scholarly journals Faculty and Student Interaction in an Online Master’s Course: Survey and Content Analysis (Preprint)

2018 ◽  
Author(s):  
Christopher Aylwin
Keyword(s):  
Content Analysis ◽  
Online Courses ◽  
Cognitive Learning ◽  
Teaching Presence ◽  
Physical Interaction ◽  
Discussion Forums ◽  
Allied Health Professionals ◽  
Face To Face ◽  
The Social ◽  
The Face

BACKGROUND The provision of online educational courses has soared since the creation of the World Wide Web, with most universities offering some degree of distance-based programs. The social constructivist pedagogy is widely accepted as the framework to provide education, but it largely relies on the face-to-face presence of students and faculty to foster a learning environment. The concern with online courses is that this physical interaction is removed, and therefore learning may be diminished. OBJECTIVE The Community of Inquiry (CoI) is a framework designed to support the educational experience of such courses. This study aims to examine the characteristics of the CoI across the whole of an entirely online master’s course. METHODS This research used a case study method, using a convergent parallel design to study the interactions described by the CoI model in an online master’s program. The MSc program studied is a postgraduate medical degree for doctors or allied health professionals. Different data sources were used to corroborate this dataset including content analysis of both asynchronous and synchronous discussion forums. RESULTS This study found that a CoI can be created within the different learning activities of the course. The discussion forums integral to online courses are a rich source of interaction, with the ability to promote social interaction, teaching presence, and cognitive learning. CONCLUSIONS The results show that meaningful interaction between faculty and student can be achieved in online courses, which is important to ensure deep learning and reflection.

scholarly journals Face-to-face to online: PhD academic writing @Maastricht University

2020 ◽  
pp. 13-19
Author(s):  
Neill Wylie
Keyword(s):  
Academic Writing ◽  
Online Courses ◽  
Global Perspective ◽  
Innovative Teaching ◽  
Face To Face ◽  
Strong Focus ◽  
Writing Course ◽  
The Face ◽  
Language Needs

Maastricht University (UM) has a distinct global perspective and a strong focus on innovation. UM offers an array of PhD courses to distance and campus based students who have access to elective, credit bearing modules and the language needs of these students are catered for by the Language Centre. Many PhD candidates choose to take an academic writing course in their first or second year of their degree. In recent years, demand for a more student focused, flexible academic writing course has grown. In line with UM’s policy of supporting innovative teaching practices, the Language Centre’s face-to-face PhD academic writing course, PhD Writing 1, has been transformed into a fully online course containing eight interactive webinar sessions named Online PhD Writing, which runs in addition to the face-to-face rendition. On the back of the success of this course, coupled with increased demand for a follow up course, this author was tasked with creating an advanced online PhD academic writing course to cater for global students with diverse time zones and schedules. This paper evaluates the challenges posed and the advances made in constructing both online courses and explores the technologies used in implementing them.

“Stop Phubbing Me!”

2016 ◽  
pp. 192-201
Author(s):  
Alan César Belo Angeluci
Keyword(s):  
Interpersonal Relationships ◽  
Mobile Communication ◽  
Communication Technologies ◽  
Human Interaction ◽  
Face To Face ◽  
Theoretical Approaches ◽  
The Social ◽  
The Face ◽  
Barriers And Opportunities ◽  
Absent Presence

In studies on mobile communication, a topic that has been of particular interest is the impact of increased adoption and use of mobile devices in everyday activities and in the context of interpersonal relationships. However, the ease of accessing digital content and connecting to people physically distant through the recent mobile communication technologies has shown barriers and opportunities in human interaction. Based on the theoretical approaches on identity and relational artifacts grounded in mobility and absent presence concepts, this paper describes some aspects among young people in Brazil in relation to the “phubbing” phenomenon. The term was coined to describe the act of ignoring someone due to the use of a smartphone. The results indicated effects on the level of attention and interaction, regarding not only the content of smartphone, but also the social protocol and the face-to-face communication.

An Overview of Telemedicine Technologies for Healthcare Applications

2018 ◽  
pp. 732-759 ◽  
Author(s):  
P. S. Pandian
Keyword(s):  
Health Care ◽  
Health Professionals ◽  
Physiological Monitoring ◽  
Improve Quality ◽  
Healthcare Applications ◽  
Allied Health Professionals ◽  
Face To Face ◽  
Communications Technologies ◽  
The Face

Medical care generally relies on the face-to-face encounter between patients and doctors. In places where face-to-face encounters are not possible, telemedicine technologies are relied upon to link patients to specialist doctors for consultation and to obtain opinion. The telemedicine technologies provide improved health care to the underprivileged in inaccessible areas at reduced cost. Telemedicine also improve quality of health care and more importantly reduce the isolation of specialists, nurses and allied health professionals. This review papers discusses the telemedicine technologies and its history, the communications technologies that are being used. The paper also covers the advantages and benefits of telemedicine. Also the recent advances that are going on in telemedicine in the areas of m-health, Wearable Physiological Monitoring System (WPMS), Wireless Body Area Networks (WBAN). Finally, the paper concludes with some of the drawbacks or issues of telemedicine technologies.

Adoption of PBL to Online Environments

2012 ◽  
pp. 170-184
Author(s):  
Fatih Gursul ◽  
Hafize Keser ◽  
Sevinc Gulsecen
Keyword(s):  
Content Analysis ◽  
Data Collection ◽  
Problem Based Learning ◽  
Statistical Technique ◽  
Learning Approaches ◽  
Instructional Technologies ◽  
Face To Face ◽  
Learning Group ◽  
The Face ◽  
Faculty Of Education

This study’s aim is to find out student’s perspectives on online and face-to-face problem-based learning approaches. The study was conducted at the Department of Computer Education and Instructional Technologies, Faculty of Education, Hacettepe University. Participants were 42 freshman students attending the department during fall of 2006-2007. These students were put into two groups—the online problem-based learning group and the face-to-face problem-based learning group. The research was conducted on Mathematics-I while implementing the topic of ‘derivation’. The content analysis statistical technique is used, as well as a questionnaire consisting of open-ended questions, which perform as a data collection tool to find out the views of the students in context to the process.

The Application of Web and Educational Technologies in Supporting Web-Enabled Self-Regulated Learning in Different Computing Course Orientations

2011 ◽  
Vol 7 (1) ◽  
pp. 70-79 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen
Keyword(s):  
Online Courses ◽  
Database Management System ◽  
Educational Institutions ◽  
Web Based ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Packaged Software ◽  
Regulated Learning ◽  
Computing Skills ◽  
The Face

Many educational institutions provide online courses; however, the question whether they can be as effective as those offered in the face-to-face classroom format still exists. In addition, it also remains unclear whether every subject is appropriate to be delivered in web-based learning environments. Thus, the authors redesigned two courses with different orientations and conducted a quasi-experiment to examine the effects of web-enabled self-regulated learning (SRL) in different course orientations on students’ computing skills. Four classes with 173 students from the courses ‘Database Management System’ and ‘Packaged Software and Application’ were divided into 2 (Design-oriented vs. Procedural-oriented) × 2 (SRL vs. non-SRL) experimental groups. The results showed that students who received the intervention of web-enabled SRL had significantly higher grades on the examination for certificates than those that did not receive this intervention, whether in design-oriented or procedural-oriented computing courses. Moreover, students in the two different courses had very similar scores, which resulted in non-significant differences in their end-of-term computing skills.

Fostering Collaboration in CSCL

2009 ◽  
pp. 335-340 ◽  
Author(s):  
Donatella Persico ◽  
Francesca Pozzi ◽  
Luigi Sarti
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Learning Strategies ◽  
Online Courses ◽  
Computer Supported Collaborative Learning ◽  
Online Learning Communities ◽  
Face To Face ◽  
The Social

Some collaborative learning strategies widely used in face-to-face settings can also be adapted to online contexts. They allow us to master the complex relations between members of large, heterogeneous online learning communities. The authors build on their experience in the application of some of the most well-known strategies and techniques used in online courses, such as jigsaw, peer review, role-play, case study, and brainstorming. The use of these strategies in computer supported collaborative learning (CSCL) environments and the related models describing the social structure of the learning community is discussed in the attempt to highlight their strengths and weaknesses and investigate the conditions for their applicability. The aim is to inform the design and the management of online learning communities.

scholarly journals Closing the Achievement Gap in a Large Introductory Course by Balancing Reduced In-Person Contact with Increased Course Structure

2019 ◽  
Vol 18 (1) ◽  
pp. ar8 ◽  
Author(s):  
Sat Gavassa ◽  
Rocio Benabentos ◽  
Marcy Kravec ◽  
Timothy Collins ◽  
Sarah Eddy
Keyword(s):  
Achievement Gap ◽  
Research University ◽  
Online Courses ◽  
Underrepresented Students ◽  
Closing The Achievement Gap ◽  
Course Structure ◽  
Hybrid Course ◽  
Face To Face ◽  
The Face ◽  
Online Format

Hybrid and online courses are gaining attention as alternatives to traditional face-to-face classes. In addition to the pedagogical flexibility afforded by alternative formats, these courses also appeal to campuses aiming to maximize classroom space. The literature, however, reports conflicting results regarding the effect of hybrid and online courses on student learning. We designed, taught, and assessed a fully online course (100% online) and a hybrid-and-flipped course (50% online 50% face-to-face) and compared those formats with a lecture-based face-to-face course. The three formats also varied in the degree of structure; the hybrid course was the most structured and the face-to-face course was the least structured. All three courses were taught by the same instructor in a large Hispanic-serving research university. We found that exam scores for all students were lowest in the face-to-face course. Hispanic and Black students had higher scores in the hybrid format compared with online and face-to-face, while white students had the highest performance in the online format. We conclude that a hybrid course format with high structure can improve exam performance for traditionally underrepresented students, closing the achievement gap even while in-person contact hours are reduced.

Perspectivas de aprendizagem na consulta para clientes renais e cuidadores: estudo fenomenológico

2019 ◽  
Vol 17 (1) ◽  
pp. 6
Author(s):  
Harlon França de Menezes ◽  
Ann Mary Machado Tinoco Feitosa Rosas ◽  
Alessandra Conceição Leite Funchal Camacho ◽  
Flávia Silva de Souza ◽  
Benedita Maria Rêgo Deusdará Rodrigues ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Outpatient Clinic ◽  
Rio De Janeiro ◽  
Public Hospital ◽  
Face To Face ◽  
Hospital Outpatient ◽  
Hospital Outpatient Clinic ◽  
The Social ◽  
The Face ◽  
Social Phenomenology

Aim: Understanding the repercussions of the educational actions of the nursing consultation on the life of chronic kidney patients and their caregivers. Methods: Qualitative research, using the Social Phenomenology reference. Open-ended interviews with 12 patients and their 12 caregivers were conducted in a public hospital outpatient clinic in Rio de Janeiro, Brazil, in 2016. Results: The analysis of the participants' testimonies allowed the elaboration of two concrete categories of the experience lived concerning the reasons "why": Sum of learning lived by the sick and those who care also learn. Conclusion: The importance of the perspectives of chronic kidney patients and their caregivers for the design of educational actions stands out in the face-to-face interaction, in the shared approach and the approximation of the nurse

scholarly journals Alfabetização em Foco: uma Análise Comparativa entre Instituições de Ensino Superior

EAD em FOCO ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Elaine Cristina Ferreira de Oliveira ◽  
Mara Rosana Pedrinho ◽  
Adriane Orenha Ottaiano
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Teacher Training ◽  
Online Courses ◽  
Education Institution ◽  
Online Course ◽  
Literacy Curriculum ◽  
Reading And Writing ◽  
Face To Face ◽  
The Face

O trabalho versa sobre os conteúdos relacionados ao tema alfabetização?, presentes nas disciplinas nos cursos de Pedagogia, nas modalidades presencial e à distância. De cunho documental, esta pesquisa tece algumas considerações acerca da formação dos docentes, no que tange a cursos para professores nas modalidades presencial e a distância (EaD). Apresenta uma análiseacerca do rol de atividades presentes por estas instituições, além do estudo das grades e disciplinas ofertadas no que diz respeito à leitura e escrita de alunos. Os resultados indicam que a instituição de ensino superior presencial possui mais matérias sobre alfabetização (um total de treze disciplinas) em relação à faculdade de ensino a distância (seis disciplinas). Estas e outras considerações complementares são explicitadas ao longo do presente artigo.Palavras-chave: Formação docente, Alfabetização, Conteúdo curricular.Literacy on focus: a comparative analysis between Institutions of Higher EducationAbstractThis study deals with the content related to the theme "literacy" present in the disciplines of a face-to-face as well as a distant and online course of Pedagogy. The research begins with a brief historical revisitation of higher education and teacher training, regarding face-to-face as well as distant and online courses for teachers. It also presents an analysis that shows the activities carried out by these institutions, besides the study of the syllabus and disciplines that focus on students reading and writing. The results show that the face-to-face institution has more subjects on literacy (thirteen subjects in all) in comparison to the distant education institution (six subjects). This finding and others shall be explained throughout this paper.Keywords: Teacher Training, Literacy, Curriculum content.

scholarly journals The social dimension of participation and completion in MOOCs

2020 ◽  
Author(s):  
Valentina Goglio ◽  
Paolo Parigi
Keyword(s):  
Social Stratification ◽  
Online Courses ◽  
Economic Status ◽  
Course Completion ◽  
Policy Implications ◽  
Social Dimension ◽  
Discussion Forums ◽  
Online Discussion Forums ◽  
The Social ◽  
Course Engagement

The rapid and impressive development of Massive Open Online Courses (MOOCs) in less than half a decade has brought about contrasting arguments about their social dimension. This paper investigates how the socio-economic background of learners affects their own experience and their chances of course completion. The analyses test whether learners from low socio-economic status (SES) have lower chances of completing the online course and whether participation in online discussion forums mediates the role of SES. Analyzing data from two MOOCs provided by Stanford University, we find that in both cases a negative association between low SES, course completion and course engagement is observed. Moreover, we find that forum participation has an ambiguous role, reinforcing the advantage of well-educated learners enrolled in one course, while does not have any significant effect for the other course. The paper concludes with some policy implications on social stratification in MOOCs and with some design suggestions for creators of MOOCs.

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