scholarly journals Covid-19 and Virtual Learning: Challenges, Implementation, and Student Perception of Online Course Delivery Formats

2021 ◽  
Author(s):  
George Okere
Keyword(s):  
Student Perception ◽  
Virtual Learning ◽  
Course Delivery ◽  
Online Course ◽  
Learning Challenges ◽  
Delivery Formats

Develop FERPA guidance for online course delivery

2021 ◽  
Vol 21 (9) ◽  
pp. 1-5
Author(s):  
Amelia Pavlik
Keyword(s):  
Course Delivery ◽  
Online Course

Quality Online Learning in Higher Education

2019 ◽  
pp. 663-679
Author(s):  
Deborah G. Wooldridge ◽  
Sandra Poirier ◽  
Julia M. Matuga
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Postsecondary Education ◽  
Essential Role ◽  
Information Age ◽  
Traditional Education ◽  
Course Delivery ◽  
Online Course ◽  
Technological Changes ◽  
Cultural Issue

Traditional education systems alone, despite the essential role they have played and will continue to play in learning, are simply not capable of serving the world's growing and changing needs. The knowledge explosion, driven by the power of the network to connect people and spread ideas, has changed the very nature of learning. We must innovate and develop new modes of learning, both formal and informal, that meet the demands of the knowledge-driven economy in this information age. This chapter begins by identifying the technological changes that are affecting all societies and how these changes will specifically impact postsecondary education. The topic of course delivery within this chapter is viewed as a cultural issue that permeates processes from the design of an online course to the evaluation of an online course.

Improving Hybrid and Online Course Delivery Emerging Technologies

2010 ◽  
pp. 239-258 ◽  
Author(s):  
Nory B. Jones ◽  
Christian Graham
Keyword(s):  
Wavelength Division Multiplexing ◽  
Second Life ◽  
Emerging Technologies ◽  
Learning Experience ◽  
Satellite Networks ◽  
Course Delivery ◽  
Online Course ◽  
Hybrid Courses ◽  
Wavelength Division ◽  
Online Tools

As educational budgets continue to shrink, colleges and universities have turned to online course delivery as a means of increasing enrollments. In addition, with the proliferation of Internet-based course management and other software that facilitate the learning experience, many traditional courses are adding an online component, creating hybrid courses in different formats. In this chapter, the authors explore different strategies and technology solutions to help instructors develop rich, dynamic courses, whether they are completely online or hybrid courses that use online tools and technologies to augment the traditional class. This chapter covers the advantages and disadvantages of hybrid courses, technologies and practices available for them, emerging technologies such as Second Life™, social networks, dense wavelength division multiplexing, telepresence, satellite networks, and the use of texting in the classroom.

The Importance of Social Presence and Strategies for Incorporating It Into an Online Course

2020 ◽  
pp. 107-122
Author(s):  
Joshua Elliott
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Presence ◽  
Course Delivery ◽  
Online Course ◽  
Online Learning Environments ◽  
Face To Face ◽  
Online Interactions

As with any mode of course delivery, there are both positives and negatives to online learning. There are the commonly cited positive features of online learning like the removal of geographic restrictions and scheduling barriers. Limitations may include unfamiliarity for those new to online learning and misunderstandings resulting from the transition from primarily face-to-face interactions to only online interactions. One of the nice things about online learning environments is that many of the possible drawbacks can be countered turning them into strength. Building a strong social presence in an online course can help with this. This chapter discusses three categories of strategies for building a social presence; ice breakers, netiquette activities, and discussion activities.

scholarly journals Assessing experiences with online educational videos: Converting multiple constructed responses to quantifiable data

2015 ◽  
Vol 16 (1) ◽  
Author(s):  
David J Harrison
Keyword(s):  
Online Courses ◽  
Course Delivery ◽  
Online Course ◽  
Instructional Designers ◽  
Subjective Experiences ◽  
Qualitative Survey ◽  
Educational Videos ◽  
Constructed Responses ◽  
To Come ◽  
Online Educators

<p>Online educational videos disseminated content for a university pre-service teacher internship program. Placed within an online course management system, the videos were accessed by 202 interns located in several Western U.S. states. To ascertain the interns’ subjective experiences of the online course and videos to assist in the evaluation of the course, the researcher analyzed qualitative survey data in the form of constructed response items using a new qualitative-to-quantitative protocol. Based on phenomenological and grounded theory methods, this protocol was designed to handle the large amount of subjective constructed responses, allowing the inductive understanding of the overall experiences of a common phenomenon. The responses provided critical information that is useful for instructional designers, online educators, and educational video producers. The data suggest:</p><p>1) Universities must carefully consider video hosting options to ensure access.</p><p>2) Online videos should be carefully planned to create high quality, concise videos of less than ten minutes in length, yet contain enough educational content to reduce the overall number of required videos.</p><p>3) Students appreciate the flexibility online course delivery offered in terms of scheduling and eliminating the need to come to campus to attend seminars.</p><p>4) Self-paced online courses require progress indicators to alleviate confusion.</p>

The Evolution of eLearning Within a Software Engineering Graduate Program

2021 ◽  
pp. 244-262
Author(s):  
Sharon Andrews
Keyword(s):  
Software Engineering ◽  
Graduate Program ◽  
Lessons Learned ◽  
Course Delivery ◽  
Online Course ◽  
Student Centered ◽  
Engineering Programs ◽  
Advantages And Disadvantages ◽  
Online Software

This chapter presents the journey taken by one of the top online software engineering programs in the nation as experienced by the program chairperson, reflecting upon the evolution of distant education efforts from two-way satellite synchronous course delivery to 100% online course delivery as well as other blended modes of delivery and instruction. This discussion will include the advantages and disadvantages encountered organized within a student-centered, instructor-centered, course-product, and program-centered focus followed by lessons learned. The chapter provides a practical and revealing encapsulation of salient issues surrounding the operation of an online STEM graduate program of interest to readers seeking shared operational experiences from long-term significant elearning efforts.

The Experience of Participating in an 8-Week Mindfulness Based Stress Reduction plus Sleep Retraining Course among Women Living with Multiple Sclerosis

2020 ◽  
pp. 105477382095812
Author(s):  
Loralee Sessanna ◽  
Patricia Nisbet ◽  
Nouf Alanazi ◽  
Deborah Lorissaint ◽  
Samantha L. Auerbach ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Stress Reduction ◽  
Daily Basis ◽  
Course Delivery ◽  
Online Course ◽  
Adult Women ◽  
Analysis Method ◽  
Delivery Format ◽  
Qualitative Descriptive ◽  
Course Delivery Format

Adult women with multiple sclerosis (MS) can benefit from innovative mindfulness-based interventions designed and structured with understanding and consideration of the multifaceted challenges these women face on a daily basis. The purpose of this qualitative descriptive study was to explore the experience of participating in an online or traditional onsite 8-week, once a week, Mind Body Stress Reduction combined with Sleep Retraining course among women living with MS to establish online course acceptability. Braun and Clarke’s Reflexive Thematic Analysis method was used to analyze focus group interview data. Time and length for both courses was found acceptable, camaraderie and interconnectedness were essential, having choice regarding course delivery format was important, and being provided with organized learning materials at the course start in a binder or packet was considered imperative. Acceptability was established for both the online and onsite formats.

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