scholarly journals THE PERSONIFICATION OF THE USER’S INTERFACE: CLASSIFICATION VS. CLUSTERIZATION OF USERS OF ONLINE COURSES

2019 ◽  
Vol 2 ◽  
pp. 218
Author(s):  
Nataliia D. Matrosova ◽  
Dmitry G. Shtennikov
Keyword(s):  
Information System ◽  
Online Courses ◽  
Online Course ◽  
Individual Level ◽  
System Building ◽  
Distant Learning ◽  
E Learning ◽  
Real Value ◽  
Information Personalization ◽  
The Impact

Researchers compared the classification and the clusterization of users of online course for the personification of the users’ information system interface. When interacting with control and information systems, users may manifest individual features, including implicit characteristics that may affect one’s results within the system. At the same time due to information system building peculiarities one of the most comprehensive statistics can be collected via e-learning systems. When using a course, the user leaves a wide trail of activity that may contain different information depending on the learning environment structure. Online blended learning courses draw the researcher’s attention to the impact of digital teaching models on students as well as its ability to adjust distant learning courses to individual students’ needs and differences. Information personalization is a highly relevant content presentation at the most individual level. Therefore, the task of personalization is to show users information that meets their needs and interests. Personalization gives the opportunity to focus on points that have real value for users.

Differences of instructor presence levels in predominately online versus predominately not online courses within the community college setting

2018 ◽  
Author(s):  
◽  
Marcie M. Cutsinger
Keyword(s):  
Community Of Inquiry ◽  
Online Courses ◽  
Online Course ◽  
University Of Missouri ◽  
Significance Level ◽  
Learning Modalities ◽  
Significant Difference ◽  
Instructor Presence ◽  
Community Of Inquiry Framework ◽  
The Impact

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study was to gain insight into the level of instructor presence in the predominately online versus the predominately not online course. The increase in both the number of students enrolling on online courses and the number of courses/programs offered magnifies the need to address instructor presence. This case study considers students' perception of instructor presence in a predominately online and predominately not online course. Instructor presence was examined using the Community of Inquiry framework. The Community of Inquiry is a framework used to examine social, teaching and cognitive presence and the impact of such. Data was gathered from two courses in the different learning modalities. Students were enrolled in the courses at the same time with the same instructor. Statistical analysis utilized in this study included the Mann Whitney U, Spearman's rho and Kendall tau. A significance level of P less than (.05) was used for all tests. This research found no statistically significant difference in the levels of instructor presence in a predominately online course when compared to a predominately not online course. The two significant results in relation to instructor presence and course satisfaction were mixed. Course outcome and instructor presence are addressed with discussion and recommendations for further research included. This study contributes to the research by providing further data regarding students' perception of and the significance of instructor presence.

Using Problem-Based Learning in Online Courses

2011 ◽  
pp. 243-265
Author(s):  
Richard F. Kenny
Keyword(s):  
Instructional Practices ◽  
Online Courses ◽  
Problem Based Learning ◽  
Research Literature ◽  
Online Course ◽  
Instructional Designers ◽  
Constructivist Learning Theory ◽  
Structured Problems ◽  
E Learning

In this chapter, I argue that instructional designers must use research and theory to guide them to new and justified instructional practices when designing e-learning. I introduce a well-established pedagogy, problem-based learning (PBL), in which complex, ill-structured problems serve as the context and stimulus for learning, and students work collaboratively to understand the problem and learn about the broader related concepts. I describe the structure of PBL and discuss Barrow’s (1998) concept of “authentic” PBL. I then review the support for PBL in the research literature and describe its relationship to cognitive and constructivist learning theory. I conclude the chapter by demonstrating how authentic PBL can be applied to e-learning using supporting examples from an undergraduate online course in agriculture.

Understanding learner participation at scale: How and why

2020 ◽  
Vol 17 (3) ◽  
pp. 236-252
Author(s):  
Samaa Haniya ◽  
Luc Paquette
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Learner Participation ◽  
Massive Open Online Course ◽  
Motivation For Learning ◽  
E Learning

Understanding learner participation is essential to any learning environment to enhance teaching and learning, especially in large scale digital spaces, such as massive open online courses. However, there is a lack of research to fully capture the dynamic nature of massive open online courses and the different ways learners participate in these emerging massive e-learning ecologies. To fill in the research gap, this paper attempted to investigate the relationship between how learners choose to participate in a massive open online course, their initial motivation for learning, and the barriers they faced throughout the course. This was achieved through a combination of data-driven clustering approaches—to identify patterns of learner participation—and qualitative analysis of survey data—to better understand the learners’ motivation and the barriers they faced during the course. Through this study we show how, within the context of a Coursera massive open online course offered by the University of Illinois, learners with varied patterns of participation (Advanced, Balanced, Early, Limited, and Delayed Participation) reported similar motivations and barriers, but described differences in how their participation was impacted by those factors. These findings are significant to gain insights about learners’ needs which in turn serve as the basis to innovate more adaptive and personalized learning experiences and thus advance learning in these large scale environments.

scholarly journals Interaction in an Asynchronous Online Course: a Synthesis of Quantitative Predictors

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Daniel Zingaro ◽  
Murat Oztok
Keyword(s):  
Online Courses ◽  
Online Course ◽  
Contradictory Result ◽  
Relative Importance ◽  
Future Directions ◽  
Factors Affecting ◽  
Educational Implications ◽  
Prior Literature ◽  
Asynchronous Online Courses ◽  
The Impact

The effectiveness and potential of asynchronous online courses hinge on sustained, purposeful collaboration. And while many factors affecting interaction have been uncovered by prior literature, there are few accounts of the relative importance of these factors when studied in the same online course. In this paper, we develop a literature-informed model of six predictors on the likelihood that a note receives a reply. We corroborate earlier findings (such as the impact of the date that the note was posted) but also obtain one contradictory result (that reading ease does not appear to be a significant predictor). We offer hypotheses for our findings, suggest future directions for this type of research, and offer educational implications.

scholarly journals Study on the Impact of Online Courses for Pregnant and Lying-In Women on Maternal and Infant Health during the Epidemic

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Liangfang Shi ◽  
Ling Yuan ◽  
Lin Zhou ◽  
Shuixian Zhang ◽  
Xia Lei
Keyword(s):  
Pregnant Women ◽  
Infant Health ◽  
Online Courses ◽  
Age Groups ◽  
Learning System ◽  
Online Course ◽  
Maternal And Infant Health ◽  
Cloud Server ◽  
The Impact ◽  
Economic Income

The sudden outbreak of the new crown pneumonia has brought online learning from a supporting role to the center of the teaching stage in an instant. On the basis of the feasibility analysis and demand analysis of the microcourse learning system, this paper uses Sina cloud server to build the WeChat public platform learning online course and designs and implements the microcourse learning system function based on the microcourse public platform. We completed the recording, editing, publishing, and testing of microclass courses and provided services for teachers and pregnant women's microclass learning in order to achieve better learning results. A total of 151 people regularly participate in maternity school courses, accounting for 30.4%. There are 190 people who have never attended the maternity school course, accounting for 38.2%. There are 156 people who occasionally participate in maternity school courses, accounting for 31.4%. The top five sources of health information during pregnancy are books, maternity schools, experience of elders, the Internet, and television. The results of one-way analysis of variance showed that pregnant women of different ages had statistically different scores in the dimensions of knowledge and ideas ( P  < 0.05). There are statistical differences in the scores of pregnant women with different economic incomes in this dimension ( P  < 0.05). The women with economic income ≥5000 yuan/month have the highest scores, and those with economic income ≥5000 yuan/month have the lowest scores. The scores of pregnant women who participated in the maternity school were significantly higher than those who did not participate in the maternity school ( P  < 0.05). There are statistical differences in the scores of maternal and child health basic skills among pregnant women of different age groups ( P  < 0.05). The women aged ≥35 years old have the highest scores, and those aged 20–24 years old have the lowest scores. The differences in the scores of pregnant women with different economic incomes in this dimension are statistically significant ( P ＜0.05). The women with economic income ≥5000 yuan/month have the highest score, and those with economic income<2000 yuan/month have the lowest score. Participation in maternity schools has an impact on the scores of this dimension. Pregnant women who regularly participate in maternity schools have the highest average scores, and those who do not participate in maternity schools have the lowest average scores.

Evaluation of a massive open online course for just-in-time training in resource-limited settings: evidence from a COVID-19 course for healthcare workers (Preprint)

2020 ◽  
Author(s):  
Matthew Charles Strehlow ◽  
Kelly Zhang Aluri ◽  
Jamie Sewan Johnston ◽  
Charles G Prober ◽  
Peter Corrigan Acker ◽  
...  
Keyword(s):  
Public Health ◽  
Online Courses ◽  
Course Completion ◽  
Online Course ◽  
Massive Open Online ◽  
Final Exam ◽  
Middle Income ◽  
Middle Income Countries ◽  
Massive Open Online Course ◽  
The Impact

BACKGROUND The COVID-19 pandemic created an urgent global need for healthcare worker (HCW) training. Initial COVID-19-related online courses focused primarily on training public health workers and physicians caring for patients in intensive care units (ICUs). However, in resource-constrained settings, nurses and general practitioners are responsible for providing most COVID-19 patient medical care, typically lacking the training and equipment necessary to manage complex, critically ill patients. In these environments, early recognition and interventions to prevent patient deterioration are essential to optimizing outcomes. We developed a massive open online course (MOOC) for HCWs in resource-constrained settings aimed at training bedside providers caring for patients with COVID-19. OBJECTIVE This study evaluates the impact of this MOOC by assessing HCW course engagement, knowledge, confidence in caring for COVID-19 patients, and user experience. METHODS From May thru June of 2020, the course was rapidly developed by a team of physicians, educators, medical illustrators, and education technology staff, and was subsequently launched on two online platforms in July 2020. The approximately 4-hour course comprises 6 video-based modules with accompanying handouts. Student knowledge was assessed using pre- and post-module quizzes and a final exam, while demographics and user experience were evaluated by pre- and post-course surveys and data collected through the platforms. RESULTS From July 17th to September 24th, 30,859 students enrolled, 18,818 started, and 7,101 completed the course. Most participants worked in healthcare (86%) and resided in lower middle- (36%) or upper middle- (21%) income countries. Higher course completion rates were observed among learners who were from upper middle-income (aOR 1.152 [95% CI 1.019-1.303]) and lower middle-income countries (aOR 1.229 [95% CI 1.104-1.368]). Significant knowledge gains were observed from pre-module (mean 56% [SD 17%]) to post-module quizzes (80% [SD 15%], P<.001), and from pre-module quizzes to the final exam (78% [SD 17%], P<.001). After course completion, participants reported increased self-efficacy regarding the course objectives, with a 0.63 mean increase on a 4-point scale (95% CI [0.60,0.66]). Overall, there was high satisfaction with the course experience, with 93% of participants reporting they would recommend the course to others. CONCLUSIONS This study demonstrates the potential of MOOCs to rapidly provide access to emerging medical knowledge during a public health crisis, particularly for HCWs in high- and middle-income countries. Further research is required to understand the impact of such online courses on patient care and how to better reach learners in low-income countries.

Massive Open Online Courses in China

2020 ◽  
pp. 98-109
Author(s):  
Xiaobin Li
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Chinese Literature ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Challenges And Opportunities ◽  
E Learning

The purpose of this chapter is to provide an overview of the literature on massive open online course (MOOC) development in China, its accompanying practices, challenges, and opportunities. The chapter also offers recommendations derived from the literature on how to make MOOCs benefit more Chinese. To conduct this study, the author reviewed Chinese literature on MOOCs since 2012, when the first five articles on MOOCs appeared in Chinese journals, which introduced concepts and practices of Western MOOCs into China. The author also reviewed well-known English journals on online education and e-learning since 2013, when the first Chinese MOOCs appeared.

scholarly journals BOOSTING STUDENTS’ EXCITEMENT DURING LONG ONLINE COURSE USING COMBINATION OF ONLINE COURSE PLATFORMS AND SOCIAL MEDIA BASED ASSIGNMENTS

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Muhfizaturrahmah Muhfizaturrahmah ◽  
Yulieda Hermaniar ◽  
Yasyir F. Mubaraq
Keyword(s):  
Social Media ◽  
Teaching And Learning ◽  
Online Courses ◽  
English Literature ◽  
Online Course ◽  
State University ◽  
Study Program ◽  
Level Of Involvement ◽  
Electrical Engineering Education ◽  
E Learning

ABSTRACT:Months of online courses create students’ boredom leading to their decreasing involvement on teaching and learning process. This paper reports how social media based assignment such as Instagram, Whatsapp, and Youtube fills the void and bring back students’ courage to a better level during covid19 lockdown. This is a qualitative study using narrative approach which data was collected collaboratively during even semester of 2019 at English Courses of Department of Electrical Engineering Education Yogyakarta State University and Study Program of English Literature STKIP PGRI Banjarmasin. The data carried from multiple e-learning applications indicates that the more we adopt social media based assignment, the more students were engaged into the class activities and the higher level of involvement was observed.ABSTRAK:Pembelajaran online yang berlangsung selama berbulan-bulan memicu kebosanan peserta didik yang menyebabkan penurunan keikutsertaan mereka dalam proses belajar mengajar. Penelitian ini bertujuan untuk mengetahui bagaimana tugas berbasis media sosial seperti Instagram, Whatsapp, dan Youtube dapat mengisi kekosongan dan mengembalikan keberanian peserta didik menjadi lebih aktif selama lockdown covid19. Penelitian ini merupakan penelitian kualitatif dengan pendekatan naratif yang datanya dikumpulkan secara kolaboratif selama semester genap tahun 2019 pada mata kuliah Bahasa Inggris di Jurusan Pendidikan Teknik Elektro, Universitas Negeri Yogyakarta dan Program Studi Bahasa Inggris STKIP PGRI Banjarmasin. Data yang dihasilkan dari beberapa aplikasi e-learning menunjukkan bahwa semakin kita mengadopsi tugas berbasis media sosial, semakin banyak peserta didik yang terlibat dalam kegiatan kelas dan tingkat keikutsertaan menjadi lebih tinggi.

scholarly journals SATISFACTION WITH E-LEARNING QUALITY EXPRESSES READINESS TO DEVELOP OWN ONLINE COURSE, NOT ONLY JUST TO FURTHER STUDY ONLINE

2019 ◽  
Vol 13 (1) ◽  
pp. 32-38
Author(s):  
Lambri Yovkov ◽  
Stanislava Stoyanova
Keyword(s):  
Life Satisfaction ◽  
Online Survey ◽  
Online Courses ◽  
Traditional Education ◽  
Further Education ◽  
Educational Process ◽  
Course Satisfaction ◽  
Online Course ◽  
Domain Specific ◽  
E Learning

E-learning has become an important part of contemporary educational process. Satisfaction with e-learning quality was studied among 133 Bulgarian participants in an online survey, of which more than the half took part is some e-learning courses. The results indicated that the learners for whom e-learning was a part of their education at school or university tended to do more online courses and were more satisfied with e-learning quality, so traditional education seemed to support e-learning. The participants who had been enrolled in some online courses, who had their own Internet site and who were satisfied with e-learning quality were more self-confident in their ability of developing an online course. Satisfaction with e-learning prevailed in the sample, because approximately one out of ten participants stated firmly not being satisfied with e-learning quality and four out of five participants would like to use e-learning as a part of their further education. More male participants were satisfied with e-leaning quality than the female participants in support of some previous findings concerning higher life satisfaction in men than in women. Satisfaction with e-learning could be considered as a domain-specific satisfaction that is a part of overall life satisfaction. Keywords: gender differences in satisfaction, e-learning quality, satisfaction with e-learning.

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