scholarly journals Peer feedback to facilitate project-based learning in an online environment

2013 ◽  
Vol 14 (5) ◽  
Author(s):  
Yu-Hui Ching ◽  
Yu-Chang Hsu
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Learning Environment ◽  
Mixed Method ◽  
Peer Feedback ◽  
Project Based Learning ◽  
Online Learning Environment ◽  
Online Environment ◽  
Online Instructional Design ◽  
Method Approach

<p>There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students’ participation and perceptions of peer feedback activity that supports project-based learning in an online instructional design course. Our findings indicate that peer feedback can be implemented in an online learning environment to effectively support project-based learning. Students actively participated in the peer feedback activity and responded positively about how the peer feedback activity facilitated their project-based learning experiences. The results of content analysis exploring the peer feedback reveal that learners were mostly supportive of peers’ work and they frequently asked questions to help advance their peers’ thinking. The implications and challenges of implementing peer feedback activity in an online learning environment are discussed.</p>

scholarly journals Effectiveness of Gamification in Flipped Learning

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Qualitative Data ◽  
Control Group ◽  
Online Learning Environment ◽  
Learning Approach ◽  
Interaction Data ◽  
Flipped Learning ◽  
Online Environment ◽  
Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

scholarly journals The Efficiency of Online Learning Environment for Implementing Project-Based Learning: Students' Perceptions

2020 ◽  
Vol 9 (5) ◽  
pp. 76
Author(s):  
Atef Mohammad Abuhmaid
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Project Based Learning ◽  
Control Group ◽  
Online Learning Environment ◽  
Positive Attitudes ◽  
Strongly Agree ◽  
The Impact

Project-based learning is gaining increasing popularity supported by research studies regarding its effectiveness for teaching and learning. In addition, the widespread of digital technologies and sudden disruptions to traditional in-person teaching have accelerated the adoption of online learning. The current study examined students' perceptions of the impact of online learning environment on project-based teaching method. Most universities worldwide have considered online learning encouraging their faculty to use online learning tools, and Hashemite University in Jordan is no exeption. 154 students studying Computers in Education course were selected during the first semester of the academic year 2019/2020 and were devided into two groups. The experimental group consisted of 75 students who studied the course online and 79 students in the control group who studied the course in a face-to-face mode. For the purpose of gathering data, a questionnaire was developed which consisted of 17 items and students' answers were on a four-point Likert scale: 4= strongly agree, 3= agree, 2= disagree, and 1= strongly disagree. Means, standard deviations, and One-Way ANOVA were used to analyze the data. The results of the study showed positive attitudes among students (both online and in-class) toward project-based learning. In addition, the results showed that in-class students had a stronger views of project based-learning than online learning students.

Communication in Online Learning

2017 ◽  
pp. 20-41 ◽  
Author(s):  
Barry Chametzky
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Online Environment ◽  
Visual Clues

An online learning environment is a rather lonely, isolated place. Because of this seemingly dismal venue, learners suffer in invisible ways such as attrition and disempowerment. While great educational things can and do happen online, it is vital to remember that because of the reduced visual clues, a number of things that need to be accomplished if learners are to succeed in this environment. In order to understand more clearly what is required in an online environment for learners to be successful, under the umbrella of communication, this author will discuss a number of ways to help course members break down feelings of isolation, increase meaningfulness, and increase empowerment.

Strategies for Engaging Students in the Online Environment

2020 ◽  
pp. 305-326
Author(s):  
Kimberly A. Whiter
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Teaching Methods ◽  
Course Design ◽  
Student Interaction ◽  
Online Learning Environment ◽  
Online Environment ◽  
Instructional Technologies ◽  
Course Content

Creating an engaging course environment requires a conscious effort from faculty to utilize course design, teaching methods, and instructional technologies that foster high levels of student interaction. Instructional technologies paired with effective pedagogies are making student engagement in online environments rich and meaningful. The use of instructional technologies is linked to student engagement in the online learning environment. Utilization of instructional technologies should address three major types of interaction: student interaction with course content, the faculty, and their learning peers. The use of instructional technologies to engage students can also increase students' motivation for their learning by increasing student value for course content. This chapter addresses specific strategies for utilization of course design, pedagogies, and instructional technologies to incorporate student interaction and develop and maintain students' motivation in their learning.

scholarly journals Expectations, Experiences, and Satisfaction of the Graduate Students with Distance Online Learning Environment in OMSC Graduate School during the Covid-19 Pandemic

2021 ◽  
Vol 3 (1) ◽  
pp. 14-22
Author(s):  
Venessa S. Casanova ◽  
Wenceslao M. Paguia
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Graduate Students ◽  
Learning Environment ◽  
Graduate School ◽  
Online Learning Environment ◽  
High Positive Correlation ◽  
Positive Correlation ◽  
Level Of Satisfaction ◽  
Distance Learning Environment

This descriptive study determined the level of expectations, experiences, and satisfaction of the graduate students with distance online learning environment in Occidental Mindoro State College Graduate School during the Covid-19 pandemic. The study was conducted from January 2021 until August 2021 at OMSC Labangan Campus, San Jose, Occidental Mindoro, Philippines. A total of 58 respondents selected through a simple random sampling technique participated in the study. The questionnaire was the main instrument used in gathering data for the study. Data gathered were analyzed using frequency and percentage, weighted mean, Pearson-r moment correlation, and Regression analysis.  It was found that the level of expectation, the extent of the learning experience, and the level of satisfaction with the online learning environment of the graduate school are very high.  There is a high positive correlation between expectations, experience, and satisfaction. Experience has a high positive correlation with satisfaction. None of the indicators of expectation influenced satisfaction. The social and cognitive presence influence the satisfaction of the graduate students with the distance online learning environment of the OMSC Graduate School. It was suggested to improve internet connectivity, use asynchronous and modular delivery modes of instruction, give feedback and return students' output, and the faculty must keep up their good work to improve the distance online learning environment. It was concluded that graduate student's expectation and experience greatly influence their level of satisfaction with the online distance learning environment. Concrete actions are needed to improve and optimize the processes in the distance learning environment to enhance students' experiences and increase satisfaction.

Social Presence in an Online Learning Environment

2010 ◽  
pp. 656-673 ◽  
Author(s):  
Susan J. Crim ◽  
Thomas G. Reio
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Social Presence ◽  
Online Courses ◽  
Educational Environment ◽  
Online Learning Environment ◽  
Online Environment ◽  
Learning Research ◽  
The Relationship

Limited studies on social presence in online learning do not lend themselves to understanding its effects on student learning. Research indicates a heightened need for examining the relationship between social presence and perceived learning and satisfaction as well as retention in online courses. Incorporating social presence into online courses might promote better learning. Further research on learning in an online environment is necessary to guide educators in delivering the best educational environment.

Communication in Online Learning

2021 ◽  
pp. 1184-1205
Author(s):  
Barry Chametzky
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Online Environment ◽  
Visual Clues

An online learning environment is a rather lonely, isolated place. Because of this seemingly dismal venue, learners suffer in invisible ways such as attrition and disempowerment. While great educational things can and do happen online, it is vital to remember that because of the reduced visual clues, a number of things that need to be accomplished if learners are to succeed in this environment. In order to understand more clearly what is required in an online environment for learners to be successful, under the umbrella of communication, this author will discuss a number of ways to help course members break down feelings of isolation, increase meaningfulness, and increase empowerment.

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