scholarly journals Non Traditional Courses For Applying Stem Knowledge

2020 ◽  
Author(s):  
Timothy Raymond
Keyword(s):  
Traditional Courses

scholarly journals Students’ Use of Resources in a Challenge-Based Learning Context Involving Mathematics

2021 ◽  
Author(s):  
Birgit Pepin ◽  
Zeger-jan Kock
Keyword(s):  
Linear Algebra ◽  
Complex Environments ◽  
Learning Context ◽  
University Teachers ◽  
Study Approach ◽  
Use Of Resources ◽  
Challenge Based Learning ◽  
Traditional Courses ◽  
Education Of Students

AbstractIn this study we use a case study approach to investigate what kinds of resources were self-reported to have been selected by students working on their Challenge-Based bachelor end projects, and how they used and orchestrated these resources. In a previous study, we had explored students’ use of resources and their Actual Student Study Paths in Calculus and Linear Algebra courses (Pepin and Kock 2019); in this study we turned to students working on their Challenge-Based bachelor end projects. Results show that the students working on Challenge-Based projects used resources outside the realm of curriculum resources offered to them in traditional courses, and the Actual Student Study Paths were iterative. We contend that ‘linear’ study paths (found e.g. in traditionally taught Linear Algebra courses) appeared to have been beneficial for students for studying particular mathematical content, which they needed for solving open challenges. In the Challenge-Based projects, the crucial resource emerged to be the tutor. We claim that this has implications for the introduction of a more Challenge-Based curriculum, where such projects would be the norm, both in terms of the professionalization of university teachers (who coach students through such projects), and for the education of students who opt for such projects: teachers have to be supported to develop as appropriate coaches in such complex environments; students have to become self-directed learners, and need to be supported with challenged-based trained coaches and teachers, in addition to be provided with suitable curricular, technological, and social resources.

Comparing student and faculty perceptions of online and traditional courses

2013 ◽  
Vol 19 ◽  
pp. 27-35 ◽  
Author(s):  
Ryan R. Otter ◽  
Scott Seipel ◽  
Tim Graeff ◽  
Becky Alexander ◽  
Carol Boraiko ◽  
...  
Keyword(s):  
Faculty Perceptions ◽  
Traditional Courses

Creating a Culture of Engagement

2015 ◽  
pp. 302-323
Author(s):  
Katherine Erdman Becker
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Online Faculty ◽  
Hybrid Courses ◽  
Online Classroom ◽  
Face To Face ◽  
Use Of Technology ◽  
Communication Processes ◽  
Traditional Courses ◽  
Face To Face Instruction

Many online faculty members pattern their teaching after traditional models of face-to-face instruction. However, these models fail to support meaningful content delivery and interaction in today's online classroom. This chapter discusses faculty development efforts that serve to cultivate effective online teaching practices. Presenting the communication processes and technical skills necessary to create social presence in online and hybrid courses, the chapter equips both novice and experienced instructors with the tools required to redesign traditional courses for online delivery, to deliver quality instruction, and to promote strong interaction. Teaching strategies and adult learning theory are explored. The appropriate use of technology to achieve desired student learning outcomes is also discussed. In addition, instructors' concerns and attitudes towards the implementation of social presence strategies in online learning are examined.

Classroom Preferences

2010 ◽  
pp. 1268-1279
Author(s):  
Chuleeporn Changchit ◽  
Tim Klaus
Keyword(s):  
Student Retention ◽  
Online Instruction ◽  
Online Courses ◽  
Retention Rates ◽  
Online Course ◽  
Online Programs ◽  
Traditional Courses ◽  
Course Offerings

Advances in technology have enabled instructors to design online courses that better meet the needs of students. Online courses generally are adaptations of traditional courses; some courses are more suitable for such online instruction. As the trend of online course offerings continues, universities must understand factors that lead to students’ preferences since online courses can be costly to develop and implement and inappropriate online coursescan lead to lower student retention rates. This study focuses on students’ perceptions of online courses. The results identify issues that affect students’ perceptions and this study concludes by suggesting ways for universities to design online programs that better suit the desires of students.

Completion Rates and Distance Learners

2011 ◽  
pp. 310-316
Author(s):  
Nathan K. Lindsay ◽  
Scott L. Howell ◽  
R. Dwight Laws
Keyword(s):  
Distance Education ◽  
Best Practices ◽  
Research Design ◽  
Traditional Education ◽  
Distance Learners ◽  
Completion Rates ◽  
Student Demographics ◽  
Traditional Courses ◽  
Education Courses

Critics of distance education frequently assert that completion rates are lower in distance education courses than in traditional courses. Such criticism comes despite sparse and inconclusive research on completion rates for distance and traditional education courses. This article reviews some of the existing research and then describes some of the caveats and complexities in comparing completion rates in traditional and distance education. Analysis reveals that numerous factors make comparison between these two formats difficult, if not impossible. Problems include limitations in the research design itself, differences in student demographics, and inconsistent methods of calculating and reporting completion. After exploring these issues, the article presents best practices for improving completion rates while emphasizing that distance education completion rates may be acceptable after considering distance learners’ characteristics.

Factors Encouraging or Discouraging Students from Taking Online Classes

2010 ◽  
pp. 55-67 ◽  
Author(s):  
Chuleeporn Changchit ◽  
Tim Klaus
Keyword(s):  
Student Retention ◽  
Online Courses ◽  
Communication Technologies ◽  
Retention Rates ◽  
Online Classes ◽  
Continuing Higher Education ◽  
Online Programs ◽  
Individual Variations ◽  
Traditional Courses ◽  
Use Of The Internet

Advances in communication technologies, such as widespread use of the Internet, have opened new avenues for continuing higher education. These advances have allowed educators to provide for and satisfy individual variations in learning. Generally, online courses are adaptations of traditional courses; some courses are more suitable than others for such online instruction. As the trend to offer online courses continues, understanding the factors that lead to students’ preference can be useful. Online courses can be costly to develop and to implement, and inappropriately designating courses for online participation can lead to lower student retention rates. This study focuses on students’ perceptions of online courses. The results identify issues that affect students’ perceptions, and this study concludes by suggesting ways for universities to design online programs that better suit the desires of students.

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