scholarly journals Developing And Implementing An Undergraduate Finance Capstone Course For Both Onground And Online Course Delivery

2010 ◽  
Vol 3 (12) ◽  
pp. 87-94
Author(s):  
Linda S. Wiechowski
Keyword(s):  
Undergraduate Students ◽  
Core Competencies ◽  
Team Work ◽  
Course Delivery ◽  
Online Course ◽  
Capstone Course ◽  
Face To Face ◽  
Capstone Courses ◽  
Oral Presentations

Capstone courses provide an opportunity to integrate several topics and to help prepare students for the real world.  This paper examines the process of developing an undergraduate finance capstone course for both onground (face-to-face) and online course delivery.  The process begins with the determination of the core competencies employers require of recent finance undergraduate students.  Several of these core competencies are addressed in this paper, along with the challenges of assessing the competencies of team work and oral presentations skills online.

Media Naturalness Reduction and Compensatory Channel Expansion

2014 ◽  
pp. 112-123
Author(s):  
Ned Kock ◽  
Vanessa Garza
Keyword(s):  
Undergraduate Students ◽  
Course Delivery ◽  
Online Course ◽  
Face To Face ◽  
College Information ◽  
Combined Test ◽  
The Face ◽  
Channel Expansion ◽  
The Difference ◽  
Media Naturalness

This study provides a combined test of the media naturalness and channel expansion theories with a study of communication media perceptions and use outcomes in the context of a college information systems course delivery. Data was collected from undergraduate students at the middle and end of a long semester. Approximately half of the students took the course face-to-face, and the other half online. As predicted, based on media naturalness theory, grades were significantly higher in the face-to-face condition than the online condition at the middle of the semester. Consistent with predictions based on channel expansion theory, the difference between grades obtained at the middle of the semester disappeared at the end of the semester. This study shows that online course delivery may lead to both negative and positive effects in the same semester, leading to a final outcome that is generally positive. It provides a more nuanced view of online course delivery effects, and clarifies previous empirical findings that appear paradoxical at first glance.

Media Naturalness Reduction and Compensatory Channel Expansion

2011 ◽  
Vol 9 (2) ◽  
pp. 1-12
Author(s):  
Ned Kock ◽  
Vanessa Garza
Keyword(s):  
Undergraduate Students ◽  
Course Delivery ◽  
Online Course ◽  
Face To Face ◽  
Positive Effects ◽  
College Information ◽  
Combined Test ◽  
Channel Expansion ◽  
The Difference ◽  
Media Naturalness

This study provides a combined test of the media naturalness and channel expansion theories with a study of communication media perceptions and use outcomes in the context of a college information systems course delivery. Data was collected from undergraduate students at the middle and end of a long semester. Approximately half of the students took the course face-to-face, and the other half online. As predicted, based on media naturalness theory, grades were significantly higher in the face-to-face condition than the online condition at the middle of the semester. Consistent with predictions based on channel expansion theory, the difference between grades obtained at the middle of the semester disappeared at the end of the semester. This study shows that online course delivery may lead to both negative and positive effects in the same semester, leading to a final outcome that is generally positive. It provides a more nuanced view of online course delivery effects, and clarifies previous empirical findings that appear paradoxical at first glance.

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 Effectiveness of Integrating MOOCs in Traditional Classrooms for Undergraduate Students

2015 ◽  
Vol 16 (5) ◽  
Author(s):  
Maria Joseph Israel
Keyword(s):  
Undergraduate Students ◽  
Online Courses ◽  
Traditional Classroom ◽  
Online Course ◽  
Traditional Classrooms ◽  
Teachers Colleges ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Current Trends ◽  
Conventional Classroom

<p class="BodyA">The idea of a Massive Open Online Course (MOOC) has attracted a lot of media attention in the last couple of years. MOOCs have been used mostly as stand-alone online courses without credits. However, some researchers, teachers, colleges, and universities have attempted to utilize MOOCs in blended format in traditional classroom settings. This paper reviews some recent experiments in the context of current trends in MOOCs by examining methodologies utilized in blended MOOCs in a face-to-face environment. This paper further discusses the preliminary findings related to its effectiveness of learning outcomes and its impact on students and instructors in blended MOOCs format. The review of blended MOOCs in classrooms assists to form the emerging consensus on integrating MOOCs in conventional classroom settings, while highlighting potential opportunities and challenges one might face when implementing MOOCs in similar or entirely different contexts.</p>

Online Project-Based Learning

2011 ◽  
pp. 357-374 ◽  
Author(s):  
Dr. Erman Yukselturk ◽  
Dr. Meltem Huri Baturay
Keyword(s):  
Professional Development ◽  
Practical Knowledge ◽  
Project Based Learning ◽  
Team Work ◽  
Online Course ◽  
Prospective Students ◽  
Face To Face ◽  
Self Confidence ◽  
Critical Issues ◽  
Integrated Project

This study integrated Project-based learning (PBL) in an online environment and aimed to investigate critical issues, dynamics, and challenges related to PBL from 49 student perspectives in an online course. The effect of PBL was examined qualitatively with open-ended questionnaire, observations, and students’ submissions who were taking an online certificate course. According to the findings, students thought that an online PBL course supports their professional development with provision of practical knowledge, enhanced project development skill, self confidence, and research capability. This support is further augmented with the facilities of the online learning environment. Students mainly preferred team-work over individual work. Although students were mostly satisfied with the course, they still had some suggestions for prospective students and instructors. The findings are particularly important for those people who are planning to organize course or activities which involve online PBL and who are about take an online or face-to-face PBL course.

scholarly journals Strategies Designed To Promote Active Learning And Student Satisfaction

2011 ◽  
Vol 2 (4) ◽  
Author(s):  
Sandra A. Sessa
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Student Preferences ◽  
Face To Face ◽  
Test Taking ◽  
Collaborative Testing ◽  
Collaborative Test ◽  
Oral Presentations ◽  
Evening Class

Four strategies designed to promote active learning and student satisfaction were employed with two classes of undergraduate students, one day and one evening, in a course in adolescent development. They included the use of small group collaborative testing; face-to-face interviews with adolescents and oral presentations of the results; naturalistic field observations with reports and discussion; and PowerPoint slide presentations with handouts. The students anonymously rated each of the strategies using a likert-type scale at the end of the semester. The evaluations were very positive with 89% to 97% of the students rating the strategies as “liked it very much” or “liked it” for all of the strategies. The average grade achieved in both classes was a “B”. Means for the day class were compared to the evening class and no significant differences were found, suggesting similar positive ratings by both classes. Findings add support to the literature regarding student preferences for the use of active learning methods, involvement in cooperative learning activities, and collaborative test taking compared to lectures “straight from the podium” and individual testing.

scholarly journals Taking a Case Method Capstone Course Online

10.28945/2229 ◽  
2015 ◽  
Author(s):  
Grandon Gill ◽  
Matthew Mullarkey
Keyword(s):  
Learning Outcomes ◽  
Student Perceptions ◽  
Popular Science ◽  
Online Course ◽  
Science Fair ◽  
Capstone Course ◽  
Face To Face ◽  
Information Technology Education ◽  
Online Tools ◽  
The Face

A capstone course is normally offered at the end of a program of study with the goal of helping students synthesize what they have learned in the courses preceding it. The paper describes such a course, —the undergraduate capstone course for MIS majors, —that was built around the case discussions and projects and originally offered in a face-to-face format. Over the course of the study, an asynchronous online version of the course was developed that was intended to be as faithful as possible to the classroom version. The pa-per examines the design, delivery and learning outcomes of the online offering, contrasting it with the classroom version. The transition to an online course required many adaptations. Among the issues that we needed address: 1) moving the highly synchronous face-to-face discussions of each case study to an asynchronous format without losing fidelity and energy, 2) changing how “student participation” was defined and evaluated, 3) adapting the project component of the course—which ended with a very popular “science fair” activity at the end of the semester in the classroom version—to a delivery mechanism where students never interacted with each other face-to-face, and 4) evaluating the relative learning outcomes of the two approaches. The results of the conversion proved to be consistent with some of our expectations, and surprising in other ways. Consistent with expectations, the online tools that we employed allowed us to create an online design that was relatively faithful to the original version in terms of meeting learning objectives. Also consistent with our expectations, student perceptions of the course—while quite positive overall—were more mixed for the online course than for its face-to-face predecessor. The course offering produced two surprises, however. First, the online approach to the project component of the course actually seemed to result in higher quality projects and presentations than the face-to-face version. Second, when results were compared from the instrument we used to evaluate student learning gains, the classroom and online versions of the class proved to be nearly indistinguishable. Given the very different delivery mechanisms employed, we had anticipated far more differences in student perceptions of what they had learned over the course of the semester. Given the challenges of taking a highly interactive class online, we viewed this surprise to be a very pleasant one. A revised version of this paper was published in Journal of Information Technology Education: Research Volume 14, 2015

scholarly journals “The Greenhouse of the Future”: Using a Sponsored Competition in a Capstone Course

HortScience ◽  
1998 ◽  
Vol 33 (3) ◽  
pp. 476f-477
Author(s):  
Ricky M. Bates ◽  
David A. Baumbauer
Keyword(s):  
Undergraduate Students ◽  
New Technology ◽  
Real Life ◽  
Practical Experience ◽  
Capstone Course ◽  
Capstone Courses ◽  
Life Problems ◽  
The Future ◽  
Energy Retention ◽  
Environmentally Sound

Horticulture students often lack practical experience integrating information from diverse sources to solve complex real-life problems. Capstone courses seek to remedy this by giving students an opportunity to demonstrate a range of workplace skills such as teamwork, effective communication, and critical thinking. Sponsored competitions provide educators with an active-learning framework into which the goals of a capstone course can be developed. In 1996 the U.S. Dept. of Energy and the Epcot Center announced the “Greenhouse of the Future” competition. The competition sprang from an interest by sponsoring agencies to promote the development of new environmentally sound technologies for greenhouse food production and was open to all U.S. undergraduate students. The competition encouraged the formation of interdisciplinary student teams under the direction of a faculty advisor and offered the winning entry a $10,000 research grant and the opportunity to display the new technology at the Epcot Center in Florida. The M.S.U. entry focused on the development of season-extending energy retention systems designed for small greenhouses, production testing of cool-season, stress-tolerant crops such as Mesclun salad greens, and the use of an environmentally neutral growing system. Sponsored competitions present an important tool for achieving certain educational objectives and may be one way to help students think on a higher level. Encouragement and development of similar competitions within the green industry is needed. Competition guidelines, components of the M.S.U. winning entry, and integration of the competition into the capstone course “Greenhouse Management” will be discussed.

Communication as a Retention Factor in Online Course Delivery

2018 ◽  
pp. 274-296 ◽  
Author(s):  
Judi Simmons Estes
Keyword(s):  
Online Courses ◽  
Communication Strategies ◽  
Retention Factor ◽  
Course Delivery ◽  
Online Course ◽  
Degree Programs ◽  
Face To Face ◽  
University Personnel ◽  
Program Retention

Online courses have become an integrated aspect of course delivery for institutions of higher education. However, the attrition that occurs in online courses is substantially higher than in face-to-face courses. This chapter considers the influence of student communication factors in both course and degree program retention. An argument is presented related to the role of being intentional in planning and implementing communication strategies within courses and degree programs as a conduit for positively influencing completion. A second argument is that while all college/university personnel have a role in student attention, the role of faculty is significant and requires on-going professional development.

scholarly journals "Best Practices" and Collaborative Software In Online Teaching

2006 ◽  
Vol 7 (1) ◽  
Author(s):  
Remi Tremblay
Keyword(s):  
Best Practices ◽  
Online Teaching ◽  
Online Discussions ◽  
Course Delivery ◽  
Online Course ◽  
Face To Face ◽  
Collaborative Software ◽  
Online Classrooms ◽  
Distance Educators

In recent years, many distance educators and institutions have successfully adopted asynchronous text-based environments as the backbone of their online classrooms. Group email, electronic references, and course websites, coupled with online discussions, typically constitute the model of online course delivery. Although the structure and pacing of these asynchronous text-based environments provide both students and instructors with increased flexibility and convenience, the synchronicity and sometimes the freshness of the interaction of the traditional face-to-face classroom were often sacrificed.

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