scholarly journals Student Perceptions of Online Teacher and On-site Facilitator Support in Supplemental Online Courses

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Jered Borup ◽  
Chawanna B. Chambers ◽  
Rebecca Stimson
Keyword(s):  
Student Perceptions ◽  
Online Courses ◽  
Attrition Rates ◽  
Course Content ◽  
Online Teachers ◽  
Brick And Mortar ◽  
Important Exception ◽  
Online Teacher ◽  
To Come ◽  
Site Facilitator

In an attempt to better support their students and reduce online course attrition rates, some brick-and-mortar schools provide their online students with an on-site facilitator who supports students face-to-face. However, little is known about how students perceive the support provided by their on-site facilitator and online teacher. For this report, we surveyed 70 students and conducted eight focus groups with 51 students to better understand the support that online teachers and on-site facilitators provided them. Our findings focused on the following support indicators: (1) advising students regarding course enrollments, (2) orienting students to online learning procedures and expectations, (3) facilitating interactions, (4) developing caring relationships, (5) motivating students to more fully engage in learning activities, (6) organizing and managing student learning, and (7) instructing students regarding the course content. The majority of support appeared to come from students’ on-site facilitators. An important exception was that the large majority of the content-related support came from the online teacher. While students were largely positive when describing the support from their on-site facilitators, students were split and more critical of the support (or the lack of support) from their online teacher.

scholarly journals All in with Google Slides: Virtual engagement and formative assessment in introductory sign language linguistics

2021 ◽  
Vol 6 (2) ◽  
pp. 5103
Author(s):  
Leah C. Geer
Keyword(s):  
Learning Styles ◽  
Formative Assessment ◽  
Student Perceptions ◽  
Sign Language ◽  
Formative Assessments ◽  
Community Of Learners ◽  
Course Content ◽  
Virtual Instruction ◽  
Language Structure ◽  
To Come

My goals as an instructor are to be transparent and approachable and to cultivate a community of learners. The transition to virtual instruction in Sign Language Structure and Usage presented significant challenges. I wondered how students could engage effectively with me, with each other, and with course content; how students could identify what they understood and on what they needed further instruction. To address these questions, I went all in with Google Slides to build engaging, searchable, self-paced slide presentations with built-in formative assessments. COVID-19 inspired this shift in slide creation, but I envision using these slides going forward because they are more equitable and more inclusive. If studentsare not able to come to class for any reason, they can review videos and complete selfassessments, just as they would in class. Anecdotal remarks suggest this approach appeals to a wider range of students and learning styles, but further study should explicitly examine student perceptions of this slide format. Other faculty in my college have recently expressed interest in adopting this style of presentation in their owncourses.

scholarly journals Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School

2019 ◽  
Vol 20 (2) ◽  
Author(s):  
Jered Borup ◽  
Chawanna B. Chambers ◽  
Rebecca Stimson
Keyword(s):  
Online Learning ◽  
Study Strategies ◽  
Parental Engagement ◽  
Student Attrition ◽  
Virtual High School ◽  
Attrition Rates ◽  
Online Student ◽  
Course Content ◽  
Online Teachers ◽  
Face To Face

Just as they have in face-to-face courses, parents will likely play an important role in lowering online student attrition rates, but more research is needed that identifies ways parents can engage in their students’ online learning. In this research we surveyed and interviewed 12 online teachers and 12 on-site facilitators regarding their experiences and perceptions of parental engagement. Guided by the Adolescent Community of Engagement framework, our analysis found that teachers and facilitators valued parents’ engagement when parents advised students on course enrollments, nurtured relationships and communication with and between students, monitored student progress, motivated students to engage in learning activities, organized and managed students’ learning time at home, and instructed students regarding study strategies and course content when able. Teachers and facilitators also identified obstacles that parents faced when attempting to engage in their children’s online learning as well as obstacles that teachers and facilitators encountered when they attempted to support parents.

Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Private Practice ◽  
Universal Design ◽  
Professional Preparation ◽  
Learning Activities ◽  
Functional Information ◽  
Course Content ◽  
Group Activities ◽  
Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

EXPRESS: Effects of Payment on User Engagement in Online Courses

2021 ◽  
pp. 002224372110163
Author(s):  
Ali Goli ◽  
Pradeep K. Chintagunta ◽  
S. Sriram
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Full Potential ◽  
User Engagement ◽  
Sunk Cost ◽  
Course Content ◽  
Sunk Cost Effect ◽  
To Receive ◽  
Cost Effect

Massive Open Online Courses (MOOCs) have the potential to democratize education by improving access. Although retention and completion rates for non-paying users have not been promising, these statistics are much brighter for users who pay to receive a certificate upon completing the course. We investigate whether paying for the certificate option can increase engagement with course content. In particular, we consider two such effects: (a) the certificate effect, which is the boost in motivation to stay engaged in order to receive the certificate; and (b) the sunk-cost effect, which arises solely because the user paid for the course. We use data from over 70 courses offered on the Coursera platform and study the engagement of individual participants at different milestones within each course. The panel nature of the data enables us to include controls for intrinsic differences between non-paying and paying users in terms of their desire to stay engaged. We find evidence that the certificate and sunk-cost effects increase user engagement by approximately 8%-9%, and 17%-20%, respectively. However, whereas the sunk-cost effect is transient and lasts only for a few weeks after payment, the certificate effect lasts until the participant reaches the grade required to be eligible to receive the certificate. We discuss the implications of our findings for how platforms and content creators may want to design course milestones and schedule the payment of course fees. Given that greater engagement tends to improve learning outcomes, our study serves as an important first step in understanding the role of prices and payment in enabling MOOCs to realize their full potential.

scholarly journals Study of Live Lecture Attendance, Student Perceptions and Expectations

2021 ◽  
Author(s):  
Johnathan Emahiser ◽  
John Nguyen ◽  
Cheryl Vanier ◽  
Amina Sadik
Keyword(s):  
Student Perceptions ◽  
Teaching Practices ◽  
First Year ◽  
First Year Students ◽  
Study Materials ◽  
Class B ◽  
Second Year ◽  
To Come ◽  
Perceptions And Expectations ◽  
Insight Into

AbstractDeclining lecture attendance has been an ongoing concern for educators involved in undergraduate medical education. A survey was developed (a) to gain insight into the reasons students skipped class, (b) to identify the type of study materials they were using, and (c) to determine what they thought would motivate them to come to class. The survey was sent to 317 first-year and second-year medical students, and 145 (45%) responded. Only 63% of first-year students and 53% of second-year students attended any lectures that were not mandatory. The attendance was higher for students who aspired to less competitive specialties such as pediatrics and family medicine. The most popular reasons for not coming to class were related to the efficiency of information intake and instructor or class style. The most heavily used resources (> 60%) were materials or recorded lectures provided by the instructor. The second-year students also heavily used outside study materials for Board exams, such as Pathoma (50%). Students’ ideas for what might increase their attendance suggest that they perceive that the lectures may not prepare them for Board exams, and they would like faculty to address Board related content more often in class and on assessments. Respondents also suggested that teaching practices might be improved through faculty development. Faculty awareness of and references to Board exam content, embedded in strong teaching practices, may help students find more value in live lectures. Carefully designed active learning sessions may change students’ minds regarding the relevance and value of these sessions.

Student Perceptions of OT Course in Animal-Assisted Therapy for Health Professionals

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512505205p1-7512505205p1
Author(s):  
Petrina Talbot ◽  
Pamela Linden
Keyword(s):  
Focus Group ◽  
Student Perceptions ◽  
Health Professionals ◽  
Animal Assisted Therapy ◽  
Scope Of Practice ◽  
Multimodal Learning ◽  
Course Content ◽  
Area Of Interest ◽  
First Time ◽  
Primary Author

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. The aim of this qualitative study was to explore graduate OT student perspectives on an animal-assisted therapy (AAT) course elective offered for the first time. A semistructured focus group captured student perceptions of course content, pedagogy, experiential activities, and assignments. Given that AAT is a growing area of interest among OT practitioners and falls within the OT scope of practice, AAT coursework should be integrated into OT curricula through multimodal learning methods. Primary Author and Speaker: Petrina Talbot, AIM Services, Inc., Port Jefferson, NY, USA Additional Authors and Speakers: Pamela Linden

scholarly journals A Digital Forensic Readiness Architecture for Online Examinations

2018 ◽  
Vol 30 (1) ◽  
Author(s):  
Ivans Kigwana ◽  
H. S Venter
Keyword(s):  
Online Courses ◽  
Relevant Information ◽  
Content Management ◽  
International Standards ◽  
Future Research ◽  
International Electrotechnical Commission ◽  
Course Content ◽  
Digital Forensic ◽  
Online Examination ◽  
Proactive Measures

Some institutions provide online courses to students to ease the courses’ workload. Online courses can also be convenient because the online course content management software conducts marking of tests and examinations. However, a few students could be willing to exploit such a system’s weaknesses in a bid to cheat in online examinations because invigilators are absent. Proactive measures are needed and measures have to be implemented in order to thwart unacceptable behaviour in situations where there is little control of students’ conduct. Digital Forensic Readiness (DFR) employs a proactive approach for an organisation to be forensically prepared for situations where there is little control over people. This can be achieved by gathering, storing and handling incident response data, with the aim of reducing the time and cost that would otherwise be spent in a post-event response process. The problem this paper addresses is that, at the time of writing this paper, there existed no known DFR architecture that can be used to collect relevant information for DFR purposes, specifically in the course of an online examination, as described in the standard published by the International Standards Organisation (ISO) and the International Electrotechnical Commission (IEC) (ISO/IEC 27043:2015) for incident investigation principles and processes. Due to the lack of DFR architecture, the authors propose an Online Examination Digital Forensic Readiness Architecture (OEDFRA) that can be used to achieve DFR when online examinations are conducted. This architecture employs already existing DFR techniques, discussed in the study, to help educational institutions achieve DFR in online examinations. This architecture, (OEDFRA), when implemented, will be tested in future research in order to confirm its contribution to the field of DFR.

scholarly journals Design and Implementation of an IDE for Learning Programming Languages Using a Gamification Service

2017 ◽  
pp. 295-308 ◽  
Author(s):  
José Carlos Paiva ◽  
José Paulo Leal ◽  
Ricardo Alexandre Peixoto de Queirós
Keyword(s):  
Programming Languages ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Development Environment ◽  
Integrated Development ◽  
Course Content ◽  
Single Sign On ◽  
Design And Implementation ◽  
Architecture And Design ◽  
Learning Programming

This chapter presents the architecture and design of Enki, an Integrated Development Environment (IDE) for learning programming languages on Massive Open Online Courses (MOOCs). This environment can be used as a tool by a Learning Management System (LMS) and a typical LMS such as Moodle can launch it using the Learning Tool Interoperability (LTI) API. Student authentication tokens are passed via LTI, thus integrating Enki in the single sign-on domain of the academic institution. The proposed tool has a web user interface similar to those of reference IDEs, where the learner has access to different integrated tools, from viewing tutorial videos, to solving programming exercises that are automatically evaluated. Enki uses several gamification strategies to engage learners, including generic gamifications services provided by Odin and the sequencing of educational resources. The course content (videos, PDFs, programming exercises) is progressively disclosed to the learner as he successfully completes exercises. This is similar to what happens in a game, where new levels are unlocked as the previous are completed, thus contributing to the sense of achievement.

scholarly journals STUDENT PERCEPTIONS AND USE OF AN INVENTORY TO FACILITATE LEARNING OF INDIVIDUAL TEAM-EFFECTIVENESS

2013 ◽  
Author(s):  
Patricia Kristine Sheridan ◽  
Doug Reeve ◽  
Greg Evans
Keyword(s):  
Student Perceptions ◽  
Team Effectiveness ◽  
Energy Systems ◽  
Engineering Science ◽  
Engineering Student ◽  
Web Based ◽  
Team Members ◽  
Course Content ◽  
Graduate Attributes ◽  
Communication Competencies

Team-based projects have become a common method of modeling real-world experience and meeting required graduate attributes in engineering. In these projects, much of a student’s grade is attributed to work produced by an entire team, creating a need for instruction on how to work effectively as team members in addition to course-content instruction. A web-based tool is in development to create a virtual environment in which students can learn about and improve their individual team-effectiveness competencies through self- and peer-assessments. Framed as a guided reflection, these assessments are facilitated using an inventory which identifies 18 competencies along three aspects of team-effectiveness: Organisational, Relational and Communication competencies [1]. The inventory assesses observable behaviours that translate to specific levels of competency so as to provide a foundation for normalized self- and peer-assessments, as well as provide examples of how to improve. A study to assess student perceptions and use of the inventory was conducted in the Fall 2012 term in two upper year courses. The first course was a third-year course on energy systems that is required of all students in the Energy Option of Engineering Science and the second a fourth-year engineering leadership course which any engineering student can select as an elective. The objective of this study was to determine if students in a required engineering course perceived and used the inventory differently than those who self-selected into an engineering leadership course.

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.

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