Enhancing Cultural Competence: Face-to-Face Classrooms, Hybrid, and Online Courses

2016 ◽  
Author(s):  
Carolyn Bloch ◽  
Stephen R. Marrone ◽  
Jeanette Velez
Keyword(s):  
Cultural Competence ◽  
Online Courses ◽  
Face To Face

An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Philip Ice ◽  
Angela M. Gibson ◽  
Wally Boston ◽  
Dave Becher
Keyword(s):  
Instructional Design ◽  
Student Retention ◽  
Student Satisfaction ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Public University ◽  
Cognitive Presence ◽  
Cognitive Integration ◽  
Face To Face ◽  
Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

scholarly journals Maintaining Academic Standards and Integrity in Online Business Courses

2020 ◽  
Vol 9 (2) ◽  
pp. 248
Author(s):  
Delbert Goff ◽  
Jarrod Johnston ◽  
Bryan Bouboulis
Keyword(s):  
Online Courses ◽  
University Education ◽  
University Graduates ◽  
Online Classes ◽  
Business Courses ◽  
Face To Face ◽  
Business Colleges ◽  
Online Business ◽  
Online Cheating ◽  
High Level

As the number of online courses being offered at universities has increased dramatically over the past several years, the level of oversight has lagged and created an environment ripe for cheating. We find that students admit to higher levels of cheating in online classes and believe other students also cheat more relative to face-to-face classes. This is likely due to the lack of tools to combat online cheating and the lack of policy from universities. We know from previous studies that business colleges have a comparatively high level of cheating and the amount of cheating at universities has been rising. These trends threaten to create an unfair system where cheaters are rewarded with higher grades than non-cheaters, thereby encouraging otherwise honest students to cheat. This may result in declining and erratic knowledge among university graduates, diminishing the value of a university education.

Digital tools to promote remote lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joanna C. Weaver ◽  
Gabriel Matney ◽  
Allison M. Goedde ◽  
Jeremy R. Nadler ◽  
Nancy Patterson
Keyword(s):  
Teacher Education ◽  
Lesson Study ◽  
Online Courses ◽  
Digital Tools ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Isolation ◽  
Content Type ◽  
Face To Face ◽  
Using Data

PurposeThe authors propose that a digital instructional delivery format of lesson study (LS) may have the potential to amplify particular aspects of traditional, face-to-face LS.Design/methodology/approachThis is a qualitative case study, using data triangulation, member checking and an inductive approach to open-coding utilizing grounded theory to identify codes and themes.FindingsDigital tools promoted LS and learning, allowing for rigorous collaboration, synchronous observations, data collection and feedback, leading to deeper understanding.Research limitations/implicationsDigital tools used in the online LS process changed how instructional planning can be researched, analyzed and written collaboratively and impacted the fluidity of a lesson, the ease of observation and reflection, student engagement and the researchers' and students' ability to share ideas in real time.Practical implicationsLS can be integrated into online teacher education programs to engage students in online learning and promotes engagement, peer interaction and student voice. The use of these digital tools is not restricted just to remote instructional contexts.Social implicationsLS reduces teacher isolation, builds a collaborative community of teachers and increases instructional motivation. Educators across schools, universities or districts can integrate online LS into remote teacher education programs and online courses.Originality/valueThis study is original work that has not been published elsewhere.

Emergency remote education and smart working at three European higher education institutions

2022 ◽  
Vol 17 (6) ◽  
pp. 0-0
Keyword(s):  
Higher Education ◽  
Digital Technology ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Remote Education ◽  
Face To Face ◽  
The World ◽  
Administrative Procedures ◽  
European Higher Education ◽  
Smart Working

Due to the threat posed by COVID-19, many colleges and universities around the world opted to switch to online courses and smart working to keep their students, professors, and staff safe during the pandemic emergency. Face-to-face classes, including labs and workshops, have been canceled and substituted with online activities. New administrative procedures have also been established to support the emergency remote education. This article analyzes these changes in light of the experiences of three higher education institutions in different countries, namely Latvia, Poland, and Italy. From this analysis, some aspects have emerged that have stimulated a deeper reflection on the use of digital technology in higher education. .

scholarly journals Face-to-face to online: PhD academic writing @Maastricht University

2020 ◽  
pp. 13-19
Author(s):  
Neill Wylie
Keyword(s):  
Academic Writing ◽  
Online Courses ◽  
Global Perspective ◽  
Innovative Teaching ◽  
Face To Face ◽  
Strong Focus ◽  
Writing Course ◽  
The Face ◽  
Language Needs

Maastricht University (UM) has a distinct global perspective and a strong focus on innovation. UM offers an array of PhD courses to distance and campus based students who have access to elective, credit bearing modules and the language needs of these students are catered for by the Language Centre. Many PhD candidates choose to take an academic writing course in their first or second year of their degree. In recent years, demand for a more student focused, flexible academic writing course has grown. In line with UM’s policy of supporting innovative teaching practices, the Language Centre’s face-to-face PhD academic writing course, PhD Writing 1, has been transformed into a fully online course containing eight interactive webinar sessions named Online PhD Writing, which runs in addition to the face-to-face rendition. On the back of the success of this course, coupled with increased demand for a follow up course, this author was tasked with creating an advanced online PhD academic writing course to cater for global students with diverse time zones and schedules. This paper evaluates the challenges posed and the advances made in constructing both online courses and explores the technologies used in implementing them.

scholarly journals What if Classroom Instruction Becomes a Thing of the Past?

2020 ◽  
Vol 12 (2) ◽  
Author(s):  
Enrique Mu
Keyword(s):  
Latin American ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
University Education ◽  
Massive Open Online ◽  
Face To Face ◽  
The Past ◽  
Virtual Instruction ◽  
The U.S ◽  
Latin American And Caribbean

Until recently, there was no doubt about what constituted a university education and how it was carried out. Suddenly, the COVID-19 pandemic occurred, and in a few weeks, not only education, but the entire world changed. In the new normal, post-pandemic world, it is possible that teaching face-to-face courses will be the exception, not the rule, in the U.S. and the Latin American and Caribbean regions. Furthermore, this virtual instruction will possibly be at massive levels with tens or hundreds of thousands of students at a time, modeled after massive open online courses (MOOCs).

Exploring University Students’ Perceptions Of Online Physical Education Class As Participants: A Qualitative Case Study

2021 ◽  
Vol 7 (5) ◽  
pp. 3559-3575
Author(s):  
Zhao Jia ◽  
Dandan Tang ◽  
Borhannudin Bin Abdullah ◽  
Roxana Dev Omar Dev ◽  
Shamsulariffin bin Samsudin
Keyword(s):  
College Students ◽  
Physical Education ◽  
University Students ◽  
Online Courses ◽  
Online Classes ◽  
Face To Face ◽  
University Of Technology ◽  
Face To Face Learning

Compare face to face learning, the implication of online courses has been discussed for several years in higher education. However, in 2020 the rise of the global COVID-19 pandemic has created obvious shifts in university students’ life. In order to ensure the “suspension of classes”, university students took part more in online classes compare to physical education (PE) classes in China. It is significant to explore students’ views on PE online learning that is benefit for teachers to provide students with high quality of online PE courses, which will be better to guide students to take PE lessons and also improve students’ health. This study investigated the issues of students’ perceptions toward online physical education courses in Tianjin University of Technology in China based on a case study. The findings of this study indicate that some students don’t like taking online PE courses due to there were some disadvantages of online PE lesson. Some students enjoy taking online PE courses because of the interesting sports videos. This study also explored teachers’ view on how to motivate college students to engage in physical education classes and recommends specific strategies for teachers to motivate college students to take online PE courses.

Massive Online Open Course Assisted Mechatronics Learning

2015 ◽  
pp. 245-268 ◽  
Author(s):  
Bo Xing
Keyword(s):  
Online Education ◽  
Teaching And Learning ◽  
Online Courses ◽  
Course Structure ◽  
Face To Face ◽  
Learning Modalities ◽  
Learning Content ◽  
Education Environment ◽  
Massive Online Open Course ◽  
Face To Face Learning

Massive open online courses (MOOCs), also known as kind of free and accessible online education environment, have been deeply appeals to people and broadly covered in different medium. Nowadays, it seems MOOCs are everywhere. Originally, MOOCs are designed to offer learning content to the participants who do not have an adequate educational infrastructure, or where cost has become a barrier to educational access. However, as the MOOCs become more popular, an important question need to be asked: how do traditional face-to-face learning students benefit from MOOC environments as well? This chapter introduces MOOCs as an assistant platform to rebuild the course structure in order to tie education more closely to work. The major advantage of this hybrid teaching and learning model is that it is flexible as it allows students to work through materials at their own pace and at a time that is most convenient to them. Although the successful integration of such different teaching and learning modalities is a big challenge, the presented case study and the preliminary experimental results demonstrated the effectiveness of the proposed hybrid methodology.

How to Design an Active E-Course?

2020 ◽  
pp. 197-224
Author(s):  
Lilia Cheniti Belcadhi ◽  
Sonia Ayachi Ghannouchi
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Student Attitudes ◽  
Online Courses ◽  
Teaching Method ◽  
Online Version ◽  
Web Based ◽  
Face To Face ◽  
Instructional Design Process

Active Learning improves student attitudes and develops thinking and writing skills. It is increasingly recommended as a teaching method to improve learning. In this paper the authors are interested in the transformation of a face-to-face active course into a web-based active course. An instructional design approach based on meta-models for transforming active-based courses into online courses is proposed. This approach provides a detailed description of meta-models and processes of instructional design for active e-courses as well as the main involved actors. In order to evaluate and validate the proposed meta-models a case study has been carried out. It concerned the transformation of an entrepreneurship active course into an online version and its deployment. The proposed instructional design process constitutes the kernel of an authoring tool for the design of an active e-course, which permits to support the instructional designer in the production of active e-courses.

Comprehensive E-Learning Appraisal System

2019 ◽  
pp. 289-304
Author(s):  
Jose Luis Monroy Anton ◽  
Juan Vicente Izquierdo Soriano ◽  
Maria Isabel Asensio Martinez ◽  
Felix Buendia Garcia
Keyword(s):  
Health Professionals ◽  
Online Courses ◽  
Technological Development ◽  
Healthcare Sector ◽  
Appraisal System ◽  
Virtual Training ◽  
Face To Face ◽  
E Learning ◽  
Training Courses

The healthcare sector in the 21st century presents a big technological development. All fields of medicine are deepening their knowledge, which increases the volume of material that must be handled by professionals in each specialty. This large volume of material should be taken into account by health professionals, because it contributes to a better quality of care. The traditional way of teaching has been face-to-face classes; however, with rising technologies, virtual training via computers and virtual teachers are being implemented in some institutions. This change in the way of teaching also leads to changes in how to assess the knowledge gained through this method of learning. The aim of this chapter is to provide a small analysis of online training courses for health professionals, and deepen into an appraisal system developed to integrate different complementary variables, and how they can be implemented as a method addressed to assess online courses in a more comprehensive way.

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