scholarly journals Aprendizaje online: satisfacción de los universitarios con experiencia laboral

2020 ◽  
Vol 5 (2) ◽  
pp. 28-43
Author(s):  
Lida Vásquez-Pajuelo
Keyword(s):  
Blackboard Learn

En esta reseña de investigación se presentan los resultados del análisis, la explicación y la aplicación del concepto de satisfacción por el aprendizaje online en un programa de carreras universitarias desarrollado para personas con experiencia laboral. Es un estudio descriptivo univariable, basado en un enfoque mixto, de tipo intersubjetivo, realizado a través de la recolección de datos con encuestas y entrevistas virtuales. Se emplea la plataforma Blackboard Learn, la que también constituye el ambiente virtual para el aprendizaje. Los instrumentos de recojo de información se aplican a través del mencionado medio tecnológico a los 801 estudiantes del año 2014 de cuatro carreras: Negocios Internacionales, Marketing y Gestión Comercial, Administración de Empresas y Contabilidad. Los resultados obtenidos indican que se ha validado la variable del estudio, la satisfacción por el aprendizaje online, para el programa “Carreras universitarias para personas con experiencia laboral” (CPEL), basado en la aplicación de una metodología práctica para su medición.

scholarly journals Scaling an Evidence-Based Program: The Case of the Tailored Activity Program

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 631-632
Author(s):  
Sokha Koeuth ◽  
Katherine Marx ◽  
Laura Gitlin ◽  
Catherine Piersol
Keyword(s):  
Behavioral Interventions ◽  
Clinical Symptoms ◽  
Interactive Media ◽  
Occupational Therapists ◽  
Well Being ◽  
The United States ◽  
Learn Management System ◽  
Learning Platform ◽  
Activity Program ◽  
Blackboard Learn

Abstract The Tailored Activity Program (TAP) is a proven program delivered primarily by occupational therapists addressing dementia-related clinical symptoms including caregiver well-being. Although used in 9 countries including the United States, scaling and widespread dissemination is challenging. We discuss key revisions to TAP to facilitate dissemination including matching assessments to those used in different practice settings, translation of materials into different languages, providing worksheets to help trainees adapt TAP to local contexts and a training/certification online experience using story board, an interactive media integrated onto the Blackboard learn management system, to provide on-demand training modules. The learning platform allows learners to engage with others, preview modules and share experiences. Revisions enable greater flexibility for program adaptation yet adherence to its core principles. With over 150 trainees, we use REAIM to evaluate effectiveness of modifications and to understand implications for its reach. Part of a symposium sponsored by the Behavioral Interventions for Older Adults Interest Group.

scholarly journals Blended Learning Approach in UAE Higher Education: A Selected Annotated Bibliography

2020 ◽  
Vol 1 (1) ◽  
pp. 13-22
Author(s):  
Olga Samsonova
Keyword(s):  
Learning Styles ◽  
Blended Learning ◽  
Social Networking Sites ◽  
Technology Use ◽  
Annotated Bibliography ◽  
Online Discussions ◽  
Student Centered ◽  
Google Docs ◽  
E Learning ◽  
Blackboard Learn

In the present time, the required value of education can be achieved only by changing the parameters related to technology use and transforming a classroom into a student-centered that meets different students' needs and learning styles. The blended learning (BL) approach to learning has been the object of various studies in the last two decades as a way to achieve the required results.  Many higher educational institutes started to prefer BL over traditional teaching, and the UAE universities are not exceptions. There has been an increased recognition of the fact that more attention needs to be paid to this area. Hence, this selected annotated bibliography aimed to find out and describe the primary outcomes of the BL approach research in this country. Emergent themes from the UAE studies include 1) students' and instructors' technology readiness and their attitudes towards E-learning; 2) students' and instructors' views and experiences with BL approach; 3) BL tools and technologies (mobile learning and social-networking sites); 4) BL resources (Blackboard Learn, video content, online discussions, and Google Docs); 5) impact of BL. Twenty studies have been used for this review. The primary audience for this annotated bibliography is BL researchers.

Zika Virus Awareness and Prevention Practices Among University Students in Miami: Fall 2016

2018 ◽  
Vol 45 (6) ◽  
pp. 967-976 ◽  
Author(s):  
William Darrow ◽  
Chintan Bhatt ◽  
Cassandra Rene ◽  
Lakisha Thomas
Keyword(s):  
Zika Virus ◽  
World Health ◽  
Local Public Health ◽  
School Officials ◽  
Institutional Review ◽  
First Case ◽  
Blackboard Learn ◽  
Multistage Sampling ◽  
Health Organization ◽  
High Level

In January 2016, the first case of mosquito-borne Zika infection in the mainland United States was confirmed in Miami, Florida. The first locally acquired case was reported 6 months later. Local public health and school officials began warning students of the outbreak on their return to the classroom in August 2016. In November–December 2016, we conducted a survey of students attending a large public university in Miami to determine how well informed they were about Zika. A multistage sampling design was used to contact teaching assistants and ask them for help in recruiting their students. Eligible students had to be 18 years of age or older and enrolled in at least one three-credit course during fall semester. A 25-item questionnaire based on the World Health Organization Zika Knowledge, Attitudes, and Practice Resource Pack was developed, pretested, and approved by the university’s institutional review board before it was made available to eligible students through Blackboard Learn or a survey link. About half (50.4%) of the 139 respondents had heard about Zika prior to 2016. Only one student was unaware of Zika before our survey. Most (47.1%) first learned about Zika through television, 18.8% from family or friends, and 15.2% from the Internet, social media, or university e-mail. Two thirds (66.2%) believed Zika could be prevented, 15.1% thought it might be prevented, and 85.7% had taken some precautions. A high level of awareness of the risk of Zika infection was apparent. Most students reported taking steps to avoid exposure to the Zika virus.

scholarly journals Prevailing Lexical-stylistic Features in Emirati Language Learners’ Digital Discourse | Caractéristiques lexicales stylistiques dominantes dans le discours numérique des apprenants en langue émirienne

2015 ◽  
Vol 41 (2) ◽  
Author(s):  
Tsoghik Grigoryan
Keyword(s):  
Language Learners ◽  
Discussion Board ◽  
Vie Quotidienne ◽  
Digital Discourse ◽  
Language Classroom ◽  
Speech Behaviors ◽  
Digital Classroom ◽  
Blackboard Learn ◽  
Cas A ◽  
Digital Language

Predicting the future path of the digital classroom discourse is twofold. Today’s language classroom is undergoing an irreversible revolution and one of the most powerful drivers of this transformation is ICT. Digital classroom not only exposes the learners to grammatical language of linguistics, but rather the everyday life of the language in use (Thurlow and Mroczek, 2011). The aim of this study was to explore the nature of free digital discourse in a digital language classroom and capture lexical-stylistic features used in students’ online conversations through Blackboard-learn discussion board. To identify common or unique features of digital discourse in a paperless language classroom and to show how they affect students’ speech behaviors, mixed method case study was used. Aujourd’hui, l’enseignement des langues est entraîné dans une hyperbole irréversible, et les TIC sont l’un des moteurs les plus puissants de cette transformation. Les salles de classe numériques exposent les apprenants non seulement à la grammaire linguistique, mais aussi à la vie quotidienne de la langue en usage (Thurlow et Mroczek, 2011). Le but de cette étude était d’explorer la nature du discours numérique gratuit sur iPad dans une salle de classe numérique pour l’apprentissage linguistique et de capter les caractéristiques lexicales stylistiques utilisées dans les communications en ligne des apprenants adolescents en langue émirienne. Cette approche mixte par étude de cas a mis en œuvre un cadre théorique de détection des sentiments sur une plateforme d’apprentissage sur tableau noir pour cerner les caractéristiques communes ou uniques du discours numérique dans une salle de classe dématérialisée et démontrer comment elles affectent les comportements linguistiques des élèves de langue maternelle émirienne.

scholarly journals STUDENT FEEDBACK AND PROBLEM DEVELOPMENT FOR WEBWORK IN A SECOND-YEAR MECHANICAL ENGINEERING PROGRAM

2018 ◽  
Author(s):  
Agnes G. D'Entremont ◽  
Patrick J. Walls ◽  
Peter A. Cripton
Keyword(s):  
Open Problem ◽  
Mechanical Engineering ◽  
Ease Of Use ◽  
Student Feedback ◽  
Online Homework ◽  
Engineering Program ◽  
Mathematics Problems ◽  
Survey Results ◽  
Second Year ◽  
Blackboard Learn

Abstract – WeBWorK is a widely-used open-source, online homework tool where instructors may author their own problems, or select problems from an Open Problem Library. While it is extensively and globally used in mathematics, there are few problems available for engineering subjects. Due to initial student feedback based on mathematics problems, we decided to compare WeBWorK directly to our Blackboard Learn LMS for online homework during an integrated second-year Mechanical Engineering program. Students were assigned two problem sets in Blackboard and two problem sets in WeBWorK, and then completed a survey. Results show a strong preference for WeBWorK in all areas, including ease of use, ease of navigation, clear feedback, reported enhancement of learning, etc. We outline the primary benefits and drawbacks of using WeBWorK, and conclude by recommending WeBWorK for online homework in engineering courses.  

scholarly journals Active Methodologies in Chemistry

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1339
Author(s):  
María J. Ibáñez-González ◽  
Tania Mazzuca-Sobczuk
Keyword(s):  
Cooperative Learning ◽  
Flipped Classroom ◽  
Negative Effects ◽  
Daily Work ◽  
First Semester ◽  
Agricultural Engineering ◽  
Academic Courses ◽  
The Subject ◽  
Blackboard Learn ◽  
Laboratory Experiences

Cooperative learning is not easy to develop when we encounter large classes of approximately 70 students. This handicap is increased when the subject is taught in the first year and the first semester. This is the case of the subject of Chemistry 1 of the Degree in Agricultural Engineering, the student comes to the University without having worked in a group, with little knowledge of the subject and attending classes at random. To diminish these negative effects, the informal cooperative learning methodology has been used both in the classroom and through the Blackboard Learn platform. At the same time the student has self-evaluations on the Blackboard Learn platform, which must be done before going to class and before going to the laboratory. Summaring, in order to increase student participation and daily work, a series of methodologies that have been implemented throughout the academic courses are proposed: (1) in the classroom, participatory master class and informal cooperative learning, (2) in the laboratory, laboratory experiences, cooperative learning and (3) On the Blackboard platform, informal cooperative learning, self-evaluations and portfolios of laboratory experiences and self-evaluations of theoretical topics. The final purpose is flipped classroom, to work before, during and after the class.

A STUDY TO EVALUATE USERS’ SATISFACTION OF BLACKBOARD LEARN

2017 ◽  
Vol 3 (1) ◽  
pp. 489-506
Author(s):  
Md Mokter Hossain ◽  
◽  
Shakil Akhtar ◽  
Muhammad Asadur Rahman ◽  
◽  
...  
Keyword(s):  
Blackboard Learn

Effects of Chronotypes on Students’ Choice, Participation, and Performance in Online Learning

2017 ◽  
Vol 55 (8) ◽  
pp. 1069-1087 ◽  
Author(s):  
Yi Luo ◽  
Rui Pan ◽  
Jea H. Choi ◽  
Johannes Strobel
Keyword(s):  
Online Learning ◽  
Significant Relationship ◽  
Exploratory Study ◽  
Online Courses ◽  
Biological Clock ◽  
Discussion Board ◽  
Learning Time ◽  
Course Grades ◽  
And Performance ◽  
Blackboard Learn

Introducing a new theoretical framework of chronotypes (inner biological clock), this article presents a study examining students’ choices, participation, and performance in two discussion-heavy online history courses. The study comprised two major parts: a repetition study and an exploratory study. The survey adopted in the repetition study mainly contained questions asking about participants’ preferred time of conducting online learning (a multiple-choice question), why participants choose online learning (7-point Likert scale questions), and questions to identify their chronotypes from the Munich ChronoType Questionnaire. The repetition study confirms the statistically significant relationship among the three factors for choosing online learning: students’ perceived level of control, independence, and satisfaction. A significant correlation is also identified between students’ chronotypes and their preferred online learning time. The second part of the research explored the level of participation and performance of students having different chronotypes. The students’ participation data collected were the timestamps recording each participant’s hits on the Blackboard Learn courses. The performance data were students’ final course grades, discussion board grades, and group wiki grades. The results indicate there is a statistically significant relationship between students’ chronotypes and the time of their activity in online courses. The overall level of participation affects students’ performance in online learning—students who are more active in the learning management system are likely to have higher final course grades. Implications and limitations of the study are discussed.

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