DESIGNING ONLINE COURSES: LESSONS LEARNED AND SOME DATABASED CONSIDERATIONS

2021 ◽  
Author(s):  
Christian Müller
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Designing Online Courses

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

scholarly journals Experience with Online Delivery of an Engineering Technical Elective Course

2012 ◽  
Author(s):  
Jim Wallace ◽  
Harpreet Dhariwal
Keyword(s):  
Alternative Energy ◽  
Online Courses ◽  
Lessons Learned ◽  
Online Delivery ◽  
University Of Toronto ◽  
Physical Presence ◽  
Elective Course ◽  
On Line ◽  
The University ◽  
First Time

MIE 515, Alternative Energy Systems, an engineering technical elective course open to senior undergraduates and graduate students, was delivered as an on line course for Fall 2011. This is the first time an undergraduate engineering course at the University of Toronto has been offered online. The course is also one of five pilot online courses across the University. The move online is being accomplished in two steps. For Fall 2011, a small lecture section of 25 students was used as a setting for video capture and the remaining 110 students accessed the course lectures online asynchronously. A live tutorial was offered once a week. All students were physically present for the midterm examination and the final examination. For Fall 2012, the course will be delivered entirely online, with the exception of student physical presence for the two examinations. Pedagogical and technical lessons learned during this transition year will be presented. The benefits and drawbacks of online delivery will be discussed from the perspective gained this year and compared with our expectations. Student feedback will also be presented and discussed.

Education Balanced Scorecard for Online Courses

2012 ◽  
pp. 441-462
Author(s):  
Kenneth David Strang
Keyword(s):  
Student Performance ◽  
Balanced Scorecard ◽  
Best Practice ◽  
Online Courses ◽  
Management Science ◽  
Lessons Learned ◽  
The Balanced Scorecard ◽  
Program Success ◽  
Course Grades ◽  
Science Philosophy

This case presents a best-practice in higher education, whereby a balanced scorecard approach was used to assess the effectiveness of a distance education (online) course in an accredited business degree program at an Australian public university. The assessment rubric was created by applying the concept of the balanced scorecard (from management science) to measure student performance, satisfaction, as well as content and delivery effectiveness. Performance was derived from the course grades while a validated survey instrument was utilized to gather estimates of all other factors from the students. One of the key lessons-learned in the case was that rather than reinvent the wheel, it was better to reuse accreditation surveys designed for the classroom to assess online courses and leverage the management science philosophy of measuring more than just performance to evaluate program success. Similar scorecard concepts have already been applied in U.S. universities, thus their differences with this case are also discussed.

Getting Started

2011 ◽  
pp. 54-69
Author(s):  
Maria Elena Corbeil ◽  
Joseph Rene Corbeil
Keyword(s):  
Language Learning ◽  
Online Courses ◽  
Lessons Learned ◽  
Student Survey ◽  
Course Content ◽  
Face To Face ◽  
Mobile Assisted Language Learning ◽  
Learning Programs ◽  
Materials Used ◽  
Effective Use

Podcasting is an excellent way to engage students and to supplement the instructional materials used in face-to-face and online courses and in Mobile-Assisted Language Learning programs. A well-produced weekly podcast can enhance course content, learning activities, and student-teacher interactions, while enabling students to take their learning materials with them wherever they go, thus reinforcing and supporting language acquisition. While there are many resources that delineate how to create a podcast, few address the instructional, technological, and production factors that must be considered for the effective use of podcasting in instruction. This chapter includes a brief review of the literature that addresses the use of podcasts in language learning programs, and offers a simple guide for creating your first podcast, lessons learned, and the results of a student survey on the use of podcasts.

Lessons Learned From the Implementation of a Technology-Focused Professional Learning Community

2012 ◽  
pp. 535-550 ◽  
Author(s):  
D. Bruce Taylor ◽  
Richard Hartshorne ◽  
Sam Eneman ◽  
Patti Wilkins ◽  
Drew Polly
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Online Courses ◽  
College Of Education ◽  
Learning Technologies ◽  
Lessons Learned ◽  
Teaching Professional

In this chapter, “lessons learned” and best practices that have resulted from the implementation of technology-focused professional learning community in a College of Education, as well as recommendations for future implementations are addressed. The Technology & Teaching Professional Learning Community, which was created by faculty in the College of Education at UNC Charlotte, provided professional development to faculty engaged in teaching hybrid and online courses. This was one of several professional development efforts at UNC Charlotte, but one, the authors suggest, that created a safe and effective space for scaffolding instructors less familiar with online learning technologies and tools.

Education Balanced Scorecard for Online Courses

2010 ◽  
Vol 12 (3) ◽  
pp. 45-61 ◽  
Author(s):  
Kenneth David Strang
Keyword(s):  
Student Performance ◽  
Balanced Scorecard ◽  
Best Practice ◽  
Online Courses ◽  
Management Science ◽  
Lessons Learned ◽  
The Balanced Scorecard ◽  
Program Success ◽  
Course Grades ◽  
Science Philosophy

This case presents a best-practice in higher education, whereby a balanced scorecard approach was used to assess the effectiveness of a distance education (online) course in an accredited business degree program at an Australian public university. The assessment rubric was created by applying the concept of the balanced scorecard (from management science) to measure student performance, satisfaction, as well as content and delivery effectiveness. Performance was derived from the course grades while a validated survey instrument was utilized to gather estimates of all other factors from the students. One of the key lessons-learned in the case was that rather than reinvent the wheel, it was better to reuse accreditation surveys designed for the classroom to assess online courses and leverage the management science philosophy of measuring more than just performance to evaluate program success. Similar scorecard concepts have already been applied in U.S. universities, thus their differences with this case are also discussed.

scholarly journals Implementation of Online Teaching in Medical Education: Lessons Learned from Students’ Perspectives during the Health Crisis in Marrakesh, Morocco

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Majda Sebbani ◽  
Latifa Adarmouch ◽  
Adil Mansouri ◽  
Ouassim Mansoury ◽  
Sarah Michaud ◽  
...  
Keyword(s):  
Distance Learning ◽  
Online Teaching ◽  
Online Courses ◽  
Virtual Learning ◽  
Cross Sectional Study ◽  
Lessons Learned ◽  
Educational Approach ◽  
Cross Sectional ◽  
Health Crisis ◽  
June July

Background. On the announcement of the COVID-19 health emergency, the Marrakesh School of Medicine accelerated the digitization and the establishment of courses available to students through the faculty platform. We aimed to describe the students’ perspectives toward the online educational approach implemented during the COVID-19 pandemic and to investigate the factors that might affect the implementation of online teaching in the future. Methods. This was a cross-sectional study among medical students in Marrakesh during June-July 2020. Data collection was based on a self-administered electronic questionnaire distributed via the student platform. We studied the knowledge and previous practices of virtual technologies and students’ appreciation of distance learning during the lockdown. Univariate and multivariate analyses were performed using SPSS16.0 software. Results. A total of 111 students participated. The female-to-male sex ratio was 2.2 with an average age of 20.6 ± 1.8. The majority of students felt that they had a good knowledge of virtual technologies (on a scale of 1 to 10, 81% ≥ 5/10), and two-thirds reported using them in medical studies. Before the COVID-19 lockdown, 16.2% of the students used the platform and 39.6% did not attend in-person courses (16.0% in 1st cycle versus 49.2% in 2nd cycle, p = 0.01 ). During the pandemic, 79% of the students appreciated the virtual learning (54.0% in 1st cycle versus 89.0% in 2nd cycle, p < 0.001 ) and 80.2% thought that the online courses were understandable. Regarding to student’s preferences, 41.4% preferred blended education and 68.5% of the students would recommend continuing distance learning after the pandemic. Regarding satisfaction, previous use of the educational platform (OR = 66.3, CI 95% [1.9; 2.2 ∗ 103]), improvement of learning during distance learning (OR = 22.6, IC 95% [4.1, 123.7]), and professor support (OR = 7, IC95% [1.3, 38]) seemed to be the most powerful factors in the multivariate analysis. Conclusion. Our results will contribute to the implementation of actions by taking advantage of the experience during the health crisis. The institutionalization of virtual learning with more interaction in addition to the in-person courses is the main recommendation of this study.

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