scholarly journals Proposing an Expanded Measure for Comparing Online/Hybrid to Face-to-face Courses

2018 ◽  
Vol 2 (2) ◽  
pp. 1 ◽  
Author(s):  
Gary Blau ◽  
Sherry Jarrell ◽  
Anthony Seeton ◽  
Tim Young ◽  
Kelly Grace ◽  
...  
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Course Delivery ◽  
Hybrid Courses ◽  
Relevant Item ◽  
Face To Face ◽  
Three Samples ◽  
Delivery Format ◽  
Business Undergraduates ◽  
Course Delivery Format

Online education continues to increase. With increased online offerings, it is important to evaluate the integrity or equivalence of online/hybrid courses relative to face-to-face (F2F) courses. This study used three separate samples of business undergraduates taking both online/hybrid and F2F courses in the same semester (i.e., mixed course delivery format), across summer, fall and spring semesters. Eight items were used to assess students’ perceived favorability of online courses (PFoOC) compared to F2F courses. Across all three samples, two related but distinct sources for course comparison consistently emerged, instructor-related and peer related. An eight-item measure represents a necessary improvement over a previously developed four-item PFoOC measure, because it allows for additional relevant item comparisons between online/hybrid versus F2F courses. It is hoped that this measure can be used to further research evaluating online education. 

Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

2021 ◽  
pp. 1-15
Author(s):  
Michael Marmon
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Courses ◽  
Course Delivery ◽  
Transactional Distance ◽  
Delivery Methods ◽  
Learner Identity ◽  
Face To Face ◽  
Course Delivery Methods

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

2018 ◽  
pp. 1-19
Author(s):  
Michael Marmon
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Courses ◽  
Course Delivery ◽  
Transactional Distance ◽  
Delivery Methods ◽  
Learner Identity ◽  
Face To Face ◽  
Course Delivery Methods

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

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.

The Experience of Participating in an 8-Week Mindfulness Based Stress Reduction plus Sleep Retraining Course among Women Living with Multiple Sclerosis

2020 ◽  
pp. 105477382095812
Author(s):  
Loralee Sessanna ◽  
Patricia Nisbet ◽  
Nouf Alanazi ◽  
Deborah Lorissaint ◽  
Samantha L. Auerbach ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Stress Reduction ◽  
Daily Basis ◽  
Course Delivery ◽  
Online Course ◽  
Adult Women ◽  
Analysis Method ◽  
Delivery Format ◽  
Qualitative Descriptive ◽  
Course Delivery Format

Adult women with multiple sclerosis (MS) can benefit from innovative mindfulness-based interventions designed and structured with understanding and consideration of the multifaceted challenges these women face on a daily basis. The purpose of this qualitative descriptive study was to explore the experience of participating in an online or traditional onsite 8-week, once a week, Mind Body Stress Reduction combined with Sleep Retraining course among women living with MS to establish online course acceptability. Braun and Clarke’s Reflexive Thematic Analysis method was used to analyze focus group interview data. Time and length for both courses was found acceptable, camaraderie and interconnectedness were essential, having choice regarding course delivery format was important, and being provided with organized learning materials at the course start in a binder or packet was considered imperative. Acceptability was established for both the online and onsite formats.

Investigating different options in course delivery – traditional vs online: is there another option?

2018 ◽  
Vol 35 (4) ◽  
pp. 230-239 ◽  
Author(s):  
Ashley Hass ◽  
Mathew Joseph
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Online Courses ◽  
Content Type ◽  
Liberal Arts University ◽  
Face To Face ◽  
Traditional Courses ◽  
Southwest Region ◽  
Southwest Usa

Purpose The purpose of this paper is to examine students’ perceptions of online vs traditional (face-to-face) course offerings at the business school of a liberal arts university in southwest USA. The research compares perceptions of students who have been subjected to online education along with those who have not been exposed to online education and examines likelihood to take online courses. Design/methodology/approach Paper and pencil surveys were distributed in different classes in business classes at a university in southwest USA. The target group was undergraduate students. Findings The results indicate that overall, students have neutral perceptions about online courses, while favorable perceptions are strongly associated with likelihood to take online courses. Moreover, prior exposure with online courses is not a significant factor in forming favorable perceptions about online courses. Research limitations/implications The present research is limited in generalizability and the institution surveyed in the southwest region is new to online courses offering in their curriculum and not all the participants had prior experience with online courses. Originality/value Although this paper compares online education with traditional, another option for methods of education include hybrid models incorporating both. A possible third option not discussed through this research is a hybrid or blended learning course, a combination of both online and traditional courses. This opens the options for the student, as hybrid courses can be built with many different options. One includes using technology for “screencasts” or lectures online.

scholarly journals Course Delivery Format and Exam Performance Stratified by Question Difficulty

2019 ◽  
Vol 33 (S1) ◽  
Author(s):  
Jennifer Rogers ◽  
Anna M Smith ◽  
Yeajin Ham ◽  
Jae‐eun M Russell
Keyword(s):  
Course Delivery ◽  
Exam Performance ◽  
Delivery Format ◽  
Question Difficulty ◽  
Course Delivery Format

Transitioning from Face-to-Face to Online Instruction

2008 ◽  
pp. 1179-1189 ◽  
Author(s):  
Cindy S. York ◽  
Dazhi Yang ◽  
Melissa Dark
Keyword(s):  
Information Security ◽  
Online Education ◽  
Online Instruction ◽  
Online Courses ◽  
Online Course ◽  
Face To Face

This article briefly reviews two important goals in online education: interaction and presence. These are important goals in online education because they are linked to learning and motiva-tion to learn. The article provides guidelines and an extended example of how to design an online course in information security in a manner that will enhance interaction and presence. This article’s contribution is to provide guidelines with a corresponding extended and concrete example for those who are tasked with designing and delivering online courses. Although the guidelines and example were targeted to the field of information security, they can be readily adopted by other disciplines.

Moving Your College Toward Online Programs Including a Quality Matters Implementation Plan

2018 ◽  
pp. 1930-1938
Author(s):  
Deborah A. Allen
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Faculty Members ◽  
Faculty Work ◽  
Implementation Plan ◽  
Online Programs ◽  
Quality Matters ◽  
Face To Face ◽  
Faculty Knowledge ◽  
Daunting Task

Moving faculty in a direction toward having online programs/courses at their college can be a daunting task, but another college's example may assist in preparing for online programs with quality online courses that include a Quality Matters Implementation Plan that will help define how the college will expand faculty knowledge of online education instructional design. In a college's transition to online education, it is particularly important to “sell” this idea to faculty members. Faculty members at many institutions may be fearful that they will not meet QM standards when going through a course review. Further, faculty members may be fearful of losing the “boundaries” that they currently have teaching in a face-to face setting. Other concerns revolve around budget constraints, preparing the college for online education, keeping consistency in faculty work duties, training faculty, faculty staying current with technology, keeping the same rigor in the online course as a face-to-face course, including an appropriate level of contact with students, and accreditation needs in order to have online education offered at the college. Management and organizational needs include having an administration team that supports faculty in making the change from a face-to-face class to an online class.

Moving Your College toward Online Programs Including a Quality Matters Implementation Plan

2014 ◽  
pp. 308-319
Author(s):  
Deborah A. Allen
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Faculty Members ◽  
Faculty Work ◽  
Implementation Plan ◽  
Online Programs ◽  
Quality Matters ◽  
Face To Face ◽  
Faculty Knowledge ◽  
Daunting Task

Moving faculty in a direction toward having online programs/courses at their college can be a daunting task, but another college’s example may assist in preparing for online programs with quality online courses that include a Quality Matters Implementation Plan that will help define how the college will expand faculty knowledge of online education instructional design. In a college’s transition to online education, it is particularly important to “sell” this idea to faculty members. Faculty members at many institutions may be fearful that they will not meet QM standards when going through a course review. Further, faculty members may be fearful of losing the “boundaries” that they currently have teaching in a face-to face setting. Other concerns revolve around budget constraints, preparing the college for online education, keeping consistency in faculty work duties, training faculty, faculty staying current with technology, keeping the same rigor in the online course as a face-to-face course, including an appropriate level of contact with students, and accreditation needs in order to have online education offered at the college. Management and organizational needs include having an administration team that supports faculty in making the change from a face-to-face class to an online class.

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