DO STUDENTS EXPERIENCE FLOW CONDITIONS ONLINE?

This study focused on the acceptance level of higher education stakeholders of teaching English as a foreign language (TEFL) of online courses in Iran and pre-service teachers’ learning achievement in online courses. Three cohorts of participants who were teaching or learning in online courses included pre-service teachers of TEFL (n=104), TEFL university instructors (n=23), and heads of TEFL departments (n=10). A questionnaire was designed. The Kruskal Wallis test was used to detect differences among the perspectives of the participants. Semi-structured interviews were also utilized. Results indicated that there were significant differences among the perspectives of the three groups of participants about online courses. The pre-service teachers appeared to be relatively positive about online learning, while the university instructors and heads of departments showed a lower level of satisfaction. The participants pointed out several challenges, including the lack of rigor of online courses, the incredibility of the certificates, the lack of technological infrastructures, technical problems, the impractical content of the lessons, the lack of human interaction, the low competence levels of online learning students, and employers’ lack of interest in employing graduates of online courses. The participants also mentioned that pedagogical and technological training was required for both university instructors and pre-service teachers of TEFL. The comparison of pre-service teachers’ mid-term and final scores in the online courses showed a significant difference and improvement of students’ learning achievement in online courses with medium to large effect sizes. In the interviews, the participants also confirmed that online courses could improve student learning.

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Understanding the Online Learner

Handbook of Research on E-Learning Applications for Career and Technical Education ◽

10.4018/978-1-60566-739-3.ch038 ◽

2009 ◽

pp. 482-494 ◽

Cited By ~ 2

Author(s):

Steven W. Schmidt

Keyword(s):

Higher Education ◽

Online Learning ◽

Online Courses ◽

Drop Out ◽

Traditional Classrooms ◽

Education Programs ◽

Online Learners ◽

The People ◽

Learning Programs

The expansion of distance education programs has allowed institutions of higher education to be successful in their collective mission to make educational programs more accessible to adults who normally would not have that access. Indeed, online learning has brought education to the people. Access to school is now as simple as logging on to the Internet in the privacy of one’s own home. Who are these students taking courses online? Why are they in online courses versus traditional classrooms? What is different about them, about their situations, and their expectations? Why are some online learners successful and others not? Why do some online learners continue to work through programs while others drop out? For online learning programs to be successful in the long term, it is important to have a thorough understanding of the online learner. This chapter examines the adult online learner in higher education.

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The Mismatch between Undergraduate Marketing Education and Employers' Requirements in Portugal

Advances in Marketing, Customer Relationship Management, and E-Services - Global Perspectives on Contemporary Marketing Education ◽

10.4018/978-1-4666-9784-3.ch002 ◽

2016 ◽

pp. 18-36

Author(s):

Ana Estima ◽

Paulo Duarte

Keyword(s):

Higher Education ◽

Graduate Students ◽

Higher Education Institutions ◽

The State ◽

Education Programs ◽

Job Market ◽

Marketing Education ◽

Market Needs

The debate on what should be offered by universities concerning their marketing education curricula in order to serve the market needs, specifically the employers' has been widely present in the literature. Its relevance derives from the fact that employers are one of the most important stakeholders of higher education institutions, given their responsibility in the career of graduate students. In this chapter we intend to contribute to the understanding of the state of undergraduate marketing education offered by Portuguese universities and assess whether there is a mismatch between marketing education and market needs. A better understanding of the mismatch and its implications can lead to better marketing education programs, increasing not only the acceptance and employability of students but also the transfer of innovative marketing knowledge to companies. The findings show that there is indeed a gap between what is being offered by the academia and what is requested by the job market, in terms of marketing, that could be higher than 50% of the requirements expected by employers.

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The Mismatch between Undergraduate Marketing Education and Employers' Requirements in Portugal

Research Anthology on Business and Technical Education in the Information Era ◽

10.4018/978-1-7998-5345-9.ch077 ◽

2021 ◽

pp. 1386-1405

Author(s):

Ana Estima ◽

Paulo Duarte

Keyword(s):

Higher Education ◽

Graduate Students ◽

Higher Education Institutions ◽

The State ◽

Education Programs ◽

Job Market ◽

Marketing Education ◽

Market Needs

The debate on what should be offered by universities concerning their marketing education curricula in order to serve the market needs, specifically the employers' has been widely present in the literature. Its relevance derives from the fact that employers are one of the most important stakeholders of higher education institutions, given their responsibility in the career of graduate students. In this chapter we intend to contribute to the understanding of the state of undergraduate marketing education offered by Portuguese universities and assess whether there is a mismatch between marketing education and market needs. A better understanding of the mismatch and its implications can lead to better marketing education programs, increasing not only the acceptance and employability of students but also the transfer of innovative marketing knowledge to companies. The findings show that there is indeed a gap between what is being offered by the academia and what is requested by the job market, in terms of marketing, that could be higher than 50% of the requirements expected by employers.

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USING A GENERALIZED CHECKLIST TO IMPROVE STUDENT ASSIGNMENT SUBMISSION TIMES IN AN ONLINE COURSE

Online Learning ◽

10.24059/olj.v16i4.235 ◽

2012 ◽

Vol 16 (4) ◽

Author(s):

Terence William Cavanaugh ◽

Marcia L. Lambkin ◽

Haihong (Helen) Hu

Keyword(s):

Online Courses ◽

Academic Progress ◽

Self Control ◽

Course Satisfaction ◽

Online Course ◽

Control Group ◽

Self Monitoring ◽

Web Based ◽

Significant Difference ◽

Based Instruction

Learning environments such as web-based instruction require more learner self-control and proactive learning to construct knowledge and acquire skills. However, online students often fail to complete some components of their online work each week, damaging their overall academic progress in the course. To assist students in completion and submission of work, three professors at a public southeastern university implemented the use of a generalized assignments checklist to enhance student self-monitoring in their online courses. Data on the submission of assignments was analyzed for relative timeliness. The results of this study showed a statistically significant difference based on the checklist received students to the control group, with a marked improvement of assignment submission timeliness, improving course satisfaction for students and instructors.

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Book Review: Seeking Excellence Through Independence

NASPA Journal ◽

10.2202/0027-6014.1125 ◽

2000 ◽

Vol 38 (1) ◽

Author(s):

Don Hossler

Keyword(s):

Higher Education ◽

Graduate Students ◽

Student Affairs ◽

Student Affairs Administrators ◽

Boards Of Trustees ◽

Education Programs ◽

Senior Student ◽

The Public ◽

Campus Leaders

Terrence McTaggart and his coauthors have assembled an interesting book on the tensions between autonomy, accountability, and decen-tralization in higher education. Although there are some references to private-sector institutions, this edited volume will primarily be of interest to senior campus leaders and members of boards of trustees and state coordinating boards in the public sector. Some senior student affairs administrators and graduate students in higher education programs may also find this book stimulating.

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Faculty Participation in Online Higher Education

Teacher Training and Professional Development ◽

10.4018/978-1-5225-5631-2.ch095 ◽

2018 ◽

pp. 2000-2013 ◽

Cited By ~ 1

Author(s):

Michael S. Hoffman

Keyword(s):

Higher Education ◽

Online Education ◽

Online Courses ◽

The United States ◽

Faculty Participation ◽

Education Programs ◽

Online Higher Education ◽

Student Demand ◽

Education Report

In the past decade, enrollments in distance education, and specifically online education, have grown dramatically in the United States. According to the 2009 Sloan Report (), enrollments in online courses increased from 9.6% of total postsecondary enrollments in 2002 to 25.3% in 2009. Unfortunately, a number of barriers exist that may result in an inability of higher education institutions to provide quality online education programming in sufficient scale to meet the expected student demand. The Managing Online Education report () identifies the resistance of faculty towards teaching in an online environment as foremost among ten factors that “impede institutional efforts to expand online education programs” (p. 1). An understanding of the factors that both motivate and discourage faculty member participation in online education programs is critical if institutions are to leverage their existing faculty to meet the current and future demand for online education. This case study first presents a number of motivating and inhibiting factors and then discusses how St. Bonaventure University leveraged these factors in an attempt to boost faculty participation in online education.

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Motivation and Satisfaction Level of Graduate Student: The Blended Learning with Peer Tutor (BL-PT) Model in New Normal Era

Journal of Educational Science and Technology (EST) ◽

10.26858/est.v7i1.17423 ◽

2021 ◽

Vol 7 (1) ◽

Author(s):

Nurfina Aznam ◽

Jumadi Jumadi ◽

Heru Nurcahyo ◽

Yusman Wiyatmo ◽

Riki Perdana

Keyword(s):

Higher Education ◽

Graduate Students ◽

Blended Learning ◽

Learning Model ◽

Service Satisfaction ◽

Satisfaction Level ◽

New Normal ◽

Peer Tutor ◽

Normal Period ◽

Significant Difference

In higher Education, Graduate Students have a special characteristic of the learning process. Especially in the new normal era, Higher Education needs the best learning model that fits and comfortable for graduate students. This study aims to examine the effectiveness of Blended Learning with Peer Tutor (BL-PT) for graduate students in the new normal era, especially on the aspect of motivation and service satisfaction. It is descriptive quantitative research with the random sampling technique. In addition, this study also examined whether the level of satisfaction had an effect on student motivation in learning in the new normal period. There were 43 Graduate Students from Graduate School Program, Yogyakarta State University as participants in this study. The technique of data analyses was used comparative-descriptive and paired sample t-test using SPSS 24. The study reveals: (1) The BL-PT model has a positive impact on students motivation and service satisfaction of Higher Education; (2) there is not a significant difference in students motivation of male and female graduate students; (3) there is no significant difference of students service satisfaction level after learning with BL-PT. Learning with the BL-PT model can be an alternative for policymakers, Higher education Institution, and lecture to solve the learning model that fit and comfortable with graduate students in the New Normal Era

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Fact or Myth? An Overvies of MooCs for their Capacity to Bridge the Skills Gap

Advances in Higher Education ◽

10.18686/ahe.v2i2.1089 ◽

2018 ◽

Vol 2 (2) ◽

Author(s):

Ayse Kok Arslan

Keyword(s):

Higher Education ◽

Graduate Students ◽

Online Courses ◽

Bachelor's Degree ◽

Massive Open Online Courses ◽

Retention Rates ◽

Literature Analysis ◽

Skills Gap ◽

Job Market ◽

Massive Open Online

The increasing costs of higher education (HE), growing numbers of flexible anytime, anywhere learners, and the prevalence of technology as a means to up-skill in a competitive job market, have brought to light a rising concern faced by graduate students and potential graduate employers. Specifically, there is a mismatch of useful skills obtained by students through HE institutions which is evident upon graduation. Faced with this dilemma, "graduate students," or more specifically newly graduated students, with a with bachelor's degree, and a growing number of employers are turning to Massive Open Online Courses, or MOOCs, as a complimentary mechanism through which this skills gap may be bridged.It is found in the literature that MOOCs are often discussed within the capacity of their development, their retention rates, institutional policies regarding their implementation, and other such related areas. Examinations into their broader uses, benefits, and potential pitfalls have been limited to date. Therefore, this paper aims to analyse the literature highlighting the use of MOOCs as a means to reduce the mismatch in graduate skills. As such, this literature analysis reviews the following relevant areas: higher education and graduate skills gap, today's graduates and employability, and MOOCs and graduate skills. Through analysing the literature in these areas, this paper identifies gaps in the existing literature.

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Does Formal Credit Work for MOOC-Like Learning Environments?

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v17i3.2403 ◽

2016 ◽

Vol 17 (3) ◽

Cited By ~ 6

Author(s):

Engin Kursun

Keyword(s):

Higher Education ◽

Online Survey ◽

Online Courses ◽

Goal Orientations ◽

Disruptive Innovation ◽

Integrative Model ◽

Innovation In Education ◽

Significant Difference ◽

Dependent Variables ◽

And Behavior

Although a number of claims have been made describing massive open online courses (MOOCs) as a disruptive innovation in education, these claims have not yet been proven through research. Instead, MOOCs should perhaps be considered as an integrative model for higher education systems, but to do so will require recognition of credentials. Initial experiments of MOOCs were not offer academic credit, but recently there have been some attempts to offer course credit for MOOCs or MOOC-like courses. However, does earning a credit will affect students’ performance and behavior in MOOCs has not been explored closely. Therefore, the aim of this study is to assess the effect of crediting on students’ achievement, perceived intrinsic and extrinsic goal orientations, and perceived course value. A causal comparative research design was applied. Data was collected via 516 responses to an online survey and achievement tests. Three credit conditions were compared: credit bearing, non-credit bearing, and credit careless. ANOVA results showed a significant difference between the credit bearing groups and non-credit bearing groups for all dependent variables. The credit bearing group also scored significantly higher achievement scores than the credit careless group. Credit clearly and significantly affected all dependent variables investigated in this study. Therefore, various possible models can be adopted by higher education institutions to integrate MOOCs as a credit. Further studies can explore the effects of credit on students’ online behaviors, such as engagement with online activities and user events on MOOC platforms.

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