scholarly journals Student Perceptions of Twitters’ Effectiveness for Assessment in a Large Enrollment Online Course

2015 ◽  
Vol 19 (4) ◽  
Author(s):  
Linda E Rohr ◽  
Jane Costello
Keyword(s):  
Student Perceptions ◽  
Survey Data ◽  
Social Presence ◽  
Management System ◽  
Online Survey ◽  
Effective Means ◽  
Online Course ◽  
Course Content ◽  
Large Enrollment ◽  
A Current

During the Winter and Spring 2014 semesters students registered in the online offering of Human Kinetics and Recreation 1000 (N=589) were asked to participate in two Twitter events encompassing two of the course’s assessment activities. In each Twitter event, students were required to post, at minimum, one original tweet and respond to another student’s tweet. The use of a tweet feeder widget in the course’s learning management system provided a current summary of the dialogue. An aggregate tool was used to assist with tracking of student tweets for assessment purposes. At the end of the semester students were asked to complete an online survey that sought to ascertain their experience of using Twitter within the course, including its effectiveness as a component of the assessment, and as a means to enhance social presence within the class. The survey also inquired about students’ previous and current Twitter use, and requested recommendations on how to use it in future courses. Results of this survey data indicate students perceived Twitter as an effective means of assessment, and an effective means to integrate social presence in the high enrollment course allowing them to feel more connected to their classmates and the course content. Students suggested several ways micro-blogging could be used in future classes. Implications for the use of Twitter for assessment purposes or as a means to enhance social presence are discussed.

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.

Student Perceptions and Pedagogical Applications of E-Learning Tools in Online Course

2010 ◽  
pp. 440-454 ◽  
Author(s):  
C. Candace Chou
Keyword(s):  
Student Perceptions ◽  
Social Presence ◽  
Teaching And Learning ◽  
Personal Identification ◽  
Online Course ◽  
Pedagogical Practice ◽  
Learning Tools ◽  
Student Views ◽  
E Learning ◽  
Meaningful Interaction

This study explores student views of various E-Learning tools as teaching and learning media in an online course for pre-service and in-service teachers. This chapter also examines the pedagogical applications of E-Learning tools in an online course. The capabilities of a system that allows meaningful interaction, reflection, personal identification, and a sense of community play a key role in the degree of social presence. This study highlights some key findings regarding the efficacy of E-Learning tools from student perspectives and make recommendations for future pedagogical practice.

scholarly journals Online short course for learning management system training in an African university of technology

2019 ◽  
Author(s):  
Leanri Van Heerden
Keyword(s):  
Management System ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Management System ◽  
Educational Technologies ◽  
Online Course ◽  
Survey Tool ◽  
University Of Technology ◽  
Short Course ◽  
Learning Management

With the use of technology in the classroom growing every year, lecturers are expected to blend facilitations by making use of learning management systems. At the Central University of Technology, Free State this poses a problem for the learning designers in charge of training lecturers in educational technologies as there is limited space and time to not only teach lecturers the skills, but also to apply them in their own contexts. The purpose of this paper is to present participant perspectives of an online short course in which they learned how to use Blackboard and other educational technologies needed for blending teaching and learning. An exploratory design was implemented with descriptive statistics involving quantitative analysis of the collected data to determine the participants’ perspective on their skills gained. An online survey tool was used to collect the data. Eighty-four percent of particpants felt that they were able to communicate via the system’s announcements, 82% felt confident that they would be able to customize the space and 94% felt that they were now able to add content, such as files. When asked if they felt like they learned the skills they expected from the online course, 94% of particpants replied positively. Keywords: e-learning; learning management system; Blackboard; instructional design; online course; educational technology.

Challenges of Online Exam Systems in the COVID-19 Pandemic Era

2022 ◽  
pp. 108-136
Author(s):  
Ahu Genis-Gruber ◽  
Gerold Weisz
Keyword(s):  
Distance Education ◽  
Student Perceptions ◽  
Technical Support ◽  
Descriptive Statistics ◽  
Online Course ◽  
Video Content ◽  
Course Content ◽  
Exam System ◽  
And Performance ◽  
Online Format

The swift conversion of courses to online format and online exam systems has identified the COVID-19 pandemic era. All educators on the globe have faced the obstacles of abrupt adoption of distance education learning methods. This unexpected shift has presented numerous challenges as preparing an online course content requires developing detailed course plan design, audio and video content, and technical support equipment. This chapter focuses on determining the problems and developing solutions based on the student perceptions about the online exams, which were compulsorily transitioned during the pandemic process. A survey about student perceptions of online exams has been developed and applied to the students after they have taken the exam. Descriptive statistics is used to analyze the data. E-assessment of perception about the online exam system and its impacts on motivation and performance are discussed, and suggestions to improve the system are provided in the chapter.

scholarly journals Exploring Student Perceptions of Flipgrid in Online Courses

2020 ◽  
Vol 24 (4) ◽  
Author(s):  
Patrick R. Lowenthal ◽  
Robert L. Moore
Keyword(s):  
Student Perceptions ◽  
Social Presence ◽  
Exploratory Study ◽  
Online Courses ◽  
Survey Design ◽  
Online Course ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Research And Practice

Asynchronous video-based discussions have affordances that can address some of the constraints of asynchronous text-based discussions. However, little research has been conducted on the use of asynchronous video-based discussions in online courses. As a result, the purpose of this exploratory study was to investigate students’ perceptions of using Flipgrid for asynchronous video-based discussions in fully online courses. We used a cross-sectional survey design to survey 79 students who used Flipgrid in a fully online course. Students overall reported that they liked using Flipgrid, it was easy to use, and that it helped improve social presence. In this paper, we will report the results of our inquiry and implications for research and practice.

scholarly journals Development and assessment of an academic performance enrichment program for low-performing, first-year pharmacy students

2019 ◽  
Vol 43 (3) ◽  
pp. 259-265 ◽  
Author(s):  
Amie J. Dirks-Naylor ◽  
Corbin Cook ◽  
Pov Nhean
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Student Perceptions ◽  
Time Management ◽  
Online Survey ◽  
Program Effectiveness ◽  
Effective Means ◽  
Pharmacy Students ◽  
First Year ◽  
Enrichment Program

Pharmacy school applications have steadily declined over the past several years. Thus pharmacy schools are not only searching for effective means to increase enrollment of qualified candidates, but are also focusing on the development of programs to improve academic performance and retention of enrolled students. To address the needs of struggling first-year pharmacy students enrolled in an Integrated Biological Sciences (BSI) course, an academic performance enrichment program (APEP) was developed. The program was designed to improve academic success by engaging low-performing students with the aims of improving their time management skills, study skills, metacognition, and understanding of BSI course material. The APEP consisted of structured tutoring sessions twice per week, which were required for all students with a course grade ≤73.5% at any point during the semester. To assess program effectiveness, performance improvement on BSI exams by the APEP students were compared with that of non-APEP students in the same class and to those in the previous 3 yr. Student perceptions of the program were also evaluated via an online survey. The APEP was deemed effective in that a greater percentage of students were able to improve their exam scores and to a greater extent by attending the APEP sessions compared with non-APEP students in the same class and with low-performing students in previous years when the APEP did not exist. Furthermore, APEP students believed the program was effective in meeting its aims. In conclusion, the APEP was effective in improving academic performance of low-performing students in BSI.

scholarly journals Student Perceptions of the Use of Multimedia for Online Course Communication

2017 ◽  
Vol 21 (3) ◽  
Author(s):  
Laura Portolese ◽  
Julie Bonner
Keyword(s):  
Student Perceptions ◽  
Social Presence ◽  
Computer Mediated Communication ◽  
Multimedia Communications ◽  
Online Course ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Online Classrooms ◽  
Perceptions Of Students ◽  
Real Person

A great deal of research exists in the use of multimedia communications in online classrooms as a means of furthering student engagement. However, little research exists that examines the perceptions of students when such technologies are used. Additionally, it is unclear that students are likely to engage in the use of such technologies when available. This research explores the perceptions of 69 students taking both online and hybrid undergraduate project management courses. Specifically, the study seeks to explore how students experienced the use of multimedia by their instructor and classmates in both online announcements and discussions, as well as whether these same students used or would be likely to use multimedia for similar communications. Finally, student perceptions of social presence, the degree to which one is perceived as a real person in computer-mediated communication (Gunawardena, 1995), are examined. The results of the study indicate that while students overwhelming enjoy the instructor’s use of multimedia communication, they are unlikely to engage in using these technologies themselves. A discussion of these results and recommendations for further research complete this paper.

Media richness, social presence and loyalty to mobile instant messaging

2019 ◽  
Vol 119 (6) ◽  
pp. 1357-1373 ◽  
Author(s):  
Fan-Chen Tseng ◽  
T.C.E. Cheng ◽  
Pei-Ling Yu ◽  
Tzu-Ling Huang ◽  
Ching-I. Teng
Keyword(s):  
Social Presence ◽  
Structural Equation ◽  
Online Survey ◽  
Instant Messaging ◽  
Effective Means ◽  
Need Satisfaction ◽  
Media Richness ◽  
Immediate Feedback ◽  
Content Type ◽  
Theoretical Foundations

Purpose Mobile instant messaging (MIM) apps could provide rich and instant information in employees’ communication. However, how media richness impacts MIM user loyalty is unknown. The purpose of this paper is to adopt media richness and social presence theories as theoretical foundations to address this insufficiency. Design/methodology/approach Collecting 247 responses from an online survey, the authors use structural equation modelling for data analysis and hypothesis testing. Findings The authors found that immediate feedback and personal focus are the main aspects of media richness that are positively related to social presence, relatedness need satisfaction and user loyalty to MIM. Originality/value This is the first study using two pertinent theories to explain how aspects of media richness affect user loyalty to MIM. The present findings suggest that firms developing MIM apps focus on immediate feedback and personal focus as effective means to encourage user loyalty.

scholarly journals Exploring Chinese students’ learning experience in CIC MOOC 2.0– A study with Chinese online communities

2020 ◽  
Vol 13 (2) ◽  
Author(s):  
Qing Zhang ◽  
Hengtao Tang ◽  
Barbara Lockee ◽  
Kathryn Jablokow
Keyword(s):  
Online Communities ◽  
Online Survey ◽  
Learning Experience ◽  
Chinese Students ◽  
Online Course ◽  
Course Content ◽  
Massive Open Online Course ◽  
Survey Interviews ◽  
Innovation And Change ◽  
Shed Light

This research explores Chinese students’ learning experience in the Creativity, Innovation, and Change (CIC) Massive Open Online Course (MOOC) 2.0 from the cultural, language, and communication perspectives. The CIC MOOC was the first course offered in both English and Chinese in Coursera. Data in this study were collected via online survey, interviews, QQ chat logs, and discussion threads in Guokr platform. Content analysis was performed to identify key themes from the collected data. Findings reveal that differences exist in Eastern and Western societies regarding power distance, individualism versus collectivism, and masculinity versus femininity. Communication patterns also vary in QQ and Guokr online communities. In addition, Chinese students reported that translation helped them understand the course topics better, and the online interest group motivated them to participate in course activities and complete the course. The conclusions shed light on the design of future MOOCs, advocating for translating course content into different languages and building small online communities to meet learners’ needs and improve their learning experiences.

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