treatment and the role of omega-3 fatty acid products in its treatment.

The Evolving Role of the Instructor in the Digital Age

2013 ◽  
pp. 233-247 ◽  
Author(s):  
Michael F. Beaudoin
Keyword(s):  
Online Education ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
New Technology ◽  
Learning Management Systems ◽  
Management Systems ◽  
Self Directed Learning ◽  
Student Centered ◽  
Learning Management

In this era of student-centered, collaborative, constructivist learning, augmented by social networks and other virtual environments featuring learner autonomy, self-direction and independence, the role of instructors in online education is undergoing continuous evolution since the advent of the Internet, and the proliferation of Learning Management Systems (LSM) to support teaching and learning. This chapter examines the role of the online instructor, and indeed, poses the provocative question: does there remain a useful and meaningful role for what is arguably the increasingly ‘invisible’ instructor in many online settings. Factors that contribute to this phenomenon, such as the proliferation of new technology, the emphasis on self-directed learning, a changing student clientele, emerging modes of assessment, etc. are noted. Findings from a various studies of student attitudes, behaviors, and perceptions of what is critical for success in online courses are highlighted, including data suggesting that the role of instructors and the features of Learning Management Systems are relatively minor factors for achieving success in online learning. The implications of these trends for the future role of the professoriate are also considered.

Motivation of Management Information Systems Students Towards Online Learning in the COVID-19 Pandemic

2022 ◽  
pp. 294-314
Author(s):  
Duygu Fındık-Coşkunçay
Keyword(s):  
Information Systems ◽  
Online Education ◽  
Instructional Strategies ◽  
Time Management ◽  
Management Information Systems ◽  
Career Goals ◽  
System Support ◽  
Management Information ◽  
Rapid Spread

The rapid spread of the COVID-19 pandemic made it necessary to take serious precautions in the field of education, so schools were closed in many countries and switched to online education. The pandemic has caused similar changes in higher education institutions in Turkey. The motivation of the students is an important component in achieving the targeted success of the rapidly adapted online education. This study aims to investigate the factors that affect the motivation of management information systems students towards online education conducted during the COVID-19 pandemic. The findings reveal that the role of instructor, system support, and time management come to the fore in students' positive motivation. On the other hand, ineffective group work, failure to achieve career goals, prolonged pandemic period, and breakdown in social relationships have influence on students' negative motivation. It is expected that this study will guide policy developers for distance education and instructional strategies to be developed in the field of management information systems.

scholarly journals Toward a framework for strengthening participants' self-efficacy in online education

2020 ◽  
Vol 15 (3) ◽  
pp. 351-370
Author(s):  
Arnab Kundu
Keyword(s):  
Online Education ◽  
Self Efficacy ◽  
Content Type ◽  
Self Confidence ◽  
Intervention Measures ◽  
Academic Activities ◽  
Teachers And Students ◽  
Asian Context ◽  
Constituent Elements

PurposeThe purpose of this study was to review the role of self-efficacy in online education with an objective to propose a holistic framework for strengthening participants' self-efficacy, especially in the Asian context.Design/methodology/approachTo investigate the potential role of self-efficacy of the participants of online academic activities, this study followed the conceptual analysis method, which is breaking down concepts into constituent elements to get a superior understanding of a particular philosophy.FindingsThe findings revealed that self-efficacy, the level of confidence someone has to perform a particular task, is an important factor among teachers and students operating online platforms, and enhanced efficacy is capable of encouraging online practices. Finally, the study proposed a framework to strengthen self-efficacy among participants with intervention measures to make online education effective and impressive.Research limitations/implicationsThe proposed framework will help stakeholders of online education to improve their efficacy and leverage the potential of online education to the fullest. Millions of first-generation online users in many Asian countries who possess low self-confidence in their ability might find the framework easier for better integration, interaction and collaboration in the online learning environment.Originality/valueA vast literature survey was made before proposing this framework that could open up a new dimension in online education by scaffolding participants' inner thrust.

scholarly journals THE CHANGING ROLE OF FACULTY AND ONLINE EDUCATION

2019 ◽  
Vol 10 (4) ◽  
Author(s):  
Murray Turoff
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Degree Programs ◽  
Academic Quality ◽  
Institutional Policies ◽  
Promotion And Tenure ◽  
Will Force ◽  
Changing Role ◽  
The U.S

Environmental forces influencing the future of higher education in the U.S. threaten to undermine the desirable role of faculty as arbiters of academic quality. For online learning to live up to its potential, institutional policies can return academic authority to faculty over degree programs in all modes and support the importance of education in promotion and tenure processes. Accreditation agencies traditionally have been a service to the institutions and the administration at higher education institutions; they will also have to become an equal service to the consumer of higher education. Consumerism will force all those concerned with the quality and utility of a higher education to focus on the quality and effectiveness of the instructors.

scholarly journals ICT & Online Education – Factors affecting Employees’ preference for Online Education

2019 ◽  
Vol 8 (9) ◽  
pp. 994-1000
Keyword(s):  
Online Education ◽  
Rural Areas ◽  
Key Factors ◽  
Factors Affecting ◽  
Knowledge Enhancement ◽  
Education Market ◽  
E Learning ◽  
Teaching Learning

The potential of ICTs in promoting the development and reach of educational avenues in India is unambiguously clear in the light of the challenges facing the country. Role of ICTs with enhanced focus on development of content and the applications to provide enhanced quality of education must be synchronized with the various initiatives for using ICT for education and should be guided by adequate guidelines and framework. Provisioning of ICT is limited by the Infrastructure especially in the rural areas, where Internet and electrification are major issues of concern. It is well known that higher penetration of mobile phone, radio and TV implies increased development and delivery of innovative content via these media. This paper is focussed on the necessity to incorporate ICT as a part of the curriculum and also use it to strengthen the teaching learning process. The paper explores the key factors that drive the growth in the E-Learning sector. The authors undertook a research for identifying the various factors that may affect the choice and preference of employees for opting for online education as a measure for career/knowledge enhancement. The study indicates that online education market in India is currently booming. The growth of the market is dependent on the field of study, the willingness to pay, the credibility of the offering organization and the acceptability of the learning in the Corporate sector.

scholarly journals Role of online education in building brand image of educational institutions

2012 ◽  
Vol 17 (32) ◽  
pp. 75-85
Author(s):  
Parikshat S. Manhas ◽  
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Real Time ◽  
Brand Image ◽  
Virtual Learning ◽  
Educational Institutions ◽  
Learning Resources ◽  
Online Learning Resources ◽  
By Products

In this article we try to present the general impression that online learning/real time virtual learning conveys. The myriad interpretations of online education are depicted elaborately along with its advantages and influence on various stakeholders. The disadvantages of online education reveal their apparently potent drawbacks, which are then trailed by «opposing views». These views give concrete justifications against the so-called shortcomings of online learning and enlist the techniques used to tackle them. Besides of what online education does for students, learners and tutors at large, it also confers some potential by-products, such as helping build a strong brand image of educational institutions that offer it. Although educational institutions worldwide are employing online learning resources to create a brand image for themselves, a well-worn discussion has to be mooted to understand the implications of their usage.

scholarly journals EDUCATION AND TECHNOLOGY DURING COVID-19 TIMES

2021 ◽  
Author(s):  
Daniel Nicolas Dominguez-Perez ◽  
◽  
Nicolas Dominguez-Vergara ◽  
Keyword(s):  
Online Education ◽  
Cell Phones ◽  
Technology In Education ◽  
Electronic Board ◽  
Software And Hardware ◽  
The One ◽  
Flow Of Information ◽  
E Mail ◽  
Electric Supply

It is difficult to separate technology from education because technology is embedded in teaching. The best technology for teaching is the one that does not interfere with the communication between the teacher and the students. In other words, it should be barely “noticeable” in how it is used, and easy enough to use that it does not require special training, such as window in a room to see the flowers outside, without interfering in any way. The technology used during an in-person classes is so basic, transparent, and simple, since it consists of a classroom, chairs, blackboard and pieces of chalk. However, a piece of chalk could break. In this case, the flow of information is interrupted; which is why the plastic whiteboards and markers are preferable and cleaner. An electronic board may seem to be better with its many improvements with computers; however, its higher technology could get in the way if it is not used properly. During the pandemic, different technologies, like computers and cell phones, connected to internet were massively used. Yet, computers and cell phones with the appropriate software and apps had an additional cost; with no guarantee of antivirus applications against viruses or worms, leaving aside protection for documents, software and hardware. On top of that, a Zoom, Google or any similar online platform was necessary. Using these platforms, other technologies had to be relied on, including Ethernet or a USB adapter. On the other hand, in developing countries before the pandemic, low-tech was used by most students to store and pass information to their peers and teachers. They would use mainly pens and notebooks to write notes, or CD-Rs or USB to pass information. However, during the pandemic, with the advances in internet speed, many students have now moved on to using e-mail and cloud drives where they can transport their files. All the electronics listed to make online education or tech-based education needed electricity to work. In other words: no electricity, no class; no electric supply or stored electricity in batteries, no class. In this paper we analyze the role of technology in education, and how this technology could enhance or obstruct the communication between the teacher and the students.

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