ONLINE ENGAGEMENT AS A DECISION CRITERION IN DIGITAL COURSE DESIGN

2021 ◽  
Author(s):  
Jess Wei Chin Tan ◽  
Gabriel Gervais ◽  
Hian Chye Koh
2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.


2013 ◽  
Author(s):  
Jennifer M. Filson Moses ◽  
Patrick C. Dwyer ◽  
Paul T. Fuglestad ◽  
John S. Kim ◽  
Loren Terveen ◽  
...  
Keyword(s):  

2013 ◽  
Vol 17 (1) ◽  
pp. 43-58 ◽  
Author(s):  
Robert Godwin-Jones

2016 ◽  
Vol 11 (1) ◽  
pp. 91-103
Author(s):  
Carole Cusack ◽  
David Pecotic

The occult and the internet intersect in four ways: as a static medium for information; as a space where contested information or ideological conflict may occur; as a facilitator of communication; and as a medium for esoteric practice. The last type of activity is rare, but it is intriguing, in that technology can shape and inform beliefs and practices in unanticipated ways. Online engagement with the ‘Work’, the movement produced by the Greek Armenian spiritual teacher and esotericist G. I. Gurdjieff (c. 1866-1949) and his immediate followers, is an under-researched instance of online esoteric practice. This article addresses this scholarly desideratum, bringing the theoretical approaches of online religion and digital ethnography to bear on the Gurdjieff Internet Guide (GIG) website, founded by Reijo Oksanen (b. 1942) and later maintained by Kristina Turner, who created an accompanying Facebook page. The GIG manifests a shift away from the sectarian secrecy of the ‘Foundation’ groups, founded by Jeanne de Salzmann (1889-1990) after Gurdjieff’s death to formalise and protect the content of the Work, and the limited web presence that the Foundation permits. The GIG moves towards an ecumenical ‘open source’ approach to the dissemination of Gurdjieff’s teachings rooted in independent groups founded by other first generation followers of Gurdjieff who remained outside of the Foundation. It is argued that the deregulation of the religious and spiritual marketplace of the contemporary West, coupled with the dominant role played by the Internet in disseminating information, has radically transformed the Gurdjieff tradition, collapsing hierarchies and esoteric strategies, democratizing access for seekers, and creating new ritual and teaching modes.


Author(s):  
Radjabova Gulnoza Guyosiddinovna ◽  

This article focuses on the experience with the online learning of undergraduate students of Uzbek State World Languages University. The aim of the article is to reveal whether online eduaction has positive or negative impact on the achievements of undergraduate students; and what should be done to make it successful and engaging. Data were collected through the students’ achievents on the basis of two courses. Moreover, online surveys were done to investigate how the learners evaluate their experience regarding online learning. The results of the experiment have shown that the absense of real interactions between learners and teacher complicated the challenge of understanding the content of courses. The results point out that further development of the course design and assessment strategies are necessary.


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