scholarly journals Toward an Understanding of Development of Learning to Solve Ill-Defined Problems in an Online Context: A Multi-Year Qualitative Exploratory Study

2016 ◽  
Vol 20 (1) ◽  
Author(s):  
Naren Peddibhotla
Keyword(s):  
Student Performance ◽  
Case Studies ◽  
Online Teaching ◽  
Online Courses ◽  
Inductive Learning ◽  
Online Classes ◽  
Trial And Error ◽  
Online Setting ◽  
Error Learning ◽  
Self Discovery

The case study is a classic tool used in several educational programs that emphasizes solving of ill-defined problems. Though it has been used in classroom-based teaching and educators have developed a rich repertoire of methods, its use in online courses presents different challenges. To explore factors that develop skills in solving ill-defined problems, I present results of a seven-year study seeking to develop tools for facilitating and assessing skills for case studies in an online graduate class. This study began with the introduction of a classroom-based case method into an online graduate class. Over the following years, I used three sources of data to make changes to the design of the course with respect to case studies: feedback from students, feedback from colleagues, and measurement of student performance. Findings suggest the following general approaches may work better in online classes involving case studies in particular, and more broadly in courses that teach solving of ill-defined problems: 1) immersion (or the use of drills) to support trial and error learning especially given the additional distractions of an online setting as compared to attending classes on campus; 2) structure to facilitate learning as it involves building skills based on absorptive capacity that students acquire from skills learned earlier; 3) social learning to enhance trial and error learning; 4) inductive learning that may be more appropriate to online teaching as compared to deductive learning; 5) provision of structure instead of participation by the instructor may encourage self-discovery of methods to solve ill-defined problems in an online context.

scholarly journals Online Learning Benefits and Challenges During the COVID 19 - Pandemic-Students’ Perspective from SEEU

SEEU Review ◽  
2020 ◽  
Vol 15 (1) ◽  
pp. 86-103
Author(s):  
Brikena Xhaferi ◽  
Gëzim Xhaferi
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Online Courses ◽  
Online Classes ◽  
East European ◽  
Language And Literature ◽  
Student Questionnaire ◽  
The Impact

Abstract Online learning is becoming a commonplace in different settings starting from elementary, secondary and higher levels of education. Different educational institutions use different communication tools to promote learning because the expansive nature of the Internet and the accessibility of technology have generated a surge in the demand for web-based teaching and learning across the nations (Chaney, 2010). The online teaching and learning have become a necessity for education around the globe during COVID 19-pandemic. There are several challenges which are faced during online classes because the students must have strong self-motivation skills and be very disciplined to achieve the desired learning results. This paper presents and analyzes the data on the benefits and challenges of online teaching at South East European University (SEEU) during COVID 19 pandemic. The participants of the study are students of the BA level majoring in English Language and Literature and German Language and Literature at SEEU in Tetovo, North Macedonia. To answer the research questions, we have used a student questionnaire, interviews, and student reflection papers written during the online courses. Overall, the research indicates that benefits of online coursework outweigh the challenges that students face during the online classes. From a safety perspective, this study emphasizes the need to consider the impact of online teaching on student motivation and the paper raises important questions about how to best support students enrolled in online courses. Further research is needed in order to better evaluate the benefits, challenges, and useful strategies of successful students enrolled in online courses.

scholarly journals Effects of modified BOPPPS-based SPOC and Flipped class on 5th-year undergraduate oral histopathology learning in China during COVID-19

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Shan Wang ◽  
Xin Xu ◽  
Fang Li ◽  
Haixia Fan ◽  
Eryang Zhao ◽  
...  
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Teaching Method ◽  
Online Classes ◽  
Ministry Of Education ◽  
Oral Diseases ◽  
Teaching Satisfaction ◽  
Medical University ◽  
Post Assessment ◽  
Medicine Education

Abstract Background Colleges and universities in China have offered courses based on online teaching platforms as required by the Ministry of Education since the beginning of the COVID-19 pandemic. This emergency action was not an expedient measure, but a powerful impetus to improve extant education and implement teaching reform. Oral histopathology is a basic subject in oral medicine education, which combines theory with practice. The course aims to improve the ability of students to observe, think, analyze and identify oral diseases. Method We adjusted and modified the original Bridge-In, Outcomes, Pre-assessment, Participatory Learning, Post-assessment, and Summary (BOPPPS) teaching method to fit the characteristics and needs of oral histopathology. We then combined the characteristics of Small Private Online Courses (SPOCs) and a Flipped class to complete teaching material online, and assessed the effects of such teaching using a questionnaire and interviews. Fifty 5th-year undergraduates in stomatology at the School of Stomatology of Harbin Medical University of China participated in online classes. All were in the junior second half of the semester at the beginning of 2020. Teachers investigated from various medical colleges were responsible for delivering courses associated with stomatology or ophthalmology. Result & conclusion The results showed that the modified BOPPPS combined with SPOC and the Flipped class improved teaching satisfaction. Modified BOPPPS combined with SPOC and the Flipped class is a useful complement to offline teaching on 5th-year undergraduate oral histopathology learning in China during COVID-19, and it can meet the multiple needs of students participating in the course.

scholarly journals The Advantages and Disadvantages on Teaching and Learning English in Online Setting

2021 ◽  
pp. 249-260
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Design ◽  
Online Classes ◽  
Short History ◽  
Advantages And Disadvantages ◽  
Online Setting ◽  
Pros And Cons ◽  
Different Cultures ◽  
Learning English

This paper explores the pros and cons of using an online setting for teaching and learning English comparing with an in-class setting. The online setting is undergoing a fast transformation and becomes a widely promoted platform due to the COVID-19 pandemic. By reviewing different studies on online teaching, this paper aims to understand the online setting better. This information would be helpful to Vietnam, where the online class has a medium used and short history comparing with other developed and developing countries, so online classes in Vietnam may need adjustment and consideration based on different cultures and learner's experiences. This paper also gives some suggestions for online learning design for English languages to increase learning effectiveness.

scholarly journals Investigating the Impact of Online Classes on Undergraduate Degree Completion

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Sharon Wavle ◽  
Gamze Ozogul
Keyword(s):  
Student Performance ◽  
Undergraduate Students ◽  
Degree Completion ◽  
Online Courses ◽  
Online Classes ◽  
Course Grades ◽  
Program Of Study ◽  
Faculty And Administrators ◽  
Student Grades ◽  
The Impact

This study expands on current research that examines the impact of online courses on retention, degree completion, and student success. The researchers investigated the impact of online courses on degree completion by using existing graduation rate data, course enrollment data, and student grades for undergraduate students at a multi-campus 4-year institution. The researchers aimed to provide advisors, faculty, and administrators with a better understanding of how online classes fit into an undergraduate student’s program of study while completing their degrees within the desired timeframe.  The researchers additionally sought to understand the impact of taking online classes on degree completion while controlling for student demographic and academic factors (e.g. age, first-generation student status, socioeconomic status, SAT/ACT scores, and 1st semester GPA) and campus type (traditional flagship, urban research, and regional). Results indicated that regardless of campus type taking one or more online classes during their program of study increased undergraduate students’ likelihood of successful degree completion. Lastly, to provide further insight, this study compared student performance in online and on campus classes. Results for this comparison were mixed; slightly higher or slightly lower online course grades were obtained by students compared to face-to-face course grades depending on type of campus.

scholarly journals Towards Simulation Aided Online Teaching: Material Design for Applied Fluid Mechanics

2018 ◽  
Vol 14 (12) ◽  
pp. 112
Author(s):  
Gonca Altuger-Genc ◽  
Yue Han ◽  
Yegin Genc
Keyword(s):  
Online Education ◽  
Fluid Mechanics ◽  
Engineering Education ◽  
Online Teaching ◽  
Online Courses ◽  
Material Design ◽  
Abstract Concepts ◽  
Novel Approach ◽  
Hands On ◽  
Online Setting

Learning is shifting from synchronous in-class settings to asynchronous online platforms in an attempt to make education accessible to wider audience. However, certain vital components of engineering education, such as laboratory work and hands-on practices, are harder to conduct online. Understanding how technology can help offering such components online can impact the quality of online education a great deal. The goal of this study is to improve the effectiveness of online courses in engineering. Particularly, we aim to transform some of the hands-on practices that are fundamental for engineering education into online setting. We first explored existing literature and found that real-time experimentation can be carried out with the help of online modules. We then designed two simulations for a fluid mechanics lab. We expect these simulations to be used to support teaching and evaluation of fluid mechanics through various assignments that utilize these simulations.  This study surveys how online modules have been studied in effort to relax the time and location constraints of in-class education. Drawing upon the literature review it proposes a novel approach to incorporate simulations to ground learning of abstract concepts such as buoyancy.

Creating Collaboration in Global Online Learning

2014 ◽  
pp. 92-103
Author(s):  
Patricia Cranton ◽  
Patricia Thompson
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Cultural Competence ◽  
Case Studies ◽  
Online Teaching ◽  
Online Courses ◽  
Theoretical Framework ◽  
Teaching And Research ◽  
Global Context ◽  
Learner Centered

In this chapter, the authors address the question of how educators can creative collaborative learning in online courses, especially in those courses that occur in a global context. They use constructivism as a theoretical framework, and they review the literature related to collaborative learning, learner-centered teaching, groups in online learning, cultural competence in online teaching, and research on online learning. The authors present two case studies, one in which collaborative learning occurred, and one in which the collaborative component was less developed, even though the content of the courses were the same and the same educator facilitated the courses. The authors conclude the chapter by suggesting areas of further research on collaboration in online learning.

Teaching with Technology

2012 ◽  
Vol 3 (2) ◽  
pp. 47-53 ◽  
Author(s):  
Susan K. Dennett ◽  
Maria D. Vásquez-Colina
Keyword(s):  
Adult Learners ◽  
Online Teaching ◽  
Online Courses ◽  
Learning Experience ◽  
Traditional Classroom ◽  
Online Classes ◽  
Completion Rates ◽  
Teaching With Technology ◽  
Engagement Strategies ◽  
Technology Students

In this article, the authors discuss how technology can enhance online teaching and student engagement. As the number of adult learners increase and the continuing use of online teaching increases, it is important to keep students engaged during learning. If the adult learners are engaged, they will most likely remain the duration of the course, ensuring retention in online courses. Currently completion rates for online courses can be significantly lower than those of the traditional classroom based on studies by a number of authors for a variety of reasons (Diaz, 2002; Lorenzetti, 2002; Murray, 2001). Students will also be more likely to sign up for future online classes when engagement strategies are used. By incorporating the type of technology students use in their everyday life will encourage engagement and relevance. When educators use technology effectively and efficiently in their classes, this increases engagement and provides a positive learning experience for the student. The article reviews literature that outlines different types of technology and the ways technology can complement an online class.

The Case Method and Collaborative Learning

2008 ◽  
pp. 66-88
Author(s):  
Stephanie L. Brooke
Keyword(s):  
Online Education ◽  
Case Studies ◽  
Online Courses ◽  
Thinking Skills ◽  
Virtual Classroom ◽  
Critical Thinking Skills ◽  
Case Method ◽  
Online Classes ◽  
Higher Order Thinking Skills ◽  
Teaching Online

With increasing interest in online education, instructors must have a repertoire of tools available to promote the critical thinking skills of their students. This chapter will present the case method as one pedagogical approach for teaching online courses. Example cases are provided. Pedagogical approaches to working with new and seasoned online students are addressed. Further, the benefits of using the case method to promote learning in the virtual classroom are explained. The case studies presented for online classes present concrete situations that can be used to stimulate analysis, requiring students to project how they might respond to a set of circumstances. The case studies promote Socratic dialogue and higher order thinking skills. Further, the case method can be a good vehicle for stimulating students’ thoughts about step-by-step planning.

scholarly journals TEACHING PSYCHOLOGY DURING THE COVID-19 PANDEMIC. CHALLENGES FOR ONLINE COURSES

2020 ◽  
Vol 13 (2) ◽  
pp. 273-285
Author(s):  
Marius Drugas
Keyword(s):  
Social Interactions ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Classes ◽  
Online Teaching And Learning ◽  
Content Quality ◽  
Teachers And Students ◽  
Teaching Psychology

The forced transition to online teaching and learning, caused by the COVID-19 Pandemic, was sudden and difficult for many teachers and students who had to adapt to new ways of interacting. Our purpose is to describe some specific challenges and recommendations for online teaching and learning in the field of Psychology, especially for those who never had this kind of experience before. The quality of learning was not an issue identified by current students, but the content quality and the opportunities for social interactions during online courses were revealed as real problems by scientific research. Teachers are expected to act as facilitators, content experts, organizers, or technical helpers, and all these may become sources of frustration. The convenience of online courses for students could diminish the worries connected to learning outcomes, but we have to admit that not all teachers are prepared, willing or able to adapt to online classes.

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