scholarly journals Experiences With A Hybrid Class: Tips And Pitfalls

2011 ◽  
Vol 2 (2) ◽  
pp. 9 ◽  
Author(s):  
Joy L. Colwell
Keyword(s):  
Traditional Classroom ◽  
Online Course ◽  
Writing Assignments ◽  
Web Based ◽  
Traditional Course ◽  
Class Time ◽  
Hybrid Nature ◽  
Hybrid Class ◽  
Written Assignments ◽  
Traditional Assessments

This paper will discuss the authors experiences with converting a traditional classroom-based course to a hybrid class, using a mix of traditional class time and web-support. The course which was converted is a lower-level human relations class, which has been offered in both the traditional classroom-based setting and as an asynchronous online course. After approximately five years of offering the two formats independently, the author decided to experiment with improving the traditional course by adopting more of the web-based support and incorporating more research and written assignments in out of class time. The course has evolved into approximately 60% traditional classroom meetings and 40% assignments and other assessments out of class. The instructors assessment of the hybrid nature of the class is that students are more challenged by the mix of research and writing assignments with traditional assessments, and the assignments are structured in such a way as to make them more customizable for each student. Each student can find some topics that they are interested in to pursue in greater depth as research assignments. However, the hybrid nature of the class has resulted in an increased workload for the instructor. The course has been well received by the students, who have indicated that they find the hybrid format appealing.

Evaluating Quality in the Online Classroom

2011 ◽  
pp. 965-973
Author(s):  
Lesley Blicker
Keyword(s):  
Teaching And Learning ◽  
Best Practice ◽  
Quality Measures ◽  
Traditional Classroom ◽  
Online Course ◽  
Exponential Rate ◽  
Online Classroom ◽  
Web Based ◽  
Practice Models ◽  
Development Institutions

learning in higher education began at least a half-decade ago when Web-based distance education started expanding at an exponential rate. Traditional quality measures associated with accreditation did not match the new climate of Internet-based teaching and learning (Parker, 2004). Multiple national and global pressures demanded that colleges and universities address issues of quality specifically related to distance Web-based courses and programs. Not the least of expectant stakeholders were state regulators and accrediting bodies. How could a teaching process so dissimilar to centuries of place-based, traditional classroom methods possibly embody quality education? In an attempt to address these questions, institutions and virtual consortia began developing quality evaluation instruments, best practice models, and guidelines for assessing quality in the online course. By applying a common set of criteria to courses under development, institutions could, if they chose, evaluate which courses were worthy of being added to their growing complement of Web-based offerings.

Evaluation of Writing Assignments

2017 ◽  
Vol 6 (2) ◽  
pp. 214
Author(s):  
Anita Jokić
Keyword(s):  
Standardized Tests ◽  
Teaching And Learning ◽  
Task Completion ◽  
Writing Assignments ◽  
Listening Skill ◽  
Job Application ◽  
Written Assignments ◽  
Insight Into ◽  
Teacher’S Responsibilities ◽  
Do So

Teaching English as a foreign language is now one of the most important subjects in Croatian secondary schools since English is one of the three obligatory subjects at 'matura' - standardized tests which the seniors need to pass to graduate. Writing is one of the three parts of the EL exam, the other two being listening and reading. When learning a language, students start from listening skill, move on to speaking and reading and finally to most difficult skill to master: writing. Teaching and learning writing faces a lot of challenges since it requires a lot of time to practice and even more to evaluate and monitor progress. Teacher's responsibilities are to regularly provide opportunities to write, encourage students to learn from their mistakes and promote their success. In order to do so, students should be given clear instructions on evaluation/assessment and concise feedback. Since grading written assignments takes up a lot of time, the author proposes rubrics which can be used to assess various types of writing taught at secondary level (description of place/event/person, letters of complaint, job application, invitation, discursive/opinion/for-and-against essay etc.). Author suggests four fixed rubrics and subdivisions: Task completion, Cohesion / coherence, Grammar and Vocabulary. All rubrics and subdivisions are described in the paper. A survey was also conducted on a sample of 140 students and has given an insight into students’ opinion on importance of assessment and feedback and its influence on their progress.

scholarly journals Promoting regulation of equal participation in online collaboration by combining a group awareness tool and adaptive prompts. But does it even matter?

2021 ◽  
Author(s):  
Sebastian Strauß ◽  
Nikol Rummel
Keyword(s):  
Collaborative Learning ◽  
Online Collaboration ◽  
Online Course ◽  
Group Awareness ◽  
Web Based ◽  
Equal Distribution ◽  
Action Sequences ◽  
Awareness Tool ◽  
University Level ◽  
Additional Support

AbstractUnequal participation poses a challenge to collaborative learning because it reduces opportunities for fruitful collaboration among learners and affects learners’ satisfaction. Social group awareness tools can display information on the distribution of participation and thus encourage groups to regulate the distribution of participation. However, some groups might require additional explicit support to leverage the information from such a tool. Therefore, this study investigated the effect of combining a group awareness tool and adaptive collaboration prompts on the distribution of participation during web-based collaboration. In this field experiment, students in a university level online course collaborated twice for two-weeks (16 groups in the first task; 13 groups in the second task) and either received only a group awareness tool, a combination of a group awareness tool and adaptive collaboration prompts, or no additional support. Our results showed that students were more satisfied when the participation in their group was more evenly distributed. However, we only found tentative support that the collaboration support helped groups achieve equal participation. Students reported rarely using the support for shared regulation of participation. Sequence alignment and clustering of action sequences revealed that groups who initiated the collaboration early, coordinated before solving the problem and interacted continuously tended to achieve an equal distribution of participation and were more satisfied with the collaboration. Against the background of our results, we identify potential ways to improve group awareness tools for supporting groups in their regulation of participation, and discuss the premise of equal participation during collaborative learning.

scholarly journals Blended learning in medical physiology improves nursing students’ study efficiency

2018 ◽  
Vol 42 (4) ◽  
pp. 711-717 ◽  
Author(s):  
Feifei Shang ◽  
Chuan-Yong Liu
Keyword(s):  
Nursing Students ◽  
Student Performance ◽  
Communication Networks ◽  
Rapid Development ◽  
Independent Study ◽  
Traditional Classroom ◽  
Online Course ◽  
University Campuses ◽  
College And University ◽  
Blended Course

The rapid development of mobile phones and communication networks is profoundly changing the lives of people in China. With the gradual growth of Wi-Fi on college and university campuses, Chinese schools are setting off a wave of teaching reform combining online material with traditional classroom instruction. We adapted a Chinese University massive open online course physiology course into a private university online course, specifically designed for second-semester bachelor’s level nursing students at Taishan Medical University. This online course blended with classroom teaching was offered to 108 freshmen from two parallel reform classes. A third class of 55 students was offered the traditional classroom lecture-based course as a control. Impressive teaching effects were achieved in reform classes, as indicated by significant improvement in student performance on the final examination and positive student feedback. The student surveys showed that 68% of students preferred the blended course over traditional classroom courses. The most highly rated advantages of the blended course were flexible learning time (84%) and improvement of independent study skills (75%). As higher education enters the internet era, exploiting the high-quality cyber resources may be the fastest and most economical way to improve teaching efficiency and enhance students’ study experience.

scholarly journals ONLINE COURSE REGISTRATION APPLICATION AT EDEN EVERYDAY ENGLISH BOGOR

2021 ◽  
Vol 15 (2) ◽  
pp. 74
Author(s):  
Dinda Ayu Muthia ◽  
Yetrivo Efendy
Keyword(s):  
System Development ◽  
Integrated System ◽  
Online Course ◽  
Registration Form ◽  
Quality Of Information ◽  
Web Based ◽  
Registration System ◽  
Registration Process ◽  
New Students

The course is one of the education provided outside formal (non-formal) schools to develop personal abilities and skills. Eden Everyday English Course Institute is an Institution located in Bogor. In this institution, the registration process for students is done manually by filling in the registration form provided by the admin. Eden Everyday English Course Institute is one of the courses where the number of applicants increases every year, this causes the administration department cannot manage everything properly and feels overwhelmed so that it is not effective. With the increase in the number of students registering each year, it would be better if a web-based registration system was created, so that it could simultaneously serve as a medium for promoting the course institution. The purpose of this research is to create a web-based application to help the process of registration for new students in Eden Everyday English Course Institute using the waterfall method. Many studies, especially in the field of information system development, use the Waterfall method. This online course registration application is effective and efficient because it is supported by an integrated system. This application improves the quality of information and the efficiency of the implementation of online course registration.

Student Personality and Learning Outcomes in E-Learning

2011 ◽  
pp. 294-315 ◽  
Author(s):  
Eyong B. Kim
Keyword(s):  
Learning Outcomes ◽  
Learning Style ◽  
Big Five ◽  
Classroom Environment ◽  
Traditional Classroom ◽  
Web Based ◽  
Big Five Model ◽  
E Learning ◽  
Personality Models ◽  
The Relationship

Web-based courses are a popular format in the e-learning environment. Among students enrolled in Web-based courses, some students learn a lot, while others do not. There are many possible reasons for the differences in learning outcomes (e.g., student’s learning style, satisfaction, motivation, etc.). In the last few decades, students’ personality has emerged as an important factor influencing the learning outcomes in a traditional classroom environment. Among different personality models, the Big-Five model of personality has been successfully applied to help understand the relationship between personality and learning outcomes. Because Web-based courses are becoming popular, the Big-Five model is applied to find out if students’ personality traits play an important role in a Web-based course learning outcomes.

Web-Based Collateral Support for Traditional Learning

2000 ◽  
pp. 282-292 ◽  
Author(s):  
Tim Hill ◽  
Laku Chidambaram
Keyword(s):  
Distance Learning ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Web Based ◽  
User Adoption ◽  
Usage Patterns ◽  
Traditional Classroom Instruction ◽  
Multimedia Technologies ◽  
Repeated Use ◽  
The Web

The emergence of the Web and the growth of multimedia technologies offer new mechanisms to support and enhance traditional classroom instruction. This chapter reports on a field study in the use of a Web-based distance learning tool. Students enrolled in traditional classroom courses were provided with asynchronous distance learning support consisting of anytime/anyplace access to classroom lectures via the World Wide Web. The traditional classroom lectures were audio-recorded and the audio transcripts digitized, compressed and stored, along with the synchronized lecture slides, for accessing and viewing via the Web. Usage patterns were unobtrusively monitored and correlated with performance. Additionally, participants’ perceptions were collected, compiled and analyzed. The results showed that repeated use of the Web-based supplement was correlated with better overall performance in the class. They also provided some clues to the motivations of users who seek out and explore collateral Web-based support for their own individual learning. This study provides a foundation for further research and application by: 1) helping to assess the utility of collateral support for traditional instruction using Web-based media, 2) shedding light on user adoption behaviors and attitudes, and 3) identifying practical considerations in the implementation of Web-based support for distance learning.

Facilitation of Web-Based Courses Designed for Adult Learners

2011 ◽  
pp. 918-921
Author(s):  
Bonnie McCall Ordonez
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Course Design ◽  
Online Courses ◽  
Faculty Members ◽  
Online Course ◽  
University Faculty ◽  
Web Based ◽  
Professional Students ◽  
College And University

Web-based courses have currently surpassed all other forms of distance education in the higher education field. One of the main reasons in growth is the demand from adult and professional students looking for a convenient yet quality education (Kearsley, 2000). College and university faculty members are a key component in the development and delivery of online courses. Many studies have been conducted on effective course design, and student achievement and outcomes (Kearsley, 2000, p. 46), but less research is available on the instructional techniques necessary to facilitate an online course.

Instructional Scaffolding

2012 ◽  
Vol 7 (3) ◽  
pp. 20-36
Author(s):  
Merrilee Cunningham ◽  
Ruth Robbins
Keyword(s):  
Programming Languages ◽  
Urban Setting ◽  
Public Institution ◽  
Online Course ◽  
Web Based ◽  
Instructional Scaffolding ◽  
Experience Levels ◽  
Systematic Improvement ◽  
High Knowledge ◽  
Learning Options

This article addresses the use of embedded scaffolding to enhance web-based learning in an online course which covers an introduction to multiple programming languages, utilizing selected resources and strategies as scaffolding techniques. This programming languages class is taught at the junior level in the Information Systems discipline as an online elective class, in a public institution located in a large, urban setting. Low to high knowledge learners are guided in the development of programs and implementation of systems through the use of four different programming languages. Learners with various experience levels were surveyed to determine if they thought these reinforcing scaffolding techniques were effectively used to provide all students with their own success producing pathway through the course. While finding out which scaffolding sections actually added to student success may not be absolutely necessary in designing a successful course, embedding hypermedia fostering a systematic improvement of learning options requires the constant “redesign” and encompasses web-based scaffolding processes as a very real advantage.

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