scholarly journals Comparing Student Assessments and Perceptions of Online and Face-to-Face Versions of an Introductory Linguistics Course

2014 ◽  
Vol 19 (2) ◽  
Author(s):  
David Johnson ◽  
Chris C Palmer
Keyword(s):  
Student Perceptions ◽  
Online Teaching ◽  
State University ◽  
Course Enrollment ◽  
Online Delivery ◽  
Face To Face ◽  
Assessment Scores ◽  
Course Grades ◽  
Enrollment Patterns ◽  
Student Assessments

This article examines the issue of whether linguistics is better suited for a face-to-face (F2F) environment than an online teaching environment. Specifically, it examines assessment scores and student perceptions of the effectiveness of an introductory linguistics course at an undergraduate state university that has been taught multiple times in both online and F2F modes. To study this issue data was collected about the types of students enrolled in either version of the course, including their GPAs and course grades. A survey with both closed- and open-ended questions was also used to ask students about their experiences and perceptions of the two environments. Students responded to questions on factors such as procrastination, engagement with socially sensitive discussion topics, preferences for discussion modality, and motivations for course enrollment. Results of the data problematize the notion that linguistics (and perhaps other disciplines) is equally suited for an online and F2F environment since students fare better academically and engage more with the F2F linguistics course. Results also show that students with higher GPAs gravitate toward F2F classes. Regarding the course itself, convenience is the primary category that students consistently noted as a reason for selecting the online linguistics course versus its F2F counterpart. Even so, results do show some effectiveness in treating linguistic content online. Suggestions and strategies are offered to further strengthen online delivery of linguistic material to overcome some of the structural hurdles presented by student enrollment patterns and (dis)engagement.

Lessons From the Other Side of the Computer

2020 ◽  
pp. 72-92
Author(s):  
Robert John Ceglie ◽  
Ginger C. Black
Keyword(s):  
Student Perceptions ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Delivery ◽  
Teaching Online ◽  
Face To Face ◽  
Hybrid Classes ◽  
Learner Perceptions ◽  
Face To Face Instruction

Online teaching and learning have quickly become the next hot trend in education, as colleges and universities look to utilize the convenience and applicability of utilizing online platforms as a complement and supplement to traditional face-to-face instruction. Research is beginning to examine the effectiveness of online delivery, both from pedagogical and assessment perspectives. Work has supported some of the best practices which serve as a critical guide to those designing and teaching online or hybrid classes. What has been under-researched is the user side: primarily the student perceptions of what makes online instruction effective for their own learning. This chapter explores the current research and combines student vignettes to explore the learner perceptions of the qualities and effectiveness of online instruction.

Social Media Escapism: Exploratory Study of the use of Digital Media by Tirana University Students of English Language

2021 ◽  
Vol 30 (2) ◽  
pp. 196-211
Author(s):  
Iris Klosi
Keyword(s):  
Social Media ◽  
Digital Media ◽  
Online Teaching ◽  
English Language ◽  
Native Speakers ◽  
Communicative Competence ◽  
Dominant Role ◽  
State University ◽  
Face To Face ◽  
The Impact

The stress and anxiety resulting from the COVID-19 pandemic has lead to a significant increase in escapist media-based coping. This paper examines the impact of the Covid-19 pandemic on social media escapist activities by the students at the State University of Tirana. In total 52 undergraduate and graduate students aged 20-24 were involved in the study. The students reported 39 digital media involved in their escapist activities, with media sharing networks having a dominant role. From the analysis of their discussion of the motivations and different forms of escapist activities using social media, 5 different but interrelated discourses emerged: (1) Social media have both positive and negative aspects; (2) Social media escapism distorts reality; (3) Social media offer easy and affordable ways to escape; (4) Social media escapism needs to be managed to avoid addiction; and (5) Social media escapism enhances English language skills. The impacts of the Covid-19 pandemic through restrictions on socializing, face-to-face interaction and online teaching were discussed within and across the identified discourses. Increasing their communicative competence in English while interacting with people of different cultural background, including English native speakers was one of most the positive aspects in students’ discussions of social media escapism. The stress and anxiety resulting from the COVID-19 pandemic has lead to a significant increase in escapist media-based coping. This paper examines the impact of the Covid-19 pandemic on social media escapist activities by the students at the State University of Tirana. In total 52 undergraduate and graduate students aged 20-24 were involved in the study. The students reported 39 digital media involved in their escapist activities, with media sharing networks having a dominant role. From the analysis of their discussion of the motivations and different forms of escapist activities using social media, 5 different but interrelated discourses emerged: (1) Social media have both positive and negative aspects; (2) Social media escapism distorts reality; (3) Social media offer easy and affordable ways to escape; (4) Social media escapism needs to be managed to avoid addiction; and (5) Social media escapism enhances English language skills. The impacts of the Covid-19 pandemic through restrictions on socializing, face-to-face interaction and online teaching were discussed within and across the identified discourses. Increasing their communicative competence in English while interacting with people of different cultural background, including English native speakers was one of most the positive aspects in students’ discussions of social media escapism.

scholarly journals Hybrid Online Delivery of a Pharmacy Residency and Fellowship Elective Course

2018 ◽  
Vol 9 (2) ◽  
pp. 14
Author(s):  
Taylor D Steuber ◽  
Kristin M Janzen ◽  
Tracy L Sprunger ◽  
Sarah A Nisly
Keyword(s):  
Online Course ◽  
Online Delivery ◽  
Online Platform ◽  
Face To Face ◽  
Class Time ◽  
Course Grades ◽  
Course Objectives ◽  
Course Placement ◽  
Elective Course ◽  
Student Demand

  Objective: To describe and evaluate the transition of a pharmacy residency and fellowship (PRF) elective course to a hybrid online platform. Innovation: In 2016, the 1-credit hour PRF elective was transitioned from a live, synchronous course to a hybrid online platform. Over the course of the semester, students completed eight modules along with assignments that pertained to a different component of PRF. Course grades and evaluations, as well as PRF placement rates, were compared between 2015 (live, synchronous course) and 2016 (hybrid online course). There were no differences in overall course grades or student evaluations of individual relevant course objectives between the two course formats. However, more students rated the course as excellent during the 2015 live, synchronous course. Placement rates were similar between students who took the course in 2015 and 2016. Critical Analysis: Following the transition of a PRF elective to a hybrid online platform, course grades, evaluation of individual relevant course objectives, and PRF placement rates remained similar to previous years. Creative educational venues can help meet the student demand while simultaneously allowing faculty to manage their time. However, instructors should balance this with desire of students to have more face-to-face in class time.     Type: Note

scholarly journals Longitudinal Learning Outcomes from Engineering-Specific Adaptions of Hybrid Online Undergraduate Instruction

2021 ◽  
Vol 16 (23) ◽  
pp. 171-201
Author(s):  
Ronald F. DeMara ◽  
Tian Tian ◽  
Wendy Howard
Keyword(s):  
Student Perceptions ◽  
Mixed Mode ◽  
Controlled Study ◽  
Degree Programs ◽  
Computer Engineering ◽  
Online Delivery ◽  
Face To Face ◽  
Undergraduate Instruction ◽  
Hands On ◽  
Delivery Strategies

Hybrid online delivery, which is also referred to as mixed-mode delivery, utilizes a combination of online content and traditional face-to-face methods which may benefit significantly from specific delivery adaptations for undergraduate engi-neering curricula. Herein, a novel eight-step phased instructional flow with several targeted adaptations is used to accommodate the mixed-mode delivery of STEM curricula is evaluated with a longitudinal study of students afforded these adapta-tions versus those without them. This STEM Blended Delivery Protocol (STEM-BDP) emphasizes scaffolding of analytical procedures along with hands-on prob-lem solving throughout online and face-to-face components equally. Two high enrollment course case studies utilizing STEM-BDP are examined herein, includ-ing an Electrical and Computer Engineering required core undergraduate course and a Mechanical and Aerospace Engineering undergraduate course. The details of the STEM-BDP delivery strategies, learning activities, and student perceptions surveys are presented. Student-resolution longitudinal analysis within a controlled study using blinded evaluation indicates that over a five-year period, failure rates have decreased by 63% among students undergoing STEM-BDP while control and alternatives have not demonstrated similar improvements within the same degree programs. Given increasing enrollments within STEM curricula, it is sought to overcome challenges of conventional lecture-only delivery in high-enrollment courses.

Decision-Making between Online and Frontal EFL Courses

1970 ◽  
Vol 2 (2) ◽  
pp. 1-9
Author(s):  
Bethe Schoenfeld ◽  
Samia Zeid ◽  
Ido Liberman
Keyword(s):  
Decision Making ◽  
Selection Process ◽  
Online Course ◽  
Learning Needs ◽  
Online Delivery ◽  
Face To Face ◽  
Course Grades ◽  
Learning Success ◽  
It Department ◽  
Delivery Platform

This research provides an understanding of how Western Galilee College (WGC) students decided which course delivery format to take i.e., online self-access learning vs. face-to-face (F2F) for a mandatory academic English course. The current study investigated the compatibility or incompatibility of the online course initiatives to the students’ decision-making behaviours. For the study, interviews as well as a questionnaire before the final department-wide exam were utilized. Moreover, information concerning learning outcomes (final course grades) for all students registered in English as a Foreign Language (EFL) courses was received from the WGC IT department. In general, the study found that WGC students emphasized the technical aspects (price, convenience, flexibility) instead of the essential aspects of the course (personalization, quality of learning, success in the course) in choosing a virtual course over a F2F format. Additionally, in the selection process, these students did not consider the uniqueness of an English course (as a language course) and its relative lack of suitability in the virtual format. Moreover, the students did not rely on professional consultation to weigh the suitability of the online course for them. Finally, students’ grades at the end of the English course were remarkably lower in the online course than in the traditional courses. Based on the evidence presented, it can be concluded that language classes are not always suitable for an online delivery platform. The results of this research will have ramifications as to how to tailor future English courses to the students’ learning needs.

scholarly journals Evaluating nursing students' engagement in an online course using flipped virtual classrooms

2019 ◽  
Vol 10 (1) ◽  
pp. 59-71 ◽  
Author(s):  
Craig Phillips ◽  
Jacqueline O'Flaherty
Keyword(s):  
Nursing Students ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Learning Approaches ◽  
Online Delivery ◽  
Face To Face ◽  
Online Mode ◽  
Course Grades ◽  
Virtual Class ◽  
Virtual Classes

Flipped classroom models allocate more time for active learning approaches compared with more traditional pedagogies, however what is less clear with the utilisation of flipped learning is evidence to support whether students in flipped classes are given more opportunities to develop higher order thinking skills (HOTs) to effect deep learning compared with the traditional ways of teaching. Focussing on this gap, this study compares on campus and off campus student engagement in two courses using different deliveries: online face-to-face (f2f) mixed mode (on campus students attend traditional f2f on campus classes and off campus students study exclusively online) versus fully online mode, utilising flipped classes (all student study off campus engaging in flipped virtual classes). Final course grades were similar for both deliveries; however, the study suggests flipped classes offered students more opportunities to develop HOTs and engage more deeply in the learning process. Students’ evaluations of the online flipped delivery were mixed, with those students previously enrolled exclusively as on campus, particularly dissatisfied with fully online delivery and virtual class tutor experience. Recommendations are made concerning both the timing of the introduction of fully online delivery in a program and the need for continual up-skilling of staff who teach in online environments.

Utilization of Instructional Technology for Development of Web-Based Mechanical Engineering Courses

2011 ◽  
Author(s):  
Shanzhong Shawn Duan ◽  
Kurt Bassett
Keyword(s):  
Instructional Technology ◽  
Online Teaching ◽  
Mechanical Engineering ◽  
Computer Software ◽  
Internet Technology ◽  
Online Course ◽  
Web Based ◽  
Online Delivery ◽  
Face To Face ◽  
Future Work

Though face to face class interaction is still a dominant-teaching approach in most higher education institutes, online teaching has become increasingly popular with the development of internet technology [1,3]. The authors have used instructional technology and computer software to develop web-based lectures in a mechanical engineering program for online delivery at their institution. This paper highlights how computer software Camtasia Studio and Windows Journal have been integrated with a Gateway tablet PC, a webcam and wireless speaking receiver device to produce web-based lectures for online delivery. The paper intends to share experiences, myths, and lessons that the authors have learned during production of audio and video online course materials. Integration of instructional technology with computer software has made online course preparation and production much more effective and efficient. The paper also summarizes the steps taken by the authors to accomplish this instructional project from start to finish. It includes integration of instructional technology, pedagogical concepts, development of audio and video materials, difficulties faced and how they were handled, software used, and existing issues for the future work.

scholarly journals Connecting Native Students to STEM Research Using Virtual Archaeology

2021 ◽  
pp. 1-11
Author(s):  
Molly Boeka Cannon ◽  
Anna S. Cohen ◽  
Kelly N. Jimenez
Keyword(s):  
Native American ◽  
State University ◽  
Online Delivery ◽  
Mentorship Program ◽  
Native American Students ◽  
Face To Face ◽  
Virtual Archaeology ◽  
Rural Settings ◽  
Native Student ◽  
Online Format

ABSTRACT Universities struggle to provide meaningful education and mentorship to Native American students, especially in STEM fields such as archaeology and geography. The Native American Summer Mentorship Program (NASMP) at Utah State University is designed to address Native student retention and representation, and it fosters collaboration between mentors and mentees. In spring 2020, as university instruction went online due to the COVID-19 pandemic, NASMP mentors were faced with adapting hands-on activities and face-to-face interaction to an online format. Using our Water Heritage Anthropological Project as a case study, we show how virtual archaeological, archival, spatial, and anthropological labs can be adapted for online delivery. This approach may be especially useful for reaching students in rural settings but also for engaging students in virtual or remote research in the field sciences.

scholarly journals BLENDED LEARNING: STUDENT PERCEPTION OF FACE-TO-FACE AND ONLINE EFL LESSONS

2017 ◽  
Vol 7 (1) ◽  
pp. 64 ◽  
Author(s):  
Brenda M. Wright
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Student Perceptions ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Student Perception ◽  
Classroom Interaction ◽  
Face To Face ◽  
Face To Face Instruction

With the ever-increasing development of technology, online teaching is more readily accepted as a viable component in teaching and learning, and blended learning, the combining of online and face-to-face learning, is becoming commonplace in many higher education institutions. Blended learning is, particularly in developing countries, in its early stages and not without its challenges. Asynchronous online lessons are currently still more prevalent in many areas of South-East Asia, perhaps due to potential difficulty in obtaining strong Internet connections, which may deter educators from synchronous options. Technological media have the potential to broaden the scope of resources available in teaching and to enhance the language learning experience. Although research to date shows some focus on blended learning, literature on distance online teaching seems more prevalent. This study exposed 112 Malaysian undergraduate EFL students' responses to an online lesson as part of an English grammar course, and investigates common student perceptions of the online lesson as compared with face-to-face lessons. Questionnaires using qualitative (Likert scale questions) and quantitative (open-ended questions) approaches provided data for content analysis to determine common student perceptions, with particular reference to motivation and interest. In general, more students associated in-class lessons with higher motivation and more interest, due to better understanding, valued classroom interaction with the lecturer and peers, and input from the lecturer. Students preferring the online lesson cited speed and convenience of study and flexibility of time and place of study as reasons for their choice. Skilful implementation of online lessons can enhance a language course but should not undermine the value of face-to-face instruction with EFL teachers.

scholarly journals Blended Instruction in Symbolic Logic

2021 ◽  
Vol 21 (2) ◽  
Author(s):  
Kevin M. Graham ◽  
Brian Kokensparger
Keyword(s):  
Learning Outcomes ◽  
Traditional Instruction ◽  
Student Assessment ◽  
Learning Objectives ◽  
Symbolic Logic ◽  
Blended Instruction ◽  
Face To Face ◽  
Assessment Scores ◽  
Course Grades ◽  
Upper Level

This study examines through action research whether blended instruction in an upper-level philosophy course in introductory symbolic logic can help undergraduate philosophy students to achieve better learning outcomes than undergraduate philosophy students in a traditional, face-to-face version of the same course. The authors conclude that the change from traditional instruction to blended instruction did have a positive and significant effect on student learning as measured in course grades and student assessment scores for one course learning objective, as well as a positive but non-significant effect on student assessment scores for two additional course learning objectives.

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