scholarly journals EVALUACION DE UN CURSO EN LINEA: CRITERIOS DE CALIDAD (EVALUATION OF AN ONLINE COURSE: QUALITY CRITERIA)

2011 ◽  
Vol 2 (1) ◽  
pp. 86-101
Author(s):  
Ariana Gabriela Acón-Matamoros ◽  
Aurora Trujillo-Cotera
Keyword(s):  
Information Technology ◽  
Online Education ◽  
Latin American ◽  
Quality Criteria ◽  
Virtual Classroom ◽  
Online Course ◽  
Virtual Classrooms ◽  
Course Quality ◽  
Educación Virtual ◽  
E Learning

La educación virtual requiere de las tecnologías de información y de las herramientas que esta proporciona, se amolda a las necesidades y tiempo del que dispone el estudiante para su estudio y facilita el manejo de la información y de los contenidos del tema en estudio. La educación en línea no sería posible sin la ayuda de la tecnología, específicamente de Internet, que rompe la barrera física para brindar el concepto de aulas virtuales y que aporta beneficios por medio de  su uso.  El artículo contempla la evaluación descriptiva de los criterios de calidad del  Instituto Latinoamericano y del Caribe de Calidad en Educación Superior a Distancia (CALED), y de la  Organización para la certificación  Cursos de E-learning (ECC), la aplicación de esta última al curso de Mega Tendencias Tecnológicas en el año 2010, y los resultados obtenidos se describen durante el desarrollo de esta investigación.Palabras clave: Educación virtual, educación en línea, aula virtual, tecnologías de información, calidad en la educación virtualAbstractVirtual education requires information technology and provides tools that is molded to the needs and time available to the student for study and facilitates the management of information and content of the theme under study. Online education would not be possible without the help of technology, specifically the Internet, which breaks the physical barrier to provide the concept of virtual classrooms and provides benefits through its use. This article looks at the descriptive assessment of the quality criteria of the Latin American and Caribbean Institute for Quality in Distance Education (CALED), and the Organization for Certification Courses E-learning (ECC) and the application of the latter to Mega Trends Technology course in 2010, and the results obtained are described in the course of this investigation.Keywords: Virtual education, online education, virtual classroom, information technology, quality in online education

scholarly journals Synchronous Virtual Environments for e-Assessment in Higher Education

Comunicar ◽  
2012 ◽  
Vol 20 (39) ◽  
pp. 159-167 ◽  
Author(s):  
Rocío Yuste-Tosina ◽  
Laura Alonso-Díaz ◽  
Florentino Blázquez-Entonado
Keyword(s):  
Latin American ◽  
Qualitative Methodology ◽  
Assessment Tool ◽  
Assessment Method ◽  
Assessment System ◽  
Online Course ◽  
Virtual Classrooms ◽  
Secondary School Education ◽  
Whole Process ◽  
E Learning

This research studies an assessment system of distance learning that combines an innovative virtual assessment tool and the use of synchronous virtual classrooms with videoconferencing, which could become a reliable and guaranteed model for the evaluation of university e-learning activities. This model has been tested in an online course for Secondary School Education Specialists for Spanish, Portuguese and Latin American graduates. The research was designed from a qualitative methodology perspective and involved teachers, students and external assessors. During the whole process great care was taken to preserve data credibility, consistency and reliability, and a system of categories and subcategories that represents online assessment has been developed. The results confirm that we have made considerable progress in achieving a viable, efficient and innovative educational model that can be implemented in Higher Distance Education. Also, videoconferencing and synchronous virtual classrooms have proved to be efficient tools for evaluating the e-assessment method in virtual learning spaces. However, we need to keep testing this model in other educational scenarios in order to guarantee its viability. En el presente trabajo de investigación se somete a estudio un sistema de evaluación de los aprendizajes en enseñanza a distancia en el que, combinando un tipo de evaluación virtual pedagógicamente innovadora y el uso de aulas virtuales síncronas, con videoconferencia, pueda acreditarse un modelo fiable y garante de evaluación de los procesos de enseñanza/aprendizaje para actividades de e-learning universitarias. El modelo se ha probado en un curso online de Especialista en Educación Secundaria dirigido a titulados universitarios españoles, portugueses y latinoamericanos. Desde una perspectiva metodológica cualitativa, se diseñó una investigación cuyos participantes han sido el profesorado y el alumnado protagonistas de la formación, así como evaluadores externos. Durante todo el proceso se han cuidado especialmente los aspectos relacionados con la credibilidad, consistencia y confirmabilidad de los datos obtenidos, extrayendo de modo inductivo un sistema de categorías y subcategorías que representan la evaluación de los aprendizajes en procesos formativos online. Los resultados confirman que se ha avanzado en la consecución de un modelo innovador de e-evaluación viable, eficaz y que garantiza su aplicación en enseñanza superior a distancia. Asimismo, el uso de videoconferencias y de las aulas virtuales síncronas para realizar entrevistas de eevaluación ha resultado ser un instrumento eficaz en espacios virtuales de aprendizaje. De cualquier modo, se evidencia la necesidad de continuar experimentando este modelo en otros escenarios educativos.

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

Using Gagné's Events of Instruction to Analyze Online Course Quality

2011 ◽  
pp. 2231-2238 ◽  
Author(s):  
Marc R. Robinson
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Learning Community ◽  
Student Perceptions ◽  
Course Design ◽  
Online Courses ◽  
Online Course ◽  
Design Quality ◽  
Course Quality ◽  
Events Of Instruction

Student perceptions of online courses are likely influenced by two overarching aspects of quality: instructor quality and course design quality (Ortiz-Rodriguez, Telg, Irani, Roberts & Rhoades, 2005). Both of these forces in online education may be analyzed using a well-known model of instructional design - Gagnés instructional design and cognition theory, the centerpiece of which are the nine events of instruction (Gagné, Wager, Golas, & Keller, 2004). Multiple studies positively correlate learner attitudes and perceptions of the online course to instructor quality. Early studies evaluating instructor quality attempted to correlate instructor quality with the attitude and perception of the learner, but not directly to learner success or course design quality. Researchers of online courses, such as Palloff & Pratt (2003), discussed the role of the instructor in depth while neglecting the roles of the learner, the institution, and course design. The main focus remained instructor-centered, and highlighted key instructor tasks such as understanding the virtual learner in terms of roles the learner plays, fostering team roles for the learner, designing an effective course orientation, and identifying potential legal issues the instructor might face (Palloff & Pratt, 2002, p. 16). A distant secondary focus was on effective course design. This highlighted instructor tasks in building an effective online learning community without highlighting the roles effective communication tools would play.

ANALYSIS OF THE CONSEQUENCES OF THE TRANSITION TO ONLINE LEARNING ON THE EXAMPLE OF MOOC PHILOSOPHY DURING THE COVID-19 PANDEMIC

2020 ◽  
Vol 8 (4) ◽  
pp. 1083-1093
Author(s):  
Daria Bylieva ◽  
Zafer Bekirogullari ◽  
Victoria Lobatyuk ◽  
Tatiana Nam
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Sharp Increase ◽  
Educational Technologies ◽  
Online Course ◽  
First Year ◽  
First Year Students ◽  
Peter The Great ◽  
E Learning ◽  
Learning Portfolios

Purpose of the study: The situation of a mass transition of Universities to online education in the period of the COVID-19 pandemic allowed us to see the challenges of distance e-learning in practice. In this unique situation, the same students studying the same course changed only the form of education, which allows us to see the consequences of such a transition. The purpose of the study is the analysis of changes in students' educational activities in the transition to online learning. Methodology: The article provides a quantitative statistical analysis of changes in the behaviour of first-year students of Peter the Great St. Petersburg Polytechnic University (N=3122) in the framework of studying the mass open online course “Philosophy” on the platform open.edu when switching to fully e-learning in March 2020. The authors have applied data mining MOOCs from students’ learning portfolios. Main Findings: Existing technological solutions and educational technologies made it possible to quickly adapt the education system to the distance format. However, the transition to fully e-learning has led to a sharp increase (by 16-17%) in the number of students who do not participate in intermediate tests and not doing homework in the e-course and later did not return to normal learning. Applications of this study: Since modern higher education is increasingly using e-learning, it is necessary to anticipate the consequences of the implementation of e-learning. The study helps to see general trends in this area. Novelty/Originality of this study: The study provides an analysis of students’ learning when switching to online education based on data taken directly from students’ learning portfolios, which allows us to see a completely objective picture of changes in students' behaviour.

Group Dynamics in Anonymous Virtual Classrooms

2003 ◽  
Vol 28 (1) ◽  
pp. 54-60
Author(s):  
Ashis K. Pani ◽  
Amit Agrahari
Keyword(s):  
Information Technology ◽  
Group Dynamics ◽  
Group Process ◽  
Virtual Classroom ◽  
Social Processes ◽  
Virtual Classrooms ◽  
Effective Utilization ◽  
Effective Group

Information technology (IT) can bridge geographical gap and create anonymity for effective group process. However, IT has not been utilized to its maximum potential in virtual classrooms. The problem in virtual classrooms is more social and psychological rather than technical. This paper analyses social processes in virtual classrooms. It also looks into one of the major hindrances in effective utilization of virtual classrooms, namely “flaming”. A model is proposed to control flaming in virtual classroom, A few cases have also been discussed in light of this model.

scholarly journals EFFECT OF LOCKDOWN ON EDUCATION OF RURAL UNDERGRADUATE STUDENTS DURINGCOVID-19 PANDEMIC IN UMARBAN (DHAR), M.P., INDIA

2021 ◽  
pp. 14-18
Author(s):  
Jyoti Agrawal
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Rural Areas ◽  
Online Classes ◽  
Virtual Classrooms ◽  
Before And After ◽  
E Learning ◽  
Study Participants ◽  
The Impact ◽  
Support Students

A survey was conducted to assess the impact of lockdown due to COVID-19 on online education of undergraduate learners of government colleges Umarban, district Dhar (454449) Madhya Pradesh, India. An online as well as offline survey was conducted from 10 October 2020 to 15 March 2021 to collect the information. To analyze the possibility and attention of students for online education, various online quizzes were conducted in which a structural questionnaire link using ‘Google form’ was sent to students through WhatsApp. A total of 265 students were taken for the survey. The simple percentage distribution was used to assess the learning status of the study participants. During the lockdown period, around 15.47% of learners were involved in e-learning. Most of the learners were used android mobile for attending e-learning. The present study revealed that around 60% of students were seen to involve in farming during lockdown instead of online classes. In addition to this, 45% of students never joined an online class during the entire session. Further analysis demonstrated that 13% of students do not have their own mobile phone, nearly 18% could not join due to poor internet connectivity, 21% of students faced unfavorable study environment at home and 3% of students have other reasons. This study also showed a comparative analysis of the presence of students before and after the COVID 19 pandemic. As the ratio of presence of students in physical and virtual classrooms was 2.32. The overall results from this study revealed that especially in rural areas COVID – 19 pandemic had affected more adversely on classroom attendance, where people already do not want to give importance to education. Higher education institutions may benefit from these findings while formulating strategies to support students during this pandemic. Moreover, to promote education in COVID 19 era strong strategies are urgently needed.

scholarly journals Una experiencia latinoamericana en el aprendizaje e-learning / A Latin American Experience in Learning E-learning

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Hildemarys Margot Terán Delgado
Keyword(s):  
Latin American ◽  
Social Constructivism ◽  
Virtual Learning ◽  
Learning Collaborative ◽  
American Experience ◽  
Aprendizaje Virtual ◽  
Entornos Virtuales De Aprendizaje ◽  
Educación Virtual ◽  
E Learning ◽  
Teaching Learning

ABSTRACTThe Foundation for Latin American Technology Update (FATLA) offers among its programs the Expert E-learning supported by a virtual education model developed by Mr. Pedro Camacho called PACIE (Presence, Scope, Training, Interaction, E-learning). As part of the training process, during the period 2011-2012 in the Campus Pegasus developed social constructivism experience in the development of virtual learning environments by a Team: "Tecnotutores" composed of 6 participants of three Latin American countries: Venezuela, Ecuador and the Dominican Republic. This qualitative research such dialectical hermeneutics approached from a case study on meaningful learning, collaborative sharing and managed within the group, in the light of one of its members. Part of the story of tasks that encouraged the participation, integration and collaboration tools using technical-didactic, through the implementation of a virtual learning methodology such as PACIE to reach expertise in e-learning processes. The interpretive process denoted as creativity, innovation, and collaboration achieved allowed talking about the acquisition of a gradual learning, reflective using a methodology by attempting to humanize the educational event is revolutionizing the teaching-learning process.RESUMENLa Fundación para la Actualización Tecnológica de Latinoamérica (FATLA) ofrece entre sus Programas el de Expertos E-learning sustentado en un modelo de educación virtual desarrollado por el Ing. Pedro Camacho denominado PACIE (Presencia, Alcance, Capacitación, Interacción, E-learning). En el marco de este proceso formativo, durante el Período 2011-2012 en el Campus Pegasus se desarrolló una experiencia de constructivismo social en la elaboración de entornos virtuales de aprendizaje por parte de un Equipo: “Tecnotutores” integrado por 6 participantes de tres países Latinoamericanos: Venezuela, Ecuador y República Dominicana. Esta investigación de tipo cualitativa aborda desde la hermenéutica dialéctica el estudio de un caso sobre el aprendizaje significativo, compartido y colaborativo logrado dentro del grupo, a la luz de una de sus integrantes. Parte del relato de tareas que fomentaron la participación, integración y colaboración haciendo uso de herramientas técnico-didácticas, pasando por la implementación de una metodología de aprendizaje virtual como lo es PACIE hasta llegar a la experticia en procesos e-learning. El proceso interpretativo denota como la creatividad, innovación, y colaboración alcanzada permiten hablar de la adquisición de un aprendizaje gradual, reflexivo haciendo uso de una metodología que al pretender humanizar el hecho educativo está revolucionando el proceso de enseñanza-aprendizaje.Contacto principal: [email protected]

Massive Open Online Courses in China

2020 ◽  
pp. 98-109
Author(s):  
Xiaobin Li
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Chinese Literature ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Challenges And Opportunities ◽  
E Learning

The purpose of this chapter is to provide an overview of the literature on massive open online course (MOOC) development in China, its accompanying practices, challenges, and opportunities. The chapter also offers recommendations derived from the literature on how to make MOOCs benefit more Chinese. To conduct this study, the author reviewed Chinese literature on MOOCs since 2012, when the first five articles on MOOCs appeared in Chinese journals, which introduced concepts and practices of Western MOOCs into China. The author also reviewed well-known English journals on online education and e-learning since 2013, when the first Chinese MOOCs appeared.

Implementation of Course Model Driven Virtual Classroom in Higher Education

2006 ◽  
Vol 10 (4) ◽  
pp. 504-509 ◽  
Author(s):  
József Gáti ◽  
◽  
Gyula Kártyás
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Distance Learning ◽  
Global Education ◽  
Virtual Classroom ◽  
Virtual Education ◽  
Virtual Classrooms ◽  
Model Driven ◽  
Model Based ◽  
Virtual Teaching

Advances in information technology stimulate development of applications to enhance Internet-based higher education. Reviewing a virtual classroom model, we studied the possibilities and problems of introducing model-based distance learning in everyday higher education. We survey important issues and methodological elements of virtual classrooms in relation to demands of teaching procedures, programs, and materials. Our main objective is to determine specific circumstances enabling objects to be defined for this special modeling. We begin by introducing application of features in models for virtual teaching, then discuss issues in local and global education, focusing on the advantages of virtual education. We detail application-related features of the cited course model and discuss the implementation of virtual classrooms in higher education.

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